东北24节气歌谣儿歌背诵实用20篇

上午和爸爸妈妈在外面吃饭，外面很暖，我们都穿着棉服还有些微微的热。

“快要立春了吧，这么暖和?”妈妈问。

其实今天就是立春。熬过了寒冷的冬季，即将迎来温暖的春季，不由心里大喜。你想，阳光明媚，春风拂面，小草开始发芽，万物生机勃勃，该是多么让人欣喜!

饭店的服务员端上春饼。我一看，这不是荷叶饼吗?它是一种烫面薄饼。用两小块水面，中间抹油，擀成薄饼，烙熟后可以揭成两张，即使不是立春，妈妈也经常做给我吃的。

“为什么要吃春饼呢?”我心里想。

晚上回家我便上网查了一下。原来在民间立春吃春饼称为“咬春”。最早唐代可查。民间在立春这一天要吃一些春天的新鲜蔬菜，既为防病，又有迎接新春的意味。

古时还会贴春贴。将书有诗句的帖子剪帖在宫中门帐上。诗体近于宫词，内容大都是歌功颂德的，或者寓规谏之意。贴春帖、作春帖词，在宋代时就很盛行。

古人迎接春天的方式可比我们要浪漫得多啊。

大雪年年有，不在三九在四九。

三九、四九，冻破碓臼。

三九、四九不下雪，五九、六九旱还接。

三九不封河，来年雹子多。

小寒节，十五天，七八天处三九天。

冷在三九，热在中伏。

牛喂三九，马喂三伏。

腊七腊八，冻死旱鸭。

腊七腊八，冻裂脚丫。

腊月三场白，家家都有麦。

腊月三场雾，河底踏成路。

腊月三白，适宜麦菜。

腊月三场白，来年收小麦。

大雪年年有，不在三九在四九。

三九、四九，冻破碓臼。

三九、四九不下雪，五九、六九旱还接。

三九不封河，来年雹子多。

小寒节，十五天，七八天处三九天。

冷在三九，热在中伏。

牛喂三九，马喂三伏。

腊七腊八，冻死旱鸭。

腊七腊八，冻裂脚丫。

腊月三场白，家家都有麦。

腊月三场雾，河底踏成路。

腊月三白，适宜麦菜。

腊月三场白，来年收小麦。

蜻蜓飞满天，大雨下满湾。

蜻蜓成群绕天空，不过三日雨蒙蒙。

蜻蜓高，晒得焦;蜻蜓低，满地泥。

蝴蝶屋内飞，下雨不到黑。

蜜蜂不出巢，当天有雨浇。

今天蜜蜂忙，明天雨衣忙。

飞蚁扑打天有雨。

细蚊满街转，大雨连成串。

今晚蚊子恶，明天有雨落。

今晚蚊子狂，明天雨一场。

蚊子嗡嗡叫，明天雨来到。

牛虻叮人，大雨倾盆。

夜间蝎子多，白天大雨落。

蝎子水缸底下爬，天公就要把雨下。

蚂蚁垒窝留门避风雨。

门留南，雨来北;门留北，雨来南;留门雨向正相反。

蜘蛛添网主天晴，蜘蛛悬吊雨蒙蒙。

雨中知了叫，预报天晴了。

雨中蝉鸣，就要天晴。

蝼蛄唱歌，有雨不多。

蝈蝈叫得欢，必定是晴天。

蚂蚁满地跑，天气一定好。

蜘蛛结网天必晴。

牛打喷嚏天下雨。

牛舐前蹄雨就到。

牛嚎猪吃草，雨下小不了。

狗刨地，天下雨。

狗咬青草晴，猫咬青草雨。

猪洗澡，雨不小。

猪仔衔草雨要到。

猪撒欢，不雨也阴天。

猫洗脸，雨不远。

羊群贪饱雨不小。

羊吃草没个饱，明天就要洗个澡。

羊贪草，雨不小。

羊碰角，大风刮。

羊拥挤把头碰，狂风就要吹头顶。

驴刨槽，阴天晴不了。

猪在圈外睡觉，近日天气晴好。

鸡犯愁，雨当头。

母鸡上窝晚，明日阴雨天。

鸡往高处跳，大雨快来到。

鸡愁雨，鸭愁风。

上窝晚，天要变;上窝早，天要好。

母鸡背雏鸡，后天要有雨。

鸡捉虱子又咬毛，大雨顷刻就来到。

乌鸦哑声叫，大雨要来到;乌鸦叫声响，将有风一场。

喜鹊洗澡，雨要来到。

啄木鸟叫三声，不是下雨就刮风。

斑鸠鸟儿叫，雨落打树梢。

蚯蚓雨里叫，有雨没多少。

水蛇盘柴头，地下大雨流。

蝎虎子成群屋里跑，大雨很快就来到。

老鼠朝家跳，大雨要来到。

家鼠活动早，阴雨将来到。

水底泛青苔，天有大雨来。

桃树出胶，大雨要到。

槐树叶子卷，雨在明天晚。

树枝鲜叶落，下雨也随着。

葡萄须，滴水点，有雨不会远。

谷子生白根，大雨就来临。

蘑菇冒出头，地上雨水流。

地瓜秧窜白尖，下雨不过两三天。

石上有水雨，草上有水晴。

石磙发潮像出汗，久旱下雨不用算。

石头出汗，大雨连绵。

柱腿石发潮，临近雨就到。

地板返潮，雨将来到。

黄瓜下了架，茄子打提溜。

豆子开花，墒沟里摸虾。

豆子结荚，地里生蛙。

豆子泡了花，开花不结荚。

积水漫多高，多高荚无着。

瓜怕刮，烟怕淹，豆子就怕大水漫。

花期旱一段，产量减一半。

旱收芝麻涝收豆，不旱不涝收绿豆。

三遍豆子粒儿圆，八遍谷子米汤甜。

芝麻不怕旱，只怕雨水溅。

要吃芝麻油，伏里晒出头。

要使芝麻香，伏里晒太阳。

高粱扬花不要雨。

高粱开花地裂璺，家家座下高粱囤。

荞麦地里养泥鳅。

谷子就怕卡脖旱，地瓜过旱不长蛋。

花生缺雨不扎针，玉米遇旱穗难伸。

鹁鸪叫两声，有雨不肯晴。

天上水鸡叫，必定雨来到。

早鸹阴，晚鸹晴，半宿鸹叫不到明。

久晴雀吵雨，久雨雀吵晴。

雨中公鸡叫，霎时天晴了。

久雨麻雀叫，不晴也转好。

喜鹊叫得早，天气晴得好。

喜鹊清早高枝叫，天气一定晴得好。

鱼打漂，雨来到。

池塘鱼儿跳，大雨就来到。

河里鱼跃雨，雨中蝉鸣晴。

河里鱼打花，天上有雨下。

鳝鱼停在水皮上，一两天内有雨降。

泥鳅往上翻，必是大雨天。

蚂蟥上爬吊钩，大雨哗哗淋丘。

甲鱼上洼，大雨哗哗。

青*哇哇叫，大雨要来到。

清早碱地返潮，近日将有雨浇。

井亮底，天要雨。

瓮穿裙，雨淋淋。

盐出水，铁出汗，雨水不少见。

干咸鱼滴水，不是阴天是下雨。

咸物返潮天将雨。

铁器腥潮，阴雨就到。

火灶憋烟，雨落当天。

炊烟向下埋，不久有雨来。

烟囱不出烟，不是下雨就阴天。

屋里不出烟，必定雨绵绵。

早晚烟扑地，天公有雨意。

灶灰潮作块，将有大雨来。

炊烟团团转，出门带雨伞。

旱天厨房落烟油，雨在明天晌午头。

炊烟笔直上，望雨是空想。

烟打棚，天要晴。

门难开和关，下雨在眼前。

开关门轻松，近日要刮风。

船前出水泡，大雨要来到。

船上桅杆响，大风还刮一两晌。

远闻火车叫，大雨要来到。

疮疤痒，雨要响。

腰酸腿疼疮疤痒，大雨不过一半响。

筋骨疼，雨打洞。

关节痛，疮疤痒，不久雨水满地淌。

大暑来，种芥菜。

中伏萝卜末伏芥，立秋前后种白菜。

中伏萝卜末伏芥，立秋种的疙瘩菜。

中伏萝卜末伏芥，秋后再种蔓菁菜。

中伏种萝卜，末伏种油菜。

过了大暑不种芥，过了小暑不种豆。

癞蛤蟆白天出洞，很快就有大雨倾。

雨蛤叫不停，风雨不容情。

蚯蚓堆粪，雨淋地湿。

蚯蚓身带土，不雨也雾露。

蚯蚓路上爬，雨水乱如麻。

大年初一逮兔子 —— 有它过年，无它也过年

举起碾盘打月亮 —— 不知天高地厚

王小二过年 —— 一年不如一年

三十晚上走路 —— 没影子

晴天下大雪 —— 明明白白

过年吃团圆饭 —— 济济一堂

长白山的大雪 —— 满天飞

端午节卖历书 —— 过时货

小秃跟着月亮走 —— 谁也不沾谁的光

竹竿打月亮 —— 挨不上

暑天下大雪 —— 少见;少有

老太婆过年 —— 一年不如一年;过一年少一年

大年初一贴福字 —— 吉庆有余

端午节划龙舟 —— 载歌载舞

初二三的月亮 —— 不明不白

对着月亮攀谈 —— 空话连篇

柳条篮子摇元宵 —— 滚蛋

端午节卖历书 —— 过时货

大年初一生娃娃 —— 双喜临门

纸糊的月亮当太阳 —— 偷天换日

和尚跟着月亮走 —— 借光了

三伏天烧炉子 —— 真够热火

三伏天絮棉袄 —— 闲时预备忙时用

铁拐李看月亮 —— 上不正，下参羡

三伏天的冰雹 —— 来者不善

元宵里裹爆竹 —— 糖衣炮弹

大年初一的袍子 —— 借不得

三伏天喝冰水 —— 正中下怀

元宵掉进糨糊盆 —— 糊涂蛋

三十晚上盼月亮 —— 没指望

大雪落在海里头 —— 看得见，摸不着

三伏天的冰棍 —— 人人喜欢;个个喜爱

三九天喝姜汤 —— 热心肠

癞蛤蟆吞月亮 —— 痴心妄想

三十三颗荞麦九十九道棱 —— 一成不变

三九天扇扇子 —— 心里有火

娃娃过年 —— 真快活;不操心;光图吃;只讲吃;蹦得欢

猴子捞月亮 —— 一场空

三九天的豆腐干 —— 冷冰冰，硬邦邦

端午节包粽子 —— 有棱有角

芒种夏至是水节，如若无雨是旱天。

芒种夏至常雨，台风迟来;芒种夏至少雨，台风早来。

芒种夏至天，走路要人牵。

芒种怕雷公，夏至怕北风。

芒种西南风，夏至雨连天。

夏至杨梅满山红，小暑杨梅要出虫

芒种栽薯重十斤，夏至栽薯光根根

芒种火烧鸡，夏至烂草鞋

爱玩夏至日，爱眠冬至夜

夏至杨梅满山红，小暑杨梅要生虫

不到冬至不寒，不至夏至不热

夏至大烂，梅雨当饭

夏至无雨三伏热

夏至馄饨冬至团，四季安康人团圆

冬至一场风，夏至一场暴

夏至闷热汛来早

雨水节气喜临门，花草树木又复生;送你一根常青藤，长生不老多逍遥。下面是小编整理的2017年雨水节气贺词祝福语，欢迎阅读。

1、 雨水莫思艳阳天，闺阁香暖忆苦寒。露滴花容雨洗面，春雨之后芳满园。丝丝雨入闲庭院，笼烟帘映雨如烟。焚香沐浴玫瑰瓣，雨水点点意缱绻。滴滴点点落阶前，半卷古书入梦残。雨水时节，悠闲生活。祝你快乐!

2、 雨落心湖，泛起微微涟漪，涤荡污浊秽气，幸福充满胸臆;雨打浮萍，隔窗悠然谛听，奏响初春乐章，点燃青春梦想。雨水时节，播种春天的希望，收获明天的辉煌!

3、 下一场“春夜喜雨”，为你洒下快乐的情绪;下一会“毛毛细雨”，滋润你干涸的心底;下一场“倾盆大雨”，把你心头的烦恼冲去;下一阵“狂风暴雨”，淋跑你心中忧愁的地域。雨水来到，愿好事像雨滴，点点砸向你!

4、 春雨悠然，笑语嫣然，远大理想存诸心间;雨水淋漓，心情欣喜，激情飞扬青春洋溢;雨帘绵长，春韵悠长，美好生活等你开创。雨水时节，青春尽情飞扬，点燃胸中梦想，向着美好明天，幸福快乐起航!

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6、 我愿化为一滴水，加入雨水润人间。我愿化为一条溪，快快乐乐奔入海。我愿化为太平洋，巨浪滔天我主宰。思绪如洋心如海，创意无限新世界。雨水时节，快乐生活。爆发潜力，自强不息!

7、 节气又是雨水时，天气冷暖不安稳，忽寒忽暖多变化，衣物增减要及时，身体健康很重要，千万不敢染感冒，朋友短信频频到，祝福问候不忘掉，愿友雨水烦恼消，开心快乐放声笑!

8、 幸福花绽遍地艳，美满云彩春雨献。吉祥燕子做窝巢，如意蜜蜂采花忙。人间有情天作媒，雨丝牵线情人圆。春光明媚人更艳，蝴蝶双飞牵手往。祝你雨水溪边唱，甜蜜爱巢筑家园。

9、 雨柔清风细，天蓝池水碧，小河水悄涨，快乐穿石隙，轻舟起吉祥，顺水走如意，长篙点春水，舟行欢乐溪，逢春精神爽，好酒醉知己，美景不胜收，春风斜细雨。雨水时节，保持快乐好心情，开心度过每一天!

10、 雨水节气喜临门，花草树木又复生;送你一根常青藤，长生不老多逍遥;送你一朵粉桃花，爱情浪漫多风流;送你一簇翠绿草，身体健康绿通道。雨水节气祝风调雨顺，顺心顺意多顺利!

11、 事业，你如鱼得水，蒸蒸日上;爱情，你水到渠成，甜蜜一生;友谊，你高山流水，知音相伴;收入，你水涨船高，不断加薪;心情，你游山玩水，快乐万分;雨水时节，祝福送给与水有缘的你，祝你“雨”来愈幸福，“水”岁都平安!

12、 扬一场温情雪水，带走寒冷;洒一头快乐雾水，迎来吉祥;绘一幅幸福山水，描绘安康;寻一池鱼水，书写辉煌;挥一片奋斗汗水，播下希望;擦一把心酸泪水，告别感伤;雨水时节，愿快乐洒遍你心灵的每个角落，心情胜似明媚的春光!

13、 雨水节气来到，不忘保健食疗，加强体育锻炼，身强体壮康健，天气忽寒忽暖，衣物注意增减，皮肤容易变干，补充水分关键，进食少酸多甜，确保安乐每天。雨水节气祝愿朋友开心健康甜蜜蜜!

14、 欢快的风儿吉祥云，红颜的花儿喜乐雨。浸润大地希望的苗，杨柳点头娇艳的摇。花叶招手分外妖，含苞欲放美满娇。幸福花开人月圆，心旷神怡醉心田。祝愿雨水季节快乐!心情愉悦好雅兴，享受自然春雨淋。

15、 用雨丝编织幸福的画卷，用雨点书写快乐的诗篇，用雨滴凝结吉祥的海洋，用雨水洗涤好运的春天，雨水时节，望雨莫兴叹，快乐一瞬间，雨水最多情，赏景享清闲!

16、 雨水节气雨增多，雨水可以润干涸，雨水可以洗清愁，雨水能够织情网。雨水节气春意暖，雨水灌溉秀山川，雨水滋润爱心田，愿你天天绽笑颜。

17、 春雨无声润万物，万物悄悄换新颜，新颜迎来新希望，希望小雨你快乐。冲走忧愁和烦恼，滋润心田生活美，呈现了万紫千红，展示的是勃勃生机。

18、 把真诚放飞，让爱心飘荡，给诚信鼓掌，优秀的品质看似浮云，实际会降下及时的甘露，浇灌成功给你一方坦途。雨水，送上真心祝福，事业有成，家庭幸福。

19、 雨水轻轻柔柔，汇成细细暖流，融化皑皑冰雪，除去多多忧愁，淅淅沥沥飘落，清清爽爽润物，滋养大地无声，寄托思念少言。雨水节气问候，祝君顺利吉祥。

20、 雨水节气到，早睡早起好，劳逸结合匀，万事不发怒，遇事不着急，心宽须做到。雨水节气至，风多物又燥，嘴唇易干裂，多吃水果蔬，少食油腻物，预防肝上火。以上牢记住，雨水健康安!

21、 雨水节气已来到，降雨次数增不少，牛毛细雨如烟雾，润出甜蜜心境好，轻柔中雨点滴暖，温暖幸福心灵湾，瓢波大雨哗啦啦，冲散忧愁心情新;雨水节气传短信，祝愿你开心，快乐，顺利行!

22、 万物勃发甘霖盼，雨水将至乐开怀。小草偷偷钻地面，百花带露笑开颜。雨后春笋节节高，幸福生活人期盼。祝福随着雨水临，健康快乐每一天!

23、 人间风光几多种，烟雨迷蒙更迷人。花草带雨更娇嫩，雨中赏景情更深。白蛇许仙雨中遇，生生世世不离分。我愿与你手相牵，雨中共同盟誓愿。此生只为你而活，白头偕老爱永在!雨水快乐!

24、 春雨润物无声息，一夜之间模样改。花红柳绿颜色艳，小草发芽连成片。小河潺潺水流急，两岸农田得灌溉。心怀感激小雨赞，换来山河美娇颜。祝小雨快乐，万事顺利!

25、 春雨贵如油，万物多渴求。雨水润大地，花草竞风流。河水欢畅歌，作物解饥渴。农人多欢笑，丰收在前头。播种希望结硕果，快快行动莫停留。祝小雨快乐!

26、 雨水节气悄悄降至，可爱春雨聪慧知时，雨声轻轻叩响心扉，雨丝柔柔带走烦闷，雨滴爽爽冲走忧愁，雨花晶晶点亮心情，亲爱朋友身体珍贵，愿你工作不烦不累，祝你生活有滋有味，雨水节气快乐高飞!

27、 雨水节气来早，编条短信转爆，祝福简单明了，愿友开心乐道，天天心情明媚，雨水清新美味，风儿温柔陶醉，星空浪漫点缀，没有沉闷天气，更无心情阴郁，祝愿天天欢喜，时刻不忘进取!

28、 春雨洗去旧日的痕迹，新春迎来崭新的欢喜，唱着歌谣在春雨里嬉戏，尽情探讨着春天的秘密，在这样的日子里尽显生气，感受着春雨带来的甜蜜。

29、 "雨水润万物，春意始复苏，鸟儿树梢鸣，猫儿道旁戏，小草初显绿，小树始发芽。一片生机万物新，昂首阔步向前行。"

30、 点点雨滴，丝丝雨花，激情着快乐，洋溢着吉祥;绵绵细雨，滴滴春雨，浇灌着如意，涤荡着幸福;雨水节气，愿柔柔小雨滋你心田，爽爽的，细细雨滴润你生活，美美的，雨水快乐!

31、 雨水时节春雨忙，滋润万物新模样。绿草成片任人躺，孩童嬉戏脚步忙。花朵含苞雨露享，路人停步嗅芳香。稻田作物拼命长，农人开心幸福长。雨水到来，祝快乐常在!

32、 一场及时雨，浇开幸福花，农田干涸处，希望已萌芽;一场流星雨，划过天地间，情人忙许愿，不久便实现;一场太阳雨，落在你身畔，春寒料峭时，温暖你心田。雨水时节，快乐绽放，送走烦恼，迎来吉祥!

33、 好雨知时节，当春乃发生，空山新雨后，雨水祝福稠，愿你沐浴幸运雨，好运吉运常伴你;愿你滋润快乐雨，开心快乐不离你;愿你享受幸福雨，温馨幸福陪伴你。雨水节气，愿你驰骋风雨，事事风调雨顺!

34、 夜来卧听风吹雨，风萧萧，雨绵绵;春雨润物细无声，雨滴滴，乐融融;雨生万物福气升，雨淅淅，情浓浓;发送短信只关情，情深意重，心想事成!雨水快乐!

35、 雨是春天的使者，从天空悠悠而落，飘飘荡荡，洋洋洒洒，把生命溶进土地，滋润着返青的麦苗，迎春的花叶，雨水，愿你收获幸福甜蜜，吉祥如意!

一、东北地区家常“炖”菜

东北人什么都讲究个实惠，对于一日不可或缺的饮食更是如此。乱炖这道菜就是东北菜中实惠的代表。乱炖的魅力就在于一个“乱”字，就是什么都能往里放，茄子、芸豆、土豆、辣椒、西红柿等等等等，只要是手头能找到的原料，尽管扔进锅里，炖他个天昏地暗，多一样少一样都没关系，炖好了一上桌，大家都会说嗬，乱炖来了!

功效：视材料而定，更全面补充营养。

地区美食推荐 延吉狗肉火锅

都说“狗肉上不了台面”，可到了延吉，不吃狗肉可不行，这是一道主菜，带皮的狗肉非常劲道，而且大补。传说，朝鲜的金二世就非常推崇用狗肉进补，号召全体国民吃呢。只是狗肉大热，夏天的时候要少吃。而吃狗肉的最佳时候是在冬季，大雪漫山，天冷的吐口唾沫，掉地上都能变成冰碴，这时要能来个狗肉火锅，不仅能满足嘴的欲望，还能大补驱寒。

功效：狗肉性温，大热，归脾、肾、胃三经，具有壮阳、健脾益胃等功效。

二、江南地区品鸭添滋味——虫草炖鸭

时节正好进补，而鸭子是不少食补菜式的主角。当中最有名、据说功效最好的要数“虫草炖鸭”。冬虫夏草本身药效极好，能增强免疫力，而鸭肉富含蛋白质，所以这道炖汤自古就是高档的食补菜式。现在野生冬虫草价格大涨，所以餐馆大多会用较便宜的养殖虫草代替。功效有无改变不得而知，但滋味就同样香鲜，大概是因为鸭肉本身的鲜美已足够让这道菜生色。

功效：本品有平补肺肾和止喘嗽之功，对于肺气虚或肺肾两虚之喘嗽、自汗，阳萎、遗精及病后虚弱，神疲少食的病人，有增加营养和辅助治疗的作用。

地区美食推荐广东靓汤——肉苁蓉淮山煲水蛇

“秋风起、三蛇肥”，时下正是食蛇的好时节。蛇肉不仅是美味的养生佳肴，亦是治病的药膳材料。如李时珍的《本草纲目》就记载了水蛇有“治消渴、烦热、毒痢”的功效。中医讲的“消渴”就是现代医学所指的糖尿病。过去本栏曾介绍过民间有用水蛇配伍中药治疗糖尿病的验方汤水。仍有不少读者致电本栏，要求再推荐些。因为糖尿病有多种类型的，以补肾的肉苁蓉和健脾的淮山等煲水蛇，是民间上辅助治疗肾虚型糖尿病的汤水，能滋补肾，亦可作秋冬日中老年人的养生汤饮。

材料：肉苁蓉、淮山各20克，熟地、泽泻各15克，水蛇肉500克，猪瘦肉100克、生姜3片。

烹制各药材稍浸泡，洗净水蛇肉切段，置沸水中稍滚，捞起洗净(即“飞水”)猪瘦肉洗净一起与生姜放进瓦煲内，加入清水2500毫升(10碗量)，武火煲沸后，改为文火煲约2小时，调入适量食盐便可。为3-4人量。

功效：温补肾虚。

三、西北地区丰盛羊肉宴——羊肉粥

很多人总是幻想在大漠孤烟里，头顶苍凉弯月，支起烤架，在篝火中尽情释放着热度，沸腾着激情，大口地吃着烤全羊，该是何等难得的一种快意。羊肉不但营养丰富，还有很高的药用价值，在冬季进食羊肉，可以有效地滋补身体。

山药羊肉粥有健脾补肾作用，适用于身体怕冷、食欲不振。

肉蓉羊肉粥有益肾壮阳、补精养血、润肠强身的作用。

元姜羊肉粥有补虚损、益气血、暖脾胃、祛寒壮阳的作用。

地区美食推荐 新疆羊肉汤

材料带骨羊肋条、香菜、盐、胡椒。

做法带骨羊肋条肉剁成3厘米宽大段，香菜切段备用，用大锅放凉水架火上，立即把剁好的肉放进凉水锅里，旺火烧开改用小火炖，用勺子捞干净汤表面的脏沫子撇去。多捞几次。约1个小时后(可以更长时间)，羊肉熟了。一次撒够盐和胡椒，1分钟后盛入大盆里。在盆里汤表面放上香菜段即可食用。

功效：对于治疗寒性疝气、腹痛怕冷、血虚乳少最为适宜。虚寒体质者进行调理时，建议加上当归2克、生姜30克、羊肉500克比较合适。

大雪节气多吃海带

在大雪节气为什么要多吃海带呢?这是因为，从中医角度来说，海水性属阴冷寒凉，生长于此的海带本身就具有极强的抗寒能力。海带性味咸，长期食用还有温补肾气的作用。因而，冬季食用海带，可增加人体的抗寒能力。

另外，人怕冷与机体摄入某些矿物质较少有关。如钙在人体内含量的多少，可直接影响心肌、血管及肌肉的伸缩性和兴奋性;血液中缺铁常表现为产热量少、体温低等。因此，补充富含钙和铁的食物可提高机体的御寒能力。而海带正是人类摄取钙、铁的宝库。每100克海带中含钙高达117毫克，含铁高达150毫克，所以冬天吃海带对儿童、妇女和老年人均有重要的保健作用。

海带的烹调方法很多，如海带炖豆腐、海带丝拌香菜、海带汤、海带粥等。

现在向大家推荐一个简便易做的海带粥：用海带10-15克，粳米100克，皮蛋一个，同煮粥，用少量食盐(或白糖)调味食用。该粥有软坚、降压、利尿作用，高血压、动脉硬化、慢性支气管炎咳喘等病患者可长期食用。

最后，需要提醒大家的是，冬季进补虽然以温热的食物为主，但这并不意味着与凉性食物彻底划清界限。这是因为冬季人们大部分时间都在室内度过，再加上冬季空气干燥，人们活动量相对不足，非常容易造成体内积热不能适当散发。如果再过多地食用羊肉、狗肉等温热性的食物，非常容易出现“上火”的症状，表现为上呼吸感染、咽喉炎、口腔黏膜溃疡、便秘等，因此，冬季脾胃功能正常的朋友不妨适当摄入点冬瓜、黄瓜、芹菜、香蕉、梨等凉性的果蔬，以及时起到“灭火器”的作用。当然，脾胃虚寒或阳虚患者还是要和凉性食物保持距离的。

白露时斗指癸，太阳黄经为165度，时值公历9月7日前后。此时阴气渐重，露凝为白，故名白露也。白露是个典型的秋天节气，天气渐凉，空气中的水蒸气在夜晚常在草木等物体上凝成白色的露珠，谚语说“过了白露节，夜寒日里热”便是说白露时白天夜里的温差很大。

古语说：“白露节气勿露身，早晚要叮咛。”意在提醒人们此时白天虽然温和，但早晚已凉，打赤脯容易着凉。一般习俗认为白露节下雨，雨下在哪里，就苦在哪里。因此有句农谚如此说“白露前是雨，白露后是鬼”。白露节气的习俗

福州“白露必吃龙眼”福州有个传统叫作“白露必吃龙眼”的说法。民间的意思为，在白露这一天吃龙眼有大补身体的奇效，在这一天吃一颗龙眼相当于吃一只鸡那么补，听起来感觉太夸张了，哪有那么神奇，不过相信还是有一些道理的。因为龙眼本身就有益气补脾，养血安神，润肤美容等多种功效，还可以治疗贫血，失眠，神经衰弱等等很多种疾病，而且白露之前的龙眼个个大颗，核小甜味口感好，所以白露吃龙眼是再好不过的了，不管是不是真正大补，有吃了就是补，所以福州人也习惯了这一传统习俗。浙江温州等地有过白露节的习俗。

苍南、平阳等地民间，人们于此日采集“十样白”(也有“三样白”的说法)，以煨乌骨白毛鸡(或鸭子)，据说食后可滋补身体，去风气(关节炎)。这“十样白”乃是十种带“白”字的草药，如白木槿、白毛苦等等，以与“白露”字面上相应。文成，民间认为白露吃番薯可使全年吃番薯丝和番薯丝饭后，不会发胃酸，故旧时农家在白露节以吃番薯为习。白露节气的习俗

白露茶老南京人都十分青睐“白露茶”，此时的茶树经过夏季的酷热，白露前后正是它生长的极好时期。白露茶既不像春茶那样鲜嫩，不经泡，也不像夏茶那样干涩味苦，而是有一种独特甘醇清香味，尤受老茶客喜爱。白露节气的习俗

白露米酒苏南籍和浙江籍的老南京中还有自酿白露米酒的习俗，旧时苏浙一带乡下人家每年白露一到，家家酿酒，用以待客，常有人把白露米酒带到城市。白露酒用糯米、高粱等五谷酿成，略带甜味，故称“白露米酒”。白露时节也是太湖人祭禹王的日子。

禹王是传说中的治水英雄大禹，太湖畔的渔民称他为“水路菩萨”。每年正月初八、清明、七月初七和白露时节，这里将举行祭禹王的香会，其中又以清明、白露春秋两祭的规模为最大，历时一周。在祭禹王的同时，还祭土地神、花神、蚕花姑娘、门神、宅神、姜太公等。活动期间，《打渔杀家》是必演的一台戏，它寄托了人们对美好生活的一种祈盼和向往。

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导语：雨水，是二十四节气之中的第2个节气，位于每年正月十五前后(公历2月18-20日)。太阳位于黄经330°。下面是yjbys作文网小编为您收集整理的相关资料，希望对您有所帮助。

2016年2月19日 13:33:41为雨水节气，是二十四节气之中的第2个节气，位于每年正月十五前后(公历2月18-20日)。雨水时，斗指壬。太阳黄经为330°。这时春风遍吹，冰雪融化，空气湿润，雨水增多，所以叫雨水。人们常说：“立春天渐暖，雨水送肥忙”。

雨水节气是二十四节气中的第二个，每年正月十五前后(公历2月18-20日)。太阳位于黄经330°。雨水节气意味着进入气象意义的春天。

一、节气雨水是什么季节

随着雨水节气的到来，春季也悄然迎来。雪花纷飞，冷气浸骨的天气渐渐消失，而春风拂面，冰雪融化，湿润的空气、温和的阳光和萧萧细雨的日子正向我们走来。杜甫有诗云：“好雨知时节，当春乃发生。随风潜入夜，润物细无声。”诗人生动描述了春天是万物萌芽生长的季节，需要雨水的时候，它就来了，这春雨伴随着和风，当夜幕降临时悄悄地、无声地、细细地下着滋润着万物。

春季分三个：孟春，仲春，暮春。雨水节气正值春季。

初春：是四季节令中的第一个月，春天开头的第一个月。包含了两个节气：立春2月3—5日、 雨水2月18—20日。

仲春：孟春之后阴历二月为仲春。包含了两个节气：惊蛰3月5—7日、春分3月20—22日。

暮春：就是我们现在理解的“晚春”，如“暮春三月”。包含了两个节气：清明4月4—6日、谷雨4月19—21日。

二、2016雨水节气简介

雨水是什么时候

2016年雨水时间：2016年2月19日 13:33:41，农历2016年正月(大)十二。

雨水节气由来

雨水，表示降水开始，雨量逐步增多。雨水，表示两层意思，一是天气回暖，降水量逐渐增多了，二是在降水形式上，雪渐少了，雨渐多了。雨水前后，油菜、冬麦普遍返青生长，对水分的要求较高。“春雨贵如油”，这时适宜的降水对作物的生长特别重要。而华北、西北以及黄淮地区这时降水量一般较少，常不能满足农业生产的需要。若早春少雨，雨水前后及时春灌，可取得最好的经济效益。淮河以南地区，则以加强中耕锄地为主，同时搞好田间清沟沥水，以防春雨过多，导致湿害烂根。

雨水节气气候特点

雨水季节，天气变化不定，是全年寒潮过程出现最多的时节之一，忽冷忽热，乍暖还寒的天气对已萌动和返青生长的作物、林、果等生长及人们的健康危害很大。在注意做好农作物、大棚蔬菜以及工交部门防寒防冻工作的同时，仍要注意个人的保健工作，以防止冬末春初感冒等流行疾病的发生。

雨水节气养生

春季肝气旺盛，肝木易克脾土，故春季养生不当容易损伤脾脏，从而导致脾胃功能的下降。故雨水前后应当着重养护脾脏。春季养脾的重点首先在于调畅肝脏，保持肝气调和顺畅，在饮食上要保持均衡，食物中的蛋白质、碳水化合物、脂肪、维生素、矿物质等要保持相应的比例。同时还要保持五味不偏，尽量少吃辛辣食品，多吃新鲜蔬菜。

雨水节气民俗

雨水这天在民间有一项特具风趣的活动叫“拉保保”以前人们都有一个为自己儿女求神问卦的习惯，看看自己儿女命相如何，需不需要找个干爹。而找干爹的目的，则是为了让儿子或女儿顺利，健康的成长。(这可能也与以前的医疗条件有关，因为医疗条件不好，好多孩子生病根本无法医治。所以需要借助干爹的福气将孩子带大)于是便有了雨水节拉保保的活动。此举一年复一年，久而成为一方之俗。

含钙量最高的食物

1.虾皮

虾皮的含钙量很丰富，100克虾皮中的含钙量为991毫克，仅次于芝麻酱。

虾米营养丰富，含蛋白质是鱼、蛋、奶的几倍到几十倍;还含有丰富的钾、碘、镁、磷等矿物质及维生素A、氨茶碱等成分，且其肉质松软，易消化，对身体虚弱以及病后需要调养的人是极好的食物。

2.芝麻酱

不说不知道，很多人会认为钙含量最丰富的是牛奶，其实在日常食物中含钙量最丰富的是芝麻酱，每100克芝麻酱中的钙含量为1057毫克。

芝麻酱富含蛋白质、氨基酸及多种维生素和矿物质，有很高的保健价值;芝麻酱中含钙量比蔬菜和豆类都高得多，经常食用对骨骼、牙齿的发育都大有益处。

芝麻酱含铁比猪肝、鸡蛋黄都高出数倍，经常食用不仅对调整偏食厌食有积极的作用，还能纠正和预防缺铁性贫血;另外，芝麻酱含有丰富的卵磷脂，可防止头发过早变白或脱落;芝麻含有大量油脂，有很好的润肠通便作用;常吃芝麻酱能增加皮肤弹性，令肌肤柔嫩健康。建议每天吃10到20克最好。

3.牛奶

牛奶是人体钙的最佳来源，而且钙磷比例非常适当，利于钙的吸收。种类复杂，至少有100多种，主要成份有水、脂肪、磷脂、蛋白质、乳糖、无机盐等。

牛奶的营养成份很高，牛奶中的矿物质种类也非常丰富，除了我们所熟知的钙以外，磷、铁、锌、铜、锰、钼的含量都很多。

4.奶酪

奶制品是食物补钙的最佳选择，奶酪正是含钙较多的奶制品，而且这些钙很容易吸收。每100克奶酪中的钙含量为659毫克，钙含量丰富。

奶酪能增进人体低抗疾病的能力，促进代谢，增强活力，保护眼睛健康并保持肌肤健美;奶酪是的乳酸菌及其代谢产物对人体有一定的保健作用，有利于维持人体肠道内正常菌群的稳定和平衡，防治便秘和腹泻;奶酪中的脂肪和热能都比较多，但是其胆固醇含量却比较低，对心血管健康也有有利的一面。

5.芥菜

除了奶制品虾皮这类常见的补钙圣品外，其实蔬菜的钙含量也是很高的。每100克芥菜的钙含量为294毫克。

另外芥菜含有丰富的维生素A、B族维生素、维生素C和维生素D。具体功效有提神醒脑，芥菜含有大量的抗坏血酸，是活性很强的还原物质，参与机体重要的氧化还原过程，能增加大脑中氧含量，激发大脑对氧的利用，有提神醒脑，解除疲劳的作用。

吃什么补钙

乳类与乳制品

牛、羊奶及其奶粉、乳酪、酸奶、炼乳。

豆类与豆制品

黄豆、毛豆、扁豆、蚕豆、豆腐、豆腐干、豆腐皮、豆腐乳等。

海产品

鲫鱼、鲤鱼、鲢鱼、泥鳅、虾、虾米、虾皮、螃蟹、海带、紫菜、蛤蜊、海参、田螺等。

肉类与禽蛋

羊肉、猪脑、鸡肉、鸡蛋、鸭蛋、鹌鹑蛋、松花蛋、猪肉松等。

蔬菜类

芹菜、油菜、胡萝卜、萝卜缨、芝麻、香菜、雪里蕻、黑木耳、蘑菇等。

水果与干果类

柠檬、枇杷、苹果、黑枣、杏脯、橘饼、桃脯、杏仁、山楂、葡萄干、胡桃、西瓜子、南瓜子、桑椹干、花生、莲子等。

又到了小寒凛冽的北风发出凄历的尖叫，枯草落叶满天飞扬，天地之间黄尘蒙蒙，混沌一片。

小寒到了，一场大雪，路边的树木缀满银花，建筑物象琼楼玉宇似的闪着耀眼的银辉。

笔直的水泥路上已经盖上了一条长长的白地毯，那么纯洁，那么晶莹，看起来真叫人不忍心把脚踩上去。

又到了冬天的小寒，雪花象晶莹透明的小精灵，调皮的翻着跟斗飘落在山腰上，落在大地上。

小寒在冬天里如期而至了，冬天的太阳怕冷似的躲进重重的浓雾，瑟瑟缩缩不敢露出脸来。

冬天的小寒是很冷的，天空中下起来鹅毛大雪，到处是一片白色，唯有松树还是那样鲜绿，点点雪片飘落在上面，好像是朵朵白花。

凛冽的寒风卷着鹅毛大雪铺天盖地而来，顿时，长白山银装素裹，满头皆白。

一阵轻风，雪花静悄悄地洒满大地，给田野覆盖了一层薄薄的银毯。

淘气的北风吹着口哨来了，想吹落雪大衣，想吹跑雪被子。

天壁阴霾霾的，一片瓦灰色，象要飞雪的样子。

小寒，往事寻着节气倒流。将心比心，有感于天下寒士的寒苦和辛劳。痴人说梦，一吐为快。昨日已成各，来日方长远。君不见，书屋室寒人非远，心中有冰冰自消。毕竟严寒之后又是春，明年桃花又芳菲。愿我们屋中的冷——春风化暖，愿我们心中的冰——春阳解冻，愿我们的家园——冬暖夏凉温暖如春。

我国古代将小寒分为“三候”：“一候雁北乡，二候鹊始巢，三候雉始鸲”。古人认为候鸟中大雁是顺阴阳而迁移，第一候时阳气已动，所以大雁开始北迁;第二候时北方到处可见喜鹊，并感觉到阳气而开始筑巢;第三候“雉鸲”的“鸲”为鸣叫的意思，雉在接近四九时会感阳气的生长而鸣叫。

小寒正处三九前后，俗话说：“冷在三九”，其严寒程度也就可想而知了，各地流行的气象谚语，可做佐证。如：华北一带有“小寒大寒，滴水成冰”的说法，江南一带也说“小寒大寒，冷成冰团”。每年的大小寒虽冷，但寒冷的情况也不尽相同。有的年份若小寒不是很冷，便往往预示大寒要冷，广西就有“小寒不寒寒大寒”的谚语。

有人说，现在的预报非常准，说降温就降温了。是啊这两天非常冷，已经到了一年之中最冷的时候了。老百姓常常念叨，“大寒不冷小寒冷，一年最冷是小寒”，“小寒胜大寒，常见不稀罕”，“小寒节，十五天，七八天处三九天”。根据中国的气象资料，小寒是气温最低的节气，只有少数年份的大寒气温是低于小寒的，是啊，该“小寒”了。

小寒，小小的寒意?非也，非也!-6℃的低温，4-5级的西北风，二九寒于三九天，怎一个“小”字说得?安身立命的陋室成了名符其实的寒舍。你无法在夜的瑟瑟中，携取旧书归旧隐，穿越今日的寒冷去赴一个千年前的诗约。偶有寂寞山庄故人来的熟稔，客问冷否?却不知吾处可以问暖，不可嘘寒。跺跺脚，搓搓手，摇摇头，你无奈的叹了一口气……

小寒吹起花信风。人们把花开时吹过的风叫做“花信风”，意即带有开花音讯的风候。《岁时记》曰：“一月二气六候，自小寒至谷雨。四月八气二十四候，每候五日，以一花之风信应之。”“风不信，则其花不成。”风是守信的，时至必来，故名花信风。

小寒是全年的第二十三个节气，在1月5—7日之间，太阳位于黄经285°。对于中国而言，小寒标志着开始进入一年中最寒冷的日子了。小寒，它与大寒、小暑、大暑及处暑一样，都是表示气温冷暖变化的节气。不过天气并不完全靠节气掌控，小寒冷不冷，关键还要看冷空气的声势大不大。《月令七十二候集解》：“十二月节，月初寒尚小，故云。月半则大矣。”小寒节气冷空气降温过程频繁，但是现在达到寒潮标准的并不多。

谷雨养生有门道，搭配有招白萝卜，萝卜雪梨榨汁喝，润肺清热是良方，小编收集了2017年谷雨节气给长辈的养生祝福语，欢迎阅读。

1、 谷雨时节到，脸上不要“雨水连连”，心里莫要“阴雨不断”，看“幸福雨”正“乌云密布”遮挡你视线，浇在您生活，润在您心间，祝您谷雨快乐不间断!

2、 谷雨时节，为你降一场吉祥雨，让你天天都如意;为你降一场财气雨，薪水高涨你欢喜;为你降一场福气雨，让你幸福有甜蜜。谷雨节气来到，愿你快乐又逍遥!

3、 谷雨时节，细雨淅淅，工作学习，有些苦累，身体健康，最为宝贵。作为朋友，送上关怀:劳逸结合，早睡早起，笑口常开，知足常乐!

4、 一年之计在于春，一日之计在于晨。春天是一年中的一出折子戏：立春是序幕，雨水是开端，惊蛰是发展，春风是高潮，清明是结局，谷雨是尾声。谷雨快乐!

5、 谷雨节，芳草绿，百花艳，远离花，防粉染，好美景，心里话，挂，愿珍重，祝愿你，开心伴，幸福缠，爱情甜，健康随，事事顺。

6、 谷雨好时节，漫天雨纷纷，幸福来围你，哗啦雨落地，愁眉立舒展，雨带来喜乐，象征着丰收，祝你早睡早起身体佳，多吃蔬果美容佳，通风打扫心情佳，快快乐乐生活佳。

7、 谷雨时节，吉雨纷纷：下吧下吧，开心在长大;下吧下吧，快乐要开花;下吧下吧，幸福收获了!我希望你的心情如此，今年特别幸福!

8、 谷雨润万物，把希望播洒，耕种“理想籽”，浇上“勤劳水”，长出“健康芽”，抽出“幸运藤”，结出“开心果”，谷雨节送祝福，愿好友，春华秋实，丰收健康、幸福、成功、快乐、逍遥。

9、 谷雨是节气中承前启后搭桥牵线的红娘，它延伸了清明时节气候清爽温暖，草木发芽生长，万物欣欣向荣的景象;谷雨是春夏之交继往开来的使者，它既完成了春天赋予的生长万物的使命，又为立夏气温升高，炎暑将临，农作物进入成长旺季做好了铺垫。

10、 让快乐化成雨，把吉祥化作雨，让甜蜜淋湿你，把美好变作雨，让幸福化成雨，都送给谷雨节气的你，愿你谷雨节气里。心情无比惬意，工作顺心顺意，生活幸福洋溢!

11、 谷雨近暮春，气候多复杂，晨起喝杯水，补水又清胃，多吃绿叶菜，补充维生素，多喝绿豆汤，祛火更清爽，少食牛羊肉，身体更健康。

12、 谷雨小食谱，麻油拌香椿：香椿克，洗净，入沸水焯透，沥水切碎，加入精盐、麻油，拌匀即成。有清利湿热、宽肠通便之功效。

13、 淡淡的清香，代表了浓浓的思念。暖暖的春风，带着我深深的祝福。缓缓的流水，代表了永恒的友谊。谷雨时节，好雨生百谷，好友送祝福!事事如愿开心足。谷雨体内湿气重，排水祛湿有妙法，少吃盐帮肾排水，运动排汗最祛湿，健脾食物需常食，山药红枣赛良药，红豆熬粥清热方，丝瓜冬瓜利湿妙。愿安康围绕!

14、 谷雨时节暖雨飘，春光闪耀传心愿;花香阵阵溶思念，丝丝关怀在萌芽;友谊在心暖洋洋，真心祈祷送上前。谷雨时节，祝朋友开心快乐，心想事成。

15、 思念伴着小雨飞，祝福随着大雨瓢，好运迎着暴雨降;谷雨送封友人信，美好希望附上来，从此快乐不分离。愿我的祝福伴你，幸福在整个谷雨时节!

16、 谷雨湿气来袭，妙招拒做潮人，雨天选亚麻装，抗菌性能良好，除湿食物常食，丝瓜木瓜是宝，心情极易烦躁，好友聚会聊聊。温馨关怀送到，快乐安康围绕!

17、 草色青青柳色黄，溪水潺潺春意长。岁月匆匆人奔忙，前路迢迢莫彷徨。好运绵绵伴身旁，快乐滔滔装心房。思念切切愿吉祥，谷雨声声祝安康。

18、 谷雨时节雨水丰，雨落屋檐响叮咚。静坐家中思绪浓，心头牵挂如雨重。望断天涯路难通，情到深处泪双流。愿你谷雨体安康，事事如意心意同!

19、 雨润百草绽清芽，短信我把关怀发，谷雨节气湿度大，通风换气牢记下，日夜相较有温差，更换衣物谨慎啦，出门雨伞随手拿，刮风下雨不害怕，多吃蔬菜多吃瓜，身康体健笑哈哈!

20、 谷雨养生有门道，搭配有招白萝卜，萝卜雪梨榨汁喝，润肺清热是良方，萝卜羊肉一起炖，营养互补解油腻，萝卜鲫鱼煲靓汤，健脾利湿有一套。愿快乐安康!

21、 谷雨时节到，幸福雨水下，愿小雨淋走你的忧愁烦恼，中雨洗走你的困难挫折，大雨冲走你的悲伤沉闷，祝你每天心情如花儿般美丽，事事畅心!

22、 春天来了，谷雨到啦!花草树木也都发芽了。朋友，我们也该伸伸懒腰，准备为了我们美好的明天奋斗吧!祝亲爱的朋友万事如意。心想事成!

23、 谷雨谷雨，吉祥春雨，温馨贴士，天天送你，雨水增多，湿度较大，多开门窗，多晒太阳，早晚锻炼，身体强壮，多吃蔬果，多吃黄豆，青春不老，安康长寿，祝你快乐，幸福长久。

24、 雨击沙滩，是声声悦耳的律动;雨过天晴，是深深动心的快乐;雨打风吹，是不屈不挠的抗争。谷雨时节里，愿你迎着各种“雨象”，享受美好人生!

25、 谷雨登山，福运无边;谷雨观海，财运常来;谷雨看柳，好运握手;谷雨赏花，幸运到家;谷雨短信，幸福温馨。祝福谷雨节，健康又快活!

26、 谷雨如问候，你点点;谷雨如心愿，思念你绵绵;谷雨如祈愿，愿你福连连;谷雨如祝愿，愿你谷雨节，幸福长长长，顺利安安安，温馨满满满，快乐伴伴伴!

27、 谷雨到，万物苏，养生贴士，爱心传递，春季风大，随时增减，雨水增多，出门带伞，常吃水果，永葆容颜，增强体力，户外锻炼，祝你健康，幸福永远。

28、 为你的欢乐谷，洒下及时雨;为你的幸福谷，洒下瓢泼雨;为你的好运谷，洒下急骤雨，为你的事业谷，洒下顺利雨;为你的前程谷，洒下顺风雨;谷雨节，祝你好事连连围着你，美好幸福依赖你，和和美美伴着你，快乐不息围攻你!

29、 好雨知时节，好谷谢勤劳，谷雨节气到，祝福送朋友，祝愿佳佳友，无论晴雨天，心里有阳光，笑口要常开，知足可长乐，心胸大海阔，快乐幸福多!

30、 谷雨节气，送你一场暴风骤雨，冲跑所有忧愁烦恼;送你一场毛毛细雨，带给你无限甜蜜;送你一场和风细雨，温暖祥和滋润你，送你一场蒙蒙春雨，开心快乐带给你。愿你谷雨快乐!

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雨水能消愁，点点清凉在心头，敞开胸怀纳万物，心情舒畅乐无忧;雨珠亮晶莹，丝丝感动总关情，短信祝福传情意，字里行间意更浓。雨水时节，抛去烦忧，快乐时光，舒心享受!

1. 雨水时节，就让吉祥的雨，洒落人生;就让幸福的雨，沁润生活;就让快乐的雨，发酵开心;就让平安的雨，永保安泰。愿你乐享曼妙雨季，快乐幸福永远!

2. 雨一直下，万物生发，快乐在你心上开满鲜花，好运在你手中开始发芽，成功在你路上茁壮长大。雨水到，把思念浇灌，为朋友祝福，愿你幸福笑哈哈!

3. 雨水很美，洗涤着美丽的风景，淅沥着快乐的声音，浇灌着好运的种子，渲染着成功的样子，滋润着幸福的日子。雨水到，心情妙，愿你开心笑!

4. 春风传来花飘香，春雨淅沥地湿润。春雷阵阵催人醒，百业进步在眼前。人逢盛世精神爽，奋发向上永向前。雨水带来凌云志，助你直挂云帆济沧海。祝雨水时节，工作顺利，理想早日实现!

5. 春雨滋润万物苏，百花含苞待绽放。情意深深雨亦蒙，痴心一片付春光。丝丝雨水送吉祥，温馨问候到身旁。但愿健康永相傍，幸福生活福绵长。祝雨水快乐!

6. 快乐的雨花朵朵纷芳，绽放着幸福，滋润着美满;吉祥的雨丝飘飘洒洒，纷扬了如意，浸润了平安;好运的雨滴点点滴滴，释放出福气，升华着财富;雨水节气，愿你开心快乐!

7. 秦时雨，汉时风，滋润万物中华兴。民国风，胭脂泪，烟雨蒙蒙爱国情。巴山云，巫山雨，风起云涌多少梦。快乐风，开心雨，春风春雨到天晴。雨水时节，幸福快乐!

8. 春雨浇灌爱情花，爱在心中渐萌芽，雨后玫瑰分外艳，人前情意难表达，雨似珍珠爱意真，花开绚烂我情浓，你是玫瑰我是雨，默默付出守护你。雨水时节，在浪漫的日子里，愿和你谱一曲真爱永恒!

9. 春光灿烂百花放，万紫千红春满园。春雨更把美景添，滋润万物换新颜。雨中漫步情无限，恩恩爱爱如蜜甜。此生只愿与你伴，天荒地老不分开。雨水快乐!

10. 雨水到来降水多，劝君莫要将雨烦。须知春雨贵如油，滋润万物更精彩。百花绽放柳吐绿，禾苗茁壮丰收来。开开心心迎雨水，幸福生活笑开颜。祝雨水快乐!

11. 雨落心湖，泛起微微涟漪，涤荡污浊秽气，幸福充满胸臆;雨打浮萍，隔窗悠然谛听，奏响初春乐章，点燃青春梦想。雨水时节，播种春天的希望，收获明天的辉煌!

12. 时令值雨水，浇开百花美，滴滴传真情，朵朵展娇媚。朋友很珍贵，祝福紧相随，愿你工作不累，烦恼消退，开心陶醉，生活有味。幸福无罪，雨水快乐!

13. 细雨滋润无忧草，点点吉祥洒人间，春雨浇开幸福花，丝丝快乐入心田，雨水灌溉如意芽，滴滴美满浸生活，雨水节气到，愿你雨水快乐，舒心相伴!

14. 点点滴滴雨水到，幸福感觉上眉梢。感到快乐你就笑，开开心心不会老。雨水滋润青青草，春色疯长已过脚。绿茶一杯依窗角，快乐春雨听的到。雨水快乐!

15. 雨水滴在天空，点亮了春天，雨水滴在大地，激活了生机，雨水滴在大海，充满了希望，雨水滴在祝福，问候了朋友，雨水，祝你水水润润，健康快乐。

16. 春雨如油润万物，神清气爽沁心脾;荡去惆怅与忧烦，心花怒放笑开颜;品茶赏雨心情妙，惬意踱步乐逍遥;凭栏远眺思绪浓，借雨传情情谊深：雨水时节已来临，愿你舒心乐陶陶!

17. 春风化雨爱轻拂，细雨丝丝尽飞舞;福气祥云布甘露，万物青葱即复苏;又到雨水时节，看，雨散珍珠;想，真爱常驻;听，无声润物;品，生命萌苏;拂，烦忧扫除;歌，欢笑无数;踏，鲜花满路;祝，雨水时节，爱如雨露合家安康幸福!

18. 大雁北往舞燕子，春回大地美艳姿。花红柳绿小河唱，山青水秀绽美丽。一年之计在于春，抓紧时机忙耕种。汗水勤浇花灿烂，辛勤种植美满圆。愿你立春显身手，洒播希望有盼头!

19. 春雨蒙蒙阶苔青，夜色蒙蒙听雨情。睡眼惺忪因春冷，手磨咖啡热腾腾。秦露汉雨湿苍穹，胡乱翻书是春风。观赏拓本红楼梦，三步成诗风雅颂。雨水时节放轻松，今天一定要高兴。雨水快乐!

20. 雨水时节风光好，花褪残红青杏小，红花绿柳枝头绕，莺歌燕舞春意闹，叮咚泉水快乐谣，细雨一滴洗烦恼，问候随风情切切，愿你雨润生活更逍遥!

21. 快乐春风融化了浪漫冬雪，多情的太阳随后制成吉祥水蒸气，半空遇到幸运冷空气，化作希望小雨滴，点点飘落送给幸福的你，愿雨水时节给你不一样的甜蜜!

22. 快乐，化作顺心雨，滋润你生活;吉祥，化作幸福雨，滋润你爱情;健康，化作平安雨，滋润你身体;问候，化作祝福雨，滋润你人生。雨水时节，祝你快乐!

23. 雨水时节空气润，调养脾肺好时机，健康饮食要牢记，新鲜蔬果排第一，甘蔗蜂蜜多吃梨，花椒茴香是禁忌，中药调节要注意，沙参白菊最适宜，少哭少怒别心急，愿你越变越美丽!

24. 细雨飘飞精神爽，小雨滴答喜气添，大雨倾盆福满聚，暴雨袭来，嘿嘿，赶紧躲!雨水时节，祝你健康快乐，平安顺利!

25. 春雨蒙蒙情无限，滴滴雨声胜管弦。牵手相拥窗台前，细语倾诉我心愿。但愿春雨莫要停，你我情开花不败。祝雨水节气，健康快乐!

26. 雨水将到喜洋洋，祝福问候到身旁，飘飘洒洒落肩膀，愿君接纳永收藏。愿君：事业顺，财源广，爱情美，身体棒，心情好，福运旺!

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雨水节，送你虎年第一雨：早晨是细雨，先把福气淋。上午是小雨，浪漫添喜气。中午是大雨，祝福很密集。傍晚是暴雨，年薪马上提。最后下冰雹原来是红包

1. 立春之后，太阳经过黄经三百三十度的位置，是为雨水。雨水时节东风解冻，冰雪皆散化而为水，化而为雨，故名雨水。此时万物欣欣向荣，草木萌生!

2. 一滴雨水知时节，一叶扁舟逐春去。如果说牵挂是一滴雨水，那么这淅沥的春雨，代表着我连绵的想念和祝福，雨水之夜，满载一船爱的星辉，在斑斓里放歌!

3. 兔年淋你场雨：一场及时雨心田更滋润，一场幸运雨事业更滋润，一场感动雨爱情更滋润，一场健康雨身体更滋润，一场祝福雨生活更滋润!雨水节快乐!

4. 雨声祝你平安，雨水冲走愁烦，雨丝捎去思念，雨花飞落心弦，雨点圆你心愿，雨露润你心田，雨季我心期盼，雨水节气祝你：要风得风要雨得雨然后呼风唤雨。

5. 雨水时节是万物欣欣向荣草木萌生的时候。轻轻打开你的手机，让你知道我的到来!让春风送去我的心声，让短信传递我的真诚，慢慢放飞我的祝福!

6. 冬季过去，雨水来临，天气转暖，冰雪融化成水，万物开始复苏。此刻送上我如歌声般的祝福，清风般的拥抱，雪花般的贺卡，祝你春意盎然!

7. 所有一切关心和问候!凭过雷声和雨水的过滤;由春暖的微风捎寄给你：流感季节照顾自己;天气多变注意身体!愿你一切都好!开心度过每一天!

8. 雨水时节正是春雨绵绵的季节。此时此刻，有我最深的思念。让风儿捎去我满心的祝福，点缀你甜蜜的梦，祝你春意盎然，春风得意，春暖花开，春光无限。

9. 缠绵的细雨是快乐的甘露，滋润着春光无限，绵柔的雨丝是幸福的甘泉，灌溉着生机无穷，雨水时节，愿无限的春光带给你欢光不断，无穷的生机带给你惬意不尽。雨水快乐!

10. 自然世界有风雨，万物滋润干枯离。人生之路有风雨，朋友身边陪伴你。小雨怡情风景美，大雨冲刷烦恼去。雨水时节祝福你，快快乐乐直到底!

11. 雨打浮萍，隔窗悠然谛听，奏响初春乐章，点燃青春梦想。雨水节气喜气扬，小雨浸润心田祥。洒向人间雨水情，小河流淌鸟儿唱。春雨浇洒草木艳，百花盛开满园香。

12. 雨水使山青物茂小溪欢唱，花儿盛开万物生机怏然，浸润着山川原野，浇灌着青草绿地，供给着鲜花百鸟动物，养育着人类美化着环境，给了万物生命。雨水节愿你满脸春风!

13. 雨水到了，愿雨水给你带来好运，事事顺利成功拥抱;愿雨水给你带来幸福，生活快乐天天欢笑;愿雨水给你带来友情，祝福声声身边围绕。祝雨水快乐!

14. 快乐的天空下一阵感动的雨，感情更浓厚;奋斗的大地降一场团结雨，友谊更真诚。小雨时节，祝你工作顺利，家庭幸福，天天好心情。

15. 小楼一夜听春雨，缠缠绵绵多少情。去年东篱菊花丛，淅淅沥沥竹叶青。幽思迷蒙去旅行，小楼听雨到天明。春风春雨春无情，梦里花落悄无声。花样年华花样梦，走出雨季见彩虹。雨水时节，祝你快乐!

16. 细雨荡轻尘，柳绿客舍新，一片清凉意，无忧乐在心。春雨杳无踪，滋润万物生，种下幸福子，长成欢乐藤，盛开吉祥花，结出如意果，快乐好时光，美满新生活。雨水时节，快乐伴随你，让你幸福一生!

17. 细雨如丝柔情缱倦缠绵，可是千里之长的缘分线，一头连着绿色的希望，一头连着红色的梦想，一段是快乐的记忆，一段是开心的飞扬。好雨喜雨带给你幸运如意，早春轻寒记着添衣。

18. 春雨贵如油，祝君更上一层楼，雨水时节乍寒乍暖，愿君生活一顺万顺，工作不累，烦恼消退，雨水节气，开心快乐。

19. 风中有朵雨做的云，云的心里全都是雨，淅淅沥沥雨水节，春风吹来花瓣雨，那是我在祝福你：愁云随雨全流走，幸福相伴到永久。

20. 快乐的天空下一阵感动的雨，感情更浓厚;奋斗的大地降一场团结雨，友谊更真诚。小雨时节，祝你工作顺利，家庭幸福，天天好心情。

21. 雨水节，喜临门：送你一根常青藤，长生不老乐逍遥;送你一个聚宝盆，装花装果装财神;送你一把如意伞，挡风挡雨挡困难。祝风调雨顺，顺心顺意又顺利!

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白露是农历二十四节气中的第十五个节气，当太阳到达黄经165度时为白露。《月令七十二候集解》中说：“八月节……阴气渐重，露凝而白也。”小编整理了相关的作文范文，快来看看吧。

二十四节气之白露节气简介一

白露是农历二十四节气之一，当太阳到达黄经一百六十五度时交白露节气。白露是秋天的第三个节气，表示孟秋时节的结束和仲秋时节的开始。露水是由于温度降低，水汽在地面或近地物体上凝结而成的水珠。所以，白露实际上是表征天气已经转凉。这时，人们就会明显地感觉到炎热的夏天已过，而凉爽的秋天已经到来了。昼夜温差可达十多度。阳气是在夏至达到顶点，物极必反，阴气也在此时兴起。到了白露，阴气逐渐加重，清晨的露水随之日益加厚，凝结成一层白白的水滴，所以就称之为白露。俗语云：“处暑十八盆，白露勿露身。”这两句话的意思是说，处暑仍热，每天须用一盆水洗澡，过了十八天，到了白露，就不要赤膊裸体了，以免着凉。还有句俗话：“白露白迷迷，秋分稻秀齐。”意思是说，白露前后若有露，则晚稻将有好收成。

“白露”是反映自然界气温变化的节令。露是“白露”节气后特有的一种自然现象。此时的天气，正如《礼记》中所云的：“凉风至，白露降，寒蝉鸣。”据《月令七十二候集解》对“白露”的诠释——“水土湿气凝而为露，秋属金，金色白，白者露之色，而气始寒也”。古人在《孝纬经》中也云：“处暑后十五日为白露”，阴气渐重，露凝而白也。“其实，气象学表明：节气至此，由于天气逐渐转凉，白昼阳光尚热，然太阳一归山，气温便很快下降，至夜间空气中的水汽便遇冷凝结成细小的水滴，非常密集地附着在花草树木的绿色茎叶或花瓣上，呈白色，尤其是经早晨的太阳光照射，看上去更加晶莹剔透、洁白无瑕，煞是惹人喜爱，因而得”白露“美名。

二十四节气之白露节气简介二

至白露节气时，气温开始下降，天气转凉，早晨草木上有了露水，此时人们就会明显地感觉到炎热的夏天已过，而凉爽的秋天已经到来了。因为白天的温度虽然仍达三十几度，可是夜晚之后，就下降到二十几度，两者之间的温度差达十多度。我国古代将白露分为三候：“一候鸿雁来;二候元鸟归;三候群鸟养羞。”说此节气正是鸿雁与燕子等候鸟南飞避寒，百鸟开始贮存干果粮食以备过冬。有句俗话：“白露白迷迷，秋分稻秀齐。”意思是说，白露前后若有露，则晚稻将有好收成。

此外，华南二十四节气的气候中，白露有着气温迅速下降、绵雨开始、日照骤减的明显特点，深刻地反映出由夏到秋的季节转换。华南常年白露期间的平均气温比处暑要低3℃左右，大部地区候(5天)平均气温先后降至22℃以下。按气候学划分四季的标准，时序开始进入秋季。华南秋雨多出现于白露至霜降前，以岷江、青衣江中下游地区最多，华南中部相对较少。"滥了白露，天天走溜路"的农谚，虽然不能以白露这一天是否有雨水来作天气预报，但是，一般白露节前后确实常有一段连阴雨天气;而且，自此华南降雨多具有强度小、雨日多、常连绵的特点了。

与此相应，华南白露期间日照较处暑骤减一半左右，递减趋势一直持续到冬季。白露时节的上述气候特点，对晚稻抽穗扬花和棉桃爆桃是不利的，也影响中稻的收割和翻晒，所以农谚有“白露天气晴，谷米白如银”的说法。充分认识白露气候特点，并且采取相应的农技措施，才能减轻或避免秋雨危害。另一方面，也要趁雨抓紧蓄水，特别是华南东部的白露是继小满、夏至后又一个雨量较多的节气，更不要错过良好时机。

二十四节气之白露节气简介三

植物开始有露水进入白露节气后，夏季风逐步被冬季风所代替，冷空气转守为攻，暖空气逐渐退避三舍。冷空气分批南下，往往带来一定范围的降温幅度。人们爱用”白露秋风夜，一夜凉一夜“的谚语来形容气温下降速度加快的情形。

此时，中国北方地区降水明显减少，秋高气爽，比较干燥。长江中下游地区在此时期，第一场秋雨往往可以缓解前期的缺水情况，但是如果冷空气与台风相会，或冷暖空气势均力敌，双方较量进退维艰时，形成的暴雨或低温连阴雨对秋季作物生长不利。西南地区东部、华南和华西地区也往往出现连阴雨天气。东南沿海，特别是华南沿海还可能会有热带天气系统(台风)造成的大暴雨。另外，此时部分地区还有可能出现秋旱、森林火险、初霜等天气。如果长江中下游地区的伏旱、华西地区、华南地区的夏旱，得不到秋雨的滋润，都可能形成夏秋连旱。有谚语形容：”春旱不算旱，秋旱减一半。春旱盖仓房，秋旱断种粮。“北方部分地区，如西北的陕西、山西、甘肃、华北等地，秋季降水本来偏少，如果出现严重秋旱不仅影响秋季作物收成，还延误秋播作物的播种和出苗生长，影响来年收成。另外，伴随秋旱，特别是山地林区，空气干燥、风力加大，森林火险开始进入秋季高发期。

八月十五雁门开，雁儿头上带霜来”。霜冻是由于冷空气的入侵，日平均气温在0℃以上，地表温度骤降到0℃以下，农作物细胞之间的水分结冰，并不断吸收细胞内部的水分，形成细胞脱水，导致农作物枯萎或死亡的灾害。有时虽然植物表面没有白霜，但由于地表温度在0℃以下，农作物依然受到冻害，称作黑霜，也是霜冻的一种类型

今天是冬至，外面呼呼的刮着大风，天空还夹杂着雪，这样的天气真想赖在床上不起来，无奈，今天我要学素描，我还是硬着头皮起了床。

从家里到学校要坐好长时间的车，颠簸了一路，终于到了学校。外面的风呼呼地刮着，像一只猛兽张着大嗓门猛烈地嚎叫着，天上的雪铺天盖地而来。虽然屋里还开了暖气，可我看着这样的天气就觉得冷。一直到了放学，雪丝毫没有停的迹象，我哈着白气到了车站，这不，我倒霉的时刻就来了。

今天的122路车不知道怎么搞的，左等右等也不见影，我跺着脚，搓着手，缩着脖子，急得像一只热锅上的蚂蚁。风雪就像故意与我作对似的，越下越猛，风吹在身上与鞭抽一样疼，等了将近一个小时，我干脆向家跑了起来，但是家离学校实在是太远了，不一会我就把这一念头断了，我灵机一动，向路边一位大叔借了手机，往家里打了个电话，妈妈让我“打的”回来，我刚要拦住一辆出租车，就看见122路车正向我驶来，我真是又恨又高兴，上了车，回了家。

人们都说今年的冬至“瑞雪兆丰年”可对我来说，今天糟透了。

今天的天空中布满了层层乌云，充满了冷冷的色调。阴霾的天空下，我不禁怀念起那些阳光明媚的日子。第一次发觉夏日去得好快。

翻开日历，8月5日，星期六。这个夏日也快过去了吧，心里有一丝怅然若失，有一些难受，毕竟我是一个喜欢夏天的孩子，尽管身材很差，有不得不穿很薄的衣服。

思想飞越时间，飞到去年的夏天，前年的夏天，看着自己一天天长大，一天天成熟起来，也看着自己一天天虚伪，一天天学会掩饰起来。那个单纯无知的我已随着一个个夏日的逝去而逐渐模糊，渐渐消失不见。

天，渐渐凉了起来；衣裳逐渐厚了起来。每一年随着夏天的逝去，看着周围得人们身上的衣服越来越厚，感觉快要窒息了。

喜欢夏天，因为夏天有许多阳光，将我的心中填满了明朗的色调；喜欢夏天，因为夏夜有不计其数的星星，没有一丝云去阻挡它们的光彩；喜欢夏天，因为只有当夏天来临时，才可以听见此起彼伏的知了声，它们正编织着夏日之曲，用它们一生的时光；喜欢夏天，因为夏天有许多漂亮的裙子，虽然没有勇气去穿，却也可以一饱眼福；喜欢夏天，因为夏天是西瓜的天地，看着满街堆起的绿色海洋，一次吃个够；喜欢夏天。

喜欢夏天，喜欢蔡依林，喜欢小四，喜欢韩寒．喜欢夏天的明朗，喜欢蔡依林的声音，喜欢小四的忧伤，喜欢韩寒的张扬．一直很想看小四的《1995-2005夏至未至》，无奈一直囊中羞涩，直到今天终于一饱眼福．书中，小四写了很多的香樟树，我不知道香樟树是什么样子，想像着，它应该有很多的大大的绿叶子吧，长得高高的，遮住了大片大片的阳光。

看完书后，对小四的崇拜有深了一层，对夏天的喜爱又多了一分．故事的结局仍旧是悲伤的，小四的一贯作风，无疑它又赚了我一大把眼泪．夏天，ＳＵＭＭＥＲ“傻妹儿”，我想，只有傻妹儿才会捧着一本小说哭得稀里哗啦的吧！

快乐的天空下一阵感动的雨，感情更浓厚;奋斗的大地降一场团结雨，友谊更真诚。小雨时节，祝你工作顺利，家庭幸福，天天好心情。

1. 小楼一夜听春雨，缠缠绵绵多少情。去年东篱菊花丛，淅淅沥沥竹叶青。幽思迷蒙去旅行，小楼听雨到天明。春风春雨春无情，梦里花落悄无声。花样年华花样梦，走出雨季见彩虹。雨水时节，祝你快乐!

2. 细雨荡轻尘，柳绿客舍新，一片清凉意，无忧乐在心。春雨杳无踪，滋润万物生，种下幸福子，长成欢乐藤，盛开吉祥花，结出如意果，快乐好时光，美满新生活。雨水时节，快乐伴随你，让你幸福一生!

3. 细雨如丝柔情缱倦缠绵，可是千里之长的缘分线，一头连着绿色的希望，一头连着红色的梦想，一段是快乐的记忆，一段是开心的飞扬。好雨喜雨带给你幸运如意，早春轻寒记着添衣。

4. 小雨时节空气新，大街小巷无灰尘。公园草地色嫩绿，春雨滋润又新生。百花齐放五彩图，雨中更显妖娆情。春雷阵阵传鼓声，催促幸福快点临。祝你小雨时节心快乐，事业生活双丰收!

5. 小雨时节雨淅沥，新鲜空气处处闻。不见灰尘满街舞，但见花苞带雨满园春。路人匆匆脚步忙，趁着春光无限快启程。努力工作干劲足，不要辜负春雨滋润情。祝你小雨时节工作顺，快快乐乐每一天!

6. 一场春雨一场暖，雨水到来天不寒，和风细雨润万物，滴滴都是我思念，风吹雨打咚咚响，好运就在今日降，问候声声我发送，愿幸福常把你跟踪，健康快乐乐无穷!

7. 雨水时节风光好，花褪残红青杏小，红花绿柳枝头绕，莺歌燕舞春意闹，叮咚泉水快乐谣，细雨一滴洗烦恼，问候随风情切切，愿你雨润生活更逍遥!

8. 春桃花开红艳艳，杨柳新枝青草岸。蜜蜂采蜜飞舞忙，燕子衔泥窝巢建。漫步走在田园边，栽花种柳农活忙。雨水送来幸福泉，浇灌良田丰产园。祝你雨水季节如意笑!

9. 春雨贵如油，点滴浸地头。青草塬上生，禾苗田间悠。情深雨蒙蒙，挚爱阳光丽。一起携手风雨行，直到百头日月停。愿你：雨水时节情爱深深，春情荡漾挚爱一生!

10. 春雨淅沥雾蒙蒙，烟雨丝丝润地层。东雨西降都是情，柳絮飞舞生机萌。喜降春雨贵如油，万物生长雨露淋。花开草绿春光明，春雨洒向人间美。“雨水”快乐生活盈，悦淋春雨烦恼洗。

11. 春雨过后的山川秀丽青草绿，春花开放的田野盎然芬芳飘，桃花盛开的地方蜂蝶鸟儿舞，小溪流淌的大地鱼跃蝉鸣叫。愿你雨水勤浇灌，幸福花开美满园!

12. 小雨时节雨淅沥，新鲜空气处处闻。不见灰尘满街舞，但见花苞带雨满园春。路人匆匆脚步忙，趁着春光无限快启程。努力工作干劲足，不要辜负春雨滋润情。祝你小雨时节工作顺，快快乐乐每一天!

13. 雨水节气到了，本尊成为武林盟主啦!要想事业顺利，就要臣服本尊，并赐你金钱雨!如果敢轻浮于本尊，本尊就降一场酸雨，灭了你!哈哈!雨水快乐!

14. 雨水季节雨纷纷，浇灌幸福花芬芳。吉祥如意春风吹，好运来到喜鹊叫。愿你喜讯频频传，笑逐颜开喜心上。事业兴旺春笋般，工作如意似顺帆。雨水季节吉祥照!

15. 空中小雨飘飘洒，滴滴深情人间留。万物润雨得生机，美景处处惹风流。春回大地花盛开，雨后春笋节节攀。但愿雨水传好运，事业生活都美满!

16. 轻雨绕春寒，更深人未眠，烹茗听雨声，浮生又得闲。雨润万物醒，风来烦忧远，吉祥随雨至，充塞天地间。雨水时节，愿你快乐安康，迎接明媚春天!

17. 丝丝雨水涤灰尘，世界清明空气新。美丽风景看不够，快乐雨声耳边闻。滋润好运快发芽，希望之花早绽放。幸福生活将来到，美满快乐任人夸。祝小雨快乐!

18. 快乐春风化冬雪，迎来快乐小雨滴。滴滴春雨爱意浓，滋润万物显真情。草绿花艳拜君赐，送给人间一片春。美满生活随雨至，幸福时光已来临。快快准备好行装，康庄大道任你行。祝小雨快乐!

19. 快乐的天空下一阵感动的雨，感情更浓厚;奋斗的大地降一场团结雨，友谊更真诚。小雨时节，祝你工作顺利，家庭幸福，天天好心情。

20. 小楼一夜听春雨，缠缠绵绵多少情。去年东篱菊花丛，淅淅沥沥竹叶青。幽思迷蒙去旅行，小楼听雨到天明。春风春雨春无情，梦里花落悄无声。花样年华花样梦，走出雨季见彩虹。雨水时节，祝你快乐!

21. 细雨荡轻尘，柳绿客舍新，一片清凉意，无忧乐在心。春雨杳无踪，滋润万物生，种下幸福子，长成欢乐藤，盛开吉祥花，结出如意果，快乐好时光，美满新生活。雨水时节，快乐伴随你，让你幸福一生!

22. 细雨如丝柔情缱倦缠绵，可是千里之长的缘分线，一头连着绿色的希望，一头连着红色的梦想，一段是快乐的记忆，一段是开心的飞扬。好雨喜雨带给你幸运如意，早春轻寒记着添衣。

23. 小雨时节空气新，大街小巷无灰尘。公园草地色嫩绿，春雨滋润又新生。百花齐放五彩图，雨中更显妖娆情。春雷阵阵传鼓声，催促幸福快点临。祝你小雨时节心快乐，事业生活双丰收!

24. 小雨时节雨淅沥，新鲜空气处处闻。不见灰尘满街舞，但见花苞带雨满园春。路人匆匆脚步忙，趁着春光无限快启程。努力工作干劲足，不要辜负春雨滋润情。祝你小雨时节工作顺，快快乐乐每一天!

：

小寒大寒不下雪，小暑大暑田开裂

小寒大寒，冷成冰团

小寒不寒，清明泥潭

小寒大寒寒得透，来年春天天暖和

小寒大寒，杀猪过年(春节)。

过了大寒，又是一年(农历)。

小寒大寒冻成一团。

该冷不冷，不成年景。

大寒到顶点，日后天渐暖。

小寒不如大寒寒，大寒之后天渐暖。

关于大寒的农业谚语：

五九、六九，沿河看柳。

冻不死的蒜，干不死的葱。

欢欢喜喜过新年，莫忘护林看果园。

春节前后闹嚷嚷，大棚瓜菜不能忘。

禽舍猪圈牲口棚，加强护理莫放松。

春节前后少农活，莫忘鱼塘常巡逻。

大寒过年，总结经验。

节前节后多商量，想法再把台阶上。

节约过新年，不能狂花钱。

年好过，春难熬，盘算好了难不着。

好过的年，难过的春。

日子要过好，一勤二节约。

勤是井泉水，俭是聚宝盆。

光增产，不节约，等于买了无底锅。

光增产，不节省，好像口袋有窟窿。

劳动吃饱饭，挨饿是懒汉。

奔小康勤劳致富，家家都有小金库。

人勤搬倒山，人懒板凳也坐弯。

懒牛屎尿多，懒人明天多。

早起三日顶一工，早起三年顶一冬。

靠天越靠越荒，靠手粮食满仓。

靠天吃饭饿断肠，双手勤劳粮满仓。

多逛地头，少逛街头。

十个懒汉九个馋，有事没事把亲串。

吃饭穿衣看家底，推车担担凭力气。

量体裁衣，看锅吃饭。

夏不劳动秋无收，冬不节约春要愁。

兴家好比肩挑土，败家犹如浪淘沙。

打长谱，算细帐，过日子，不上当。

能掐会算，钱粮不断。

细水长流，吃穿不愁。

吃不穷，穿不穷，算计不到就受穷。

节约要从入仓起，船到江心补漏迟。

能叫囤尖省，不叫囤底空。

家里有个节约手，一年吃穿不用愁。

不会省着，窟窿等着。

有钱常想无钱日，莫到无时思有时。

燕子衔泥垒大窝。

一年不吸烟，省个大黄犍。

一天省一把，十年买匹马。

一天节省一根线，十年能织一匹绢。

平常不喝酒，零钱手里有。

勤扫院子清地皮，三年能买一头驴。

一天节省一两粮，十年要用囤来量。

院内院外打扫净，过好年来讲卫生。

乡富村富家富共走致富路，山收水收田收同唱丰收歌。

农林牧副渔五业并举，东西南北中四方繁荣。

中国古代将立冬分为三候：“一候水始冰;二候地始冻;三候雉人大水为蜃。” 此节气水已经能结成冰;土地也开始冻结;三候“雉人大水为蜃”中的雉即指野鸡一类的大鸟，蜃为大蛤，立冬后，野鸡一类的大鸟便不多见了，而海边却可以看到外壳与野鸡的线条及颜色相似的大蛤。所以古人认为雉到立冬后便变成大蛤了。

立冬时节，太阳已到达黄经225°，北半球获得的太阳辐射量越来越少，由于此时地表夏半年贮存的热量还有一定的剩余，所以一般还不太冷。晴朗无风之时，常有温暖舒适的“小阳春”天气，不仅十分宜人，对冬作物的生长也十分有利。但是，这时北方冷空气也已具有较强的势力，常频频南侵，有时形成大风、降温并伴有雨雪的寒潮天气。

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

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