第38章 教育的均衡
§1
第38章 教育的均衡
§2
Chapter 38—Balance in Education
§3
教育有永恒的效果——教育工作的效果将在无穷无尽的永恒岁月中显明出来。--6T154(1900).{1MCP 359.1}[1]
§4
Education Has Eternal Implications.—Education is a work the effect of which will be seen throughout the ceaseless ages of eternity.—Testimonies for the Church 6:154 (1900).?{1MCP 359.1}[1]
§5
恢复上帝的形像——教育的真正目的乃是在人心中恢复上帝的形像。起初上帝曾照着自己的形像造人，并赋予他崇高的品质。他的心智是均衡的，他全部身心的一切能力都是匀称的。但人类的堕落及其后果，已经败坏了这些天赋。罪恶已经损毁并几乎消灭了人心中上帝的形像。为要恢复这形像起见，上帝才为人类设定救恩的计划，并赐给他一生的试验时期。人生的大目的就是使自己回复到起初被造时的完全景况，——这目的乃是其他一切目的的基础。父母和教师们在教育青年人的工作上，乃是与上帝的旨意合作；他们这样作，就能成为“与上帝同工的”（林前3:9）。--PP595(1890).{1MCP 359.2}[2]
§6
To Restore Harmony in the Being—The true object of education is to restore the image of God in the soul. In the beginning God created man in His own likeness. He endowed him with noble qualities. His mind was well balanced, and all the powers of his being were harmonious. But the fall and its effects have perverted these gifts. Sin has marred and well-nigh obliterated the image of God in man. It was to restore this that the plan of salvation was devised and a life of probation was granted to man. To bring him back to the perfection in which he was first created is the great object of life—the object that underlies every other. It is the work of parents and teachers, in the education of the youth, to cooperate with the divine purpose; and in so doing they are “laborers together with God.”—Patriarchs and Prophets, 595 (1890).?{1MCP 359.2}[2]
§7
一切天赋都要发展——世人所有各种不同的天赋——心志，灵性和身体的良知良能——都是上帝所赋予，是要用来达到最高的程度的。但这不可成为一种自私和独占的教育；因我们所领受那与上帝相似的品格，乃是善良而慈爱的。创造主所赐给我们的每一种才能和禀赋，都是要用来荣耀上帝并造福同胞的。而且惟有这样作，才能得到最纯洁，最高尚，最幸福的收获。--PP595(1890).{1MCP 359.3}[3]
§8
All Capabilities to Be Developed—All the varied capabilities that men possess—of mind and soul and body—are given them by God to be so employed as to reach the?highest possible degree of excellence. But this cannot be a selfish and exclusive culture; for the character of God, whose likeness we are to receive, is benevolence and love. Every faculty, every attribute, with which the Creator has endowed us is to be employed for His glory and for the uplifting of our fellowmen. And in this employment is found its purest, noblest, and happiest exercise.—Patriarchs and Prophets, 595 (1890).?{1MCP 359.3}[3]
§9
真教育是广泛的——真教育，并不只是学习某门课程，它的范围是很广泛的。它包括身体、心智各方面才能的均衡发展。它教导人敬爱上帝，并为忠心履行人生的本分作好准备。--CT64(1913).{1MCP 360.1}[4]
§10
True Education Is Broad—True education means more than taking a certain course of study. It is broad. It includes the harmonious development of all the physical powers and the mental faculties. It teaches the love and fear of God and is a preparation for the faithful discharge of life’s duties.—Counsels to Parents, Teachers, and Students, 64 (1913).?{1MCP 360.1}[4]
§11
全面发展以履行每一本分——凡愿意与上帝同工的人，必须努力使身体的各器官以及自己的心智达到完美的地步。真教育乃是使人在德，智，体方面作好准备，以履行人生的各种职责，并在身体和心灵方面进行培养，为上帝服务。这是一种延续到永生的教育。--COL330(1900).{1MCP 360.2}[5]
§12
All-round Development for Every Duty—And those who would be workers together with God must strive for perfection of every organ of the body and quality of the mind. True education is the preparation of the physical, mental, and moral powers for the performance of every duty; it is the training of body, mind, and soul for divine service. This is the education that will endure unto eternal life.—Christ’s Object Lessons, 330 (1900).?{1MCP 360.2}[5]
§13
一切才能达到最高造诣——上帝计划让巴特尔克里克学院达到比美国其它教育机构更高的智育和德育水平。应该教导青少年培养自己的体力、智力和道德能力的重要性，以便他们不仅在科学上达到最高的造诣，也可藉着认识上帝，受教去荣耀祂；发展匀称的品格，从而作好充分的预备，在今世作有用的人，并且获得适合不朽来生的道德品质。--4T425(1880).{1MCP 360.3}[6]
§14
All Powers to Reach Their Highest Potential—God designs that the college at Battle Creek shall reach a higher standard of intellectual and moral culture than any other institution of the kind in our land. The youth should be taught the importance of cultivating their physical, mental, and moral powers that they may not only reach the highest attainments in science, but through a knowledge of God may be educated to glorify Him; that they may develop symmetrical characters, and thus be fully prepared for usefulness in this world and obtain a moral fitness for the immortal life.—Testimonies for the Church 4:425 (1880).?{1MCP 360.3}[6]
§15
各门学科的知识就是力量——我们中间建立的学校负有严肃的责任，因为涉及重要的权益。我们的学校在特殊的意义上成了一台戏，给天使和世人观看。各门科学知识乃是力量。上帝的旨意也要我们的学校教授先进的科学，作为世界历史结束之前要做之工的一项预备。藉着为这工作训练的代表，真理要传到天涯海角。然而虽然科学知识是一种力量，耶稣亲自来传给世界的知识却是福音的知识。真理的亮光要将其明亮的光线照到地上最遥远的地区，而接受或拒绝上帝的信息关系到生灵永远的命运。--RH,1891年12月1日.(FE186.){1MCP 360.4}[7]
§16
Knowledge of Science of All Kinds Is Power—The schools established among us are matters of grave?responsibility, for important interests are involved. In a special manner our schools are a spectacle unto angels and to men. A knowledge of science of all kinds is power, and it is in the purpose of God that advanced science shall be taught in our schools as a preparation for the work that is to precede the closing scenes of earth’s history. The truth is to go to the remotest bounds of the earth, through agents trained for the work. But while the knowledge of science is a power, the knowledge which Jesus in person came to impart to the world was the knowledge of the gospel. The light of truth was to flash its bright rays into the uttermost parts of the earth, and the acceptance or rejection of the message of God involved the eternal destiny of souls.—The Review and Herald, December 1, 1891. (Fundamentals of Christian Education, 186.)?{1MCP 360.4}[7]
§17
青年人要成为有思想的人——每一个按照上帝的形像所创造的人，都赋有与创造主相似的能力——个性，都有思考和行动的能力。凡培养了这种能力的人，都是负有责任，在事业上担任领袖，影响他人品格的人。真教育的任务就是培养这种能力，训练青年人成为有思想的人，而不只是反映别人的思想。{1MCP 361.1}[8]
§18
Youth to Be Thinkers—Every human being, created in the image of God, is endowed with a power akin to that of the Creator—individuality, power to think and to do. The men in whom this power is developed are the men who bear responsibilities, who are leaders in enterprise, and who influence character. It is the work of true education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men’s thought.?{1MCP 361.1}[8]
§19
要引导学生不限于学习人所讲所写的，而是要探索真理的源泉，到大自然和圣经启示的广阔学习园地去。思考有关责任和命运的重大问题，心胸就会得到扩大和加强。如此，学校所培养的人就不会是庸碌之辈，而是思想深刻，行动有力的人，是环境的主宰而不是环境的奴隶，胸襟豁达，思想开明，有勇气实行自己的信念。--Ed17,18(1903).{1MCP 361.2}[9]
§20
Instead of confining their study to that which men have said or written, let students be directed to the sources of truth, to the vast fields opened for research in nature and revelation. Let them contemplate the great facts of duty and destiny, and the mind will expand and strengthen. Instead of educated weaklings, institutions of learning may send forth men strong to think and to act, men who are masters and not slaves of circumstances, men who possess breadth of mind, clearness of thought, and the courage of their convictions.—Education, 17, 18 (1903).?{1MCP 361.2}[9]
§21
真教育发展品格——青少年的教育和训练是一项又重要又严肃的工作。要达到的伟大目标应当是品格的正确发展，好使人适合履行今生的义务并且最终进入不朽的来生。来生会显明人们做这项工作的方式。传道人和教师们若能充分意识到自己的责任，我们就会看到今日世界不同的局面。但是他们的观念和目的太狭隘了。他们没有认识到自己的工作或其结果的重要性。--4T418(1880).{1MCP 361.3}[10]
§22
True Education Develops Character—The education and training of the youth is an important and solemn work. The great object to be secured should be the proper development of character, that the individual may be?fitted rightly to discharge the duties of the present life and to enter at last upon the future, immortal life. Eternity will reveal the manner in which the work has been performed. If ministers and teachers could have a full sense of their responsibility, we should see a different state of things in the world today. But they are too narrow in their views and purposes. They do not realize the importance of their work or its results.—Testimonies for the Church 4:418 (1880).?{1MCP 361.3}[10]
§23
建造品格具有最大的价值——（阿冯代尔学校的）学生们忠实努力地学习。他们肌肉的活力与他们的胆识和稳健度都在增加。这是适当的教育，会从我们的学校培养出既不软弱，也不低效的学生。他们所受的不是片面的教育，而是德、智、体的全面训练。{1MCP 362.1}[11]
§24
Greatest Value Is to Build Character—The students [in the Avondale school] work hard and faithfully. They are gaining in strength of nerve and in solidity as well as activity of muscles. This is the proper education which will bring forth from our schools young men who are not weak and inefficient, who have not a one-sided education, but an all-round physical, mental, and moral training.?{1MCP 362.1}[11]
§25
建造品格的人不可忘记，要打下使教育获得最大价值的基础。这就要求而且必须做到自我牺牲。体育如适当地进行，就必为智育作好准备。二者缺一总是不完善的。{1MCP 362.2}[12]
§26
The builders of character must not forget to lay the foundation which will make education of the greatest value. This will require self-sacrifice, but it must be done. The physical training will, if properly conducted, prepare for mental taxation. But the one alone always makes a deficient man.?{1MCP 362.2}[12]
§27
体育和智育相结合，使人的思想品德处在更健康的状态，做出更好的工作。经过这样的训练，从我们学校教育出来的学生将能适应实际的生活，会充分利用他们的各种智能。我们若要正确地对待我们的学生，必须把体育和智育结合起来。我们一直按这个计划操作，取得了非常满意的效果，尽管学生们是在很不方便的条件下劳动的。--SpTSeriesA,No.4,p16,1895年8月27日.(TM241.){1MCP 362.3}[13]
§28
The physical taxation combined with mental effort keeps the mind and morals in a more healthful condition, and far better work is done. Under this training students will come forth from our schools educated for practical life, able to put their intellectual capabilities to the best use. Physical and mental exercise must be combined if we would do justice to our students. We have been working on this plan here [Australia] with complete satisfaction, notwithstanding the inconvenience under which students have to labor.—Special Testimonies, Series A 4:16, August 27, 1895.?(Testimonies to Ministers and Gospel Workers, 241.)?{1MCP 362.3}[13]
§29
许多人不明白真原则——许多学生很匆忙地要完成自己的学业，以致什么都学得不彻底。很少人有足够的勇气和自制去根据原则行事。多数学生没能明白教育的真正目标，因此就没能采取要达到这个目标的做法。他们用功学习数学或语言，同时却忽视学习对幸福和成功的生活来说远为必要的东西。许多人能与地质学者一起探测地的深处，或与天文学家一起纵横诸天，却对他们自身这部奇妙的机器没什么兴趣。有些人能说出人体中有多少块骨骼，也能正确地描绘身体的每一个器官，可是却不知道健康的律法和疾病的治疗，好像生命是由盲目的命运支配，而不是受明确不变的律法控制似的。--ST,1892年6月29日.(FE71,72.){1MCP 362.4}[14]
§30
Many Fail to Understand True Principles—Many students are in so great haste to complete their education that they are not thorough in anything which they undertake. Few have sufficient courage and self-control to act?from principle. Most students fail to understand the true object of education, and hence fail to take such a course as to secure this object. They apply themselves to the study of mathematics or the languages, while they neglect a study far more essential to the happiness and success of life. Many who can explore the depths of the earth with the geologist or traverse the heavens with the astronomer show not the slightest interest in the wonderful mechanism of their own bodies. Others can tell just how many bones there are in the human frame and correctly describe every organ of the body, and yet they are as ignorant of the laws of health and the cure of disease as though life were controlled by blind fate instead of definite and unvarying law.—The Signs of the Times, June 29, 1882. (Fundamentals of Christian Education, 71, 72.)?{1MCP 362.4}[14]
§31
教育不只是智力上的培养——已经获得书本知识的学生若没有实际工作的知识就不能自认为已接受均衡的教育。那些本应用在各种实际工作上的才能疏忽了。教育并不只是智力上的培养。体力劳动是每一个青年人的一项重要训练。我们若没有教导学生从事有用的劳动，就是忽略了教育的一个重要方面。--CT307,308(1913).{1MCP 363.1}[15]
§32
Education Is Not of Brain Alone—Students who have gained book knowledge without gaining a knowledge of practical work cannot lay claim to a symmetrical education. The energies that should have been devoted to business of various lines have been neglected. Education does not consist in using the brain alone. Physical employment is a part of the training essential for every youth. An important phase of education is lacking if the student is not taught how to engage in useful labor.—Counsels to Parents, Teachers, and Students, 307, 308 (1913).?{1MCP 363.1}[15]
§33
均衡地运用体力和智力——关于训练心智进行最高服务的重要性，已经写得很多了。因此有人以为智力若受训练发挥其最高能力，就会为整个人的发展加强体力和道德力。然而时间和经验已证明这是一个错误看法。我们见过从大学毕业的男女一点儿不能适于运用上帝所赐给他们的奇妙的身体组织。全身都是要行动的，而不是怠惰无为的。{1MCP 363.2}[16]
§34
Physical and Mental to Be Equally Taxed—Much has been said and written in regard to the importance of training the mind for its highest service. This has sometimes led to the opinion that if the intellect is educated to put forth its highest powers, it will strengthen the physical and moral nature for the development of the whole man. Time and experience have proved this to be an error. We have seen men and women go forth as graduates from college who were in no way qualified to make a proper use of the wonderful physical organism with which God had provided them. The whole body is designed for action, not for inaction.?{1MCP 363.2}[16]
§35
若不均衡地运用体力和智力，智力就必过劳。人体的各部机能若不各尽其职，心智的能力就不能被用到极致。自然力必须受自然律控制，人体的各部机能必须受训按这些自然律和谐一致地作工。我们各学校中的教师若忽视这些细节，就是逃避责任。骄傲使他们寻求一种属世的高标准和智力造诣，以致学生们可能有才华横溢的表现；然而当提到可靠的造诣——那些使男男女女能应付实际生活中所有紧急状况所必不可少的造诣时，就发现这种学生只为成功的人生做了部分的预备。无论他们在什么业务部门，他们有缺陷的教育往往导致失败。--5T522(1889).{1MCP 364.1}[17]
§36
If the physical powers are not taxed equally with the mental, too much strain is brought upon the latter. Unless every part of the human machinery performs its allotted tasks, the mental powers cannot be used to their highest capability for any length of time. Natural powers must be governed by natural laws, and the faculties must be educated to work harmoniously and in accord with these laws. The teachers in our schools can disregard none of these particulars without shirking responsibility. Pride may lead them to seek for a high worldly standard of intellectual attainment that students may make a brilliant show; but when it comes to solid acquirements—those which are essential to fit men and women for any and every emergency in practical life—such students are only partially prepared to make life a success. Their defective education often leads to failure in whatever branch of business they undertake.—Testimonies for the Church 5:522 (1889).?{1MCP 364.1}[17]
§37
不要逃避人生的重担——要使青年人认识到：教育不是要教他们怎样逃避人生不如意的职责与重担；教育的目的是要藉着教导更好的方法和更高尚的目标而减轻工作的困难。要教导他们明白，人生的真正目的不是为自己争取最大的利益，而是要履行自己在世上的职责，帮助比自己软弱无知的人，藉此尊荣他们的创造主。--Ed221,222(1903).{1MCP 364.2}[18]
§38
Not to Escape Life’s Burdens—Let the youth be impressed with the thought that education is not to teach them how to escape life’s disagreeable tasks and heavy burdens; that its purpose is to lighten the work by teaching better methods and higher aims. Teach them that life’s true aim is not to secure the greatest possible gain for themselves but to honor their Maker in doing their part of the world’s work and lending a helpful hand to those weaker or more ignorant.—Education, 221, 222 (1903).?{1MCP 364.2}[18]
§39
需要和谐发展——如何正确使用人体的机能，乃是世界上最有价值的功课。我们不是单从事脑力劳动，也不是单从事体力劳动。我们要善用人体的各部器官，包括大脑，骨骼，肌肉，头颅和心脏。--YI,1898年4月7日.(SD171).{1MCP 364.3}[19]
§40
Harmonious Development Needed—The right use of one’s self is the most valuable lesson that can be learned. We are not to do brain work and stop there, or make physical exertion and stop there; we are to make the best use of the various parts that compose the human machinery—brain, bone, muscle, head, and heart.—The Youth’s Instructor, April 7, 1898. (Sons and Daughters of God, 171).?{1MCP 364.3}[19]
§41
无知不能增进灵性——一些青年人并不了解圣经的重要真理，就想去对别人讲解了；其实他们不应从事解释圣经和讲论预言的工作。他们在普通学科的教育上若有欠缺，就不会有什么好的成就；若是他们曾在一所好的学校里受过教育，情况那就不同了。无知不能增进自称为基督门徒之人的谦卑或灵性。一个有知识的基督徒最能欣赏圣经的真理。那些聪明地服侍基督的人，最能荣耀祂。教育的伟大目的，是使我们能运用上帝所赐的能力，以最好的方式表达圣经的宗教，增进上帝的荣耀。--3T160(1872).{1MCP 364.4}[20]
§42
Ignorance Does Not Increase Spirituality—Young men should not enter upon the work of explaining the?Scriptures and lecturing upon the prophecies when they do not have a knowledge of the important Bible truths they try to explain to others. They may be deficient in the common branches of education and therefore fail to do the amount of good they could do if they had had the advantages of a good school. Ignorance will not increase the humility or spirituality of any professed follower of Christ. The truths of the Divine Word can be best appreciated by an intellectual Christian. Christ can be best glorified by those who serve Him intelligently. The great object of education is to enable us to use the powers which God has given us in such a manner as will best represent the religion of the Bible and promote the glory of God.—Testimonies for the Church 3:160 (1872).?{1MCP 364.4}[20]
§43
教育需要辛勤努力——教师应当领导学生自己去思想，并为自己清晰地明白真理。教师向学生解释，使学生相信，这都是不够的；必须启发他们提出问题，必须叫学生用自己的话将真理陈明，借以显出他确实看清了真理的能力，而且加以应用。借着辛苦的努力，才能将活泼重要的真理铭刻在人的心脑中。这种进程也许是很慢；但较比匆匆忙忙地讨论重要的题目而不加以适当的思考，却更有价值得多了。上帝期望祂的各机构较比那些世俗的机构更高超；因为它们乃是祂的代表。人若真与上帝联络，就必向世人显明，有比人力更高的一位主站在那里掌舵。--6T154(1900).{1MCP 365.1}[21]
§44
Education Requires Painstaking Efforts—Teachers should lead students to think and clearly to understand the truth for themselves. It is not enough for the teacher to explain or for the student to believe; inquiry must be awakened, and the student must be drawn out to state the truth in his own language, thus making it evident that he sees its force and makes the application. By painstaking effort the vital truths should thus be impressed upon the mind. This may be a slow process, but it is of more value than rushing over important subjects without due consideration. God expects His institutions to excel those of the world, for they are His representatives. Men truly connected with God will show to the world that a more than human agent is standing at the helm.—Testimonies for the Church 6:154 (1900).?{1MCP 365.1}[21]
§45
设立明确的路标——青年要设立明确的路标，藉以作紧急情况时的向导。当危机来临需要积极的、发育良好的体力和清晰有力务实的脑筋时；当困难的工作要做成，每一努力都需奏效，惟有藉着寻求来自上帝的智慧才能对付困惑混乱时，已经学会藉着认真努力克服困难的青年就能响应对工人的呼召，说：“我在这里，请差遣我。”青年男女的心要清澈如水晶。他们的思想不要轻浮琐屑，而要因美德和圣洁而成圣。他们无需成为别的样子。他们既有因圣灵而成圣的纯洁思想，他们的生活就可以得到精炼、提高、成为高贵。--SpTSeriesB,No.1,pp31,32,1900年7月.{1MCP 365.2}[22]
§46
Set Up Well-defined Landmarks—Let the youth set up well-defined landmarks by which they may be guided in emergencies. When a crisis comes that demands active, well-developed physical powers and a clear, strong, practical working mind; when difficult work is to be done where every stroke must tell, and perplexities can be met only through seeking wisdom from God, then the youth?who have learned to overcome difficulties by earnest labor can respond to the call for workers, “Here am I, send me.” Let the hearts of young men and young women be as clear as crystal. Let not their thoughts be trivial, but sanctified by virtue and holiness. They need not be otherwise. With purity of thought through sanctification of the Spirit, their lives may be refined, elevated, ennobled.—Special Testimonies, Series B 1:31, 32, July 1900.?{1MCP 365.2}[22]
§47
养成正确的习惯很重要——每一个青年的坚定宗旨应该是在一生工作的一切计划中都力争上游。使你一切事情的管理都采用圣经所提出的标准。这是基督徒确实的责任，也应该是他确实的快乐。要培养自尊，因为你是基督所买来的产业。{1MCP 366.1}[23]
§48
Formation of Right Habits Important—It should be the fixed purpose of every youth to aim high in all his plans for lifework. Adopt for your government in all things the standard that God’s Word presents. This is the Christian’s positive duty, and it should be also his positive pleasure. Cultivate respect for yourself because you are Christ’s purchased possession.?{1MCP 366.1}[23]
§49
成功地养成正确的习惯，在高贵正直的事上进步，会使你有一种人人都重视的感化力。要为自我以外的某种事物生活。{1MCP 366.2}[24]
§50
Success in the formation of right habits, advancement in that that is noble and just, will give you an influence that all will value. Live for something besides self.?{1MCP 366.2}[24]
§51
你的动机若是纯洁无私的，你若始终在寻找必须有人做的工作，你若总是警惕着要表示仁慈的关心，做出礼貌的行为，你就在无意中建立自己的纪念碑。这是上帝号召一切儿童和青少年去做的事。--SpTSeriesB,No.1,p32,1900年7月.{1MCP 366.3}[25]
§52
If your motives are pure and unselfish, if you are ever looking for work which somebody must do, if you are always on the alert to show kindly attentions and do courteous deeds, you are unconsciously building your own monument. This is the work that God calls upon all children and youth to do.—Special Testimonies, Series B 1:32, July 1900.?{1MCP 366.3}[25]
§53
自力更生是教育的重要部分——许多学生在求学时若能自力更生，就会得到一种最有价值的训练。青年男女应当依赖自己而不求借贷，不依靠父母的克己。这样，他们就必认识到金钱、光阴、精力和机会的价值，也绝少遭受试探而养成懒惰浪费的习惯。他们这样学到的节约、勤劳、克己、务实和坚定宗旨的教训，将证明为他们从事人生战斗最重要的装备。学生所学自立的教训，必能大大帮助学校不致负上债务。许多学校因陷入债务而使自己的贡献大受亏损。--Ed221(1903).{1MCP 366.4}[26]
§54
Self-support an Important Part of Education—In acquiring an education many students would gain a most valuable training if they would become self-sustaining. Instead of incurring debts or depending on the self-denial of their parents, let young men and young women depend on themselves. They will thus learn the value of money, the value of time, strength, and opportunities, and will be under far less temptation to indulge idle and spendthrift habits. The lessons of economy, industry, self-denial, practical business management, and steadfastness of purpose, thus mastered, would prove a most important part of their?equipment for the battle of life. And the lesson of self-help learned by the student would go far toward preserving institutions of learning from the burden of debt under which so many schools have struggled and which has done so much toward crippling their usefulness.—Education, 221 (1903).?{1MCP 366.4}[26]
§55
青年塑造社会结构——在世界各地，社会处在动荡之中，需要彻底的改革。青年所受的教育，要塑造整个社会结构。--MH406(1905).{1MCP 367.1}[27]
§56
Education Molds Social Fabric—Throughout the world, society is in disorder, and a thorough transformation is needed. The education given to the youth is to mold the whole social fabric.—The Ministry of Healing, 406 (1905).?{1MCP 367.1}[27]
§57
需要教导农业的学校——我们的学校还会有效地帮助引导失业的人群。千万穷困无助的人——这班人使犯罪的人数与日俱增——若能受到指导熟练勤劳地耕种土地，就能自食其力，过上快乐、健康、自主的生活。--Ed220(1903).{1MCP 367.2}[28]
§58
Need for Schools to Teach Agriculture—Our schools could aid effectively in the disposition of the unemployed masses. Thousands of helpless and starving beings, whose numbers are daily swelling the ranks of the criminal classes, might achieve self-support in a happy, healthy, independent life if they could be directed in skillful, diligent labor in the tilling of the soil.—Education, 220 (1903).?{1MCP 367.2}[28]
§59
终生教育——基督学校中的学生，是永远不会毕业的。在学生中有青年，也有老年人。凡听从神圣教师训诲的人，必在智慧、风度和高尚的心志方面，不断长进。他们就是这样准备进入那更高的学校，在那里必继续前进，直到永远。--CT51(1913).{1MCP 367.3}[29]
§60
Education Continues Through Life—In the school of Christ, students are never graduated. Among the pupils are both old and young. Those who give heed to the instructions of the Divine Teacher constantly advance in wisdom, refinement, and nobility of soul, and thus they are prepared to enter that higher school where advancement will continue throughout eternity.—Counsels to Parents, Teachers, and Students, 51 (1913).?{1MCP 367.3}[29]
§61
真正的抱负——亲爱的青年，你们人生的宗旨与目的是什么呢？你们是否在追求能给你带来世界的名誉和地位的教育呢？你是否怀着不敢披露的心愿，就是有朝一日能在学识上登峰造极，列身于审议和立法的会议中，协助制订国家的法律？这些抱负本身并没有错误。你们每个人都可能实现自己的目标。你们不要满足于平凡的成就。要有崇高的志向，并且不辞辛劳去达到这个志向。--RH,1884年8月19日.(FE82.){1MCP 367.4}[30]
§62
True Ambition—Dear youth, what is the aim and purpose of your life? Are you ambitious for education that you may have a name and position in the world? Have you thoughts that you dare not express, that you may one day stand upon the summit of intellectual greatness; that you may sit in deliberative and legislative councils and help to enact laws for the nation? There is nothing wrong in these aspirations. You may every one of you make your mark. You should be content with no mean attainments. Aim high and spare no pains to reach the standard.—The Review and Herald, August 19, 1884. (Fundamentals of Christian Education, 82.)?{1MCP 367.4}[30]
§63
最重要的知识——青年人追求知识，要努力进步得尽可能快、尽可能远。……他们一边学习，一边要传授知识。这样，他们的心智就会获得训练和能力。人所受教育的价值在于他对知识的运用。化大量时间学习，却不传授所学到的知识，对于真正的发展，往往有害无益。不论在家里还是在学校中，学生都应该知道如何学习和如何传授所学到的知识。人不论从事什么职业，只要他一息尚存，就要既做学生，又做老师。--MH402(1905).{1MCP 368.1}[31]
§64
The Most Essential Knowledge—Let the youth advance as fast and as far as they can in the acquisition of knowledge. ... And as they learn, let them impart their knowledge. It is thus that their minds will acquire discipline and power. It is the use they make of knowledge that determines the value of their education. To spend a long time in study, with no effort to impart what is gained, often proves a hindrance rather than a help to real development. In both the home and the school it should be the student’s effort to learn how to study and how to impart the knowledge gained. Whatever his calling, he is to be both a learner and a teacher as long as life shall last.—The Ministry of Healing, 402 (1905).?{1MCP 368.1}[31]
§65
我们今日的青年最重要的教育，即预备他们进入天上更高学府的教育，乃是教导他们如何向世人传达上帝的旨意。--RH,1907年10月24日.(FE512.){1MCP 368.2}[32]
§66
The most essential education for our youth today to gain, and that which will fit them for the higher grades of the school above, is an education that will teach them how to reveal the will of God to the world.—The Review and Herald, October 24, 1907. (Fundamentals of Christian Education, 512.)?{1MCP 368.2}[32]
§67
认识上帝和祂所差来的耶稣基督，乃是最重要的知识。{1MCP 368.3}[33]
§68
The essential knowledge is a knowledge of God and of Him whom He has sent.?{1MCP 368.3}[33]
§69
每一个青少年都应该认识自己。他应该了解上帝所赐给他的身体，以及保持身体健康的定律。人人都应该有各门普通学科的扎实基础。他们要接受职业的训练，以便成为有实际技能的人，好应付日常生活的各种职责。他们还必须在各项传道工作中获得训练和实际经验。--MH402(1905).{1MCP 368.4}[34]
§70
Every child and every youth should have a knowledge of himself. He should understand the physical habitation that God has given him and the laws by which it is kept in health. All should be thoroughly grounded in the common branches of education. And they should have industrial training that will make them men and women of practical ability, fitted for the duties of everyday life. To this should be added training and practical experience in various lines of missionary effort.—The Ministry of Healing, 402 (1905).?{1MCP 368.4}[34]
§71
还有什么“大学课程”能与之相比呢？——“耶和华的大日临近，临近而且甚快”（番1:14）。有一个世界需要警告。……成千上万青年人……就当献身从事这项工作。……但愿每一位基督徒教育者能……鼓励和帮助他手下的青年准备好加入队伍。{1MCP 368.5}[35]
§72
“What ‘University Course’ Can Equal This?”—“The great day of the Lord is near...” and a world is to be warned.... Thousands of the youth ... should be giving themselves to this work.... Let every Christian educator ... encourage and assist the youth under his care in gaining a preparation to join the ranks.?{1MCP 368.5}[35]
§73
没有什么别的工作能使青年人获得更大的益处了。……他们是与天使同工的，更可能说是天使完成自己任务的人间媒介。天使通过他们的声音说话，藉着他们的手工作。人与天使合作，就必因他们的教育和经验获益。还有什么“大学课程”能与这种教育方法相比呢？--Ed270,271(1903).{1MCP 369.1}[36]
§74
There is no line of work in which it is possible for the youth to receive greater benefit.... They are co-workers with the angels; rather, they are the human agencies through whom the angels accomplish their mission. Angels speak through their voices, and work by their hands. And the human workers, cooperating with heavenly agencies, have the benefit of their education and experience. As a means of education, what “university course” can equal this?—Education, 270, 271 (1903).?{1MCP 369.1}[36]
§75
传递知识的重要性——学生需要花一定的时间进行传道工作。这对于他们全面的教育是必不可少的。他们要用时间熟悉当地附近各个家庭的属灵需要。学生的学习负担不可过重，以致没有时间运用得来的知识。要鼓励他们认真地向信从谬道的人传道，与他们结识，引导他们认识真理。他们如能谦卑地工作，向基督寻求智慧，警醒祷告，就能把那些已丰富了他们自己生活的知识传给别人。--CT545,546(1913).{1MCP 369.2}[37]
§76
To Impart Knowledge Is Essential—It is necessary to their complete education that students be given time to do missionary work—time to become acquainted with the spiritual needs of the families in the community around them. They should not be so loaded down with studies that they have no time to use the knowledge they have acquired. They should be encouraged to make earnest missionary effort for those in error, becoming acquainted with them and taking to them the truth. By working in humility, seeking wisdom from Christ, praying and watching unto prayer, they may give to others the knowledge that has enriched their lives.—Counsels to Parents, Teachers, and Students, 545, 546 (1913).?{1MCP 369.2}[37]