第62章 正确的教育
§1
第62章 正确的教育Proper Education
§2
与青年人接触是一种十分细致的工作。我们应当非常关心青年教育，改善教育方法，来唤起人心中的崇高能力。父母和教师，若不先学习自制、忍耐、宽容、温柔和仁爱，就不能正确教育他们。父母、监护人和教师的地位何等重要！但是，认识人心最根本的需要，知道如何指导青年发展才智，提高思想和感情的人，真是寥若晨星。{1TT 315.1}[1]
§3
It is the nicest work ever assumed by men and women to deal with youthful minds. The greatest care should be taken in the education of youth to so vary the manner of instruction as to call forth the high and noble powers of the mind. Parents and schoolteachers are certainly disqualified to properly educate children if they have not first learned the lesson of self-control, patience, forbearance, gentleness, and love. What an important position for parents, guardians, and teachers! There are very few who realize the most essential wants of the mind and how to direct the developing intellect, the growing thoughts and feelings of youth.?{1TT 315.1}[1]
§4
训练儿童有时，教育青年有时；把这两件事在学校中尽量配合起来，很是必要。儿童可被训练为罪恶服务或为正义服务。青年的早期教育，会铸成他们在世俗生活及宗教生活双方面的品格。所罗门说：“教养孩童，使他走当行的道，就是到老，他也不偏离”（箴22:6）。这话说得很肯定。所罗门在这里所提示的训练，乃是指导，教育，及发展三项工作。父母及教师们若要作成这工作，他们自己必须先明白儿童所当行的“道”。这是比较单有书本上的知识，包括得更多了。凡是良善，德行，正义，及圣洁的事，都包含在内。至于实行节制，敬虔，弟兄友爱，爱上帝，及彼此相爱等等，也是含蓄其中的。若要达到这目的，对于儿童的体育，智育，德育，及宗教教育，都是必须注意的。{1TT 315.2}[2]
§5
There is a time for training children and a time for educating youth, and it is essential that in school both of these be combined in a great degree. Children may be trained for the service of sin or for the service of righteousness. The early education of youth shapes their characters both in their secular and in their religious life. Solomon says: “Train up a child in the way he should go: and when he is old, he will not depart from it.”?Proverbs 22:6. This language is positive. The training which Solomon enjoins is to direct, educate, and develop. In order for parents and teachers to do this work, they must themselves understand “the way” the child should go. This embraces more than merely having a knowledge of books. It takes in everything that is good, virtuous, righteous, and holy. It comprehends the practice of temperance, godliness, brotherly kindness, and love to God and to one another. In order to attain this object, the physical, mental, moral, and religious education of children must have attention.?{1TT 315.2}[2]
§6
在家庭或学校中教育儿童，不可以像训练不会说话的牲畜；因为儿童是有聪明意志的，应当受到指导来管理他们的一切才能。不会说话的牲畜，是需要驯养的，因为它们没有理智和理性。但人的心智，应受到自制的教导，学会管理自己。牲畜只能由主人管理，要训练它们顺服主人。主人乃是牲畜的意志、心愿和判断。一个儿童也可能像牲畜那样受训练，以致没有自己的意志。他的个性也可能泯灭于训练他的人。他那管理一切才能和意图的意志，也可能顺服于他教师的意志。{1TT 316.1}[3]
§7
The education of children, at home or at school, should not be like the training of dumb animals; for children have an intelligent will, which should be directed to control all their powers. Dumb animals need to be trained, for they have not reason and intellect. But the human mind must be taught self-control. It must be educated to rule the human being, while animals are controlled by a master and are trained to be submissive to him. The master is mind, judgment, and will for his beast. A child may be so trained as to have, like the beast, no will of his own. Even his individuality may be merged in the one who superintends his training; his will, to all intents and purposes, is subject to the will of the teacher.?{1TT 316.1}[3]
§8
凡如此受教的儿童，必缺少道德活力和个人责任感。他们没有受到教导，使行动从理智和原则出发。他们的意志受别人控制。他们的心智没有受到激发，以便通过运用而得到发展和加强。他们没有受到指导和训练，来掌握自己的个性和才干，以便在需要的时候，发挥他们的特长。教师不可满足于这种境况，而应当特别注意培养儿童较薄弱的才能，使他的一切能力，都得到运用而逐步提高，使他的心智获得应有的发展。{1TT 316.2}[4]
§9
Children who are thus educated will ever be deficient in moral energy and individual responsibility. They have not been taught to move from reason and principle; their wills have been controlled by another, and the mind has not been called out, that it might expand and strengthen by exercise. They have not been directed and disciplined with respect to their peculiar constitutions and capabilities of mind, to put forth their strongest powers when required. Teachers should not stop here, but should give special attention to the cultivation of the weaker faculties, that all the powers may be brought into exercise, and carried forward from one degree of strength to another, that the mind may attain due proportions.?{1TT 316.2}[4]
§10
【自立的教育】
§11
许多有孩子的家庭，表面看来管理严格，训练有素，但束缚的制度一旦取消，他们就显出思想、行动和亲自作决定方面的无能。他们长期受铁腕管理，没有在非常应该自己动脑筋的事上，进行独立思考和行动，以致不敢按照自己的判断来行动，也不敢有自己的见解。当他们离开父母独立行事时，很容易因听从别人的判断，而接受错误的引领。他们没有稳固的品格。他们没有在实际中，迅速广泛地运用自己的判断力，所以心智没能得到适当的发育和加强。他们长久受所完全依赖之父母的绝对控制；父母就是他们的意见和判断。?{1TT 316.3}[5]
§12
【Teaching Self-Reliance】
§13
There are many families of children who appear to be well trained while under the training discipline; but when the system which has held them to set rules is broken up, they seem to be incapable of thinking, acting, or deciding for themselves. These children have been so long under iron rule, not allowed to think and act for themselves in those things in which it was highly proper that they should, that they have no confidence in themselves to move out upon their own judgment, having an opinion of their own. And when they go?out from their parents to act for themselves, they are easily led by others’ judgment in the wrong direction. They have not stability of character. They have not been thrown upon their own judgment as fast and as far as practicable, and therefore their minds have not been properly developed and strengthened. They have so long been absolutely controlled by their parents that they rely wholly upon them; their parents are mind and judgment for them.?{1TT 316.3}[5]
§14
但反过来说，青年人也不可离开父母和教师的判断，一意孤行。他们应当受教导，尊重有经验之人的判断。要教育他们与教师和父母同心合作，受教看出接受父母和教师的劝导是适当的。这样，当他们没有人指导时，他们的品格，就不会像随风飘摇的芦苇一样了。O{1TT 317.1}[6]
§15
On the other hand, the young should not be left to think and act independently of the judgment of their parents and teachers. Children should be taught to respect experienced judgment and to be guided by their parents and teachers. They should be so educated that their minds will be united with the minds of their parents and teachers, and so instructed that they can see the propriety of heeding their counsel. Then when they go forth from the guiding hand of their parents and teachers, their characters will not be like the reed trembling in the wind.?{1TT 317.1}[6]
§16
我们若正确合适地指导儿童，照其能力所及与其心思所及，去自行思想和行动，就可使他们有成长的思想，有自尊的感觉，及有办事能力的自信心；反之，若无这种教导，而仅施以严格的训练，那就要养成一班心力德力脆弱的人了。及至他们立身处世，自己行动之时，他们就显露自己实际上所受的乃是象牲畜一样的训练，而非受过教育了。他们的意志未蒙循循善导，而是被父母教师们的粗暴惩戒所制服。{1TT 317.2}[7]
§17
The severe training of youth, without properly directing them to think and act for themselves as their own capacity and turn of mind will allow, that by this means they may have growth of thought, feelings of self-respect, and confidence in their own ability to perform, will ever produce a class who are weak in mental and moral power. And when they stand in the world to act for themselves they will reveal the fact that they were trained like the animals, and not educated. Their wills, instead of being guided, were forced into subjection by the harsh discipline of parents and teachers.?{1TT 317.2}[7]
§18
那些自夸完全控制儿童心灵意志的父母和教师，若能预见这些屈服于武力和威吓之下的儿童将来的生活，就必不再夸口了。这些儿童，几乎完全没有准备好去担负人生严肃的职责。当他们不再受父母教师的管理，而不得不独立思想行动时，就肯定会迷失方向，屈从试探的势力。他们的人生，不能获得成功，他们的宗教生活，也出现同样的亏欠。青少年的导师，若能看清他们错误训练的后果，就必改变他们的教育方针了。那等因能几乎完全控制学生的意志而沾沾自喜的教师，也许暂时所表现的成绩很可得意，但他们毕竟不是最成功的教师。{1TT 317.3}[8]
§19
Those parents and teachers who boast of having complete control of the minds and wills of the children under their care would cease their boastings could they trace out the future lives of the children who are thus brought into subjection by force or through fear. These are almost wholly unprepared to share in the stern responsibilities of life. When these youth are no longer under their parents and teachers,?and are compelled to think and act for themselves, they are almost sure to take a wrong course and yield to the power of temptation. They do not make this life a success, and the same deficiencies are seen in their religious life. Could the instructors of children and youth have the future result of their mistaken discipline mapped out before them, they would change their plan of education. That class of teachers who are gratified that they have almost complete control of the wills of their scholars are not the most successful teachers, although the appearance for the time being may be flattering.?{1TT 317.3}[8]
§20
上帝从来没有计划，让一个人的心受另一个人完全控制。那些力图使学生的个性泯灭于他们，心思、意愿、感情都服从于他们的人，承担了可怕的责任。这些学生在某些场合，看来好像训练有素的士兵，但约束一消除，就显得不能坚持原则，独立行动了。有人立志教育学生，让他们感觉自己有能力，把自己培养成有坚固的原则，能胜任人生各种处境的人。这样的教师，是最有用和永远成功的。对于一般肤浅的旁观者而言，他们的工作，或许没有显出最好的成绩。他们劳苦的价值，或许看来不如那些以自己的绝对权威控制学生心思意愿的教师，然而学生将来的生活，将显明那一种教育方针的成果更好。{1TT 318.1}[9]
§21
God never designed that one human mind should be under the complete control of another. And those who make efforts to have the individuality of their pupils merged in themselves, and to be mind, will, and conscience for them, assume fearful responsibilities. These scholars may, upon certain occasions, appear like well-drilled soldiers. But when the restraint is removed, there will be seen a want of independent action from firm principle existing in them. Those who make it their object to so educate their pupils that they may see and feel that the power lies in themselves to make men and women of firm principle, qualified for any position in life, are the most useful and permanently successful teachers. Their work may not show to the very best advantage to careless observers, and their labors may not be valued as highly as are those of the teacher who holds the minds and wills of his scholars by absolute authority; but the future lives of the pupils will show the fruits of the better plan of education.?{1TT 318.1}[9]
§22
父母及教师们有发号施令太多，同时却没有与其子女或学生充分交流的危险。他们往往过于矜持，以冷酷无情的态度，行使自己的权威，这样作并不能赢得儿女和学生的心。他们若能把儿女和学生召聚到身边，向他们显示爱心，关心他们的努力和娱乐，有时还要自己作一个孩子与他们同玩，就能使儿童十分快乐，并博得他们的爱戴和信任，儿童就会更快学会尊重，并爱戴他们父母和教师的权威。?{1TT 318.2}[10]
§23
There is danger of both parents and teachers commanding and dictating too much, while they fail to come sufficiently into social relation with their children or scholars. They often hold themselves too much reserved, and exercise their authority in a cold, unsympathizing manner which cannot win the hearts of their children and pupils. If they would gather the children close to them, and show that they love them, and would manifest an interest in all their efforts and even in their?sports, sometimes even being a child among children, they would make the children very happy and would gain their love and win their confidence. And the children would sooner respect and love the authority of their parents and teachers.?{1TT 318.2}[10]
§24
我们应当视教师的生活习惯和行动原则，比他的学历更为重要。他若是一个真实的基督徒，就必感觉到需要同样地注意学生的身体、心智、道德和灵性的教育。为了发挥正确的影响，他必须有完全的自制。他的态度、言语和举动，都应充满对学生的爱。他应当有坚强的品格，如此他就能塑造学生的心，教导他们科学知识。一般说来，青年早期的教育，要塑造他们终生的品格。凡与青年交往的人，务要十分注意启发他们心智的优点，使他更明白如何使用自己的才能，并把才能用在最好的事业上。（3T131-135.1872年）{1TT 319.1}[11]
§25
The habits and principles of a teacher should be considered of even greater importance than his literary qualifications. If he is a sincere Christian he will feel the necessity of having an equal interest in the physical, mental, moral, and spiritual education of his scholars. In order to exert the right influence, he should have perfect control over himself, and his own heart should be richly imbued with love for his pupils, which will be seen in his looks, words, and acts. He should have firmness of character, and then he can mold the minds of his pupils as well as instruct them in the sciences. The early education of youth generally shapes their characters for life. Those who deal with the young should be very careful to call out the qualities of the mind, that they may better know how to direct its powers so that they may be exercised to the very best account.?{1TT 319.1}[11]