东北24节气歌谣儿歌背诵精品20篇

地球绕着太阳转，绕完一圈是一年。

一年分成十二月，二十四节紧相连。

按照公历来推算，每月两气不改变。

上半年是六甘一，下半年逢八甘三。

这些就是交节日，有差不过一两天。

二十四节有先后，下列口诀记心间：

一月小寒接大寒，二月立春雨水连;

惊蛰春分在三月，清明谷雨四月天;

五月立夏和小满，六月芒种夏至连;

七月大暑和小暑，立秋处暑八月间;

九月白露接秋分，寒露霜降十月全;

立冬小雪十一月，大雪冬至迎新年。

抓紧季节忙生产，种收及时保丰年。

正月菠菜才吐绿,二月栽下羊角葱;

三月韭菜长得旺,四月竹笋雨后生;

五月黄瓜大街卖,六月葫芦弯似弓;

七月茄子头朝下,八月辣椒个个红;

九月柿子红似火,十月箩卜上称称;

冬月白菜家家有,腊月蒜苗正泛青。

很多高中生过于相信一些写作论坛或者写作书上推荐的写作模板，并且将其运用到雅思考试中去，但是最后的分数却是差强人意。其实模板作为一种解读雅思写作思路的工具还是起到一定作用的，考生可以通过阅读写作模板来迅速了解雅思写作段落布局和层次。但是谈及考试时的运用，苏州朗阁的老师不敢苟同。多年第一线雅思写作培训过程中，凡是写作在7分以上的学生，几乎没有人是使用写作模板的。而且钟情于模版的学生一般的写作分数甚至连6分都不到。所以朗阁的老师不推荐同学大量背诵写作模板，理由很简单，写作是活的，模板是死的。

正确的方法是多写，写之前要对雅思的2部分写作结构有一定了解，词汇和句型要有一定积累，最好是能参加专业培训，遇到一些有经验的写作老师，在你考前助你一臂之力，这样一定可以取得理想的成绩。

处暑至，酷暑消，天气转凉秋来到。小编整理了处暑节气的祝福句子，欢迎阅读。

1、 处暑到了，愿你与快乐多处，开心的笑声不断;愿你与幸运多处，事业生活都美满;愿你与健康多处，身体棒棒幸福常驻。祝处暑安康快乐!

2、 处暑到，闷热溶解在冰块里，一去不返了;暑气搅拌在爽心粉里，无影无踪了;问候捎在清风里，爽心爽肺了。朋友，愿你处暑开怀，心情爽爽!

3、 处暑节气来到，清凉专家登场。揉揉疲惫的眼，开心舒眉展眼。甩甩麻木的手，幸福手到擒来。捶捶烦恼的肩，好运比肩并起。祝你万事如意，快乐畅通无阻。

4、 今年七月初七，又是七夕节日，又是处暑节气，罕遇之耳，幸甚重之。祝朋友们在此百年不遇的节气节日，求官得官，求财得财，求婚得婚，所求顺利，贵人接引，买卖亨通，大发特发，大吉大利!

5、 处暑无三日，新凉值万金。今日送祝福，捎去吾之心。君须细聆听，必将藏于心。聊借阴凉时，神清解烦闷。习习和风吹，枝枝桂蕊新。今朝处暑到，祝福送君心。收到祝福日，但愿君心似我心。

6、 处暑到，恭喜你可以挣脱炎热的怀抱，在清凉的快乐中放声大笑;摆脱酷热的骚扰，在清爽的浪漫中安心醉倒;逃脱闷热的魔爪，在清逸的温馨中纵情嬉闹!

7、 处暑像是时间的唐三彩，分秒的绚丽凝滞于此!处暑像是岁月的青花瓷，生命的怡然落款至此!处暑像是诗化的景泰蓝，美丽的祝福送给美丽的你，愿你劲享片刻的清爽，乐享处暑的幸福!

8、 清凉连锁店开业大吉：清爽风，清新雨，要啥有啥。去烦剂，爽身粉，决不缺货。价格低廉，效果显著，欲购从速。祝处暑节气幸福快乐。

9、 处暑到，天转凉;秋老虎，午猖狂;早晚间，添衣裳;勤锻炼，身体棒;多吃梨，秋燥光;情意浓，记心上;常联系，莫相忘;送关怀，愿安康!

10、 岁月逝，季节替，处暑至，天气变，思念情，风中戏，朋友意，遥相寄，快乐随，好运气，有缘聚，倍珍惜，提醒你，健身体，多保重，福寿齐。

11、 处暑来到酷热去，天气转凉要注意;空调少开多通阀，多吃水果补水气;闲暇之时常联系，保你健康又如意。处暑快乐!

12、 最新天气预报：处暑节气马上到，强对流天气来报到;成功雷响起一声声，爱情电刷刷在闪耀;如意风吹来一阵阵，幸运雨哗哗向你飘。哈哈，喜气弥漫，暑气大消。处暑快乐!

13、 白天+夜晚=日日夜夜，月亮+星星=绵长思念，流星+心语=星语心愿，我坐着“嫦娥”以奔月的速度来到你身边，把日日夜夜的绵长思念携着星语心愿诉说着祝福万千：处暑时节，祝你“处处”好运相伴，“暑”不尽的幸福美满，处暑快乐!

14、 处暑到，雁欲南飞，蝶欲作茧，风吹叶欲坠，短信福相随，愿你在这个美丽的日子里，让烦恼随雁南飞，让过去随蝶入茧，让忧愁随叶飘落，让开心健康常驻，迎接这一年盛大的丰收!

15、 处暑刚刚到，夏意还未消，晨起带外套，保温不感冒，午后太阳照，防晒带草帽，夜风吹树摇，添衣别胡闹，蔬菜瓜果好，补水人俊俏，短信叮嘱到，祝你心情妙!

16、 转眼就到处暑，酷夏基本结束，炎热还会存在，出门注意护肤，在家多开窗户，生活要有规律，锻炼坚持下去，保证睡眠充足，脸上微笑常驻，祝你天天幸福。

17、 立秋处暑天气凉，早晨晚上多加裳;秋意渐浓畅游乐，郊野户外赏风光;暑气至此将止矣，秋高气爽心开阔;季节交替注意多，养生做好防秋燥。

18、 处暑至，酷暑消，天气转凉秋来到。采片河上莲藕叶，化作清凉顺气风。都说春捂秋要冻，健康养生要记清。处暑天不暑，炎热在中午。发条短信送祝福，平安健康过处暑。

19、 转眼处暑就到了，不再汗流夹背了，花落果子熟了，秋收的号角吹响了，你也别再想跑了，先发个短信通知了，明儿个你就是我的菜了，一定得把你收了!呵呵，看着处暑的短信笑了!

20、 虽然你心有所‘暑’，处暑之际，还是要把你叮嘱：一心一意归你所‘暑’，两目传情屈指可‘暑’，三心二意你可莫‘暑’，四季平安非你莫‘暑’，五福临门将你来‘暑’!无‘暑’祝福祝你处暑快乐!

21、 暑来暑去易暑忙，夏去秋来心莫慌，秋燥、秋虎、秋天凉，也有秋实、秋获、秋收忙。这个处暑你最靓，数着钞票数着秋粮，数着祝福数着健康，数着美丽数着容妆，数着幸福数着安康!祝处暑快乐无双!

22、 蝉鸣蝶舞，五谷飘香，处暑来临，秋风渐凉，充足睡眠，多添衣裳，加强锻炼，身体强壮，多喝开水，秋燥要防，关怀祝愿，陪伴身旁，开心快乐，每秒每分，好运连连，幸福一生!

23、 处暑时节，我的祝福及时到： 愿你的家人“处”处平安，你的事业“处”处高升，你的爱情“处”处甜蜜，所有的好运都“处”处关照着你， 让你“暑”数“暑”到银行里，“暑”钱“暑”到手发软!

24、 用真心和面做饼炸酥(暑)，给你力量抗暑;用真情寻甘泉熬制祛暑汤，让你舒舒爽爽过处暑;用祝福写短信送你，愿友情的微风为你散热避暑;祝你处暑快乐!

25、 炎热暑期将过去，昼暖夜凉温差大。防寒保暖需适当，增减衣物勿着凉。心要清明性要静，维持生机护元气。处暑高粱遍地红，祝你膘肥体又壮。

26、 送你一杯茶，为你除去夏天的暑气，迎来秋天的清凉。处暑到来，天气转凉，注意身体，小心着凉。祝你处暑愉快，笑口常在!

27、 处暑来袭，夏日已去，秋意渐浓。你的心情，是否依旧美丽?祝你笑容不间断!处暑乐无边!

28、 暑天暑地数运气，暑得好运挡不住，舒舒服服床上坐，银子就从天上下，幸福含羞来报道，快乐跑过来拥抱，愿友处暑舒筋骨，轻轻松松健康保。

29、 俗话说处暑天还暑，好似秋老虎。处暑天不暑，炎热在中午。保持好心情最重要：高职不如高薪，高薪不如高寿，高寿不如高兴。祝你处暑快乐!

30、 驱散的是燥热的空气，聚集的是秋日的灵气;变幻的是莫测的天气，不变的是永恒的友谊;处暑到来的日子，祝福送朋友，问候暖心田，祝处暑快乐!

31、 明日处暑将到，问候不能太少;发送清凉信号，卷起祝福风暴;心情天天美妙，烦恼自然云消;工作生活都好，幸福好运关照;真情友谊常驻，祝你处暑快乐。

32、 今天是处暑节气，我用短信祝福你与朋友相处的真诚;爱情相处的甜蜜。祝福你处境很好、处事得当、处暑愉快，我今天趁着这个节气希望你处处都好。

33、 节气至处暑，短信送祝福，出门车不堵，工作不辛苦，朋友不摆谱，邻里真和睦，开心不胜数，烦恼踪影无，幸福一锅煮，永远不落伍。祝：快乐处暑!2、 处暑到来，天气转凉，饮食健康，强身健体，早晚添衣，作息合理，身体倍棒，迎接好运，一展宏图，处暑快乐，友谊长久!

34、 秋风拂，秋叶舞，天气无常需关注;秋蝉唱，秋夜凉，暑气消退锻炼需加强;秋老虎，消溽暑，处暑节气高温要防护，短信含情，情脉脉，点送祝福真诚，处暑快乐。

35、 处暑不仅把酷热的夏天带走，还带来七片祥云：一片好运，二片强身，三片饮食，四片福运，五片财运，六片祝福，七片友谊。愿你处暑快乐，身体倍棒!

36、 处暑来临，酷暑结束，但亲爱的朋友请记得：室外护皮肤，室内开窗户，生活有规律，睡眠要充足，饮食须均衡。祝处暑快乐!

37、 朋友几个，心里默数，数来数去，把你叮嘱，暑去秋凉，要添衣裳，睡觉盖被，还得关窗，暑气虽止，情谊不止，处暑将至，祝福也至，清爽心情，非你莫属!处暑快乐!

38、 酷暑难耐，处暑到来，伴着凉意把朋友来关怀;白天热，早晚凉，睡觉千万关好门和窗;休息早，饮食好，锻炼身体壮。祝处暑快乐!

39、 日者组成‘暑’，晒得人叫苦;出门带伞具，防晒又避暑;扎进工作中，奋斗也防暑;心静气神闲，暑热散尽舒;处暑虽难熬，短信来祝福;愿你心平静，轻松过处暑。

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1、 一分春色，三分春意，五分真情，七分真意，还有十分美丽，在春分到来之时，一起送给你。愿你幸福如意，一切顺利。

2、 春风暖了，春色浓了，春雨下了，春光明媚了，春分节气也到了。春分时节，花草清香，鸟儿歌唱，愿你敞开心情，快乐如常!

3、 花儿开了，草儿绿了，蝴蝶来了，鸟儿闹了，翻翻日历，原来是春分到了。借着春风，借着春雨，将祝福送去给你，愿你与幸福相接，好运相连，快乐相拥!

4、 春分放开歌喉，黑白平分开始，昼长夜短伴奏，红了桃花绿了杨柳，飞了风筝跑了耕牛。希望遍地开，好运自然来，祝你春分愉快。

5、 春分时节一来到，昼短夜长就改变。春意盎然天渐暖，姑娘小伙穿衣单。花红柳绿色彩艳，蜂围蝶阵不新鲜。人面桃花相映红，春风拂面笑开颜。愿你春风时节多欢笑，万事顺利如意来!

6、 春分时节天气好，空气清新人欢笑。昼长夜短今日始，气温转高脱棉袄。鸟儿枝头欢歌唱，此起彼伏多热闹。绿草地上小孩跑，百花丛中人更俏。愿你春分时节心情妙，美满幸福永围绕!

7、 春分过敏高发，美食抵御有方，胡萝卜抗花粉，清炒味美营养，生食红枣十克，水煎不宜加糖，蜂蜜每天一杯，抗敏能力增强，金针菇巧排毒，煲汤滋补独到，温馨关怀送上，愿你快乐安康!

8、 春分瘦身良机，洗澡冲走赘肉，喷头全身按摩，腹部腿部画圈，肉厚部位搓擦，切忌用力过度，泡澡十分钟宜，减少脂肪积累，简单拉伸运动，发汗消耗热量。贴心秘籍送上，愿你快乐安康!

9、 春分百花初绽，养生年年有鱼，鲫鱼猪蹄同煨，促进血液循环，鲤鱼川贝煮汤，止咳平喘良方，黑鱼红枣炖制，清热补脾高招，鲈鱼清蒸最好，温中补气独到。情浓关怀送到，愿你健康安好!

10、 春分养生忙，妙招来分享，风寒需保暖，头背脚首要，风寒需保暖，山药红豆汤，饮茶莫过浓，饭后半小时，餐前吃水果，补充体内糖，鸡肉煲靓汤，暖胃温补强。关怀已送上，愿你安康伴!

11、 春分来到，万物勃发，晚睡早起，助养阳气，增加运动，慢跑登山，穿衣宽缓，透气为主，保持开心，抑郁不扰，食物青绿，韭菜菠菜，甘甜为宜，糯米大枣，关怀送上，愿你安康!

12、 春分春分，昼夜平分，春风已暖，草长莺飞，杨柳青青，祝福紧跟，祝你生活万象更新，如沐春风，一切皆顺意!

13、 春分袭来，春风吹来，昼夜平分，祝福均分，白昼送去吉祥，夜幕送去如意，还有好运伴你身旁，愿你幸福如常!

14、 杨柳青青，春风已暖;点点雨声，春光灿烂。翻翻日历，春分又到，小小短信，送去福报，祝你心情美妙，一切安好!

15、 春分划出美丽的弧线，快乐的桥弯弯，幸运的河潺潺，平安的手相牵，幸福的路绵延，我的祝福相伴。春分愉快，吉祥常在。

16、 蝴蝶飞来花香，春风应和鸟语，阳光拥抱大地，我的祝福送给你。春分时节愿你的快乐飞向云端化春雨，绵绵不绝;幸福滋润山川如小溪，长久不息。

17、 泛黄的嫩芽迈开了春分的脚步，连连的细雨扯开了春分的裙裾，连连的春雷奏响了春分的节拍，和暖的春风送来了春分的祝福，愿你春分快乐。

18、 春分至，春风吹，短信至，暖心扉。祝愿你：工作上，工资涨;身体上，保安康;心情上，烦恼忘;身材上，吃不胖。春暖花开，愿你喜笑颜开!

19、 春摇三月天，微风卷梦帘，红烛垂清泪，心旷神缠绵，月明人影瘦，夜静思红颜，问天情如许，可知愁难断，夜半念花艳，闻声识香暖。春分时节，愿你我情谊久远，祈盼着我们携手并肩!

20、 春风撩开了春天的序幕，春雷唤醒了沉睡的万物，春雨沁润了干涸的土地，春光绚烂了生命的色彩。朋友，春分已到，愿你漫步在春的世界里，开心无限，幸福无限!

上联：画鼓朱旗，锦标竞夺;

下联：粉团角黍，绮序欣逢。

上联：艾叶如旗招百福;

下联：菖蒲似剑斩千妖

上联：艾叶吐幽芳，香溢四海;

下联：龙舟掀巨浪，气吞八荒。

上联：包粽子，举国欢宴聚亲友;

下联：赛龙舟，把酒吟诗慰圣贤。

上联：不畏汨罗河水深;

下联：甘冒东海浪涛激。

上联：端午池莲花解语;

下联：夏晨岸柳鸟能言。

上联：芳草美人屈子赋;

下联：冰心洁玉大夫诗。

上联：我为他哭屈落水;

下联：他为我辈壮升天。

上联：堂前萱草舒眉绿;

下联：石上榴花照眼红

上联：时逢端午思屈子;

下联：每见龙舟想汨罗

上联：青粽嘉旬称益智;

下联：赤符灵术善驱邪。

上联：千载招魂悲楚仕;

下联：万人抚卷叹离骚。

上联：念故人，万户千家包粽子;

下联：庆佳节，敲锣打鼓赛龙舟。

上联：画鼓朱旗，锦标齐夺;

下联：香罗细葛，纱服新成。

上联：节启朱明，榴图献瑞;

下联：辉增翠葆，艾绶翔华。

上联：结艾钗头轻战虎;

下联：夺标船首惯成龙

上联：榴花彩绚朱明节;

下联：蒲叶香浮绿醑樽

上联：榴裙萱黛增颜色;

下联：艾酒蒲浆记岁华

上联：龙舟竞渡，不忘楚风余韵;

下联：诗台抒怀，更忆圣哲先贤。

上联：绿艾悬门漆藻彩;

下联：青蒲注酒益芬芳

上联：门幸无题午;

下联：人惭不识丁

上联：汨罗沉没一流恨;

下联：湘楚长怀千古羞。

上联：难得钟情 两遭流放离骚赋;

下联：惟怀义胆 一佐报国厄运横。

上联：石榴映红日，千门喜庆;

下联：鼓乐催龙舟，万水欢歌。

上联：赛龙夺锦 鼓声催发健儿奋;

下联：端日弄波 浆拍浩汤舟队威。

上联：箬叶飘香，一粽尝来千古事;

下联：龙舟逐水，百桡划出四时情。

上联：日光端午 清明水底见重阳;

下联：天气大寒 霜降屋檐成小雪

上联：去秽除邪，千户门前悬虎艾;

下联：尊贤吊古，万人江岸喝龙舟。

上联：焚艾草饮雄黄清瘴防病别为邪崇;

下联：飞龙舟裹香粽奠忠招魂是效楷模

上联：清明思故人寄深情情思代代祭古魂;

下联：端午赛龙舟忆屈子子孙世世奠英灵

上联：报国遭谗两放逐，痴心不改九章出;

下联：汨罗滚滚万人泪，惟有离骚千古流。

秋季是天气由热转凉，再由凉转寒的过渡性季节，立秋是秋季的第一个节气。下面是小编整理的描写二十四节气立秋节气的经典谚语，欢迎大家参考!

【描写二十四节气立秋节气的经典谚语】

喂牲口，没有巧，牛栏马棚勤打扫。

立秋处暑温度高，喂鱼注意多投草(料)。

发现鱼病药早用，增产增收有保证。

七月菱角八月藕，九月才吃老鸡头(米)。

立秋后三场雨，夏布衣裳高搁起。

立秋之日凉风至

早上立了秋，晚上凉嗖嗖

早立秋冷飕飕，晚立秋热死牛

立秋过后，还有‘(秋)老虎’在一头

秋前秋后一场雨，白露前后一场风

立秋下雨人欢乐，处暑下雨万人愁

立秋处暑有阵头，三秋天气多雨水

一场秋雨一场寒

秋前北风马上雨，秋后北风无滴水

立秋无雨秋干热，立秋有雨秋落落

雷打秋，冬半收

立秋晴一日，农夫不用力

立秋无雨是空秋，万物历来一半收

秋不凉，籽不黄

立秋十天遍地黄

立秋十八天，寸草皆结顶

立夏栽茄子，立秋吃茄子

立秋荞麦白露花，寒露荞麦收到家

立秋摘花椒，白露打胡桃

霜降摘柿子，立冬打软枣

七月立秋慢溜溜，六月立秋快加油

立秋拿住手，还收三五斗

头伏芝麻二伏豆，晚粟种到立秋后

立秋棉管好，整枝不可少

立秋种芝麻，老死不开花

立了秋，便把扇子丢

十场秋雨要穿棉

白露身不露，秋后少游水

立秋洗肚子，不长痱子拉肚子

秋天宜收不宜散

秋不食辛辣，不食肺

六月立秋紧“丢丢”，七月立秋秋里游(闽南)

立秋晴，一秋晴;立秋雨，一秋雨(江苏)

立秋不立秋，六月二十头。

六月底，七月头，十有八载节立秋。

早晨立秋凉飕飕，晚上立秋热死牛。

早秋丢，晚秋收，中秋热死牛。

立了秋，凉飕飕。

早上立了秋，晚上凉飕飕。

立了秋，把扇丢。

立了秋，扇莫丢，中午头上还用着。

立秋早晚凉，中午汗湿裳。

立秋早晚凉，中午汗还淌。

立了秋，枣核天，热在中午，凉在早晚。

立秋不立秋，还有一个月的好热头。

立秋反比大暑热，中午前后似烤火。

七月半，八月半，蚊子嘴，快起钻。

立秋三场雨，夏布衣裳高搁起。

一场秋雨一场寒，十场秋雨换上棉。

七月秋风雨，八月秋风凉。

立秋温不降，庄稼长得强。

立了秋，哪里有雨哪里收。

立秋雨淋淋，遍地是黄金。

立秋三场雨，秕稻变成米。

立秋有雨丘丘收，立秋无雨人人忧。

秋旱如刀刮。

春旱播种难，秋旱减一半。

立秋雨滴，谷把头低。

立秋雨丰，黍子返青。

三伏有雨好种麦。

七月不保墒，种麦打饥荒。

马吃夜里草，麦收七月墒。

秋不凉，粒不黄。

昼夜温差大，有利籽粒发。

麦到芒种，稻(早稻)到立秋。

立秋种荞麦，秋分麦入土。

立秋十日遍地红。

立秋十八日，寸草结籽粒。

立秋三日遍地红。

立秋三日见秫头。

立秋三日见秫秸。

七月七，掐着吃(早谷)。

立秋十日割早黍，处暑三日无青穆。

立秋温度高，红蜘蛛少不了。

遍地喷农药，火龙不见少，一场凉风没事了。

七月水连坡，来年蚂蚱多。

水面如镜，招来蝗虫。

今秋蝗虫产下卵，来年夏季出蝗蝻。

精耕细作除蝗害，荒地开垦能免灾。

高粱扛了枪，不怕水汪汪。

高粱不没头，就能获丰收。

站着不怕大水泡，遇风倒伏就坏了。

玉米天穗出，管理莫疏忽，追施攻粒肥，粒大棒子粗。

立秋锄晚田，地松籽粒满。

晚田晚田，三日两遍。

高粱扛了枪，一锄一成粮。

打了老叶耪一遍，高粱粒子眼瞪圆。

七月雨，八月旱，棉花桃子像鸡蛋。

立了秋，把头揪。

立秋才去头，晚了两三候。

立秋的蕾，白露的花，十年就有九白搭。

立秋的蕾，白露的花，温高霜晚收棉花，温低霜早就白搭。

秋旱接伏旱，棉田还得灌。

棉田再旱，不能漫灌。

大背开沟，细水慢流。

追肥日期到下限，再向后拖不沾贤(指棉)。

氮肥追得多，贪青晚熟光发棵。

杈耳继续抹，边心统统掐。

边心全部捋，四门落上锁。

立秋管葱，快把土壅。

要吃葱，高里封。

吃辣葱，炕洞壅。

要想吃辣葱，得使炕洞壅。

六有壅，七月上，八月再看葱发旺。

草里的冬瓜，屋脊上的葫芦。

姜在地里长，土里要干爽。

立秋前，三四天，白菜下种莫迟延。

中伏萝卜末伏菜，立秋前后大白菜。

立秋种，处暑移，十年就有九不离。

立秋播种，处暑移栽，白露晒盘，秋分拢帮，寒露平口，霜降灌心，立冬砍菜。

立秋摘花椒，立冬打软枣。

七月七，生瓜梨枣都中吃。

立了秋，苹果梨子陆续揪。

立秋温度高，果梨灌浆饱。

立秋温度高，果子着色好。

果树保好叶，明年多结果。

立秋温还高，肥料大积造。

牲畜细心管，预防牛流感。

牲口棚里勤打扫，一年四季疾病少。

导语：立春阳气转，雨水雁河边;惊蛰乌鸦叫，春分地皮干。下面是yjbys作文网小编为您收集整理的春分农业谚语，希望对您有所帮助。

春分麦起身，一刻值千金

春分春分，昼夜平分。

二月惊蛰又春分，种树施肥耕地深

一场春雨一场暖，一场秋雨一场寒。

麦怕二月雪。

二月下雪，小麦吃苦，早锄两遍，可以弥补。

春分前后怕春霜，一见春霜麦苗伤。

花开九不尽，果价要跑人。

春分雨多，有利春播。

麦怕春旱，谷怕急雨。

麦到春分昼夜长。

一场春雨一场暖，一场秋雨一场寒。

麦怕二月雪。

冬雪是被，春雪是鬼。

春雪填满沟，小麦要减收。

二月下雪，小麦吃苦，早锄两遍，可以弥补。

春分前后怕春霜，一见春霜麦苗伤。

九尽花不开，水果挤破街。

九尽花不开，果子压塌街。

花开九不尽，果价要跑人。

花开九不尽，果子没人问。

春分雨多，有利春播。

麦怕春旱，谷怕急雨。

春季雨丰不歉，冬有大雪多面。

春分麦起身，一刻值千金。

麦到春分昼夜长。

小麦拔节，棉田耙耪不歇;小麦孕穗，棉种下地;

小麦抽穗，棉种生脚钻锥;小麦开花，棉苗出土两夹;

小麦灌浆，间苗定苗治虫带松耪。

追肥浇水跟松耪，三举配套麦苗壮。

要想粮棉丰，土地早平整。

灌溉不整地，等于白费力。

浇水不整地，费水费工又碱地。

围堰不平地，也是白费力。

地不平带来五不平：温不平，水不平，肥不平，庄稼高矮不平，产量不平。

沙压碱，黄金板;沙压粘，变良田;粘压沙，好庄稼。

碱地压沙土，一亩顶二亩。

白土掺黑土，一亩顶二亩。

碱地盖上沙，强似把粪加。

碱地压沙土，保苗不用补。

瓜地铺石沙，结得箩筐大。

碱地逮着苗，能和好地摽。

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。

建议一 海鲜浅尝即可

秋季为大闸蟹、红鲟等蟹类盛众时间，蟹黄肥厚、蟹肉甜美，令人垂涎三尺。当我们在享受美食之时，不要忘记蟹黄、虾卵含高量胆固醇，对有高脂血症(高胆固醇)的民眾，建议浅嚐即可，千万不要过量。

建议二 火锅以清汤为主

热腾腾的火锅，麻辣锅、涮涮锅、海鲜锅等各式火锅纷纷上市，要如何吃一份营养零负担的健康火锅是有秘诀的!在肉类选择上，可以以适量火锅瘦肉片、羊肉片、牛肉片、蛤蜊、豆腐等為主，搭配少量火锅料。而玉米、芋头、猪血糕、冬粉等则可為淀粉食物来源，需酌量摄取。至於包白菜、蕃茄、高丽菜、筒萵、金针菇等為青菜，可以多多取用。火锅汤底则以含油量少及含盐份低的為主。沙茶酱含油量甚高，习惯上又会拌入蛋黄，虽然美味加分，但在健康上却是减分。若可以以少量酱油、葱花、蒜末、辣椒等来调味会更好。

吃火锅最忌讳暴饮暴食，尤其痛风，尿酸高似乎已不是老年家的专利了，罹病年龄层已逐渐往下降，而秋冬天又是痛风的好发时期。暴饮暴食的吃火锅，会摄取过量的蛋白质及油脂，同时会摄入过量高普林食物，是会让我们痛风提早发作。至於肥胖的民眾、糖尿病患者吃火锅则建议多青菜，搭配适量肉类及淀粉食物，定时定量，细嚼慢嚥。

建议三 秋季羊肉少吃

薑母鸭、羊肉炉亦是秋冬天进补圣品，高油脂為其共同特点。在食用这些美食之时，若可先去掉鸭皮、羊皮及肥肉部份再食用，喝汤时除去上层浮油再喝。如此，一个小动作，是可以减少很多油脂的摄入量!其实光食用薑母鸭、羊肉炉是很不均衡的餐点，可以加点白饭及烫青菜来均衡一下，更建议您可以多加一些青菜，以增加纤维质的摄取。并且薑母鸭、羊肉炉亦是高油脂、高蛋白质食物，对痛风、高尿酸患者、糖尿病、高脂血症、肥胖等患者，建议适量食用，勿暴饮暴食。

建议四 酒少喝

酒，很多场合少不了它，冬天更是少不了它。一般而言，酒精浓度含量愈高之酒类，其所含的热量则愈高。且酒精经吸收之后会被代谢成乳酸，乳酸会影响到尿酸的排泄。因此，糖尿病、高脂血症、肥胖、痛风、高尿酸等患者，对於酒精类饮品需浅嚐即可，千万勿贪杯。秋冬天最好的饮品应该是白开水或茶，您可以以茶代酒吗?

建议五 多以蔬菜来增加饱足感

寒冷的秋冬季节，往往会让人食欲大增，加上活动量减少，体重增加常為最大收穫。因此，保健之道在均衡的饮食、适度的运动、注意体重管理。均衡的饮食则需要在营养与美味中取得最佳之平衡点，於美味饮食中摄取充足不过量的营养。适度的运动，可以选择在比较温度暖和的时间，活动筋骨，尤其，患有高血压、心血管疾病等民眾，千万不要於清晨温度最低之时外出运动。注意体重管理，饮食上仍以少油、少糖為主轴，配合食物份量控制，多以蔬菜来增加饱足感，美食当前，一定要能拒绝诱惑。期待大家能平平安安、快快乐乐欢渡严寒秋冬季节。

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。

立秋，是二十四节气中的第13个节气，更是干支历未月的结束以及申月的起始;时间在农历每年七月初一前后。下面是语文谜小编整理的立秋节气养生祝福语，欢迎大家参考!

【立秋节气养生祝福语】

1. 八月八，立秋到;温差大，雨量少;湿度低，气干燥;易损肺，干咳闹;要养生，先防燥;心乐观，无烦恼;吃苹果，猕猴桃;多喝汤，辛辣少;多运动，少吃药。立秋快乐!

2. 立秋时，要尽量少吃葱姜等，多食酸味果蔬，宜食生地粥，以滋阴润燥。可食用芝麻糯米粳米蜂蜜枇杷菠萝乳品等柔润食物，以益胃生津。

3. 立秋了，我要以最大的诚意最优的形式最通俗的语言，为你送上最高级最高端最高标准最高规格具有世界领先水平的提醒：早晚注意加衣!

4. 立秋过后处暑来，天气不再烈火炎，多吃瓜果和蔬菜，不要熬夜到很晚，温度要随天气变，衣物记得要增减，虽然不在你身边，短信一则表关怀!

5. 春去了，夏要溜，季节变换到立秋。站在秋天的入口，相思牵挂涌心头，祝福随你一起走，愿你爱情事业大丰收，花好月圆乐悠悠!立秋快乐!

6. 我保存了秋风，送与你，我复制了雁鸣，播与你，我合成了秋色，撒向你，我编写了短信，发给你，愿立秋之际的你，享凉风习习，听雁阵声声，赏秋色盈盈，品信中衷情。

7. 恭喜你战胜了炎热，解救了清凉;打败了烦躁，迎来了清爽;消灭了高温，种下了温馨。立秋里的祝福，愿你五谷丰登，六畜兴旺，十分幸福的过立秋。

8. 你是缤纷夏日，我是清爽立秋，携手把我们的金黄挂枝头;你是寒冷隆冬，我是料峭立春，一起看我们的春花豆蔻。朋友，我的祝福和友谊一样长长久久，祝你快乐如水长流，健康似山永久。

9. 春分，我会第一时间祝福你，祝你春风得意;夏至，我会第一时间祝福你，祝你发财红火;立秋，我依然会第一时间祝福你，祝你金秋累累硕果!

10. 大暑过后迎立秋，养生窍门有讲究：早晚凉风扑面来，午间却将热浪留，春捂秋冻遵规律，感冒一去不回头;少食辛辣多吃酸，滋阴益胃肺气收，运动锻炼好时节，健康身体天天有!

11. 风起的时候，带着思念;月落的时候，等待浪漫;云飘的时候，挥洒悠闲;潮涨的时候，快乐缠绵;立秋的时候，祝福无限：天气有变化，愿你多保重。

12. 秋山与秋水相依，是开心与快乐常伴，秋风与秋雨相携，是惬意与舒心相恋，秋音与秋声相诉，是幸福与美满相牵，秋收与秋获相拥，是财源与事业的兑现，立秋与短信相至，是祝福对你的心愿。

13. 立秋到，暑渐消;秋风起，清凉至;秋雨来，燥热退;秋老虎，莫慌张;不多时，自会退;问候至，保安康;愿君好，事事顺!

14. 秋叶落，天气凉，人心渐舒畅;秋花开，馥郁香，思念在心上;秋风起，收获忙，金灿灿堆满仓;秋月明，在他乡，立秋祝福短信忙。立秋节气愿你喜气洋洋。

15. 秋天树叶飘，遍地百果香，丰收之季要健康;秋风轻轻吹，天气渐渐凉，立秋早晚加衣裳;遍地金黄黄，给你送吉祥，短信条条祝安康。立秋快乐!

16. 秋风起，缕缕清爽，秋蝉诉衷肠，梧桐叶落，秋韵荡漾，秋虫唱繁忙，枫叶红，菊花黄，秋雨润古巷，立秋节美赛春光，愿朋友事业灿烂辉煌，收获满仓。

17. 天苍苍野茫茫，立秋之时风儿凉;云淡淡稻香香，秋雨如丝好凉爽;风轻轻叶黄黄，一片相思刻心上。亲爱的朋友，立秋到了，多多保重，一定健康!

18. 快乐是场秋雨，点点滴滴汇成河，开心是阵秋风，丝丝缕缕无间隔，惬意是湾秋水，闪闪粼粼荡成波，如意是那秋收，层层浪浪尽收获。立秋发送短信，那是祝福你的段子在唱歌。

19. 我诚挚的祝福饱经冬霜考验，经历春雨的洗礼，沐浴夏日的骄阳，终于在立秋之时传递给你，它发自真心满载爱心带给你开心，望你一切顺心!祝立秋快乐!

20. 路再遥，心再远，八竿子打不着也要给你送祝福：八月八日立秋日，八荣八耻牢记心。八面玲珑显身手，八方财源滚滚进!

21. 秋日秋月秋老虎，秋风秋雨安然度;天气转凉变化无常，学会养生健康要保住;蔬菜水果把水补，心情舒畅别马虎;要有不快向我诉，我用祝福陪你度：祝立秋快乐，秋日幸福!

22. 秋花香，秋月朗，你我千里共欣赏，秋声赋，秋气爽，暑夏残晕微微荡漾，秋思浓，秋心伤，独在他乡信念熠熠生光，立秋时，节气凉，短信表衷肠，注意早晚加衣裳。

23. 藏在寒冬的前头，躲在炎夏的后头，正是四季最好的时候，远在家乡的外头，想在心房的里头，正是怀念友人的时候，编在大脑的上头，写在屏幕的下头，正是发送祝福的时候：立秋当头，常开笑口。

24. 酷暑马上下岗，秋天就要登场;热浪要说拜拜，紧跟就是凉爽;高高蓝天白云，遍地瓜果飘香;勤奋迎来硕果，短信传递希望。立秋时节，祝你快乐，祝你健康!

25. 立秋了，秋天高，秋气爽;秋风起，秋意凉;秋雨绵，秋心潮;秋夜浓，秋思扬;日日思君不见君，只愿君心似我心!

26. 立秋立秋把扇丢，凉风习习热浪走;丢掉赤日炎炎热，迎来天高气爽秋;丢去树上知了闹，迎来春华秋实福星搂;此时手机一定响，秋日祝福马上吼：立秋了，祝你每天笑开口。

27. 今天是立秋，我可以肆无忌惮地向你暗送秋波，共同欣赏秋日私语，祝你心情秋高气爽，事业春华秋实，收获秋日硕果!立秋快乐!

28. 萝卜白菜，立秋信赖，健康崇拜，快乐天籁，平淡清雅，立秋最爱，不狂不燥，寻常心态，茶前茶后，最是有爱，一生幸福，让人青睐，立秋，要留意保养哦。

29. 立秋之日凉风至，余热未消要留意;一日三餐配仔细，悲秋不可要谨记;适当锻炼是第一，防止秋燥也来袭;肺部健康莫健忘，早卧早起有道理。

30. 立秋到，日子在舒爽中飞度，舒服不凡;糊口在清爽中徜徉，欢喜连连;时光在清凉中浸泡，逍遥无比;问候在清新中传递，爽心爽肺。愿你立秋开心哦!

31. 立秋到秋老虎闯，迟早凉午暑难挡。晨露珠晶莹剔透，午穿纱蝉翼天仙。老槐树纳凉聊天，晚闭户瓜果齐餐。雷阵雨严防感冒，防水灾有备无患。愿你健康洒脱。

32. 用秋雨般连绵的思念，用秋花般缤纷的心田，用秋云般安闲的快乐，用秋水般浩淼的情意，给你一份秋光般辉煌的祝愿，愿你立秋快乐。

33. 炎热夹着尾巴逃跑了，清凉拍着胸脯上岗了，烦恼带着无奈蒸发了，快乐顶着开心来到了，惆怅卷着铺盖开溜了，秋天伴着清爽到来了。愿你立秋舒服哦!

34. 秋雨绵绵思念到，秋风频把问候传。不要眉头牢牢锁，丰收美景其实娇。遍地金黄花枝俏，快乐好运全来到。快把烦恼脑后抛，幸福糊口自己造。立秋到了，愿你开心无穷!

35. 立秋了，秋水涨起来，心情爽爽;秋风吹起来了，日子美美;秋雨飘起来了，清凉阵阵;秋景美起来了，美仑美奂。愿你开心，秋天逍遥!

36. 立秋立秋，树叶黄，昼间热，夜间凉!经历了春夏的果子成熟了，丰收的季节到来了!在这收成的季节里，祝愿我们身体健康，财富满满，快乐的日子幸福的过好每一天!

37. 夏季刚过立秋到，秋天老虎也凶恶。迟早虽凉中午热，烈日炎炎胜三伏。衣服更换要适当，不可偷懒身受凉。愿你健健康康过秋季，幸幸福福身边傍!

38. 秋风阵阵起，暑气徐徐消，果实满枝挂，秋叶四处飘，立秋已来到，天意渐转凉，一份小叮咛，牢记在心间，迟早要预寒，严防感冒病，愿你快乐伴，健康永围绕!

39. 清脆的晨曦，淡彩的阳光，衷心的祝福，真诚的心意。在立秋的锦绣里，送上我深深的问候，愿你每天开心,工作专心,饭菜合心,被窝暖心,朋友知心,恋人真心,一切顺心。

40. 秋风起兮云飞扬，清凉舒爽高温亡。细雨丝丝风中荡，润泽滋润万物稻谷黄。一派丰收美景象，怎不令人笑容扬?开开心心过秋季，收成满满幸福漾。祝立秋快乐!

41. 荡一阵秋风，清凉舒服;降一场秋雨，绵绵爽心;赏一赏秋景，心情愉快;发一发问候，清爽润心。立秋了，愿你心情爽歪歪，日子乐逍遥!

42. 天蓝云逸立秋到，清风爽歪福气耀。舒服快活情潇洒，小溪唱响欢乐绕。麻雀飞逐蜻蜓逃，燕子出窝唧唧叫。秋来福到美满圆，祝君立秋福星照。

43. 立秋到，天空变得开朗，心情好好;大地变得清凉，日子美美;清风变得舒爽，身心舒服;细雨变得清爽，润泽心田。朋友，愿你开怀，乐享秋天!

1、谷雨有雨棉花肥。

2、谷雨过三天，园里看牡丹。

3、苞米下种谷雨天。

4、谷雨有雨好种棉。

5、谷雨下秧，大致无妨。

6、清明麻，谷雨花，立夏栽稻点芝麻。

7、芍药打头，牡丹修脚。

8、月季花落只去蒂，花朵随开无停滞。

9、谷雨种棉家家忙。

10、谷雨种棉花，能长好疙瘩。

11、谷雨前结蛋，谷雨后拉蔓。

12、过了谷雨种花生。

13、清明高粱谷雨花，立夏谷子小满薯。

14、谷雨前后栽地瓜，最好不要过立夏。

15、清明早，小满迟，谷雨立夏正相宜。

16、清明高粱接种谷，谷雨棉花再种薯

17、谷雨前后，种瓜点豆。

18、棉花种在谷雨前，开得利索苗儿全。

19、谷雨节到莫怠慢，抓紧栽种苇藕芡。

20、谷雨栽上红薯秧，一棵能收一大筐。

21、谷雨麦怀胎，立夏长胡须。

22、谷雨天，忙种烟。

23、谷雨前后见家吉。

24、谷雨麦挑旗，立夏麦头齐。

◆其他各盛区关于秋分节气的气象谚语有：

秋分有雨来年丰。(苏)

秋分前后必有雨。(辽)

秋分前后有风霜。(内蒙古)

秋分雨多雷电闪，今冬雪雨不会多。(晋)

秋分夜冷天气旱。(桂)

秋分节日后，青蛙仍在叫，秋末还有大雨到。(鲁)

秋分西北风，来年早春多阴雨。(桂)

秋分西北风，冬天多雨雪。(苏)

秋分西北风，下年多雨。(皖)

秋分刮北风，腊月雨水多。(皖)

秋分过后必有风。(内蒙古)

◆有关冷暖的气象谚语有：

早上凉，中午热，要下雨，得半月。(豫)

早晚冷，中午热，要下雨还得半个月。(粤)

早晨冷，午后热，要想下雨等半月。(鲁)

早晨冷，晌午热，落雨也得半个月。(甘)

◆以晴、雨为依据，预测后期的天气谚有：

秋分天晴必久旱。

秋分日晴，万物不生。

秋分有雨，寒露有冷。

秋分有雨来年丰。

◆有关秋分的气象谚语湖南、河北两省的较多，如：

秋分有雨寒露凉。(湘)

秋分有雨天不干。(湘)

秋分北风多寒冷。(湘)

秋分秋分，雨水纷纷。(冀)

秋分冷雨来春早。(冀)

秋分以后雪连天。(冀)

秋分出雾，三九前有雪。(冀)

秋分冷得怪，三伏天气坏。(冀)

秋分东风来年旱。(冀)

秋分前后偏北风多，主霜早。(冀)

二十四节气流金溢彩，你秀美骨骼，玲珑衣衫。——题记

立春，软衬三春草，柔铺一缕香。

不是因为太寂寞才想起你，而是因为想起你，才感到寂寞。我在茫茫书海中追寻你的清香味道，纵使万般艰难，也要找到你，易安。书真的很奇妙，我见到了一个温婉的女子，淡定安静。那心中，万种风情。是"和羞走，倚门回首，却把青梅嗅"的娇羞，是"生当做人杰，死亦为鬼雄"的豪迈，是"寻寻觅觅"的艰辛。但无论是什么，只是坚强的易安。在这里，我成为易安的黄花，纷纷扬扬，陪伴她左右，她提着那盏坚强的灯，为我照亮前行的路。

小暑，满架蔷薇争艳节，三伏亦感清凉。

"你是谁，读者?百年之后，读着我的诗。"一个白发苍苍的老者出现在行行文字中，问我。他的眼角荡漾开来细碎的笑意，眼神中是让人捉摸不定但能感到温暖的东西。"如果森林中没有欢乐的回响，如果郁金香的裙摆不在风中飞扬，如果叶尖的露珠不在时间的边缘跳舞，那么在琴弦上弹出暂无音调吧。因为我想要为你唱着歌的心，是不会离开的啊。"我低低吟诵着。亲爱的泰戈尔，你常说："我不能从繁花中摘一片绿叶给你，我也不能从远方的金霞给你携来一缕云彩。"但你不知道，在这里，在书中，你给了我穿越百年的幸福的声音。

大寒，繁花落尽伊人清瘦，三九寒天可予我温柔?

朵朵落红如破碎的心扉，奏不尽一曲《离骚》水流，试问躲在汨罗深处的灵魂，能否把清江看透?"哀民生之多艰"这一段水流，恰似你的悲愁，绵延无尽。于是，在这里，遇见你，屈原。看你的命运跌宕起伏，把我从云端推落，却让我好好地看清整片天空。然后，"路漫漫其修远兮，吾将上下而求索。"在这里，你紧握我的手，给我希望与力量，所以我无所畏惧。

尾声

在这里，我一个人看书，孤单却不悲伤;在这里，听见书中的脚步声，干净却不空寂;在这里，在广阔原野中舞蹈，开心却不喧闹。只因为在这里，有你们一路相伴!

芒种芒种，幸福播种。种下理想，收获事业。种下真情，收获爱情。种下阳光，收获健康。种下吉祥，收获平安。种下爱心，收获快乐!

1) 芒种芒种，忙着把希望播种;芒种芒种，忙着把爱情播种;芒种芒种，忙着把幸福播种。今日芒种，祝你前途无量，一路收获成功!

2) 岁月如风，又到芒种。思念如梦，祝福轻送。财神把你宠，好运把你捧，平安把你绕，健康把你拥，连我也要发条短信，祝你日子红彤彤。

3) 芒种了，发一条种子短信，祝你事业上是种子型选手，爱情上是多情的种子，身体上是健康的种子，生活上是快乐的种子!芒种快乐!

4) 芒种忙，金麦翻浪油菜飘香，颗粒归仓;布谷唱，阿公阿婆割麦插秧，栽种希望;短信扬，祝福声声情谊悠长，芒种吉祥!

5) 芒种时节麦飘香，颗粒归仓丰收忙，汗水换来硕果壮，勤劳使得幸福长;芒种过后是端阳，艾绿粽香饮雄黄，龙舟竞渡帆竞航，祝愿朋友福无双!

6) 芒种忙，金麦翻浪油菜飘香，颗粒归仓;布谷唱，阿公阿婆割麦插秧，栽种希望;短信扬，祝福声声情谊悠长，芒种吉祥!

7) 又是一年芒种到，发条短信问声好。天气渐热气温高，心静自然暑气消。身体是那本钱钞，健康依然很重要。工作莫要太辛劳，心情愉快胜佳肴。

8) 芒种时节麦儿香，四野金黄麦翻浪。收割机械轰轰响，田间鸟儿欢声唱。年逢丰收精神爽，祝愿朋友幸福长。岁岁收获丰收果，生活事业喜成双!

9) 布谷声声长，芒种又登场。在岁月的沃土为你种下祝福的种子，用真心浇灌，用真情呵护，愿带给你成功平安快乐幸福。芒种快乐!

10) 伯劳鸟鸣芒种到，反舌鸟儿休息了;又是一年夏收时，谷黍稷类要收好;注意防汛与排涝，有备无患安全保;丰收锣鼓放鞭炮，芝麻开花节节高!

11) 月日芒种忙，五月初五正端阳。今日恰巧节成双，诚挚祝福一抵两。龙舟竞渡粽飘香，丰收在望小麦黄。心想事成成功享，万事如意幸福长!

12) 又是一年芒种到，发条短信问声好。丰收年景日日好，芝麻开花节节高!祝你芒种快乐找，一切顺心又顺意，好运从晚陪到早!

13) 确实,爸妈为我的学业奔波很久,为了我能在一个好的学校读书,他们不辞辛苦。我感谢他们,感谢他们这么爱我,我想说一句:爸妈,你们辛苦了,我爱你们。中秋节,团结之际,我好想你们。

14) 芒种到，布谷叫，声声催收心美妙;大仓满，小仓饱，喜获丰收运势高;事业好，福高照，火红日子天天好。祝芒种时节，快乐又逍遥!

15) 芒种过后人慵懒，肺虚湿热来纠缠。饮食宜把苦味减，辛辣去困来相伴。冷水沐浴可解乏，循序渐进活血管。愿君勤锻炼，快乐体康安。

16) 芒种，种下理想，收获一份成功;种下爱心，收获一份幸福;种下谦恭，收获一份尊重;种下乐观，收获一份欢笑;祝你芒种快乐!

17) “播”种的季节，“种“下烦恼收获忧愁，“种”下快乐收获愉快，“快”快来我们一起，“乐”海涛天。祝大家忙种快乐。

18) 耕耘岁月，东走西忙。四季时光，夏种冬藏。生活无非，拼搏一场。笑对人生，幸福飞扬。时至芒种，朋友情长。祝你芒种快乐!

19) 芒种是快乐的播种，一旦种下欢笑就会泛滥;芒种是希望的灯，一旦点燃丰收就会满仓;芒种是幸福的温床，一旦培养就会生根发芽;芒种到，祝你开心快乐!

20) 杏子渐黄，芒种渐忙，情意飞扬，问候登场。祝你薪水如河水，不停涨;健康好运齐丰收，堆满仓;平安快乐全芬芳，胜花香;幸福生活长，吉祥伴身旁!

21) 芒种到了，播下快乐的种子，收获开心点点;播下美好的种子，收获幸福满满;播下健康的种子，收获福寿绵绵;播下幸运的种子，收获好运年年;播下祝福的种子，收获精彩连连：芒种快乐，福寿安康!

22) 芒种芒种，连收带种;买张彩票，连中带赔;小本生意，连赔带赚;恋爱结婚，连赚带送，希望您事业爱情双丰收的同时，别忘了种下快乐的种子。

23) 芒种，象征着麦类等有芒作物的成熟，是反映农业物候现象的节气;中稻开始返青，秧苗嫩绿，一派生机;未移栽的中稻，应抓紧，所以也称：芒种忙忙栽。

24) 芒种，芒种，既要收获又要播种，今天是芒种节气，又是月日的大吉大利日子，祝你一顺百顺，一发再发，收获今日累累硕果，播下明日美好前程!

25) 忙着上班的你是否忘了关心远方的家人?忙着开会的你是否忽略了周围的朋友?忙着应酬的你是否疏远了身边的爱人?今天芒种，愿亲情友情爱情三丰收!

26) 迈开你的脚步，踏着满地的尘土，坚强地进行着你的征服，人生当自强是永恒的道路。今日芒种，芒种芒种，忙着把希望播种!祝你前途无量，一路收获成功!

27) 六月六，芒种至，气温升高换季时;初夏日，易犯困，忙里偷闲打个盹;不贪咸，不贪甜，蔬菜瓜果要多吃;春争日，夏争时，美好充实在夏季。

28) 今天是芒种了，祝你满金满银满钞票，满心欢喜，满脸微笑，满世界的朋友，满手机的祝福，满生活都开心，满人生都幸福，芒种快乐。

29) 今天是芒种，农民们忙着收获和播种，芒种是火红的五月里象征性节气，愿芒种给你带来不一般收获与希望，也愿你的生活天天忙碌而充实!

30) 芒种到来关心你，养生嘱咐我重提，饮食方面要注意，少酸多甜要调理，气温升高人犯困，午饭过后要小憩，天热心气要平和，工作再累也要快乐。今日芒种，愿你健康，祝你吉祥!

31) 芒种，种下一份坚强，时间就不会有困难;种下一份执着，人生就不会有失败;种下一份乐观，生活就不会有辛酸;芒种到，愿你种下快乐，收获幸福!祝你开心快乐，幸福安康!

32) 又是一年芒种到，发条短信问声好。天气渐热气温高，心静自然暑气消。身体是那本钱钞，健康依然很重要。工作莫要太辛劳，心情愉快胜佳肴。

33) 芒种，是收获的时候，是收割的时节，播下心情，来年把喜悦收获，把快乐收割;播下努力，来年把成功收获，把成绩收割;播下希望，来年把未来收获，把前程收割。芒种，收获你的圆满，收割你的美好。

34) 愿你忙于追求的脚步，种下希望的种子;忙于拼搏的决心，种下坚持的种子;忙于事业的奔波，种下成功的种子;忙于理想的生活，种下辉煌的种下;芒种时节，愿你倾情快乐芒种，祝你收获幸福相拥!

早在春秋战国时期，中国就已经能用土圭(在平面上竖一根杆子)来测量正午太阳影子的长短，以确定冬至、夏至、春分、秋分四个节气。一年中，土圭在正午时分影子最短的一天为夏至，最长的一天为冬至，影子长度适中的为春分或秋分。春秋时期的著作《尚书》中就对节气有所记述。西汉刘安著的《淮南子》一书里就有完整的二十四节气记载了。我国古代用农历(月亮历)记时，用阳历(太阳历)划分春夏秋冬二十四节气。我们祖先把5天叫一候，3候为一气，称节气，全年分为72候24节气。

二十四节气起源于黄河流域，远在春秋时期，中国古代先贤就定出仲春、仲夏、仲秋和仲冬等四个节气，以后不断地改进和完善，到秦汉年间，二十四节气已完全确立。公元前104年，由邓平等制订的《太初历》正式把二十四节气定于历法，明确了二十四节气的天文位置。二十四节气是我国劳动人民独创的文化遗产，它能反映季节的变化，指导农事活动，影响着千家万户的衣食住行。

立春

2月4日-5日，谓春季开始之节气。

雨水

2月18日—20日，此时冬去春来，气温开始回升，空气湿度不断增大，但冷空气活动仍十分频繁。

惊蛰

3月5日(6日)，指的是冬天蛰伏土中的冬眠生物开始活动。惊蛰前后乍寒乍暖，气温和风的变化都较大。

春分

每年的3月20日(或21日)，阳光直照赤道，昼夜几乎等长。我国广大地区越冬作物将进入春季生长阶段。

清明

每年4月5日(或4日)，气温回升，天气逐渐转暖。 谷雨

谷雨

4月20日前后，雨水增多，利于谷类生长。

立夏

5月5日或6日“立夏”。万物生长，欣欣向荣。也为夏季的开始。

小满

5月20日或21日叫“小满”。麦类等夏熟作物此时颗粒开始饱满，但未成熟。

芒种

6月6日前后，此时太阳移至黄经75度。麦类等有芒作物已经成熟，可以收藏种子。

夏至

6月22日前后，日光直射北回归线，出现“日北至，日长至，日影短至”，故曰“夏至”。

小暑

7月7日前后，入暑，标志着我国大部分地区进入炎热季节。

大暑

7月23日前后，正值中伏前后。这一时期是我国广大地区一年中最炎热的时期，但也有反常年份，“大暑不热”，雨水偏多。

立秋

8月7日或8日，草木开始结果，到了收获季节。

处暑

8月23日或24日，“处”为结束的意思，至暑气即将结束，天气将变得凉爽了。由于正值秋收之际，降水十分宝贵。

白露

9月8日前后，由于太阳直射点明显南移，各地气温下降很快，天气凉爽，晚上贴近地面的水气在草木上结成白色露珠，由此得名“白露”。

秋分

9月22日前后，日光直射点又回到赤道，形成昼夜等长。

寒露

10月8日前后。此时太阳直射点继续南移，北半球气温继续下降，天气更冷，露水有森森寒意，故名为“寒露风”。

霜降

10月23日前后为“霜降”，黄河流域初霜期一般在10月下旬，与“霜降”节令相吻合，霜对生长中的农作物危害很大。

立冬

每年11月7日前后。

小雪

11月22日前后为“小雪”节气。北方冷空气势力增强，气温迅速下降，降水出现雪花，但此时为初雪阶段，雪量小，次数不多，黄河流域多在“小雪”节气后降雪。

大雪

12月7日前后。此时太阳直射点快接近南回归线，北半球昼短夜长。

冬至

12月22日前后，此时太阳几乎直射南回归线，北半球则形成了日南至、日短至、日影长至，成为一年中白昼最短的一天。冬至以后北半球白昼渐长，气温持续下降，并进入年气温最低的“三九”。

小寒

1月5日前后，此时气候开始寒冷。

大寒

1月20日前后，一年中最寒冷的时候。

寒露到，秋风秋雨渐渐进多，天气由热转凉。小编收集了寒露节气养生句子，欢迎阅读。

1、 雨绵绵，情依依，柔柔问候送心底，秋寒露重别大意，天冷随时要加衣，朋友装在我心里，愿你健康又美丽，幸福快乐长相依，愿你事事都顺利，开心如意!

2、 寒露节气割晚稻，一年收获秋微笑，金黄满仓格外俏，身体注意很重要，添衣加被面面到，天凉如水心热闹，暖意祝福悄然到，愿你今秋乐逍遥。

3、 秋际，雁将去，楼高无语花含泣。昨夜风，今日雨，桂花飘香有记忆。尽相思，无限意，明月楼高休独依。短信至，问候时，秋雨寒露要添衣。

4、 长假就要过完了，肚子吃圆了，玩也玩累啦，睡也睡烦啦，就要工作啦!寒露节气，潇潇暮雨洗清秋，阴雨天气将持续，出门记得带雨具。天气多变，适当添衣防流感。

5、 寒气袭人把衣添，露浓月明深秋天，快言快语朋友心，乐送祝福你身边。寒露时节，为你送上温暖的问候，祝你健康平安!

6、 感寒露之清爽，听鸿雁之匆忙，闻野草之余香，望落叶之惆怅;一叶千秋共享，难尽岁月衷肠;虽道真诚已汪洋，点滴融安康!祝上班愉快!生活轻松!

7、 白露谷，寒露豆，花生收在秋分后，天凉如水好个秋，忙里忙外忙丰收，老友情谊不能丢，思念心儿请你收，祝你开心到老，幸福永随，健康长久。

8、 寒露过后天气凉，多吃根菜促健康;萝卜生吃能顺气，促进胆汁消脂肪;红薯饱腹效果好，延缓血糖防肥胖，老幼妇孺多吃藕，生吃熟食都一样。

9、 秋风吹，秋意凉，浓浓的祝福寒露里藏。润含快乐秋心，缀满开心荡漾，只让幸福放光芒，身心平安又健康。寒露节，气温降，送上温暖驱寒凉，祝无恙。

10、 寒露天气凉，祝福绕身旁，轻声来问候，要多添衣裳，好运伴左右，心情更开朗，幸福来庇佑，甜蜜乐心头，吉祥来守护，快乐开心照，愿你乐无忧!

11、 寒露节日到，阳光不再炙热难耐，爱你的心依旧炙热，风都嫉妒我对你的爱，呼啸着愈加无情，风也阻止不了我的爱--宝贝记得防寒，节日快快乐乐。

12、 寒露悄然到来，想念你的无赖，发条短信关怀，出门衣帽要带，晚上被子要盖，预防感冒袭来，没事叼根菠菜，营养还能耍帅，祝你寒露愉快!

13、 寒露节到啦，送你策马扬鞭的英雄豪情，驱走寒冷美的不行。送你久久难忘的儿女情长，让你爱情之路顺顺当当。愿你用英雄豪情相伴美妙爱情幸福绵长。

14、 秋风缓缓，扬起了期盼;秋水潺潺，沉淀了思念;秋野漫漫，芬芳了挂牵;秋寒淡淡，凝聚了祝愿;寒露点点，汇集了温暖。寒露节，祝你幸福平安。

15、 “寒露频道”最新消息：劳动部、民政部、商务部、财政部四部合为个一部，简称为“劳民伤财部”。俺代表这部，祝福你“部长”寒露节气快乐!

16、 寒露到，秋风秋雨渐渐进多，天气由热转凉。健康小贴士：少食辛辣，多食温性物;加强锻炼，多饮水;少食冷饮，多食鲜蔬和鲜果。以平和的心态对待一切事物。

17、 在这一年冷暖交替季节，愿你：烦恼抛掉、疾病甩掉、失意忘掉，好运来到。寒露时节，为你送上温暖的问候，祝你健康平安!

18、 九克幸福，八克叮咛，七克嘱咐，六克问候，五克祝愿，四克思念，三克温暖，两克快乐，汇成一碗八宝粥，为你送上寒露的祝福!

19、 寒露之际，为你送上一身暖身的装备;用好运做帽，让你好运连连;用幸福做衣，让幸福永远围绕;用快乐做裤，让快乐相伴;用财源做鞋，让财源滚滚而进!

20、 寒露节祝你工作扪心无愧，友情推心置腹，爱情心心相印，说话心口如一，做事心灵手巧，为人心地善良。若能如此，一切寒冷离你远去，幸福快乐追赶你。

21、 用关心的针，友谊的线，用真诚穿针引线，织成祝福的毛衣一件;借寒露到来之际，送给你，祝你寒露再无冰凉之感，快乐与温暖时刻相伴，幸福美满!

22、 一日寒露二心相牵，送上一声问候二字温暖;一颗真心二语关怀，送上一份祝愿二字康健;一个拥抱二友情深，送上一份吉祥二字永远!寒露快乐!

23、 轻轻地寒露来了，带来了阵阵的凉意，悄悄地我的祝福也到了，带去我满满的祝福。在这样的季节里，请你一定要保重身体。

24、 寒气中弥漫着真情，露珠中透露着真诚，在这秋绪激荡的时节，思念随浮云飘去，砸在你的心坎。祝寒露出门见喜，财源广进。

25、 寒露到了，早上冷吗?晨练去，强身健体;晚上冷吗?早睡去，放开鼠标;中午和暖融融的阳光来一场亲密的约会吧，为身体补充钙质。祝寒露心儿飞翔。

26、 天气转冷了，秋风习习，小树发抖了，小草打冷颤了，夏日里猖狂的蚊子也不见了踪影，在此寒露之际，送上一条热乎乎的短信，能否暖暖你的心?

27、 秋意愈来愈浓，染得霜白叶红;清风吹净长空，想你暖阳融融;相望一衣带水，问候泛起笑容;山峦叠嶂重重，好运绵绵汹涌;寒露天气渐冷，愿你多多保重!

28、 燕子归飞兰泣露，短信相思把情传，寒露到来，饮食要均，睡眠要足，精神调养，不可忽视，积极心态，乐观向上，愿你寒露快乐依然，健康依旧!

29、 秋风啸，寒露到;多喝水，防秋燥;少辛辣，健康绕;落叶飘，添衣袍;宜起早，莫夜熬;常欢笑，莫烦恼;此短信，祝福表：好运罩，乐逍遥!

30、 一杯开心露，喝出开心快乐路;一杯幸福露，喝出幸福吉祥路;一杯甜蜜露，喝出甜蜜恩爱路;一杯发财露，喝出发财富贵路。寒露记得喝“露水”哦!

31、 秋风萧萧天更凉，切莫悲秋心事放;秋干物燥多滋补，银耳冬瓜润肺肠;流感预防应无恙，锻炼常常体安康;寒露问候心更暖，快乐伴君心欢畅!

32、 秋风扑，秋雨舞。气凝露，暑气除。莫露腿，莫露肚。多保温，活筋骨。别孤独，别愁苦。心放宽，乐知足。岁寒露，送祝福。业腾飞，展鸿图!

33、 送你一件棉衣，绵绵深情祝福到;送你一条长裤，长长久久乐到老;送你一双新鞋，欣欣向荣生活好!祝你寒露快乐，幸福健康!

34、 当你收到这条信息，也就收到一个轻轻的祝福。祝福你在这个寒露里，每分每秒都快乐，每时每刻都欢喜，幸福连连，好运不断!

35、 漫山遍野的红叶，是我对你的思念;晶莹剔透的露珠，是我对你的祝福;轻轻地一声问候，送去真心的关怀：朋友，寒露到了，天气凉了，多添衣裳!

36、 今日节气寒露，冷时添加衣服;时时关注温度，常常保暖防护;工作莫太辛苦，睡眠永保充足;寒露我送祝福，好运将你围住;愿你开心舒服，祝你健康幸福!

37、 紫红山楂摘下来，快乐为你排成排;鲜红石榴酸又甜，幸福滋味留心间;柿子大豆和晚稻，带着成功把你抱。寒露时节天渐寒，朋友祝福情意传。

38、 寒露下，霜早降。气温凉的快，我的祝福更要快!饮食宜温少生冷，锻炼身体多运动，天冷加衣要适宜，心态阳光更康健!寒露到，祝你健健康康、快快乐乐!

39、 水是有源地，树是有根地，发短信也是有原因地。因为寒露来了是低温地，没有衣服穿是要光身地，给你送件短信皮袄是真心地。祝你节日快乐不带裸奔地。

40、 人最重要的是赚钱，赚钱最重要的是事业，事业最重要的是有不怕折磨的身体，身体最重要的是有生命，生命最重要的是适合的温度。寒露到了请注意保暖。

早立秋冷飕飕，晚立秋热死牛

立秋过后，还有‘(秋)老虎’在一头

秋前秋后一场雨，白露前后一场风

立秋下雨人欢乐，处暑下雨万人愁

立秋处暑有阵头，三秋天气多雨水

秋前北风马上雨，秋后北风无滴水

立秋无雨秋干热，立秋有雨秋落落

雷打秋，冬半收

立秋晴一日，农夫不用力

立秋无雨是空秋，万物历来一半收

秋不凉，籽不黄

立秋十天遍地黄

立秋十八天，寸草皆结顶

立夏栽茄子，立秋吃茄子

立秋荞麦白露花，寒露荞麦收到家

立秋摘花椒，白露打胡桃

霜降摘柿子，立冬打软枣

七月立秋慢溜溜，六月立秋快加油

立秋拿住手，还收三五斗

头伏芝麻二伏豆，晚粟种到立秋后

立秋棉管好，整枝不可少

立秋种芝麻，老死不开花

立了秋，便把扇子丢

一场秋雨一场寒

十场秋雨要穿棉

白露身不露，秋后少游水

立秋洗肚子，不长痱子拉肚子

秋天宜收不宜散

秋不食辛辣,不食肺

六月立秋紧丢丢,七月立秋秋里游.(闽南)

立秋晴,一秋晴;立秋雨,一秋雨(江苏)

立秋不立秋，六月二十头。

立了秋，挂锄钩。

立了秋，把扇丢。

立秋三天，寸草结籽。

立秋三天，遍地红。

一场秋雨一场寒，十场秋雨要穿棉。

立秋荞麦白露花，寒露荞麦收到家。

立秋一场雨，夏衣高捆起。

立秋栽葱，白露栽蒜。

立秋胡桃白露梨，寒露柿子红了皮。

秋后加一伏。

秋耕深，春耕浅。

秋后的蚊子，飞不了几天。

秋后的蚂蚱，还能蹦几蹦。

立秋后三场雨,夏布衣裳高搁起。

立秋之日凉风至。

早上立了秋，晚上凉嗖嗖

霜降为农历二十四节气之一，进入此节气天气渐冷，开始有霜。霜降一般是在每年公历的10月23日。以下是小编整理的诗词，希望对你有帮助哦。

【相和歌辞·从军行三首】李约

看图闲教阵，画地静论边。乌垒天西戍，鹰姿塞上川。

路长须算日，书远每题年。无复生还望，翻思未别前。

栅高三面斗，箭尽举烽频。营柳和烟暮，关榆带雪春。

边城多老将，碛路少归人。点尽三河卒，年年添塞尘。

候火起雕城，尘砂拥战声。游军藏汉帜，降骑说蕃情。

霜降滮池浅，秋深太白明。嫖姚方虎视，不觉请添兵。

【秋晚登楼望南江入始兴郡路】张九龄

潦收沙衍出，霜降天宇晶。伏槛一长眺，津途多远情。

思来江山外，望尽烟云生。滔滔不自辨，役役且何成。

我来飒衰鬓，孰云飘华缨。枥马苦踡跼，笼禽念遐征。

岁阴向晼晚，日夕空屏营。物生贵得性，身累由近名。

内顾觉今是，追叹何时平。

【泊舟盱眙】常建

泊舟淮水次，霜降夕流清。夜久潮侵岸，天寒月近城。

平沙依雁宿，候馆听鸡鸣。乡国云霄外，谁堪羁旅情。

【九日登李明府北楼】刘长卿

九日登高望，苍苍远树低。人烟湖草里，山翠县楼西。

霜降鸿声切，秋深客思迷。无劳白衣酒，陶令自相携。

【送李翥游江外】岑参

相识应十载，见君只一官。家贫禄尚薄，霜降衣仍单。

惆怅秋草死，萧条芳岁阑。且寻沧洲路，遥指吴云端。

匹马关塞远，孤舟江海宽。夜眠楚烟湿，晓饭湖山寒。

砧净红鲙落，袖香朱橘团。帆前见禹庙，枕底闻严滩。

便获赏心趣，岂歌行路难。青门须醉别，少为解征鞍。

【观村人牧山田】钱起

六府且未盈，三农争务作。贫民乏井税，塉土皆垦凿。

禾黍入寒云，茫茫半山郭。秋来积霖雨，霜降方銍获。

中田聚黎甿，反景空村落。顾惭不耕者，微禄同卫鹤。

庶追周任言，敢负谢生诺。

【送李九贬南阳】钱起

玉柱金罍醉不欢，云山驿道向东看，鸿声断续暮天远，

柳影萧疏秋日寒。霜降幽林沾蕙若，弦惊翰苑失鸳鸾。

秋来回首君门阻，马上应歌行路难。

【泊舟盱眙】韦建

泊舟淮水次，霜降夕流清。夜久潮侵岸，天寒月近城。

平沙依雁宿，候馆听鸡鸣。乡国云霄外，谁堪羁旅情。

【秋怀奉寄朱补阙】武元衡

上苑繁霜降，骚人起恨初。白云深陋巷，衰草遍闲居。

暮色秋烟重，寒声牖叶虚。潘生秋思苦，陶令世情疏。

已制归田赋，犹陈谏猎书。不知青琐客，投分竟何如。

【赋得九月尽(秋字)】元稹

霜降三旬后，蓂馀一叶秋。玄阴迎落日，凉魄尽残钩。

半夜灰移琯，明朝帝御裘。潘安过今夕，休咏赋中愁。

【岁晚】白居易

霜降水返壑，风落木归山。冉冉岁将宴，物皆复本源。

何此南迁客，五年独未还。命屯分已定，日久心弥安。

亦尝心与口，静念私自言。去国固非乐，归乡未必欢。

何须自生苦，舍易求其难。

【谪居】白居易

面瘦头斑四十四，远谪江州为郡吏。逢时弃置从不才，

未老衰羸为何事。火烧寒涧松为烬，霜降春林花委地。

遭时荣悴一时间，岂是昭昭上天意。

【玩止水】白居易

动者乐流水，静者乐止水。利物不如流，鉴形不如止。

凄清早霜降，淅沥微风起。中面红叶开，四隅绿萍委。

广狭八九丈，湾环有涯涘。浅深三四尺，洞彻无表里。

净分鹤翘足，澄见鱼掉尾。迎眸洗眼尘，隔胸荡心滓。

定将禅不别，明与诚相似。清能律贪夫，淡可交君子。

岂唯空狎玩，亦取相伦拟。欲识静者心，心源只如此。

：

我翔云驾雾，飞海过湖，穿过瀑布，走过市都，饥餐渴饮，风寒露宿，不畏艰辛，不怕孤独，只想快些与你相见，倾诉我多日的思念之苦!

燕子归飞兰泣露，短信相思把情传，寒露到来，饮食要均，睡眠要足，精神调养，不可忽视，积极心态，乐观向上，愿你寒露快乐依然，健康依旧!

一层秋雨一层凉，寒露时节起秋霜;暖暖关怀在心上，浓浓问候送身旁;纵目远眺天苍苍，朋友何时归故乡;一早一晚添衣裳，愿你幸福总绵长。

一色，云水相依的湖畔，一树一树的花开盈盈。那轻灵，那婀婷，暗香中点亮着蝶舞花飞的人间四月行。花若解语，可否与我轻和诗的一篇?可否与我同书寒露沾衣的轻怜?

节气至寒露，短信送祝福：财富深藏不“露”、前程平川大“露”、好运锋芒毕“露”、幸福春风雨“露”。预祝白露快乐!

今日寒露，寒露有三侯：一候鸿雁来宾，二候雀入大水为蛤;三候菊有黄华。不管季节如何变幻，景物如何更迭，只要你在，我就有足够的温暖走过深秋寒冬!

又到寒露，热力四射的祝福送给你：愿灿烂阳光把你照，温暖快乐陪你笑，火爆好运把你抱，兴旺事业紧相靠，幸福生活跟着跑，朋友情意收藏了。

又是一年落叶黄，整日奔波工作忙;金秋十月阵阵凉，出门别忘添衣裳;早晚降温莫贪凉，爱惜身体保健康;寒露送你祝福表心意，情浓意更浓。

在下“寒露”派掌门宋温暖，今天特来讨教。先接我一式招财进宝好运拳，再接一招横扫寒气快乐腿，全接住了?那只好送你一句：寒露幸福无敌。

中秋过后夜夜凉，寒露需防燥邪伤。润肺生津脾胃养，防寒保暖记心上。健康加码别逞强，工作减负别硬扛。心理调节亦重要，风起叶落莫感伤。

祝新年四季如立春，夏至只有小暑没有大暑，冬至只有小寒没有大寒，只降小雪不降大雪，寒露不寒，霜降无霜，风调雨水顺，天降谷雨，人人小满，家家盆满钵满!

今日寒露，冷热交替时节，露凝为霜，寒气逼人，为抵御寒潮，须用暖色调来调和，如红配黄，喜洋洋。亲爱的，去看看香山红叶、走走银杏大道吧!

今日寒露，我把心迹表露：对你的真心，即使暴露也依旧温暖;对你的热情，即使天寒也依旧如火。愿我的双手，可以温暖你的心房。有我，你就没有寒露。

菊花开，枫叶红，天高云淡秋意浓;满城絮，一怀风，寒露时节秋霜重;人难逢，时匆匆，一声问候遥相送;思飞扬，情入梦，朋友心意你最懂。多保重。

冷了，大树发抖了，小草打冷颤了，老牛烧碳取暖了，小白兔穿羽绒了，蚂蚁买暖水袋了，小强冬眠了，你还看什么?寒露了，赶快多穿一件衣服吧!

立秋至，雁将去，楼高无语花含泣。昨夜风，今日雨，桂花飘香有记忆。尽相思，无限意，明月楼高休独依。短信至，问候时，秋雨寒露要添衣。

露气寒冷将凝结，鸿雁排队往南飞，早睡晚起莫熬夜，添衣加杉别冻腿，加强锻炼防感冒，银耳百合润燥好，没事朋友多聊聊，烦恼全赶跑，寒露快乐绕!

露水凉，气温降，寒露节气又登场;秋风起，添衣裳，提醒朋友保健康;鸿雁飞，下斜阳，浓浓情谊不会忘;送好运，福成双，愿你精彩生活长又长。

一杯开心露，喝出开心快乐路;一杯幸福露，喝出幸福吉祥路;一杯甜蜜露，喝出甜蜜恩爱路;一杯发财露，喝出发财富贵路。寒露记得喝“露水”哦!

漫漫人生，聚散无常;飒飒秋风，送君吉祥。盈盈风霜，带来健康。片片落叶，深情难忘。淡淡岁月，幸福久长。微微寒露，喜气洋洋。祝寒露节快乐!

绵雨疏疏好运至，秋风瑟瑟思念时，露寒霜冷菊花开，朵朵都是祝福意。寒露时节，愿你尽情享受成功丰收的喜悦，快乐收藏朋友真心的祝福。

秋风带走燥热，秋雨洒落凉意，寒潮侵袭，气凝露重，在最冷清的深秋，仍有朋友在默默关怀，酝酿已久的思念，正将你团团包围。寒露到了，保重身体!

秋风扑，秋雨舞。气凝露，暑气除。莫露腿，莫露肚。多保温，活筋骨。别孤独，别愁苦。心放宽，乐知足。岁寒露，送祝福。业腾飞，展鸿图!

秋风萧萧天更凉，切莫悲秋心事放;秋干物燥多滋补，银耳冬瓜润肺肠;流感预防应无恙，锻炼常常体安康;寒露问候心更暖，快乐伴君心欢畅!

紫红山楂摘下来，快乐为你排成排;鲜红石榴酸又甜，幸福滋味留心间;柿子大豆和晚稻，带着成功把你抱。寒露时节天渐寒，朋友祝福情意传。

秋风啸，寒露到;多喝水，防秋燥;少辛辣，健康绕;落叶飘，添衣袍;宜起早，莫夜熬;常欢笑，莫烦恼;此短信，祝福表：好运罩，乐逍遥!

秋意愈来愈浓，染得霜白叶红;清风吹净长空，想你暖阳融融;相望一衣带水，问候泛起笑容;山峦叠嶂重重，好运绵绵汹涌;寒露天气渐冷，愿你多多保重!

天冷秋渐晚，风轻水潺潺。枫林又红遍，霜叶尽飘散。山高云淡淡，寒露思漫漫。很久没见面，依然心挂念。遥寄祝福意，愿君更康安，幸福伴身边。

寒露到，景色好，落日黄昏很美妙;不嫌吵，莫嫌闹，短信带着祝福到;常微笑，心情好，事业如意节节高;祝愿你，永不老，生活越来越美妙!

寒露点点疑是霜，寒风丝丝断人肠。他乡未解人情恨，偏又情恨一身长。在他乡工作的你，是否和我一样思念着远方的彼此?是否想到需要说些什么?让我们彼此祝对方身体健康，快乐天天吧!!!

寒露天气凉，身体需调养。饮食有门道，莫要乱了套。早起南瓜粥，营养又美妙。午间食蔬菜，疾病全遁逃。睡前莲子汤，睡眠质量高。愿你寒露时节，吃出健康，心情飞扬。

秋风起，露成霜，寒露时节天渐凉;空山静，秋月明，思念牵挂现真情;送平安，赠健康，勤添衣服莫着凉;千叮咛，万嘱咐，牢记朋友祝福情;寒露时节，愿温暖的问候为你带去快乐，带去健康。

秋风瑟瑟思念时，细雨绵绵寒露至，鸿雁南飞把家还，秋菊傲然冷中开，千山万水心中念，关怀时刻在心间，祝福句句表真情，寒露时节莫大意，添加衣裳保温暖，健康平安每一天，祝寒露快乐。

水寒了，风凉了，寒露节气来临了，温低了，添衣了，出门预防感冒了，露凝了，霜降了，晚上盖好被褥了，问候了，祝福了，寒露快乐相伴了，寒露节气，愿你开心常在，注意保暖哟。

秋霜降，残云卷，寒露时节又登场;清风吹，淡雨吟，只愿平安相伴随;玉笛吹，箫歌唱，冷暖交替添衣裳;思绪飞，情难归，朋友祝福切莫忘;寒露时节，愿最温暖的问候带给你最真的快乐。

寒露来临气温低，多加运动勤添衣，生冷饮食要节制，晚上还要早休息。发条短信送福气，赶走阴寒暖心脾，字里行间传情意，真心相爱不分离。寒露节气，祝我的爱人天天暖意偎依，幸福无比!

寒露不能露，一秋平安度：不露肚脐，穿衣莫露肚脐，盖被也应注意;不露后背，睡觉不露后背，谨防感冒受罪;不露双脚，凉鞋赶紧收好，袜子必不可少;不露颈部，围巾随身带好，风起保暖必要;不露膝盖，选择深色裤袜，护膝早准备好。寒露时节，微笑露一露，快乐你最酷!

时节至寒露，寒冷已变酷，友谊来升温，短信送祝福。茶水去干燥，减膘慎重补。早晚天气寒，出门防流感;室内常通风，心宽不添堵。烦恼无藏处，快乐不胜数。忧愁早跑路，笑容满脸布。好运来追逐，幸福生活度。祝：快乐寒露，非你莫属!

此条短信，一字一句斟酌，一点一滴关怀，在寒露到来之际，悄悄送到你身边，只想在这个寒冷的季节里，为你增添一丝温暖，愿你幸福安康!

寒气袭人，露凝苔痕，雁翔南门，叶落北城，秋思浸浸，祝福殷殷：细数年轮，快乐心情，西走东奔，平安随行，天凉加衣，暖意在心，寒露时节，愿君保重，幸福不尽。

寒露之日凉风袭，气温下降要注意;饮食搭配要仔细，悲秋不可要谨记;适当锻炼莫忘记，心情愉悦是真理;真心祝福送给你，盼你事事皆如意!

我的祝福，甩开了秋日的追踪;避开了寒露的追捕;躲开了秋雨的袭击，成功到达你的身边。只想对你说：寒露到了，天气凉了，记得保重身体!

鸿雁南飞秋已到，露寒霜冷菊竟放，天气渐凉气温降，贴士送上暖心房，早睡早起身体好，水果蔬菜不可少，运动适当体康健，多喝开水无病扰。祝寒露时节健康依旧，幸福永伴。

日远天渐暮，霜重凝寒露，日短夜长怎知梦归何处;皎月清素，雾锁心湖，影矮月高渴望心系同途。爱在深秋，让寒露的季节见证最简单的开心和幸福!祝你与快乐随行，健康平安赏美景!

秋水长，寒露时节天转凉;秋风扬，思念纷飞满胸膛;日子忙，保重身体切莫忘;情意淌，朋友提醒添衣裳;别烦恼，快乐永伴你身旁;祝福你，幸福好运心情爽!

寒露节气祝福到，细数收获乐弯腰，财运满仓格外好，健康硕果枝头俏，好运吉祥面面到，天冷不敌心热闹，情谊浓厚身边绕，愿你幸福乐逍遥!

在“寒露”来临之际，加强自身的免疫力，避免由于天气的变化，而引起各类疾病，影响我们的工作和生活。“春捂秋冻”，注意衣物的增加，身体的保暖。

寒露到来思念更加深了，我要摘朵朵白云为你做时尚彩衣避风挡寒，采纳缕缕阳光为你温暖身体，拜托阵阵秋风送达我的祝福。朋友天冷了注意保重身体健康!

寒露节气割晚稻，一年收获秋微笑，金黄满仓格外俏，身体注意很重要，添衣加被面面到，天凉如水心热闹，暖意祝福悄然到，愿你今秋乐逍遥。

寒露节温变低，出门在外多添衣，寒露节温转凉，盖好被子别着凉，寒露节送叮咛，保持快乐好心情，寒露节送祝福，愿你开心永幸福，寒露节愿你如意伴，顺心随。

寒气逼人寒露至，露浓初降空山静;添衣加裤保健康，勤加锻炼增抵抗;饮食规律睡觉足，心情开朗勿烦忧;祝福送你福满多，幸福安康乐逍遥。寒露快乐!

寒露至，问候到，保暖防寒很重要;喝开水，瓜果蔬，健康体魄呱呱叫;丢烦恼，去忧伤，快乐相伴大声笑;关怀至，祝福来，愿你安康幸福绕。寒露快乐!

一阵风，带去心中的牵挂;一场雨，沁润心灵的梯田;一滴露，闪动吉祥的光晕;一句话，凭添无限的温暖。朋友，寒露了，愿你保重，身安体健!

寒露我把福来祝，送你一杯杏仁露，福气运气都留住;送你一杯核桃露，美容养颜人羡慕;送你一杯花生露，开心快乐不发怒。寒露节气天渐寒，短信祝福要多转，好运就会不间断!

秋叶黄，秋草枯，寒露已为霜;风寒寒，雨萧萧，气温渐转凉; 情浓浓，意真切，祝福送予君; 寒露节气到，愿你快乐相伴，幸福相拥，注意防寒保暖哟。

有一种爱从春到秋，不恋花开恋窗上的露珠，那是写给你的私语结了果;有一种情从云到雾，不爱漂泊爱稳固，那是我追你的脚步驻了足。亲爱的，寒露了，我们的爱在天地的见证下，更晶莹如琥珀了。你快乐我幸福。

日出+日落=快快乐乐，月亮+星星=高高兴兴，秋风+阳光=健健康康，寒露+短信=祝福殷殷，又到寒露节气，天凉别忘加衣，常伴欢声笑语!

做你的小暖炉，温度再低也暖和;做你的小围巾，寒风再吹也贴心;做你的热汤汤，景色萧条心不慌;做你的保护神，寒露天冷短信送温存!愿你寒露心里暖暖滴，心情美美滴!

寒风吹吹，心儿抖抖;寒意丝丝，沁入心底;冰雨霏霏，冰凉刺骨;露珠闪闪，寒露登场;朋友牵挂，特来问候;愿君保重，及时加衣;吃好穿暖，一切安好;心情愉悦，笑口常开!

寒露天转寒，祝福陪一“露”：平安“寒”情，顺利一“露”;快乐“寒”笑，悠闲一“露”;好运浩“寒”，发财一“露”;成功无“寒”，青云一“露”。祝寒露节快乐!

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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