第06章 教师的作用
§1
第06章 教师的作用
§2
Chap. 6—The Role of Teachers
§3
永远重要的信息——每一个基督徒都蒙召要把基督那测不透的丰富传给别人。所以他必须在言语方面追求完美。他讲述圣经的方式，要让听众乐于领受。上帝并不希望祂在人间的代表是粗俗的人。祂不想让天国的川流在经过人输送到世界时减弱或变质。{VSS36.1}[1]
§4
A Message of Eternal Import—Every Christian is called to make known to others the unsearchable riches of Christ; therefore he should seek for perfection in speech. He should present the Word of God in a way that will commend it to the hearers. God does not design that His human channels shall be uncouth. It is not His will that man shall belittle or degrade the heavenly current that flows through him to the world.?{VSS 36.1}[1]
§5
我们应当仰望那完全的榜样耶稣，祈求圣灵的帮助，靠着祂的能力设法培养每一个器官从事完美的工作。{VSS36.2}[2]
§6
We should look to Jesus, the perfect Pattern; we should pray for the aid of the Holy Spirit, and in His strength we should seek to train every organ for perfect work.?{VSS 36.2}[2]
§7
这些话特别适用于那些蒙召作公众服务的人。每一位传道人和教师都应当记住：他向众人所传的信息是与永恒的利益相关的。他们所讲述的真理将要在最后交账的大日评判他们。一些人对于信息的接受或拒绝，取决于传信息之人的态度。因此讲道必须采用启发悟性和感动心灵的方法。说话要缓慢、清楚、严肃，但又要十分诚恳，与讲题的重要性相称。--COL336.{VSS36.3}[3]
§8
Especially is this true of those who are called to public service. Every minister and every teacher should bear in mind that he is giving to the people a message that involves eternal interests. The truth spoken will judge them in the great day of final reckoning. And with some souls the manner of the one delivering the message will determine its reception or rejection. Then let the word be so spoken that it will appeal to the understanding and impress the heart. Slowly, distinctly, and solemnly?should it be spoken, yet with all the earnestness which its importance demands.—Christ’s Object Lessons, 336.?{VSS 36.3}[3]
§9
顺从上帝的话——在每一项教育工作中，教师都要设法传授来自上帝之道的亮光，说明顺从“耶和华如此说”的重要性。教育应当让学生们以正确的原则作为每一行动的向导。这是永垂不朽的教育。--FE516.{VSS37.1}[4]
§10
Obedience to God’s Word—In every line of instruction, teachers are to seek to impart light from the Word of God, and to show the importance of obedience to a “Thus saith the Lord.” The education should be such that the students will make right principles the guide of every action. This is the education that will abide through the eternal ages.—Fundamentals of Christian Education, 516.?{VSS 37.1}[4]
§11
清洁的生活是有效的榜样——教师的心若停留在基督身上，说话行事就会象一个基督徒。这样的人内心若不天天受上帝之灵的圣洁影响所塑造，便不会感到满意。因而基督能对这人的心说话，这人也会听见和顺从祂的声音：“这是正路，要行在其间”（赛30:21）。--FE526.{VSS37.2}[5]
§12
The Cleansed Life an Effective Example—The teacher whose soul is stayed upon Christ will speak and act like a Christian. Such a one will not be satisfied until the truth cleanses his life from every unessential thing. He will not be satisfied unless his mind is day by day molded by the holy influences of the Spirit of God. Then Christ can speak to the heart, and His voice, saying, “This is the way; walk ye in it,” will be heard and obeyed.—Fundamentals of Christian Education, 526.?{VSS 37.2}[5]
§13
鼓励的话——在与学生接触的时候，要显出怜悯和同情。你所说的话，应是仁慈而鼓舞人心的。当你这样为学生工作的时候，那些没有受过良好家庭教育之学生的品格，会发生何等的变化！教师若能献身给上帝，即使他很年轻，上帝也使他成为显示祂恩典的器皿。--CT152.{VSS37.3}[6]
§14
Encouraging Words—Show sympathy and tenderness in dealing with your pupils. Reveal the love of God. Let the words you speak be kind and encouraging. Then as you work for your students, what a transformation will be wrought in the characters of those who have not been properly trained in the home! The Lord can make even youthful teachers channels for the revealing of His grace, if they will consecrate themselves to Him.—Counsels to Parents, Teachers, and Students, 152.?{VSS 37.3}[6]
§15
力量和热情——教师应经常以方法简明和高功效为目标。他要多利用实例说明。即使是对待年龄大的学生，也当耐心，使每一讲解清楚明朗。许多高年级学生在理解力方面还是小孩子。{VSS38.1}[7]
§16
Force and Enthusiasm—The teacher should constantly aim at simplicity and effectiveness. He should teach largely by illustration, and even in dealing with older pupils should be careful to make every explanation plain and clear. Many pupils well advanced in years are but children in understanding.?{VSS 38.1}[7]
§17
教育工作的要素之一就是热情。对于这一点，一位著名演员的话给人以有益的启发。坎特伯雷大主教问他，为什么演员讲虚构的故事会那么有力和感动听众，而传道士讲真实的事情却往往对听众感动甚少呢？演员说：“阁下，容我述说原因，这在于热情的力量。我们在舞台上讲虚幻的事情好像是真实的，而你们在讲台上讲真实的事好像它们是虚构的。”{VSS38.2}[8]
§18
An important element in educational work is enthusiasm. On this point there is a useful suggestion in a remark once made by a celebrated actor. The archbishop of Canterbury had put to him the question why actors in a play affect their audiences so powerfully by speaking of things imaginary, while ministers of the gospel often affect theirs so little by speaking of things real. “With due submission to your grace,” replied the actor, “permit me to say that the reason is plain: It lies in the power of enthusiasm. We on the stage speak of things imaginary as if they were real, and you in the pulpit speak of things real as if they were imaginary.”?{VSS 38.2}[8]
§19
教师的工作是涉及真实的事情。他应当尽一切的力量和热情来述说这些事情，使人认识到其重要性和真实性。--Ed233.{VSS38.2}[9]
§20
The teacher in his work is dealing with things real, and he should speak of them with all the force and enthusiasm which a knowledge of their reality and importance can inspire.—Education, 233.?{VSS 38.3}[9]
§21
寥寥数语，不要长篇大论——教导孩童的人应该避免冗长乏味的谈论。简短而中肯的谈论会有一种快乐的影响。如果要说的内容很多，不妨提纲挈领地常常提起。几句有趣的话，不时地提出，那比一次把话笼统说完，会有更大的益处。长篇演说是孩童小小的脑筋负担不起的。话说得太多，即使是属灵的训诲，也会引起他们的厌恶，犹如饮食过多，使胃负担太重，减少了食欲，以致对食物见而生厌一样。人们的脑筋也可能因充斥太多的演说而麻木。为教会、尤其是为教会里的青年人劳力，我们应该命上加命、令上加令、律上加律、例上加例，这里一点、那里一点。要给听众的头脑留出时间，好使他们消化你所讲的真理。必须吸引孩童归向天国，不是轻率地拉拢，而是非常温柔地吸引。--2T420.{VSS38.4}[10]
§22
A Few Words, Not Long Speeches—Those who instruct children should avoid tedious remarks. Short remarks and to the point will have a happy influence. If much is to be said, make up for briefness by frequency. A few words of interest now and then will be more beneficial than to have it?all at once. Long speeches burden the small minds of children. Too much talk will lead them to loathe even spiritual instruction, just as overeating burdens the stomach and lessens the appetite, leading even to a loathing of food. The minds of the people may be glutted with too much speechifying. Labor for the church, but especially for the youth, should be line upon line, precept upon precept, here a little, and there a little. Give minds time to digest the truths you feed them. Children must be drawn toward heaven, not rashly, but very gently.—Testimonies for the Church 2:420.?{VSS 38.4}[10]
§23
每一个字都说清楚——真理的教师要注意自己介绍真理的方式。每一个字都要说得清楚明白，带有那种令人心服的恳切的信念。所说的话若是挤在一起，就不会留下应该留下的印象。需要培养口才，以便真理不至于被兴奋地说出来，而是缓慢清晰地说出来，连一个音节也不遗漏。--SW1903年10月27日.{VSS39.1}[11]
§24
Every Word Distinctly Spoken—The teacher of truth is to take heed how he presents the truth. He is to speak every word plainly and distinctly, with that earnest conviction which carries conviction to hearts. If the words spoken are crowded upon each other, the impression that should be made is lost. The talent of speech needs to be cultivated, that the truth be spoken not excitedly, but slowly and distinctly, that not a syllable may be lost.—The Southern Work, October 27, 1903.?{VSS 39.1}[11]
§25
正确地使用语言——教师一个最起码的资格乃是口齿清楚，声音洪亮。凡说话流畅的人必能发挥巨大的影响力，远胜过不能正确清楚表达自己思想的人。--CT216.{VSS39.2}[12]
§26
Correct Use of Language—One of the most essential qualifications of a teacher is the ability to speak and read distinctly and forcibly. He who knows how to use the English language fluently and correctly can exert a far greater influence than one who is unable to express his thoughts readily and clearly.—Counsels to Parents, Teachers, and Students, 216.?{VSS 39.2}[12]
§27
发音巧妙——教师应当培养自己的才能，训练自己的语言能力，以便讲话清楚，发音巧妙。--CSW97.{VSS40.1}[13]
§28
Intelligent Articulation—The teacher should cultivate his powers, cultivate his speech so as to speak distinctly, giving intelligent articulation.—Counsels on Sabbath School Work, 97.?{VSS 40.1}[13]
§29
基督话语的简朴——法利赛人嘲笑基督；他们批评祂语言的简朴，那么简单明了，以致孩童、老人、平民大众都高兴听祂，且被祂的话语吸引。撒都该人也嘲笑祂，因为祂的讲道很不象他们的官长和文士所讲的。那些犹太教师用单调的声音讲话，使最清楚最宝贵的圣经真理既无趣又难解，被埋葬在大量遗传和学术知识之下，以致在拉比讲过之后，百姓对经文的意义比听道之前了解的更少了。有许多人急需生命的粮，耶稣便用纯洁、简朴的真理喂养他们。祂在自己的教训中从自然界和人生普通事务中提取了例证，是他们所熟悉的。这样，真理对于他们就成了活泼的现实；自然界的景象和日常的事务总是向他们重述救主的宝贵教训。基督的教导方式正是祂希望自己的仆人们去效法的。--FE242,243.{VSS40.2}[14]
§30
Simplicity of Christ’s Words—The Pharisees scoffed at Christ; they criticized the simplicity of His language, which was so plain that the child, the aged, the common people heard Him gladly, and were charmed by His words. The Sadducees also derided Him because His discourses were so unlike anything delivered by their rulers and scribes. Those Jewish teachers spoke in monotonous tones, and the plainest and most precious scriptures were made uninteresting and unintelligible, buried under such a mass of tradition and learned lore that after the rabbis had spoken, the people knew less of the meaning of the Scriptures than before they listened. There were many souls starving for the Bread of Life, and Jesus fed them with pure, simple truth. In His teaching He drew illustrations from the things of nature and the common transactions of life, with which they were familiar. Thus the truth became to them a living reality; the scenes of nature and the affairs of daily life were ever repeating to them the Saviour’s precious teachings. Christ’s manner of teaching was just what He desires His servants to follow.—Fundamentals of Christian Education, 242, 243.?{VSS 40.2}[14]
§31
责备时的仁慈——教师要在工作中有平安、仁爱和乐观的作风，不要使自己变得暴燥易怒。主正专目注视着他，看看他是否受到神圣教师的塑造。{VSS40.3}[15]
§32
Kindness in Reproof—Let the teacher bring peace and love and cheerfulness into his work. Let him not allow himself to become angry or provoked.?The Lord is looking upon him with intense interest, to see if he is being molded by the divine Teacher.?{VSS 40.3}[15]
§33
失去自约的儿童尚有情可原，而粗暴易怒的教师却不可原凉。在必须对学生进行严肃的责备时，也可以用和气的话表达出来。教师应当注意不要因粗暴的话而使儿童反感硬心。他在每一次管教时都当滴点仁慈的膏油。他永不可忘记他仍是与基督打交道，因对这些事既行在祂这些弟兄中最小的身上，就行在祂身上了。{VSS41.1}[16]
§34
The child who loses his self-control is far more excusable than the teacher who allows himself to become angry and impatient. When a stern reproof is to be given, it may still be given in kindness. Let the teacher beware of making the child stubborn by speaking to him harshly. Let him follow every correction with drops of the oil of kindness. He should never forget that he is dealing with Christ in the person of one of Christ’s little ones.?{VSS 41.1}[16]
§35
在一切学校管教中以忠诚和爱心为主导，这应成为我们的座右铭。当一个学生在受管教时如能意识到教师并不想羞辱他，爱教师的心就会油然而生。--CT212.{VSS41.2}[17]
§36
Let it be a settled maxim that in all school discipline, faithfulness and love are to reign. When a student is corrected in such a way that he is not made to feel that the teacher desires to humiliate him, love for the teacher springs up in his heart.—Counsels to Parents, Teachers, and Students, 212.?{VSS 41.2}[17]