东北24节气歌谣儿歌背诵汇编20篇

下面是小编为你带来的二十四节气惊蛰谚语集锦，欢迎阅读。

惊蛰前打雷，四十五天云不开。 种田节气谚语

打雷惊蛰前，四十五日不见天。 种田节气谚语

节到惊蛰，春水满地。 种田节气谚语

立春阳气转，雨水落无断;惊蛰雷打声打声，春分雨水干; 种田节气谚语

立春阳气转，雨水沿河边;惊蛰乌鸦叫，春分地皮干; 种田节气谚语

立春阳气转，雨水沿河边;惊蛰乌鸦叫，春分地皮干; 种田节气谚语

雷打蛰，雨天阴天四九日。(惊蛰日鸣雷，雨或阴的天气会有四九日之久) 24节气谚语

惊蛰乌鸦叫，春分地皮干。 24节气谚语

惊蛰闻雷米似泥：惊蛰日打雷，表示节气无误，风调雨顺，稻丰收，米价便宜。 春天谚语

雷打立春节，惊蛰雨不歇。 春天谚语

立春阳气转，雨水落无断;惊蛰雷打声打声，春分雨水干; 种田农业节气谚语

立春阳气转，雨水沿河边;惊蛰乌鸦叫，春分地皮干; 种田农业节气谚语

立春阳气转，雨水沿河边;惊蛰乌鸦叫，春分地皮干; 种田农业节气谚语

惊蛰前打雷，四十五天云不开。 种田农业节气谚语

打雷惊蛰前，四十五日不见天。 种田农业节气谚语

节到惊蛰，春水满地。 种田农业节气谚语

惊蛰蛾子春分蚕。(四川) 农业科技谚语

牛老怕惊蛰，人老怕大寒。(壮族) 人生感悟谚语

导语：到了惊蛰节气，天气就不会想冬天那么寒冷了，因为春天已经到了，下面是小编整理的关于惊蛰的习俗，欢迎大家阅读!

惊蛰节气的习俗1：打小人

看粤语长片，有时会看到“打小人”的镜头。旧时三姑六婆随时随地都可打小人。在惊蛰这天，大概也和祭白虎相类，以防小人也在惊蛰那天出口伤人吧。打小人之俗当然俗不可耐，不过打小人时念唱的粤语歌谣却有几分可笑之处：打你个小人头，等你有气无得抖;打你只小人手，等你有手无得郁;打你只小人脚，等你有脚无得走……

惊蛰节气的习俗2：祭白虎

蛰伏着的动物被春雷惊醒后，便开始觅食。按广东民间传说，凶神之一的白虎也于这时觅食。为着平安，惊蛰那天要祭白虎。将预先准备好的身带豹纹的口有獠牙的纸造老虎置于神坛前，拜祭时，以猪血喂之，以肥腻的生猪肉抹在老虎的嘴上，以人之心度虎之腹：油水都吃饱了，自然就不会再张口伤人了。

惊蛰节气的习俗3：蒙鼓皮

惊蛰是雷声引起的。古人想象雷神是位鸟嘴人身，长了翅膀的大神，一手持锤，一手连击环绕周身的许多天鼓，发出隆隆的雷声。惊蛰这天，天庭有雷神击天鼓，人间也利用这个时机来蒙鼓皮。《周礼》卷四十《挥人》篇上说："凡冒鼓必以启蛰之日。“注：“惊蛰，孟春之中也，蛰虫始闻雷声而动;鼓，所取象也;冒，蒙鼓以革。”可见不但百虫的生态与一年四季的运行相契合，万物之灵的人类也要顺应天时，凡事才能达到事半功倍之效。

吃的习俗：

梨子

姜梨汁——惊蛰吃梨是北方的民间习俗。农民在惊蛰日要吃梨，意为与害虫别离。这里略改，因梨性寒，加温性的姜平衡一下：数个大梨加小块姜，一起放入榨汁机，榨得的姜梨汁分两壶，一壶直接上桌，另一壶放蒸锅里蒸5分钟后再上。《本草通法》说梨“生者清六腑之热，熟者滋五脏之阴”，所以做两壶，家中体质火旺者和虚寒者可各取所需。

炒豆

在陕西，一些地区过惊蛰要吃炒豆。人们将黄豆用盐水浸泡后放在锅中爆炒，发出噼啪之声，象征虫子在锅中受热煎熬时的蹦跳之声。

芋头

煮芋头——赣南闽西一带的客家人，在惊蛰这天要在热水中煮带毛的芋子、炒黄豆(代表消灭多种虫害)。炒黄豆就免啦，我们煮芋头沾糖吃，做法简单，还算是粗粮，好吃又健康。至于糖，但按中医说法，春天肝气旺易伤脾，从惊蛰始要多吃甜食养脾，所以糖虽不利于减肥，吃起来还是可以理直气壮地。

醪酒

醪酒——春天到来，人的全身汗毛孔也开了，西北有些地方在惊蛰节要家家户户喝醪酒、吃鸡蛋煎饼拌芥末汁，驱除身体积存的寒气。鸡蛋煎饼拌芥末对我们没啥吸引力，但家里正好有自酿糯米酒，滤去醪糟后就是醪酒了。醪酒喝得全身暖，不由想起那句童谣：“惊蛰过，暖和和，蛤蟆老角唱山歌”。

煎饼

在山东的一些地区，农民在惊蛰日要在庭院之中生火炉烙煎饼，意为烟熏火燎整死了害虫。

大暑时节是一年中最热的时候，这时候，人难免就会出现烦躁的情绪，然而这样情绪是很不利于的。下面是小编整理的大暑节气手机短信祝福语汇总，欢迎大家参考!

【大暑节气手机短信祝福语汇总】

1. 大暑到，气温高，防暑要做好——合理饮食要注意，多吃清淡少吃油腻;喝饮料要这样，多喝凉茶多饮水，空腹少喝冷饮;心情防暑有必要，多娱乐多乐观，少烦恼少忧愁;出门防晒有妙招，记得带伞戴帽子，少与强光接触。做好防暑工作，祝你大暑生活愉快，万事如意!

2. 风雨江湖，笑傲大暑。风刀霜剑，银妆素裹。千里冰封，万里雪飘。剑气纵横，雪花飞舞。冰魄银针，见血消暑。寒冰掌力，隔山冰冻。清爽无边，大暑快乐!

3. 大暑来，太阳拽，快到户外晒一晒。健康肤色给你晒出来，汗水桑拿给你蒸出来，霉运怕光它不敢来，真心话儿蹦出来，健康快乐一起来，艳阳高照是你未来!

4. 当炎热渐渐来临，大暑也悄悄而至，想用一毛钱给你买根冰棍，又怕还没送到你面前就已融化，还不如充分利用这一毛钱，给你发条短信息，让你清凉一夏。

5. 大暑到，艳阳高照，事业攀高;白云飘飘，忧愁散掉;百花传香，爱情甜蜜;微风徐徐，清凉带到;祝福深深，心意传到。愿你大暑无烦恼。

6. 蛙声鸣唱，好事连连;知了鸣叫，丰收年年;蝴蝶飘然，美丽现现;百花绽放，幸福延延;祝福驾到，友情深深。大暑来临，送你惊喜，愿你夏日喜欢颜!

7. 微风徐徐寄来思念，细雨绵绵传来关怀，阳光暖暖带来欢笑，问候甜甜递来喜悦，短信时时送来祝福：夏日炎炎祝你幸福，快乐无忧将你围绕。

8. 大暑祝福不能俗，特别祝福送好友：酷热难耐速脱衣裤，裸奔上路不算错误，水壶水车全部出动，边走边撒送来清凉，老虎狮子最佳礼物，冷汗直冒降温消暑。

9. 大暑送你清凉祝福：送你好运杨梅，让你清爽无忧;送你快乐雪梨，让你烦恼全消;送你吉祥西瓜，让你浑身舒畅。朋友，祝你大暑心情好，快乐微微笑!

10. 大暑祝福短信:鸟在飞，鱼在游，忘记所有的忧愁;风在吹，雨在下，特想看你笑一下;朋友心，如我心，送你祝福最开心;天有情，地有情，今天大暑好心情!

11. 当你接收到并阅读此短信时，你的手机已中清凉病毒。该病毒是小暑病毒的变种，将在大暑集中爆发，并能进入人体，给你带来难以抗拒的清凉。大暑快乐!

12. 大暑节气温度高，一份关心及时到：防晒用品随身带，日光毒辣防暴晒;防暑物品及时买，以防意外挂心怀;降暑食品桌上摆，身体健康乐开怀!愿君大暑开心度，清凉一“夏”真快活!

13. 大暑一到天闷热,烈日炎炎似火烧,出门防晒要做好,平安出行免中暑,绿豆熬汤能排毒,多喝一些保安康,点点祝福化细雨,滴滴清凉到身旁,大暑愿快乐伴,清爽无限!

14. 本条短信，由雷公电母锻造，经炎炎烈日炙烤，由蚊子“红包”赞助，得知了“禅悟”祈祷，特别的祝福给特别的你，祝大暑吉祥、开心、平安、幸福!

15. 大暑节气到，酷暑热浪涌;防暑最重要，清淡饮食好;多喝白开水，蔬果菜多吃;严防烈日晒，健康“暑”第一。愿“暑”不尽的好运吉祥幸福快乐天天陪伴你!

16. 小暑刚走大暑到。高温夏天已来到，暑天带给你的心情一定烦燥，我的防暑措施全来到：多食水果与蔬菜，出门雨具要配带，晚上心静去睡，上述提醒全免费。

17. 就知道大暑的天是最热的，所以请求夏风吹走炎热，恳求夏雨浇灭火热，祈求骄阳晒化你的烦燥情绪，拜托短信带去清凉的问候，大暑到了，愿你清爽相伴，幸福相随，快乐相拥。

18. 大暑节气已至，气温高升炎炽。保健不容忽视，谨记防暑常识。合理安排饮食，清淡可口务必。讲究卫生仔细，快乐生活似蜜。愿你大暑快乐如意。

19. 大暑来到，气温攀高，多多喝水，上火不扰，内外温差，四度为好，绿豆熬汤，消暑妙招，苦味多食，增进食欲，切莫熬夜，睡眠要好，情谊真挚，没事聊聊，祝福送上，愿你安好!

20. 大暑到了，为你送上“暑”一“暑”二的祝福，愿你有“暑”不尽的快乐，笑得没完没了，“暑”不清的财运，赚得盆满钵满，“暑”不完的幸福，美得一生一世!

21. 天气“暑”不可耐，快乐说话算“暑”，好运“暑”不胜“暑”，成功心中有“暑”，健康非你莫“暑”。大暑到，愿你幸福“暑”之不尽，清凉一“夏”!

22. 大暑节气悄来到，短信祝福喜来报：“暑”气消退清凉到，“暑”你开心最重要，“暑”落烦恼通通跑，健康好运“暑”不少，“暑”你幸福日日高。

23. 大暑之日问候送，朋友友谊身边驻。我愿做你的遮阳伞，为你求得荫无数;我愿为你送清风，时刻驱除酷热感;我愿上天遂心愿，赐你健康如意伴。愿你快乐每一天，幸福健康到永远!

24. 大暑节气到了，发送一条短信把情谊表示，此短信发出去，经雷电交加，烈日炙烤，过千山万水，以似火般的热情呈现在你的眼前，凉爽到你的心灵：祝大暑健康、快乐、如意、幸福。

25. 大暑到来易中暑，我的短信能消暑。好比清风拂满面，吹来清爽心灿烂。恰如花香吐芬芳，迎来甜蜜满心房。胜似细雨润心田，送来惬意幸福连。愿友大暑清爽快乐。

26. 为真情回馈广大消费者，也为更好地迎接大暑，本店自今日起决定亏本促销：免费和清风合影留念，夏日特饮优惠大，买一送一速抢购，真情包邮实惠多，要买要抢趁现在，健康平安抢手货，祝福礼包有赠送。头50名接到短信者更有意外礼品等着你吆，速速拿起手中的手机发短信吧!

27. 大暑来，天气最热时送上我最热情的祝福：祝你心情时常愉快，笑口常开，少烦恼忧愁;祝你好运常常伴随，左右逢源，做事顺风顺水;祝你幸福天天相伴，生活快乐，家庭生活幸福美满——大暑虽炎热，祝福永不变，真诚祝你能快乐度过大暑，万事如意!

28. 大暑到来气温高，祝福声声情谊长。清风阵阵送清凉，细雨丝丝润心房。明月皎皎照身旁，快乐幸福永徜徉。短信代表我的心，祝你大暑快乐人健康!

29. 满载的思绪，是沉甸甸的云;炙热的阳光，是火辣辣的情;清爽的风儿，是关爱你的心;琐碎的字句，是无限的真诚。大暑时节，愿你健康无恙，事事称心!

30. 大暑到，情难了;送问候，愿你好;忙工作，莫过劳;睡眠足，神奕奕;饮食均，三餐饱;笑口开，永无恼;祝福你，步步高!

31. 大暑到来热气涨,问候朋友怎能忘.昔日同窗情意长，你欢我笑心芬芳。今朝你我各自忙,常常思念泪两行。发条短信表衷肠，愿友幸福又安康。

32. 稻花香，说丰年，大暑的问候送上前;听蛙声，知了鸣，大暑的祝愿一大片。夏日的热风吹动我的思念，对你的牵挂永不变，一片真情天可见，只想真心对你说：大暑到了，珍重身体!

33. 大暑闷热气温高，赤日炎炎似火烧。清凉小风虽很好，难去心头焦和躁。为君送上冰蜜桃，消暑解渴清爽到。愿君大暑心欢笑，沐浴清爽享美妙。

34. 大暑节气到了，发送一条短信把情谊表示，此短信发出去，经雷电交加，烈日炙烤，过千山万水，以似火般的热情呈现在你的眼前，凉爽到你的心灵：祝大暑健康、快乐、如意、幸福。

35. 大暑到来易中暑，我的短信能消暑。好比清风拂满面，吹来清爽心灿烂。恰如花香吐芬芳，迎来甜蜜满心房。胜似细雨润心田，送来惬意幸福连。愿友大暑清爽快乐。

36. 为真情回馈广大消费者，也为更好地迎接大暑，本店自今日起决定亏本促销：免费和清风合影留念，夏日特饮优惠大，买一送一速抢购，真情包邮实惠多，要买要抢趁现在，健康平安抢手货，祝福礼包有赠送。头50名接到短信者更有意外礼品等着你吆，速速拿起手中的手机发短信吧!

37. 大暑来，天气最热时送上我最热情的祝福：祝你心情时常愉快，笑口常开，少烦恼忧愁;祝你好运常常伴随，左右逢源，做事顺风顺水;祝你幸福天天相伴，生活快乐，家庭生活幸福美满——大暑虽炎热，祝福永不变，真诚祝你能快乐度过大暑，万事如意!

38. 大暑到来气温高，祝福声声情谊长。清风阵阵送清凉，细雨丝丝润心房。明月皎皎照身旁，快乐幸福永徜徉。短信代表我的心，祝你大暑快乐人健康!

39. 满载的思绪，是沉甸甸的云;炙热的阳光，是火辣辣的情;清爽的风儿，是关爱你的心;琐碎的字句，是无限的真诚。大暑时节，愿你健康无恙，事事称心!

40. 大暑到，情难了;送问候，愿你好;忙工作，莫过劳;睡眠足，神奕奕;饮食均，三餐饱;笑口开，永无恼;祝福你，步步高!

41. 大暑到来热气涨,问候朋友怎能忘.昔日同窗情意长，你欢我笑心芬芳。今朝你我各自忙,常常思念泪两行。发条短信表衷肠，愿友幸福又安康。

42. 稻花香，说丰年，大暑的问候送上前;听蛙声，知了鸣，大暑的祝愿一大片。夏日的热风吹动我的思念，对你的牵挂永不变，一片真情天可见，只想真心对你说：大暑到了，珍重身体!

43. 大暑闷热气温高，赤日炎炎似火烧。清凉小风虽很好，难去心头焦和躁。为君送上冰蜜桃，消暑解渴清爽到。愿君大暑心欢笑，沐浴清爽享美妙。

44. 大暑到来气温高，汗如雨下心烦躁。我的短信送清凉，犹如细雨高温浇。除去心头的烦恼，带来滋润乐淘淘。句句祝福赛空调，带来清爽身边绕。祝大暑快乐逍遥!

45. 大暑到，送清凉，寒梅弄雪菊披霜;大暑到，送健康，蔬菜水果多热汤;大暑到，送希望，家庭和美事业旺;大暑到，送祝福，天天快乐又吉祥!大暑，幸福!

46. 大暑到来温度高，劝君莫要心焦躁。我的短信已送到，声声问候身边绕。我虽不会变凉风，友情赛过清风绕;我虽不会降暴雨，祝福传送好运到。祝你夏季人健康，快快乐乐无烦恼!

47. 大暑天，雷电间，轰轰隆隆好运连;大暑天，雨绵绵，幸福快乐不间断;大暑天，暑热伴，清凉在心笑容甜;大暑天，短信传，看完短信心情灿。大暑快乐!

48. 问候如雨浥轻尘，思念轻轻柳色新。在大暑火热的季节，我取冰之魂雪之魄，用真心封于短信中，愿带给你清清凉凉的快乐，清清爽爽的幸福。

49. 大暑到来热浪高，短信风暴清凉绕。席卷烦恼天外抛，吹走骄阳暑气消，送来细雨润心潮，清风拂面高温跑。朋友情谊不会变，声声问候心情好。祝你大暑人健康，快快乐乐乐逍遥!

50. 大暑气温飚，听我把话唠：知了蝉儿叫，莫要心烦躁，偶尔吹空调，不要呆长了，西瓜口中嚼，水果胜过药，蔬菜少不了，营养也不忘，就算气温高，仍然乐逍遥!

51. 大暑气温升高，祝福岂能减少。一条短信报到，万千情意不老。蝴蝶为你倾倒，容颜美丽姣俏。清风吹拂美妙，驱散炎热焦躁。诸事看淡欢笑，健康把你依靠。

52. 大暑到，真热闹，风扇吹吹扇子摇;树荫下，溪水边，遮阳挡眼暑温降;汗涔涔，湿衣衫，热情高涨不怕炎;喜乐多，忧愁少，好运连连到永久。

53. 大暑气温高，鲜花枝头笑。愿你心情好，美丽容颜俏。爱情如花妙，幸福满心潮。事业步步高，家庭乐淘淘。祥云头顶绕，吉祥把你罩。生活更美好，日日开怀笑。大暑快乐。

雨水节气到，愿暖暖的天气，带给你美美的心情，小编收集了2017年雨水节气祝福语，欢迎阅读。

小鸟儿喳喳悄悄话，春雨羞涩悄悄下，大地回暖孩儿耍，风筝飘飘闹天涯。老头儿悠闲看八卦，掐指计算秧苗插，雨水时节正当时，准备种子种庄稼。雨水节气到了，愿您运筹帷幄，播下希望的种子，收获丰收的喜悦!

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。雨水吉祥照!

雨水节气来到，养生保健必要。加强身体保健，水果蔬菜不厌。天天户外锻炼，衣物注意增减。皮肤容易干燥，补充水分常伴，食物少酸多甜，身体永远康健。

雨水节气，湿气上扬，养生保健，重在脾脏：常吃果蔬，少食生凉，五味不偏，饮食适当，慢减衣物，切勿受凉，还要注意，气温骤降，流行感冒，时时预防。

雨水节气来，桃花竞相开;雨多寒气重，保暖要做好;多多去户外，锻炼强身体;少吃辛辣物，多吃瓜果菜;早睡又早起，健康跟你来。雨水到，愿健康!

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!

冬去春来雨水节到，养生贴士向您问好，冷暖交替气温不定，注意“春捂”防止感冒，少食生冷辛辣油腻，多吃粗粮新鲜果蔬，汤和粥类清除火气，养护脾胃肝气顺畅，保健养生你要记牢，持之以恒健康没跑。

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!

雨水至，保身健，强身体，多锻炼，天气寒，增衣穿，天气暖，衣物减，皮肤干，水关键，食少酸，味多甜，身体康，每一天。

雨水节气到，愿暖暖的天气，带给你美美的心情，愿滴滴的雨水，带给你甜甜的幸福，愿当春的好雨，带给你无尽的欢乐。

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，愿你雨润生活更逍遥

雨水到，好运闹，吉祥如意把你绕;雨水淋，好心情，万事顺利展笑颜;雨水浇，把福唠，富贵盈满幸福交。雨水节气，愿安康!

雨滴洒落，好运发芽，吉祥生根;雨点飘降，幸福开枝，快乐散叶;雨丝纷扬，如意开花，财富结果;雨水节气到，愿开心不断!

绵绵小雨情意长，带来丰收和吉祥。滴滴雨滴润心房，快乐如意暖春光。好运随着春雨降，事业顺利人心畅。祝小雨快乐!

雨水浇，百花俏，又是一年春来到;快乐伞，好运蓑，福星高照好事多;江河涨，洒渔网，捞得喜“雨”伴身旁。祝你雨水快乐!

春风送暖，春雨送福，雨水时节，发条短信，送来祝福，愿你快乐，望你幸福，顺便叮嘱，乍暖还寒，注意保暖。愿健康相伴。

雨水绵绵春风柔，天气回暖消忧愁，天街雨水流不尽，财如雨水滚滚流，忽然一夜春风来，愿你快乐上心头!

雨水到，祝福到;雨水来，好事来;雨水淋，好心情;雨水浇，没烦恼;雨水落，人快活;雨水飘，好运交;雨水妙，愿你笑。

雨水节气，大地虽回暖，天气仍很寒。增减衣衫要注意，莫让感冒来袭击。新鲜蔬菜要多吃，养肝护体莫忘记。愿你雨水快乐!

雨水节气，我绕过牛毛细雨，躲过瓢泼大雨，顶着狂风暴雨，冒着枪林弹雨，一路挥汗如雨，终于把雨伞送到，愿友情为你遮风挡雨，心情永远春风化雨

好雨知时节，问候落心田：雨滴声声报平安，雨水淅沥冲忧烦，雨丝细细捎思念，雨花朵朵落心弦，雨点圈圈圆心愿，雨露点点爱美满，雨雾层层事成功，雨水连连情相盼。雨水节气，祝你：要风得风，要雨得雨，总之要幸福!

雨水浇灌着森林，让生机盎然;浇灌着大地，让万物成长;浇灌着百花，让美丽绽放;浇灌着你，让快乐绵长。雨水时节，雨飘你家，幸福生活乐哈哈。

雨水时节到，福水哗啦啦，好运到你家，愿你心情佳，每天乐哈哈，成功顶呱呱，美得胜过花，富贵手中抓，钞票从不差，做个幸福小傻瓜!

雨水下不停，薪水涨不停，快乐笑不停，好运来不停，思念跑不停，祝福送不停：雨水时节，愿健康陪你行，成功伴你行，幸福永不停，天天好心情。

缕缕春风缕缕景，滴滴雨水滴滴情。把快乐好运融进风里，把健康成功裹进雨中，愿滋润你的生活，美丽你的心情，带给你最大最多的幸福!

雨水滴滴传情，百花朵朵送福。雨水时节，把春的喜悦送到你眉头，春的快乐送到你手头，春的幸福送到你心头，愿你好运无尽头，平安到永久!

雨水到，祝福到;雨水来，好事来;雨水淋，好心情;雨水浇，没烦恼;雨水落，人快活;雨水飘，好运交;雨水流，幸福有;雨水妙，愿你笑。

把快乐的雨水洒向你，愿你笑得甜蜜;把吉祥的雨水洒向你，愿你好运如意;把成功的雨水洒向你，愿你诸事顺利;把健康的雨水洒向你，愿你保重身体;把幸福的雨水洒向你，愿你精彩如戏。雨水时节，思念不绝，友情不替，祝福遥寄，愿你一切安好，生活更有趣!

幸福的雨滴悄悄的降落，快乐的雨滴跟着报道。雨水节气，让细细的雨丝，为你拂去一切的忧愁，无论何时，愿你无忧，幸福依旧，快乐存留。

寒冬隐匿，春回大地;雨水时节，愿君顺利;问候将至，祝福甜蜜。在这个乍暖还冷的时候，愿你注意身体，小心感冒，一切顺利，事事如意。

1、白雪纷飞似飞絮，飘飘洒洒迎春到。春天未到小寒临，天寒地冻人难暖。送你灿烂阳光常照耀，吉祥幸福永围绕;送你温暖炉火暖你身，朋友之情心里存。愿你健健康康过小寒，美满生活不离身!

2、小寒温度低，切莫忘添衣。冻坏好身体，紧急去就医。父母身边急，无法将你替;妻子身边急，伤心泪淋淋，朋友身边急，不能为你医。愿你保重身体，合家幸福无忧!

3、风起了，不失潇洒，保持着风度，寒冷了，不失温暖，拥有着温度;取暖了，不失舒服，维持着湿度;小寒了，不失快乐，增加着力度。小寒快乐，开心过冬!

4、拾起雪花一片，临摹你的笑脸;捧起一杯清茶，怀念似水流年;卷起一页书卷，浏览沧海桑田;迎来小寒时节，撩动问候心弦;愿祝福如温泉，温暖你心田!

5、天寒咱不怕，没房车里躲躲;地寒咱不怕，不走公交坐坐;心寒咱不怕，苦恼跟我说说;小寒来到，管它地冻天寒，管它世态炎凉，别忘了还有哥们儿我陪着!

6、大寒到了，祝福你：流感病毒不来扰，健康时刻把你抱;寒流霜冻不入侵，温暖洋溢暖身心;忧烦苦闷皆成空，开心快乐过一冬!

7、大寒到了，一条短信，无尽相思，无限祝福，虽然只是一毛钱，却包含十分情意，愿你十分温暖，十分快乐，十分健康，十分幸运，十分有钱，十分幸福!

8、大寒到了，小的给各位大哥大姐大爷大拿大帅哥大美女送去大大大大的祝福，祝大家大红大紫大富大贵大智大勇大吉大利，大寒心情大大的好!

9、大寒已至，新年伊始，教你健身拇指操：拿出手机，编写短信，拇指有节奏运动，可通经脉暖气血，利国利民，有益身心，多发短信至亲朋好友，效果立显。

10、大寒到，送你一把"抗寒"宝剑，击败所有"寒兵"，给你一个"退寒"铁锹，铲除一切"寒瘤"，拿来一顶"阻寒"头盔，隔开阵阵"寒意"，"送你一句"驱寒"咒语：我的关心总在这里!

11、大寒到，要一心一意以"抗寒"为指导，两手准备"防治"结合，三思后行"御寒"为主，四季平安"大寒"是关键，一年之最冷，务必打好这最后的战役!祝你身体健康，万事如意，大寒快乐!

12、大寒到，"屏蔽"寒冷的彷徨，"隔离"寒风的莽撞，"抚平"寒战的猛闯，"抛弃"寒冬的忧伤，祝福送上，温暖吉祥。祝大寒快乐，心想事成，万事如意!

13、大寒到，送你一碗热汤羹，愿能为你驱走寒冷;送你一双棉手套，愿能给你带来温暖;送你一份浓浓友情，愿能给你带来快乐;送你一份真心祝福，愿能给你带来幸福无限。大寒快乐。

14、大寒节气到，腊梅寒霜傲。余寒虽未了，阳春把手招。枝头喜鹊闹，处处人欢笑。个个春装俏，家家绕。寒冬过后春来早，祝愿开心常拥抱!

15、今天是"大寒",送你件大衣!请用它裹住温馨的亲情,怀揣浪漫的爱情,兜满幸福的友情,扣紧身体健康,阻隔一切厄运,每天都有暖暖的好心情!

16、手机抖一抖，温暖送到手。踮脚跳一跳，快乐来报到。腰儿扭一扭，好运跟着走。双手拍一拍，幸福花儿开。大寒送你御寒袄，惟愿健康把你抱。

17、我的大寒信息到：拆开第一层，厚厚口罩隔流感，拆开第二层，暖暖手套护小手，拆开第三层，保暖袜子鲜艳艳，拆开第四层别拆了，再拆手机零件掉满地祝你大寒快乐!

18、冷的是天气，暖的是友情，用的是真心，发的是短信，给的是关怀，送的是祝福，大寒天气到了，注意防寒保暖，愿你快乐到永远。

19、大寒节，寒流袭，寒风吹，雪花飘，雪中行，雪原上，找快乐，堆雪人，滚雪球，打雪仗，滑雪撬祝福你，身心爽，暖洋洋，冬吉祥，乐逍遥!

20、大寒格外寒，雪花枝头闹，飘飘洒洒纯净送到;寒气愈逼人，冬风阵阵来，急急呼呼梅花吹开，短信发出，祝福送到，愿你大寒快乐，身体健康，万事如意!

21.你如青松傲风霜，你像寒梅芬芳艳。你似寒冬暖阳天，你是我的好朋友。片片雪花我的情，送你祝福我心愿。惟愿朋友身体好，再大困难都不怕。大寒康健!

22.大寒心莫慌，严寒怎抵意志强?加强锻炼体魄健，食物温补利健康。朋友情意更无量，声声问候暖心房。祝你大寒人安康，幸福美满笑声扬。祝大寒快乐!

23.一抹暖阳，驱散严寒，暖透心窝;一份牵挂，时时惦念，萦绕于心;一声问候，满含关切，温润心田。朋友，大寒了，愿你身安体健，幸福永伴!

24.大寒到了，青山隐去了苍翠，但依然巍峨;绿树凋谢了容颜，但依然挺拔;原野失去了生机，但依然广阔;季节带来了严寒，但情意依然温暖。真心祝福你大寒快乐!

25.送你腊梅花儿绽，迎风傲雪英姿展。送你片片雪绒花，柔情温馨在里面。送你短信祝福康，驱走烦恼去惆怅。愿你大寒多魅力，笑口常开事如意!

26.朔风凛冽大寒到，寒潮入侵气温降。加衣保暖很重要，多多锻炼骨骼强。合理温补百病消，早睡晚起铸健康。一季无忧开怀笑，大寒快乐心芬芳。大寒快乐。

27.大寒驾到祝福忙，劝君设立养生堂。养心护肾锐气藏，诸事看淡心芬芳。滋补调养切莫忘，枸杞羊肉煲靓汤。户外运动益健康，活络筋骨睡得香。愿友大寒时节健康快乐。

28.收集冬日的阳光，为你驱除严寒;采摘傲雪的腊梅，为你送去芬芳;编织温暖的围巾，对你传递情意;传输幸福的短信，对你表达祝福：大寒快乐!

29.大寒夜晚天最寒，活动中心少去玩。天黑路凹有危险，要去约友去陪伴。雪天容易受风寒，戴好口罩穿衣暖。朋友扶持相来往，夕阳红花结伴绽。愿你大寒心里暖，找个老伴相依缠!

30.大寒到来笑哈哈，满天飘着大雪花。天寒地冻都不怕，雪中游戏和玩耍。堆个雪人没有牙，打回雪仗乐开花。健健康康身体棒，人人都把你来夸。大寒到了，祝你健健康康，快乐到家!

坐在书桌前静静地回想着成长之路上伴随我的那些快乐小精灵们，可现在它们却在和我捉迷藏，任我怎么回忆也找不到它们的踪影。隔壁飘出我最喜欢听的《童年》：

"总是要等到考试以后，才知道该念的书还没有念，一寸光阴一寸金，老师说过寸金难买寸光阴，一天又一天一年又一年，迷迷糊糊的童年......"听着听着，我笑了，童年就像是一本仓促的书，还未细读就已匆匆翻过。一转眼，我们一踏入初中的大门，这不正是成长道路上的一个重要路标吗?相信那些快乐小精灵们就藏在这附近吧!

还记得报名的前几天我还像个小屁孩似的整天横冲直撞。可踏入初中的那一刻给我的第一个感觉就是长大了。当初那种新鲜、快乐、刺激又有些紧张的心情是我用再精彩的语言也描绘不出来的。

2007年岁末的那场瑞雪过后，我迎来了我在初一阶段中最重要的日子。当时市电视台的“风火轮”栏目要在我们班录制一期“庆元旦迎新年“的节目。周老师就把策划兼主持这个光荣而又艰巨的任务交给了我。我当时高兴得真想放声吼几嗓子。要知道在新的环境中被人信任与肯定是一件多么令人兴奋的事呀!可高兴过后，我又很担心自己的能力，我还这么小怎么能策划的了这么重大的事呢?可一个从我内心发出的声音给了我力量：“你已经是一个中学生了，你有足够的能力，你已经长大了!”于是，我投入到紧张的准备中工作中。认真地审阅每一个节目，精心地策划每一个环节。同学们起劲认真地排练，又给了我足够的把握和很大的信心。

终于，这一天来了。在我和我的两个好搭档门玥琪、刘尚天衣无缝地配合下，联欢会有条不紊地进行着。直到现在，我都由衷地感谢我的每一个亲爱的同学，正是因为他们的认真配合与精彩表演，联欢会才会如此顺利地进行下去。当联欢会接近尾声是，我们大家一起对着镜头大喊：“新年好”!那一刻，我感到全身的血液都沸腾了，身体中的每一个细胞都在欢乐的舞蹈。我成功了，我确信我成功了!在这一声“新年好”中，我是实实在在的长大了，我可以自信的迎接挑战了!

眼泪没有任何征兆地溢了出来，这就是长大的感觉吧。莫名其妙地激动，莫名其妙地忧伤，莫名其妙地快乐!

捉迷藏游戏到此结束，小精灵们被我找到了。闭上眼睛，思绪万千，小时候，总是盼望长大，现在终于长大了!美妙的音乐又传入耳中：“一天又一天一年又一年，盼望长大的童年......"

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。

每年的10月23日是中国传统节气“霜降”，霜降节气含有天气渐冷、初霜出现的意思，是秋季的最后一个节气，也意味着冬天的开始，霜降时节，养生保健尤为重要，民间有谚语“一年补透透，不如补霜降”，足见这个节气对人们的影响。

霜降二十四节气之一，天气渐冷，开始有霜。霜降一般是在每年公历的10月23日。这时中国黄河流域一带出现初霜，大部分地区多忙于播种三麦等作物。

我国古代将霜降分为三候：“一候豺乃祭兽;二候草木黄落;三候蜇虫咸俯。”此节气中豺狼将捕获的猎物先陈列后再食用。

每年阳历10月23日前后，太阳到达黄经210度时为霜降。霜降表示天气更冷了，露水凝结成霜。《月令七十二候集解》：“九月中，气肃而凝，露结为霜矣”。此时，我国黄河流域已出现白霜，千里沃野上，一片银色冰晶熠熠闪光，此时树叶枯黄，在落叶了。古籍《二十四节气解》中说：“气肃而霜降，阴始凝也。”可见“霜降”表示天气逐渐变冷，开始降霜。气象学上，一般把秋季出现的第一次霜叫做“早霜”或“初霜”，而把春季出现的最后一次霜称为“晚霜”或“终霜”。从终霜到初霜的间隔时期，就是无霜期。也有把早霜叫“菊花霜”的，因为此时菊花盛开，北宋大文学家苏轼有诗曰：“千树扫作一番黄，只有芙蓉独自芳”。

霜降二十四节气之一，天气渐冷，开始有霜。霜降一般是在每年公历的10月23日。这时中国黄河流域一带出现初霜，大部分地区多忙于播种三麦等作物。

我国古代将霜降分为三候：“一候豺乃祭兽;二候草木黄落;三候蜇虫咸俯。”此节气中豺狼将捕获的猎物先陈列后再食用。

每年阳历10月23日前后，太阳到达黄经210度时为霜降。霜降表示天气更冷了，露水凝结成霜。《月令七十二候集解》：“九月中，气肃而凝，露结为霜矣”。此时，我国黄河流域已出现白霜，千里沃野上，一片银色冰晶熠熠闪光，此时树叶枯黄，在落叶了。古籍《二十四节气解》中说：“气肃而霜降，阴始凝也。”可见“霜降”表示天气逐渐变冷，开始降霜。气象学上，一般把秋季出现的第一次霜叫做“早霜”或“初霜”，而把春季出现的最后一次霜称为“晚霜”或“终霜”。从终霜到初霜的间隔时期，就是无霜期。也有把早霜叫“菊花霜”的，因为此时菊花盛开，北宋大文学家苏轼有诗曰：“千树扫作一番黄，只有芙蓉独自芳”。

春分这一天太阳直射地球赤道，南北半球季节相反，北半球是春分，在南半球来说就是秋分。春分是伊朗、土耳其、阿富汗、乌兹别克斯坦等国的新年，有着3000年的历史。下面是小编为你带来的2017春分节气祝福语短信：春分快乐，欢迎阅读。

春分春分，春色10分。在这个10分美丽的春天，我怀着10分激动的心情，花费了10分巨资，给你发送了一条10心10意的祝福。祝你：生活10分如意，工作10分顺利，事业10分成功，收入10分可观，身体10分健康，心情10分美丽，人生10分完美!

春风告诉你，快乐其实简单，只要丢掉负担;春花告诉你，生活其实很美，只要认真体味;春分告诉你，春天来了，幸福也来了。祝：春分快乐!天天快乐!

看，春花带着喜悦在为你上妆;听，春风卷着好运在敲打你窗;闻，春泥裹着希望在为你开荒;感，春天含着幸福就在你前方。春分快乐!

春分花间处，潺潺雨点声;觉眠念好友，轻语捎祝福。送你阵阵梨香，愿你生活精彩姿彰;送你片片青葱，愿你心情曼妙轻松。春分愉快!

春分时节，昼夜长短平均，故合理规划工作和生活，做到白天工作适度，晚上生活放松;春分时节，早晚温差较大，故适时增减衣物，预防流感，健康生活!

春分到了：注意温差，早晚穿暖，预防春寒;健康饮食，保持锻炼，远离春疫;补充营养，保证睡眠，驱除春困;适度减压，放松心情，避免春闷。春分快乐!

积雪渐消，和风渐起。百草吐绿，万木逢春。得意纵马，看尽春花。乍暖还寒，晓得保暖。常常微笑，小心感冒。春分时节，祝你快乐!

春天，不是季节，而是内心;生命，不是躯体，而是心性;人生，不是岁月，而是永恒;云水，不是景色，而是襟怀;日出，不是早晨，而是朝气;风雨，不是天象，而是锤炼;沧桑，不是自然，而是经历;幸福，不是状态，而是感受。今天春分，昼渐长夜渐短，雨渐多天渐暖，愿你感受到春天的幸福!

山花俏，春分到，我的爱意你可明了?鸟在叫，心在跳，你的身影怎忘不掉?四季交替春意到，细雨缤纷芬芳飘;两心交互情相绕，携手人生乐淘淘!

春分时节到，花香芬芳飘;蜂蝶播种忙，图强发奋好;春雨缤纷时，烦忧无份扰;心畅多欢笑，身健体美俏!

春分花间处，潺潺雨点声;觉眠念好友，轻语捎祝福。送你阵阵梨香，愿你生活精彩姿彰;送你片片青葱，愿你心情曼妙轻松。春分愉快!

春分春意到，春困来报道;忙碌不减少，祝福来打扰;春日百花开，春香弥漫开，春日踏青好，相邀游玩好;春困抵不住，春乏随后到，春意满园绕，春福来送到。祝你：春分时节春意闹，欢乐喜气不减少，春困春乏无忧愁，好好休息解困好。祝你春分节日快乐，睡眠日睡得好!

阳光明媚春分到，好运开始把你绕，烦恼忧愁一边靠，财神将你来拥抱，在家就能接喜报，职位步步在升高，日子越过越美好，一天更比一天好!

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”.

[英语作文写作的需要背诵的部分

岁月花开花谢，每个生命都在安静中度过。生活本就是一首歌谣，经久不息，传唱不衰。

温暖的歌谣

暮春的早晨，细雨，纷纷扬扬从空中洒下，宛若精灵跌落人间。

公交车来了，我收伞准备上车。珍珠般圆润的雨滴，脱离了伞面的禁锢，划出优美的弧线，调皮地落在一位老婆婆的身上，打湿了她的衣襟。我羞红了脸，连忙道歉。老婆婆摆摆手，慈爱的笑容抚平了我内心的不安。

飘飘洒洒的雨丝，是轻捷柔软的手指，弹奏出温暖的歌谣。

欢快的歌谣

初夏的下午，天气微热，沁凉的风，带走了仅存的一丝炎热。

公园里，碰碰车游戏场，我和小伙伴们“结盟”围攻他人。只见我驾驶着车，左右摇摆，恰似河里快活的鱼儿游来游去。“砰”，几辆车撞在一起，我们相视而笑。

爽朗的笑声，透着微甜，弥漫在空气中，编织出欢快的歌谣。

文明的歌谣

晚秋的傍晚，不知不觉，太阳西沉，天边牛乳般洁白的云朵，披上了彩色的霞衣。

我们一家人出门吃晚餐。

过马路时，我注意到左前方，有一辆出租车，仿佛圆溜溜的大橙子一样急速向我们驶来。妈妈拉着我，准备等车过去再走。“吱”——，“大橙子”停在了斑马线前，司机朝我们挥挥手，脸上挂着笑容，示意我们先过马路。

透过玻璃，他挥动着的手掌，仿佛旗帜一样伫立，谱写出文明的歌谣。

生活，就是这样平凡、简单，恰似一段旋律，一首歌谣。只要我们用心去体会，去感受，它就会一路高歌，引领我们通向幸福的未来。

夏至进入伏天里，耕地赛过水浇园

进入夏至六月天，黄金季节要抢先

夏至时节天最长，南坡北洼农夫忙

玉米夏谷快播种，大豆再拖光长秧

早春作物细管理，追浇勤锄把虫防。

夏播作物补定苗，行间株间勤松耪。

棉花进入盛蕾期，常规措施都用上，

一旦遭受雹子砸，田间会诊觅良方。

一般不要来翻种，追治整修快松耪。

高粱玉米制种田，严格管理保质量。

田间杂株要拔除，母本玉米雄去光。

起刨大蒜和地蛋，瓜菜管理要加强。

久旱不雨浇果树，一定不能浇过量。

麦糠青草水缸捞，牲口爱吃体健壮。

二茬苜蓿好胀肚，多掺干草就无妨。

藕苇蒲芡都管好，喂鱼定时又定量。

青蛙捕虫功劳大，人人保护莫损伤。

时光绵绵，雪花翩翩，快乐灿灿，好运天天，成功连连，健康潺潺。日子绵绵，心情翩翩，风景灿灿，平安天天，祝福连连，幸福潺潺。大雪到，愿你烦恼消!

1) 用雪花点缀出最美的祝福，用北风检验着最真的情意，用冰霜凝聚起最多的思念，用腊梅衬托我最大的心愿：大雪时节，愿你感受情意的温暖，享受幸福的生活。

2) 大雪时节“雪”纷纷，“雪”白世界烦恼少，幸福白“雪”满心间，美丽“雪”影伴身边，愿你“雪”会快乐，“雪”业有成。寒冬注意防寒保暖!

3) 雪花飞舞美景观，快乐舞蹈围你转。送来吉祥身边照，带来幸福和美满。上班工作加油干，抓住机遇不要放。健康生活最重要，幸福快乐吉安康。大雪好心情!

4) 雪花飘飘，岁月悠悠，光阴荏苒，又是一年大雪天。思念片片，情意深深，天寒地冻，有我问候暖心间。大雪了，保护好自己穿暖戴帽保养身体。愿美乐开心!

5) 大雪到，天冷短信温暖你：愿你快乐满心，如鹅毛大雪般飞舞;烦恼空空，如冰天雪地般结冻。心情晶晶亮，快乐雪莹莹!

6) 大雪节气到，愿寒冷的天气冻住你的烦恼，凛冽的寒风吹散你的不快，洁白的雪花将你的忧愁覆盖，代替而来的是你的开心愉快。祝你温暖过大雪，开心胜过一切。

7) 小雪过后是大雪，一天更比一天寒;近期朋友未相见，发条短信表心怀;随时加衣保温暖，谨防感冒是关键;寒冬酷雪摧不休，唯有友情长久远。

8) 发出一颗真心愿你快乐，发出一句关怀愿你轻松，发出一丝爱护让你健康，发出一声问候让你温暖，发出一堆祝福让你幸福，发出一条短信让你甜蜜。又是大雪时节，愿你一生温暖，一世幸福!

9) 大雪节气就要到，短信问候少不了，暖意融融把雪消，祝福热热烦恼抛，冬天心暖不难熬，祝您健康不感冒，愿您年底收尾好，工作晋升多钞票。

10) 隆冬已至，大雪节气，寒上加寒。问一句远方吾友，食可饱，衣可暖，身心可安?别离数载，秋月春风已看惯。曾记否，携手煮酒论英雄，如今长志仍存无?

11) 用快乐的夹子，夹住你忧伤的尾巴，用幸福的麻醉针，扎在你烦恼的屁股上。让好心情成为你的金钟罩，让开心的祝福成为你的铁布衫，愿你大雪节气舒心快乐!

12) 如果今天下了雪，那是我在思念着你，片片的雪花就是我温暖的问候;如果今天没有下雪，那是因为我不想你感到一丝的寒冷：今天大雪，多疼爱自己一些吧!

13) 大雪节气到，万物积蓄力量!我在雪地里为你种下一颗幸福种子，愿它带着我的祝福在明年春天破土而出，送给你一个希望芬芳的年!

14) 大雪节气至，祝福短信告知：天气已近严寒时，防寒保暖第一要旨。心胸狭窄幸福来迟，心胸开阔如沐暖日。真诚希望冬之天使，飞雪盈门喜乐滋滋。

15) 大雪漫天，祝福飞舞，来时轻盈，去时无踪;祝福漫天，雪花飞舞，来时飘花瓣林林，去时留快乐总总!祝：幸福雪上飞，快乐漫天舞!大雪快乐!

16) 大雪节气至，天涯思故人;且将我真意，短信遥遥寄;语短意却深，地寒蕴真情;乐闻你安康，喜听你开怀;愿君多保重，他日再相聚!

17) 帘外雪初飘，大雪节气到，问候短信告，天气渐寒冷，气温已骤降，心情莫惆怅，问候放心上，防寒保暖居首位，外出锻炼要记牢，今日大雪，祝你身体更健康，天天心欢畅!

18) 大雪节气天气冷，思君情谊不觉寒。一条信息，代表我一个季节的思念与关切;一声问候，寄予我一生一世的期盼与祝福。祝好!

19) 趁幸福的雪花还未飘落，将幸福收集;趁快乐的风还未吹过，将快乐挽留。在这大雪纷飞，寒风凛冽的大雪节气，将祝福与快乐化作温暖的话语，由短信承载传递给远方的朋友，祝愿你幸福，快乐!

20) 大雪节气转眼到，远方的朋友你可好，忙中偷闲发短信，祝福热热消烦恼，天寒你要多穿衣，天冷你莫要再感冒，健康快乐属于你，年底收尾工作好，事事顺利多钞票!

21) 今日大雪节气，思念滚滚而至，祝福不曾忘记，温暖飘雪天气，莫要害怕冷气，多加衣服能抵，健康快乐属你，天天开心美丽!

22) 大雪节气来临，送你一斤快乐，无烦恼;二两幸福，少忧愁;三升愉悦，心情爽;四盒欢笑，郁闷消;五桶热情，兴致高;六味麻辣，驱寒冰;七分爱恋，姻缘美;八箱甜蜜，可心意;九帆风顺，万事吉;十分温暖，称心如意。

芒种节气的风和气温与未来天气有一定的预示意义，有关这方面的气象谚语有：

芒种南风扬，大雨满池塘。(湘)

芒种西南风，夏至雨连天。(皖)

芒种刮北风，旱断青苗根。(苏、冀)

芒种刮北风，旱情会发生。(湘)

芒种热得很，八月冷得早。(湘)

芒种日晴热，夏天多大水。(浙)

芒种和夏至节气天气相关性*较好，所以关于这两个节气的气象谚语很多，例如：

芒种火烧天，夏至雨涟涟。(鄂、湘、桂)

芒种火烧天，夏至水满田。(辽、闽、赣)

芒种火烧天，夏至雨淋头。(粤)

芒种不下雨，夏至十八河。(贵)

芒种雨涟涟，夏至火烧天。(苏、桂、湘)

芒种雨涟涟，夏至旱燥田。(赣)

长江中下游的黄梅天多半是从芒种节气后期开始的。农民对芒种节气的雨水很关心，故流传下来的气象谚语很多。如下：

芒种夏至是水节，如若无雨是旱天。(粤)

芒种夏至，水浸禾田。(粤)

芒种落雨，端午涨水。(湘)

芒种夏至常雨，台风迟来;芒种夏至少雨，台风早来。(闽)

芒种夏至天，走路要人牵。(苏、皖、川、鄂、贵)〔指-阴-雨天多，行路容易滑倒〕

芒种闻雷，对农业生产好坏及未来天气均有一定的预示意义，反映在气象谚语中：

芒种怕雷公，夏至怕北风。(桂)/

芒种打雷是旱年。(湘、豫)

芒种打雷年成好。(湘)

芒种闻雷美自然。(陕)

对联相传起于五代后蜀主孟昶，是中华民族的文化瑰宝。对联所表达的内涵丰富多姿，异彩纷呈，雅俗共赏，是中国文学史上一枝独特的奇葩。

【立春】

上联：太昊司权，寒收北陆;

下联：勾芒布令，春迓东郊。

【立春】

上联：月动游尘，风消积雪;

下联：寒收北陆，气转东郊。

【立春】

上联：三春过半;

下联：百刻平分。

【春分】

上联：北陆辞寒暑;

下联：东皇告协风。

【立春】

上联：采云母石;

下联：奉延寿斋。

【春分】

上联：白云片片朝霞彩;

下联：露水涟涟夜雾辉。

【白露】

上联：一阳启葭琯;

下联：七政会玑衡。

【冬至】

上联：报道秋归，朗风未劲;

下联：休言春小，阳气先回。

【立冬】

上联：一阳复始;

下联：六律初调。

【冬至】

上联：才添弱线;

下联：竞着新衣。

【冬至】

上联：履长纳庆;

下联：合璧呈祥。

【冬至】

上联：一阳初动日;

下联：六律始调时。

【冬至】

上联：葭动灰飞管;

下联：阳回斗转杓。

【冬至】

上联：寒图消九九;

下联：春信缓三三。

【冬至】

上联：登台仁寿宇;

下联：吹律太平年。

【冬至】

上联：日丽凤毛延世泽;

下联：春回龙绾复天心。

【冬至】

上联：且喜一阳今始复;

下联：方知大造本无私。

【冬至】

上联：阳历残年逢圣诞;

下联：礼仪薄物送亲朋。

【冬至】

上联：岸容待腊将舒柳;

下联：驿使探春为赠梅。

【冬至】

上联：终始循环，四时有祖;

下联：乾坤交泰，八方皆春。

【冬至】

上联：塞北寒方至;

下联：江南气尚和。

【立冬】

上联：篱菊已残孟冬月;

下联：岭梅初放小春天。

【立冬】

上联：晨钟报晓春方去;

下联：佳节称人夏始临。

【秋分】

上联：秋判日;

下联：老人星。

【秋分】

上联：缇室葭灰微动候;

下联：唐宫绣线始添时。

【冬至】

上联：飞动葭灰，围炉饮酒;

下联：数残莲漏，击钵催诗。

【冬至】

上联：春逗南枝，梅花破腊;

下联：日行北陆，葭琯飞灰。

【冬至】

上联：葭琯飘灰，土圭测日;

下联：书云备物，候雪占年。

【冬至】

上联：气盛时逢酉;

下联：风凉伏当庚。

【立秋】

上联：去影催归燕;

下联：残声送暮蝉。

【立秋】

上联：律从夷则应;

下联：神以蓐收名。

【立秋】

上联：问时已流七月火;

下联：得信先通一叶桐。

【立秋】

上联：溽暑已阑蝉尚噪;

下联：清商才到雁同来。

【立秋】

上联：风动桂林，气澄兰沼;

下联：声惊桐院，露冷莲房。

【立秋】

上联：桐叶飞时，桂花香候;

下联：蝉声疏处，雁影来初。

【立秋】

上联：衔杯倾绿蚁;

下联：煮豆爱青蚕。

【立夏】

上联：厨备笋樱倾蚁酿;

下联：陇收豆麦类蚕花。

昨天是四季变化的24气节之一——春分。我和几个小伙伴相约一起去植树。

春分这天，太阳光直射赤道，地球各地的昼夜时间相等，所以民间有“春分秋分，昼夜平分”的谚语。

春分是植树造林的极好时机，古诗曰：夜半饭牛呼妇起，明朝种树是春分。春分节气受冷暖气团交汇影响，雨水也要多起来。俗话讲：春分麦起身，肥水要紧跟。一场春雨一场暖，春雨过后忙耕田。而春分节气后，气候温和，雨水充沛，阳光明媚，我国大部分地区的越冬作物进入春季生长阶段，此时也是早稻的播种期。

春分时节，我国除青藏高原、东北、西北和华北北部地区外都进入明媚的春天，在辽阔的大地上，杨柳青青、莺飞草长、小麦拔节、油菜花香。

春分时节，在我们岭南地区的开平苍城镇，有个不成节的习俗，叫做“春分吃春菜”的习俗。因为春分前后，雷震大地，万物标长，正是吃春菜的好时节。

春分时节，一个美丽的时节，大地因你而变得更加迷人。

冬至节气来到，送友一碗饺子，吃出健康平安，抛弃忧愁烦恼，小编收集了经典冬至节气祝福语，欢迎阅读。

冬至到，天寒凉，头脚暖，别逞强，大红枣，粥里放，牛肉汤，温补方，勤锻炼，耐寒强，摩鼻翼，感冒防，蜂蜜水，润肺忙，情意浓，暖心房，关怀至，愿安康!

有人挂念，再苦的茶，也香甜;有人关怀，再冷的天，也温暖;有爱的地方，就有阳光，有你的地方，就有我温暖的祝福;冬至了，好好照顾自己。

冬至又来到，雪花满天飘。天寒地冻日，养肾很重要。多吃动物性食品和豆类，补充维生素和无机盐。饮食宜温热松软，多吃些苦味食物。滋阴潜阳、增加热量，身体棒棒。愿你健健康康过冬至!

冬至悄悄到，忧愁渐渐消，烦恼统统跑，压力日日少，快乐紧紧抱，开心连连找，健康团团绕，富贵滚滚到，事业步步高，生活岁岁好，冬至快乐!

冬至到，白天越来越长，拉长了思念，增涨了牵挂;夜间越来越短，缩短了心距，加深了情谊;冬至到，祝福奉送上，愿你冬至快乐，幸福相依!

冬至到了，寒风吹走了烦恼，快乐转瞬即至，艳阳烤化了忧伤，幸福蜂拥而至，冰雪冻结了压力，成功接踵而至，短信送来了祝福，情谊关怀备至。愿你万事如意，吉福联抉而至!

白雪纷飞舞天空，冰霜冷露雾正浓;传递彼此真情意，温暖朋友至心灵;强身健体御寒流，身体保健要记牢;我有牵挂与惦记，想你发送暖信息;愿你天天都得意，冬天不冷心如意。冬至快乐!

冬至节气来到，送友一碗饺子，吃出健康平安，抛弃忧愁烦恼，快乐与你拥抱，幸福将你围绕，存储所有温暖，必将寒冷赶跑，拥有一生真情，让吉祥永远对你微笑。冬至快乐!

把烦恼冻僵，留出空间让快乐蜂拥而至。把身体舞动，留住健康让平安如期而至。愿电波流动，传递祝福给你呵护关怀备至。祝冬至快乐。

冬至节气，祝福先行;发条短信，送到就行;如果在忙，不回也行;我思念你，知道就行;远方的你，顺利就行;记得想我，偶尔就行;看完之后，微笑就行。祝亲爱的，冬至快乐!

漫天的雪花是飞舞的音符，用思念谱成美妙的乐章，用祝福奏出深深的期盼，用问候歌出虔诚的祈祷，都换来你寒冷冬至的欢乐。冬至节气祝愿朋友全家团圆，温暖幸福溢满整个冬天!

冬至来到吃水饺，一口一个吃到饱，深情水和健康面，快乐皮包吉祥馅，幸福如意做蘸料，开心大锅正燃烧，真挚心意暖心底，牵挂祝福从不离，独一无二送给你，安康相伴乐到底!

在冬的尽头，紧握住阳光的手，融化所有的忧愁，带着快乐向春天走。冬至已至，春已不远，愿你心情明媚灿烂，感受祝福的温暖，拥抱幸福的美满!

冬至已来到，养生莫忘了，阳气消耗少，健康跑不了：走路步莫快，听音别太吵，闲坐勿太久，眼睛爱护好，晨练休太早，饮食重润燥，愿你乐逍遥!

冬悄悄到了尽头，春渐渐有了盼头。飞雪融化在手头，思念翻涌在心头。冬至到，愿快乐长驻你的眉头，好运涌进你的门头。我的祝福只是开头，你的幸福就在后头!

时光驻足冬至，祝福随风而至，雪飞的日子，想起你的样子，愿快乐是你的影子，好运是你的步子，成功是你的位子，保重好身子，多赚点票子，幸福一辈子!

天苍苍，野茫茫，冬至登场，天更凉;风萧萧，雨飞扬，流行感冒，要提防;好朋友，记心上，天气无常，观注健康;问候来，手机响，逗你笑笑，喜洋洋。朋友，冬至了，愿你健康又吉祥!

冷风吹，吹不走的是关怀;气温降，降不掉的是友谊;寒意猖，冷不掉的是祝福的热情;真诚的问候，有冷风的强度，降温的力度，愿你体会友谊的热度，快乐始终如一。冬至快乐!

寒风啸，冬至到，添衣加帽别感冒，腊梅香，雪景妙，相约欢聚笑声高，情意浓，心头绕，牵挂惦念从不少，豁达心，少烦恼，吃好睡好才重要，短信发，心意到，幸福快乐伴到老!

冬至来到包饺子，平安皮儿薄又薄，如意馅儿香喷喷，真情开水来煮熟，一口快乐心飞扬，二口幸福平安降，三口顺利如意到，最后喝下健康汤，回味满腹是温馨，余香存口是甜蜜!祝朋友冬至一切安好!

借冬至的东风，送去温暖，愿你无波无折，平安健康。借冬至的冻雪，埋葬烦恼，愿你无克无难，顺意吉祥。冬至到了，祝开心快乐，万事如意。

风乍起，冬至到，添衣御寒防感冒。开心好，开心笑，福至心灵不感冒。红豆粥，热姜茶，常喝常饮去感冒。关门窗，戴棉帽，防风护头无感冒。冬至到，别感冒，快快乐乐身体好。祝您健康!

冬至冻一冻，增强抵抗力，身体更健康。冬至动一动，提高耐寒力，无病又无恙。愿你身体好，精神好，气色好，心情更好。冬至节气快乐。

小饺子,两头尖，芳香飘飘幸福甜;冬至冷，饺子暖，尖尖两头心相连;冬至到，饺子鼓，满满的祝福变无数;冬至祝你快乐连连，幸福热火朝天!冬至快乐!

冬至到，吃水饺，平安面裹幸福馅。暖在口，甜在心，健康快乐万事顺。短信传，爱心送，真诚问候来祝福。常开心，多喜乐，福寿绵长永安康。

吃口冬至菜，定能发大财;喝上冬至酒，幸福到永久;咬口冬至饺，从此好运交;吃颗小汤圆，家美人团圆;冬至到了，愿你吉星高照福无边，年年有余乐逍遥。

寒风起，为你吹落疲惫的尘埃;雪花飘，为你构建银装素裹世界;冬至到，为你送去真挚关心问候。愿你：烦恼忧愁全抛掉，开心快乐每一秒，好事连连每一刻，梦想成真每一天，祝冬至快乐。

导语：“谷雨”，是取雨生百谷的意思。它是“清明”后反映雨量变化的一个节气。下面是小编整理谷雨节气的谚语，仅供参考阅读!

【谷雨节气的解释】

“谷雨”，是取雨生百谷的意思。它是“清明”后反映雨量变化的一个节气。历书上说，谷雨为雨生百谷，利苗生长，清净明洁也。本节气内我区常年平均气温上升至16摄氏度以上，谚语有“清明断雪，谷雨断霜”的说法，表明农业生产尤其是稻谷栽培进入备耕时段，农忙开始了。谷雨，雨水足，地温高，露地的瓜菜作物要陆续下种或移植。“稻种年年选，产量节节高”，提醒农民朋友需选好良种，开始晒种，做发芽试验等。同时，棉花要开始播种，有“清明早，小满迟，谷雨种花正当时”的农谚，少数农户打算种小块棉花，自纺自用。“谷雨，谷雨，对雨采茶。”这又是一民间谚语。离金山只有一箭之地的苏州、杭州茶区的男女老少，在“谷雨”前，就背着箩筐上山采摘新茶，三三两两姑娘们唱起了采茶曲，歌声笑声响彻茶山。新茶上市，人们又可以品味那白毫披露、清香袭人的新茶了。“谷雨”节气，许多花卉要开始插栽和管理，更多的春花绽花吐艳。素有“天色国香”的牡丹花来闹春了。瞧，怒放的鲜红花朵争奇斗艳。在这春光明媚的日子里，去尽情欣赏牡丹吧，陶醉于花的海洋中，不仅能赏心悦目，更有益于身心。所以，民间流行着“谷雨三朝看牡丹”之语，它激发人们投身到赏春的行列中去。农谚是劳动人民在长期生产生活实践中积累和形成的带有泥土芳香的独特语言。它随着人类进步发展而成，好记易懂，朗朗入口，生动明快，幽默俏皮，妙趣横生，一经出口，不胫而走。如平时常讲“娘好囡好，种好稻好”的谚语，启发大家春耕时光务必重视选好优良稻种，争取今年粮食丰收

【谷雨的谚语】

干打垄,湿插苗。

一壶水，浇五棵，地干也能保成活。

窝瓜喜阳不喜阴。

高田种麦，低田种稻。

娘无奶，儿不长;田无水，稻秧黄。

春风不吹花不开，田里无水秧难栽。

山上有树好造屋，塘里有水好种谷。

水满塘，谷满仓,修塘等于修谷仓。

靠天公，禾苗抽白一场空。

整秧田，不用问,田平如镜，泥烂如羹。

稻收塘泥麦收粪。

一季塘泥二季肥。

春天里的泥，秋天里的米。

一担栏肥换担谷，加上塘泥肥更足。

稻子最喜安窝肥。

要想谷满仓，首先培壮秧。

十成稻子五成秧。

肥田不如壮秧，秧好一半谷。

插秧早，不如养秧老;养秧老，不如春耕早。

田等秧，谷满仓;秧等田，丰收难。

谷雨下秧，大致无妨。

苞米下种谷雨天。

谷雨天，忙种烟。

地蛋要长大，刀口要朝下。

谷雨前后，种瓜点豆。

杨叶哗啦，快种西瓜。

三月种瓜结蛋蛋，四月种瓜扯蔓蔓。

谷雨前结蛋，谷雨后拉蔓。

家有闲地，种芝麻黍稷。

麦出七日直，棉出七日屈。

要想庄稼好，管理要趁早。

种好管好，丰收牢靠;只种不管，打破金碗。

谷锄马耳豆锄瓣，苗未出土就锄棉。

谷锄针，豆锄瓣。

稻怕枯心，树怕剥皮。 谷怕钻心虫。

冰雹打麦不要怕，一棵麦子扩俩杈;加肥加水勤松土,十八天上就赶母。

麦不封垄，松耪不停。

风生火龙(红蜘蛛)雾生疸(锈病)。

三月多雨，四月多疸。

连续阴雨不停，小麦易生锈病。

锄麦地皮干，麦子不上疸。

条锈成条叶锈乱，秆锈是个大紫斑。

谷雨到立夏，就把小苗挖。 栽树不紧管，成活难保险。

光栽不护，坝光山秃。

人怕伤心，树怕伤皮。

骡马莫往树上拴，霎时树皮啃一片。

纵剩树皮一窄条，加强管理死不了。

横毁树皮一整圈，不过几天就打蔫。

果树花过多，酌情向下捋。

要想水果挂得好，还得蜜蜂把花咬。

开花过密，适当疏掉，全部保留，空耗养料。

果树开了花，就怕虫糟蹋，提前喷遍药，先治金龟甲。

鲤鱼鲫鱼产卵，认真育肥细管。

谷雨节到莫怠慢，抓紧栽种苇藕芡。

管好一塘鱼，能抵十亩粮。

谷雨是旺汛，一刻值千金。

谷雨前后见家吉(鱼)。

门前垂柳院中花，墙边扁豆瓜满架;圈满牲畜塘满鱼，进门鸡鸭叫嘎嘎;葡萄蔓子搭凉棚，“珍珠”、“玛瑙”头上挂。

谷雨过三天，园里看牡丹。

芍药打头，牡丹修脚。

月季花落只去蒂，花朵随开无停滞

谷雨麦挑旗，立夏麦头齐。

谷雨麦怀胎，立夏长胡须。

谷雨打苞,立夏龇牙，小满半截仁,芒种见麦茬。

谷雨天，忙种烟

谷雨不种花，心头象蟹爬

谷雨种棉家家忙。

棉花种在谷雨前，开得利索苗儿全。

谷雨有雨棉花肥。谷雨有雨好种棉。

谷雨种棉花，能长好疙瘩。

锄梦花，促棉发。

及时锄梦花，有利棉根扎。

棉花播下就锄地,增温保墒地通气。

不怕棉儿小，就怕蝼蛄咬。

棉田多锄地温升，棉苗病害能减轻。

清明早，小满迟，谷雨立夏正相宜。

清明高粱谷雨花，立夏谷子小满薯。

清明高粱接种谷，谷雨棉花再种薯。

清明麻，谷雨花，立夏栽稻点芝麻。

谷耩浅，麦耩深,芝麻只要隐住身。

过了谷雨种花生。沙山花生土山粮。

高地芝麻洼地豆。

风生火龙(红蜘蛛)雾生疸(锈病)。

三月多雨，四月多疸。

连续阴雨不停，小麦易生锈病。

锄麦地皮干，麦子不上疸。

条锈成条叶锈乱，秆锈是个大紫斑。

谷雨栽上红薯秧，一棵能收一大筐。

红薯没有巧，只要插秧早。

红薯种得迟，薯似羊胡须。

谷雨前后栽地瓜，最好不要过立夏。

宁叫秧等地，不叫地等秧。

早黍晚麦不归家，从来不收晚地瓜。

一年甘薯半年粮。

地瓜块根长，深翻才能长。

要有红薯吃，土要挖一尺。

山岭薄地栽地瓜，高粱丰收在涝洼。

薄地地瓜旱地谷，涝洼地里种秫秫。

洼地种地瓜，十年九年瞎。

谷喜岭，稻喜洼，地瓜最喜高地沙。

做瓦靠坯，红薯靠灰。

一棵红薯一把灰，结得红薯一大堆。

红薯上皮粪，沟溜长跑根。

春薯栽炕秧,夏薯插剪秧。

横栽番薯竖栽葱。

地瓜栽壮秧，不栽嫩芽芽。

深栽茄子浅栽烟，想吃红薯地皮沾。

红酥手，黄藤酒，小满祝福跟你走。好运多，扬欢歌。一怀思念，几分诉说。情如旧，人不瘦，笑语欢颜处处透。桃花落，友似昨。真诚仍在，短信相托。下面是小编为你带来的二十四节气小满祝福语微信，欢迎阅读。

没有播种，何来收获;没有辛劳，何来成功;没有磨难，何来荣耀;没有我真心实意的祝福，何来你甜蜜温馨的微笑。小满节气，祝你：快乐随心!

一样的眼睛有不一样的看法;一样的耳朵有不一样的听法;一样的嘴巴有不一样的说法;一样的祝福有不一样的表达法。小满节气，短信祝你：有美好心情!

小满到，气温升，人易躁，调心情，心舒畅，防病生;雨增多，温差大，防感冒，记心中;小贴士，祝福你，体健康，好心情!

又到小满，我用友情的水灌满岁月，用祝福的话填满距离，在每一朵花上写满思念，在每一片云上画满牵挂，愿你的心里充满快乐幸福。

抬抬头，满脸的微笑;健健身，满身的健康;出出游，满身的阳光;想想你，满满的关怀;说说你，满满的幸福;祝福你，满满的情谊。小满节快乐!

真挚友情心中藏，短信送你祝福长，小满祝福伴身旁，祝你：精神饱满，平平安安又健康;金玉满堂，好运财运堆满仓;生活美满，幸福甜蜜又吉祥!

多一分锻炼，把健康装满;多一分轻松，把快乐装满;多一分牵挂，把思念装满;多一分关怀，把温情装满。小满到了，多一分祝福，愿你幸福满满!

草长莺飞七月天，转眼一晃到小满，短信送你三平二满，愿你身体健康永平安，前途光明一马平川，事业发展四平八稳，每天快乐满怀，一辈子幸福美满!

今日小满请接受我满山遍野的祝愿，对烦恼要满不在意，对快乐要满载而归，对生活要满脸春色，对工作要满腔热情，对祝福要满心欢喜，愿情满人世间。

痰湿体质要注意，小满保持您情绪，平息燥火要务必，澄和心神养生气，保持运动强身体，出汗及时要擦洗，节制宵夜要牢记，祝你满满是福气，快乐总如意!

没有忘忧草，跑了幸福鸟，找不到吉祥云，只有用短信把心意来表。小满又来到，祝福忙送到，祝你心情时时好，幸福生活乐逍遥。

把烦恼交给风，让快乐住进你心中;把悲伤交给河，让幸福留在你身边;把牵挂寄给小满，让时间捎到你面前。祝你一生幸福永绵绵。

小满节气，天气总变，唯有情谊，一生知己。偶尔发发小脾气，许久也会不联系，依旧从未忘记，祝你生活幸福美丽，快乐无期限!

小满到小满到，插上幸福秧，快乐填满仓;花儿朵朵香，好运装满箱;情意永芬芳，祝福长又长。祝你生活幸福，快乐永远在身旁。

小满小满，问候饱满，祝福已满，关怀渐满，牵挂满分。祝你生活圆满，爱情美满，快乐填满，美酒斟满，祝你一生一世，福气满满当当。

又是一年小满到，祝福问候忙送到。烦恼忧愁闪了腰，悲伤痛苦不会再报道;幸福快乐围你绕，平安健康对你笑。祝你开心乐逍遥。

时间匆匆又到小满，祝福满满。问候的翅膀飞的远，祝福化作思念的茧，牵挂的心儿在小满，幸福快乐跑到你面前，愿你幸福到永远。

轻轻一眨眼，转眼到小满;烦恼靠边闪，悲伤向后站;祝福送心间，问候已飞远;心中总祝愿，愿你展笑颜。祝你一生幸福乐无边。

小满节来到，养生最重要，气温渐增高，皮肤护理好，饮食需清淡，瓜果蔬菜鲜，多喝绿豆汤，鲫鱼有营养，早起来锻炼，健康到永远，祝你永平安，生活更圆满。

求知不停，智慧满满;努力不停，成功满满;欢乐不停，开心满满;甜蜜不停，浪漫满满。小满节气到，愿你温馨不停，幸福满满，平安不停，健康满满!

一朵朵的好花，名为勿忘我;一串串的好梦，名为幸福相伴;一生的好情谊，名为永远的知己。小满节气，祝你心情美丽，生活顺利!

夏风送爽小满到，生活美满乐逍遥，祝愿朋友短信多，一页一页看不完，亲切问候幸福满，前途光明希望满，口袋钞票总是满，脸上笑容堆得满，万事好运心情满，快快乐乐过小满。亲，请接受我这满满的祝福!

小满多多晒太阳，顺应天时身体棒，室外散步晒头顶，通畅百脉调补阳，晒晒后背驱胃寒，改善消化是良方，经常出来晒双腿，小腿抽筋不来烦。愿快乐安康!

小满载满心语，满腔真心言语;不打迷乱哑语，胜却甜言蜜语;许下幸福咒语，送你美好寄语;勿认此为俗语，实表祝福话语，愿你生活烦恼不语，苦闷无语，小满快乐!

小满节日到来，祝你生活满满，笑脸相迎每一天;祝你快乐满满，短信收到好运时时伴;祝你幸福满满，吉祥围绕平安跟着跑。祝快乐、幸福、吉祥、如意。

气温渐增小满热，小麦饱满丰收乐。单衣花裙时尚帽，女性飘逸喜满面。男衫短裤精神满，倩男靓女满心欢。男来女往情满怀，花前月下正热恋。祝小满：爱情事业双满载，幸福花园蝶飞采。

小满小麦渐渐满，收获更比麦丰满;风吹草地绿意满，身体强壮健康满;祝福传情情意满，好事降临福禄满;祝你是美满，家美满，人美满!

茶浓或淡，清香悠远;酒陈或新，醇香不变;时间久远，情谊依然;转眼时间，又到小满;送上祝福，快乐不断;祝你幸福，生活美满。

知足遇见洒脱，幸福满满;体贴遇见理解，爱情满满;赤诚遇见关怀，友谊满满;真情遇见短信，祝福满满。愿你小满时节，满心欢悦，满面春风。

小满悄悄来人间，祝福声声不会断。美酒一杯需斟满，满满情义在其间。问候满满真情传，愿你生活都美满。激情满满志向远，事业成功笑容满。爱情满满人成对，幸福快乐满家园。愿你小满快乐，好运常在!

小满时节花枝俏，气温逐渐在升高。心平气和莫烦躁，单衣花裙多美妙。锻炼身体要趁早，莫待太阳升老高。瓜果蔬菜新鲜好，腐烂变质要扔掉。饮食卫生要记牢，健健康康无烦恼。祝小满快乐!

小满时节到，气温渐增高;一旦逢下雨，气温急剧降;注意添衣服，小心患感冒;湿性皮肤病，小满易发期;饮食宜清淡，常吃瓜果菜。

用满分的幸福和快乐，用满分的祝福和问候，把你的心扉填的满满的。今天是小满，祝你一生快乐不断，好运连连，生活永远幸福圆满!

小满时节天气暖，早起早睡要记满，满园绿色春风吹，朝夕锻炼身体满，一声您好祝福满，平平淡淡最美满，小满，小满，祝你美满生活到永远。

小满小麦粒渐满，万物因此而盈满。祝你满心欢喜，满面红光，每天满载而归!祝你人生美满，收入满满，感情事业双丰收，一气呵成大满贯!

林间行走，风满春衫袖，闭目回首，芬芳花满楼，掀开米缸，忽见谷满仓，枕边小憩，旖旎满月光。小满节，心如彩蝶翩翩舞，梦如茉莉永不伤!

紫藤谢，紫薇开，姹紫千红好运来。玉米绿，秧苗栽，一年成就今日埋。小满至，心开怀，心平气和健康来。小满到了，不求最满，只求足够，你说呢?

小满小满，生活饱满;心情愉悦，开心满满;身轻体健，健康饱满;日子舒心，幸福满满;无忧无虑，事业饱满;爱情浪漫，甜蜜满满;愿君好运，快乐满载!

小满祝福天上来，奔流向你不复返。快乐西辞黄鹤楼，烟花五月把你勾。忽如一夜好运来，千树万树幸福开。天长地久有时尽，你我友情无绝期。

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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。

1.大寒养生忙，秘诀分享你，晨起食热粥，别忘放红枣，银耳莲子熬，润肺有奇效，生姜和辣椒，温散风寒妙。愿你永安康!

2.大寒一来，气温陡降，寒潮汹涌，不可不防。愿君保重，适当锻炼，增加营养。滋补得法，身心健康。心情愉悦，走过寒冬!

3.多穿点，棉衣秋裤，严寒不侵。多吃点，羊肉牛肉，疾病不侵。多转点，温馨短信，烦恼不侵。大寒节气到了，祝你幸福平安。

4.浪漫如雪，灿烂了你的笑容;牵挂如风，纷飞了我的思念;祝福如歌，传递了我的心愿;大寒时节，愿你快乐总相伴，幸福每天。

5.大寒来临，养生有道，早睡晚起，养护阳气，端坐休息，平和心绪，日光散步，舒展筋骨，关怀送上，快乐安康!

6.雪花飘飘，大寒来到;添衣加帽，不要感冒;快乐微笑，不要烦恼;保重身体，锻炼别少。愿健康伴你每分每秒!

7.送你一个大圆环，吉祥如意喜相连;送你一个大笑脸，开心欢畅乐开颜;送你一个大祝愿，冬日艳阳暖心间。祝你大寒快乐!

8.大寒节气到，雪花漫天飘，雪人送给你，越堆财越高，雪球送给你，越滚运越好，大寒时节至，祝你事业妙，快乐拍手笑。

9.大寒冷，温馨提示：穿上希望袄，套上坚强装，围上宽容巾，戴上体谅帽，踩上奋斗靴，开上拼搏车。愿你幸福温暖过寒冬。

10.大寒节气到来，寒冷的是天气，温暖的是心情，问候是美酒，祝福是炉火，愿我的祝福似“雪中送炭”带给你，一冬的温馨温暖!

11. 大寒到，要一心一意以“抗寒”为指导，两手准备“防治”结合，三思后行“御寒”为主，四季平安“大寒”是关键，一年之最冷，务必打好这最后的战役!祝你身体健康，万事如意，大寒快乐!

12. 大寒到，“屏蔽”寒冷的彷徨，“隔离”寒风的莽撞，“抚平”寒战的猛闯，“抛弃”寒冬的忧伤，祝福送上，温暖吉祥。祝大寒快乐，心想事成，万事如意!

13. 大寒到，送你一碗热汤羹，愿能为你驱走寒冷;送你一双棉手套，愿能给你带来温暖;送你一份浓浓友情，愿能给你带来快乐;送你一份真心祝福，愿能给你带来幸福无限。大寒快乐。

14. 大寒节气到，腊梅寒霜傲。余寒虽未了，阳春把手招。枝头喜鹊闹，处处人欢笑。个个春装俏，家家绕。寒冬过后春来早，祝愿开心常拥抱!

15. 今天是"大寒",送你件大衣!请用它裹住温馨的亲情,怀揣浪漫的爱情,兜满幸福的友情,扣紧身体健康,阻隔一切厄运,每天都有暖暖的好心情!

16. 手机抖一抖，温暖送到手。踮脚跳一跳，快乐来报到。腰儿扭一扭，好运跟着走。双手拍一拍，幸福花儿开。大寒送你御寒袄，惟愿健康把你抱。

17. 我的大寒信息到：拆开第一层，厚厚口罩隔流感，拆开第二层，暖暖手套护小手，拆开第三层，保暖袜子鲜艳艳，拆开第四层别拆了，再拆手机零件掉满地祝你大寒快乐!

18. 冷的是天气，暖的是友情，用的是真心，发的是短信，给的是关怀，送的是祝福，大寒天气到了，注意防寒保暖，愿你快乐到永远。

19. 大寒节，寒流袭，寒风吹，雪花飘，雪中行，雪原上，找快乐，堆雪人，滚雪球，打雪仗，滑雪撬祝福你，身心爽，暖洋洋，冬吉祥，乐逍遥!

20. 大寒格外寒，雪花枝头闹，飘飘洒洒纯净送到;寒气愈逼人，冬风阵阵来，急急呼呼梅花吹开，短信发出，祝福送到，愿你大寒快乐，身体健康，万事如意!

21. 大寒到，送你抗寒新装：“摘下”片片雪花，裁成温暖棉袜;“采集”粒粒冰霜，编织透亮棉帽;“揭开”层层窗花，缝制厚厚棉褂。大寒里，祝你幸福美满，万事遂心愿，大寒快乐!

22. 大寒来临冷风起，腰腿保暖多穿衣，饮食渐趋清淡宜，萝卜煲汤去油腻，热气腾腾火锅季，白菜贴心消燥气，鸡汤最好配枸杞，补肝益肾功效提，温馨关怀送给你，快乐安康都聚齐!

23. 大寒来临，养生有道，加衣御寒，切莫感冒，室外锻炼，日出为好，山药羊肉，煲汤原料，黑米黑豆，补肾独到，冷水洗脸，提高免疫，热水泡脚，赶走失眠，关怀送上，安康常伴!

24. 大寒大寒，防风御寒，添衣加帽，腰背保暖，睡前泡脚，改善睡眠，温补当道，羊肉大枣，山楂泡水，健脾消滞，山药熬粥，暖胃首选，生姜红糖，远离风寒，适量运动，慢跑登山。关怀送上，愿你康健!

25. 大寒节气又来到，防寒防冻有诀窍，穿上温馨做的棉袄，捂上真心织的手套，戴上关心编的小帽，温暖牌的围巾要系牢，经常微微笑，心情保持好，朋友之间多关照，短信问候我先到，祝你大寒心情妙!