东北24节气歌谣儿歌背诵(精彩20篇)

春分，是春季九十天的中分点。二十四节气之一，每年公历大约为3月20日左右，太阳位于黄经0°(春分点)时。下面是小编为你带来的2017春分节气微信祝福语，欢迎阅读。

1、春暖花开春分到，

霹雳一声祥光照。

快乐雨滴润大地，

吉祥花开幸福罩。

春雨淋浴愉悦美，

如意丰年风雨调。

喜乐农家心田美，

美满幸福春满园。

今日春分祝春光满面!

2、吹一阵春风，让百花盛开;

降一场春雨，让万物复苏;

耀一分春光，让春意浓浓;

谱一曲春歌，让希望发芽;

送一份春福，让情谊芬芳。

春分来到，愿你春风得意，事事顺心!

3、春风春雨春分到，

莺歌燕舞花开好，

送你鲜花一大束：

桃花祝你好运连连，

玉兰祝你好梦圆圆，

牡丹祝你富贵平安，

水仙祝你吉祥如意，

愿你的生活像春花一样灿烂!

4、春分降临，昼夜平分，

安享幸福，快乐十分。

将烦恼平分，烦恼减半;

将快乐平分，快乐增添;

将苦难平分，伤痛减少;

将好运平分，幸福随身。

愿你尽情享受春分安逸时光!

5、春分到，百花俏，

春色满园春光好，

愿你人比鲜花娇，

喜气直冲上云霄，

烦恼忧郁赶紧抛，

快乐幸福吉星照，

春风得意福开道，

微信送来祝福到，

明天生活更美好!

6、一分春光，悦动生命的光彩;

一声春雷，唤醒万物的复苏;

一阵春风，融化千层的冰雪;

一阵春雨，润泽心灵的梯田;

一份春福，传递春天的信号。

朋友，春分到了，愿你春风得意，乐享春天!

7、春风春雨迎春分，

春光春景暖人心。

山间美景最迷人，

杜鹃花开满山红。

瀑布激荡河欢歌，

莺声燕语唱不停。

犹如仙境心安宁，

再无烦恼与不平。

春分到了，愿你多多融入大自然的美景，心情愉快健康自然临!

8、春天，让我们充满活力;

春天，让我们朝气蓬勃;

春天，让我们踏春赏花;

春天，让我们快乐歌唱;

春分，在这个春天的分水岭，

我愿和亲爱的朋友一起分享春天的温暖温馨、幸福快乐!

谷雨前结蛋，谷雨后拉蔓。下面是小编为你带来的谷雨节气谚语精选，欢迎阅读。

谷雨种棉花，能长好疙瘩

谷雨过三天，园里看牡丹

清明麻，谷雨花，立夏栽稻点芝麻

清明早，小满迟，谷雨立夏正相宜

谷雨节到莫怠慢，抓紧栽种苇藕芡

谷雨前后栽地瓜，最好不要过立夏

谷雨栽上红薯秧，一棵能收一大筐

谷雨天，忙种烟

谷雨有雨棉花肥

谷雨有雨好种棉

谷雨种棉家家忙

过了谷雨种花生

苞米下种谷雨天

谷雨前后见家吉

谷雨下秧，大致无妨

谷雨前后，种瓜点豆

谷雨麦怀胎，立夏长胡须

谷雨麦挑旗，立夏麦头齐

棉花种在谷雨前，开得利索苗儿全

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

惊蛰——春雷乍动，惊醒了蛰伏在土壤中冬眠的动物。这时气温回升较快，渐有春雷萌动。每年公历的3月6日左右为惊蛰。二十四节气之一。蛰是藏的意思。“惊蛰”是指钻到泥土里越冬的小动物被雷震苏醒出来活动。“惊蛰”节气日，地球已经达到太阳黄经345度，一般在每年3月4日～7日。

中国古代将惊蛰分为三候：“一候桃始华;二候仓庚(黄鹂)鸣;三候鹰化为鸠。”描述已是桃花红、李花白，黄莺鸣叫、燕飞来的时节，大部分地区都已进入了春耕。惊醒了蛰伏在泥土中冬眠的各种昆虫的时候，此时过冬的虫卵也要开始卵化，由此可见惊蛰是反映自然物候现象的一个节气。

每年3月4日～7日，太阳到达黄经345度时为“惊蛰”。惊蛰的意思是天气回暖，春雷始鸣，惊醒蛰伏于地下冬眠的昆虫。《月令七十二候集解》中说：“二月节，万物出乎震，震为雷，故曰惊蛰。是蛰虫惊而出走矣。”晋代诗人陶渊明有诗曰：“促春遘时雨，始雷发东隅，众蛰各潜骇，草木纵横舒。”实际上，昆虫是听不到雷声的，大地回春，天气变暖才是使它们结束冬眠，“惊而出走”的原因。中国各地春雷始鸣的时间早迟各不相同，就多年平均而言，云南南部在每年1月底前后即可闻雷，而北京的初雷日却在每年的4月下旬。“惊蛰始雷”的说法则与沿江江南地区的气候规律相吻合。

“春雷响，万物长”，惊蛰时节正是大好的“九九”艳阳天，气温回升，雨水增多。除东北、西北地区仍是银妆素裹的冬日景象外，中国大部分地区平均气温已升到0℃以上，华北地区日平均气温为3—6℃，沿江江南为8℃以上，而西南和华南已达10—15℃，早已是一派融融春光了。所以中国劳动人民自古很重视惊蛰节气，把它视为春耕开始的日子。唐诗有云：“微雨众卉新，一雷惊蛰始。田家几日闲，耕种从此起。”农谚也说：“过了惊蛰节，春耕不能歇”、“九尽杨花开，农活一齐来。”华北冬小麦开始返青生长，土壤仍冻融交替，及时耙地是减少水分蒸发的重要措施。“惊蛰不耙地，好比蒸馍走了气”，这是当地人民防旱保墒的宝贵经验。沿江江南小麦已经拔节，油菜也开始见花，对水、肥的要求均很高，应适时追肥，干旱少雨的地方应适当浇水灌溉。南方雨水一般可满足菜、麦及绿肥作物春季生长的需要，防止湿害则是最重要的。俗话说：“麦沟理三交，赛如大粪浇”、“要得菜籽收，就要勤理沟”。必须继续搞好清沟沥水工作。华南地区早稻播种应抓紧进行，同时要做好秧田防寒工作。随着气温回升，茶树也渐渐开始萌芽，应进行修剪，并及时追施“催芽肥”，促其多分枝，多发叶，提高茶叶产量。桃、梨、苹果等果树要施好花前肥。

“春雷惊百虫”，温暖的气候条件利于多种病虫害的发生和蔓延，田间杂草也相继萌发，应及时搞好病虫害防治和中耕除草。“桃花开，猪瘟来”，家禽家畜的防疫也要引起重视了。

农谚“到了惊蛰节，锄头不停歇。”到了惊蛰，中国大部地区进入春耕大忙季节。真是：季节不等人，一刻值千金。大部分地区惊蛰节气平均气温一般为12℃至14℃，较雨水节气升高3℃以上，是全年气温回升最快的节气。日照时数也有比较明显的增加。但是因为冷暖空气交替，天气不稳定，气温波动甚大。华南东南部长江河谷地区，多数年份惊势期间气温稳定在12℃以上，有利于水稻和玉米播种，其余地区则常有连续3 天以上日平均气温在12℃ 以下的低温天气出现，不可盲目早播。惊蛰虽然气温升高迅速，但是雨量增多却有限。华南中部和西北部惊蛰期间降雨总量仅10毫米左右，继常年冬干之后，春旱常常开始露头。这时小麦孕穗、油菜开花都处于需水较多的时期，对水分要求敏感，春旱往往成为影响小春产量的重要因素。植树造林也应该考虑这个气候特点，栽后要勤于浇灌，努力提高树苗成活率。

反映自然物候现象的惊蛰，含义是：春雷乍动，惊醒了蛰伏在土中冬眠的动物。这时，气温回升较快，长江流域大部地区已渐有春雷。中国南方大部分地区，常年雨水、惊蛰亦可闻春雷初鸣;而华南西北部除了个别年份以外，一般要到清明才有雷声，为中国南方大部分地区雷暴开始最晚的地区。

惊蛰时节：春光明媚，万象更新。通过细致观察，积累物候知识，对于因地制宜地安排农事活动是会有帮助的。

惊蛰过后万物复苏，是春暖花开的季节，同时却也是各种病毒和细菌活跃的季节。惊蛰时节人体的肝阳之气渐升，阴血相对不足，养生应顺乎阳气的升发、万物始生的特点，使自身的精神、情志、气血也如春日一样舒展畅达，生机盎然。

从饮食方面来看，惊蛰时节饮食起居应顺肝之性，助益脾气，令五脏和平。宜多吃富含植物蛋白质、维生素的清淡食物，少食动物脂肪类食物。尹志超建议，可多食鸭血、菠菜、芦荟、水萝卜、苦瓜、木耳菜、芹菜、油菜、山药、莲子、银耳等食物。

由于春季与肝相应，如养生不当则可伤肝。现代流行病学调查亦证实，惊蛰属肝病的高发季节。此外，诸如流感、流脑、水痘、带状疱疹、流行性出血热等在这一节气都易流行爆发，因此要严防此类疾病。

期里，我们将走进农历的天空，这是一个集唐诗宋词、农历、绘画、民风民俗等内容的综 农历二十四节气指二十四时节和气候，是中国古代发明的一种用来指导农事的历法。它以地球围绕太阳公转的一个周期作为一个轮回 让我们先从二十四节气歌开始吧。

明媚的春光又掀开了新的一 年，亲爱的孩子们，让我们带 着对新一年的憧憬，新一年的 希望走进今天的农历之旅!

二十四节气歌

春雨惊春清谷天，夏满芒夏暑相连; 秋处露秋寒霜降，冬雪雪冬小大寒。 每月两节不变更，最多相差一两天; 上半年来六廿一，下半年是八廿三。

送走冬季的严寒，迎来春 天的色彩。寒冬已经过去，明 媚的春光照耀在心。在这个乍 暖还寒的季节里，人们褪去冬 的深色，换上了春的媚颜，沉 闷了一个冬季的心，也开始慢 慢复苏。

雨水节气一般从2月18日或19日开始，到3月4日或5日结束。 它是24节气中的第2个节气，当太阳黄经达330度时，便是二十四节 气的雨水。此时，气温回升、冰雪融化、降水增多，故取名为雨水. 雨水和谷雨、小雪、大雪一样，都是反映降水现象的节气。它表示 两层意思，一是天气回暖，降水量逐渐增多了，二是在降水形式上， 雪渐少了，雨渐多了。

• 《月令七十二候集解》：“正月中，天一 生水。春始属木，然生木者必水也，故立 春后继之雨水。且东风既解冻，则散而为 雨矣。”意思是说，雨水节气前后，万物 开始萌动，春天就要到了。

水獭开始捕鱼了，将鱼摆在岸边如同先祭后食的样子。

七九 _______，

八九 _______。

五天过后，大雁开始从南方飞回北方

再过五天，在“润物细无声”的春雨中，草 木随地中阳气的上腾而开始抽出嫩芽。从此，大 地渐渐开始呈现出一派欣欣向荣的景象。雨水不 仅表征降雨的开始及雨量增多，而且表示气温的 升高。雨水前，天气相对来说比较寒冷。雨水后， 人们则明显感到春回大地，春暖花开，春满人间。

温馨提醒：

• 这种变化无常的天气，容易引起人的情绪 波动，乃至心神不安，影响人的身心健康 。为了消除这些不利的因素，除了应当继 续进行春捂外，应采取积极的精神调节， 保持情绪稳定，对身心健康有着十分重要 的作用。雨水后，春风送暖，致病的细菌 、病毒也易随风传播，故春季传染病常易 暴发流行。每个人应该保护好自己，注意 锻炼身体，增强抵抗力，预防疾病的发生 。

传说：

• 民间流传“二月二，龙抬头;大仓满，小 仓流”，象征着春回大地，万物复苏。这 一节日习俗起源很早，它是

导语：今年雨水交节时刻为2月19日13点34分。从雨水开始，太阳的直射点由南半球逐渐向赤道靠近。下面是yjbys作文网小编为您收集整理的相关资料，希望对您有所帮助。

节气由来

雨水是24节气中的第2个节气。每年的正月十五前后(公历2月18-20日)，太阳黄经达330度时，是二十四节气的雨水。此时，气温回升、冰雪融化、降水增多，故取名为雨水。雨水节气时段一般从公历2月18日或19日开始，到3月4日或5日结束。雨水和谷雨、小雪、大雪一样，都是反映降水现象的节气。

《月令七十二候集解》:"正月中，天一生水。春始属木，然生木者必水也，故立春后继之雨水。且东风既解冻，则散而为雨矣。"意思是说，雨水节气前后，万物开始萌动，春天就要到了。如在《逸周书》中就有雨水节后"鸿雁来""草木萌动"等物候记载。

民间习俗

雨水这天在民间有一项特具风趣的活动叫"拉保保"。(保保则是干爹)

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

而雨水节拉干爹，意取"雨露滋润易生长"之意。川西民间这天有个特定的拉干爹的场所。这天不管天晴下雨，要拉干爹的父母手提装好酒菜香蜡纸钱的篼篼、带着孩子在人群中穿来穿去找准干爹对象。如果希望孩子长大有知识就拉一个文人做干爹;如果孩子身体瘦弱就拉一个身材高大强壮的人作干爹。一旦有人被拉着当"干爹"，有的能挣掉就跑了，有的扯也扯不脱身，大多都会爽快的答应，也就认为这是别人信任自己，因而自己的命运也会好起来的。拉到后拉者连声叫道:"打个干亲家"，就摆好带来的下酒菜、焚香点蜡，叫孩子"快拜干爹，叩头";"请干爹喝酒吃菜"，"请干亲家给娃娃取个名字"，拉保保就算成功了。分手后也有常年走动的称为"常年干亲家"，也有分手后就没有来往的叫"过路干亲家"。

雨水节的另一个主要习俗则是女婿，女婿去给岳父岳母送节。送节的礼品则通常是两把藤椅，上面缠着一丈二尺长的红带，这称为"接寿"，意思是祝岳父岳母长命百岁。送节的另外一个典型礼品就是"罐罐肉":用沙锅炖了猪脚和雪山大豆，海带，再用红纸，红绳封了罐口，给岳父岳母送去。这是对辛辛苦苦将女儿养育成人的岳父岳母表示感谢和敬意。如果是新婚女婿送节，岳父岳母还要回赠雨伞，让女婿出门奔波，能遮风挡雨，也有祝愿女婿人生旅途顺利平安的意思。

在川西民间，雨水节是一个非常富有想象力和人情味的节气。这天不管下雨不下雨都充满一种雨意蒙蒙的诗情画意:早晨天刚亮，雾蒙蒙的大路边就有一些年轻妇女，手牵了幼小的儿子或女儿，在等待第一个从面前经过的行人。而一旦有人经过，也不管是男是女，是老是少，拦住对方，就把儿子或女儿按捺在地，磕头拜寄，给对方做干儿子或干女儿。这在川西民间称为"撞拜寄"，即事先没有预定的目标，撞着谁就是谁。"撞拜寄"的目的，则是为了让儿女顺利、健康的成长。当然"撞拜寄"现代社会一般只在农村还保留着这一习俗，城里人一般或朋友或同学或同事相互"拜寄"子女。

雨水节回娘屋是流行于川西一带的另一项风俗。民间到了雨水节，出嫁的女儿纷纷带上礼物回娘家拜望父母。生育了孩子的妇女，须带上罐罐肉、椅子等礼物，感谢父母的养育之恩。久不怀孕的妇女，则由母亲为其缝制一条红裤子，穿到贴身处，据说，这样可使其尽快怀孕生子。此项风俗现仍在农村流行。

有关诗词

《春夜喜雨》[唐]杜甫

好雨知时节，当春乃发生。

随风潜入夜，润物细无声。

野径云俱黑，江船火独明。

晓看红湿处，花重锦官城。

《初春小雨》[唐]韩愈

天街小雨润如酥，草色遥看近却无。

最是一年春好处，绝胜烟柳满皇都。

《临安春雨初霁》[宋]陆游

世味年来薄似纱，谁令骑马客京华。

小楼一夜听春雨，深巷明朝卖杏花。

矮纸斜行闲作草，晴窗细乳戏分茶。

素衣莫起风尘叹，犹及清明可到家。

红薯种得迟，薯似羊胡须。下面是小编为你带来的谷雨节气谚语大全，欢迎阅读。

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。

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。

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。

水稻水稻，无水无稻。

高田种麦，低田种稻。

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，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。

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。

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。

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。

谷雨栽上红薯秧，一棵能收一大筐。

红薯没有巧，只要插秧早。

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。

锄梦花，促棉发。

及时锄梦花，有利棉根扎。

谷锄马耳豆锄瓣，苗未出土就锄棉。

谷锄针，豆锄瓣。

棉花播下就锄地,增温保墒地通气。

稻怕枯心，树怕剥皮。

谷怕钻心虫。

不怕棉儿小，就怕蝼蛄咬。

棉田多锄地温升，棉苗病害能减轻。

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。

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。

清明晒得杨柳枯，十只粪缸九只浮。

1、清明无雨少黄梅。

这条谚语，在梁章钜的《农候杂占》里给改动了一个字，“少”换成了“旱”。是说如果清明的前一天寒食的时候下雨的话，那么“必多梅雨”，这是农民们熟悉的一个气象谚语。

2、清明谷雨，寒死老鼠;小满立夏，寒死老郎爸。

出自梁章钜的《农候杂占》，他注为“闽谚”，由这条谚语可以看到，在农历四月份之前大都是很寒冷的，所谓“春寒”，此之谓也。

3、清明嫁九娘，一去不还乡。

出自清人翟灏的《通俗编》卷三“时序”条下。他在里面引用了田汝成《游览志余》里的一个说明，说是把这条谚语写好后，贴在堂屋前面的柱子上，到了夏天就不会有“青虫扑灯之忧”。呵呵，一个美好而幽默的想法罢了。

4、清明螺，抵只鹅。

出自清人范寅《越谚》卷上。很好理解，是说螺蛳是随着季节而长大的，到了清明是最肥的时候。并不是说真的与鹅一般大，只是个比喻而已。要做一下说明的是，这里的“螺”，不是田螺，是螺蛳。

一、清明节的农事谚语

清明时节天转暖，柳絮纷飞花争妍。

降水较前有增加，一般年份仍干旱，

有的年份连阴雨，寒潮侵袭倒春寒。

地温稳定十三度，抓紧时机播春棉，

看天看地把种下，掌握有急又有缓，

棉花播下锄梦花，提温保墒效果显。

涝洼地里种高粱，不怕后期遭水淹。

瓜菜分期来下种，水稻育秧抢时间。

麦苗追浇紧划锄，查治病虫严把关。

继续造林把苗育，管好果树和桑园，

栽种枣槐还不晚，果树治虫喂桑蚕。

牲畜配种抓火候，畜禽防疫要普遍，

大力提倡种牧草，种植结构变“三元”。

鲤鲫亲鱼强育肥，适时栽种苇藕芡，

捕捞大虾好时机，昼夜不离打鱼船。

家鼠田鼠一齐灭，保苗保粮疾病减。

二、清明节气的阴晴雨雪与对未来天气及年景有一定预示的谚语有：

◇雨打清明前，春雨定频繁(鲁)

◇阴雨下了清明节，断断续续三个月(桂)

◇清明难得晴，谷雨难得阴(鲁)

◇清明不怕晴，谷雨不怕雨(黑)

◇雨打清明前，洼地好种田(黑)

◇清明雨星星，一棵高粱打一升(黑)

◇清明宜晴，谷雨宜雨(赣)

◇清明断雪，谷雨断霜(华东、华中、华南、四川及云贵高原)

◇清明断雪不断雪，谷雨断霜不断霜(冀、晋)

◇清明无雨旱黄梅，清明有雨水黄梅(苏、鄂)

三、清明节气的霜、雾、雷及寒暖与未来天气均有一定预示，相关谚语有：

◇麦怕清明霜，谷要秋来旱(云)

◇清明有霜梅雨少(苏)

◇清明有雾，夏秋有雨(苏、鄂)

◇清明雾浓，一日天晴(豫)

◇清明起尘，黄土埋人(晋、内蒙古)

◇清明响雷头个梅(浙)

◇清明冷，好年景(辽、冀)

◇清明暖，寒露寒(湘)

四、清明节气的风对未来天气及年成好坏也有一定预示，农民极为关心，因此，在民间流传不少有关这方面的谚语。比如：

◇清明南风，夏水较多;清明北风，夏水较少(闽)

◇清明一吹西北风，当年天旱黄风多(宁)

◇清明北风十天寒，春霜结束在眼前(冀)

◇清明刮动土，要刮四十五(苏)

以上就是小编为大家整理的清明节谚语，希望可以帮助到大家!

雨水，是二十四节气之中的第2个节气，位于每年正月十五前后(公历2月18-20日)。以下是小编带来的二十四节气雨水节气祝福语，欢迎阅读。

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

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

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

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

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

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

节到小暑进伏天，天变无常雨连绵，

有的年份雨稀少，高温低湿呈伏旱。

立足抗灾夺丰收，防涝抗旱两打算。

夏播作物间定苗，追肥治虫狠锄田。

春苗中耕带培土，防治病虫严把关。

棉花进入花铃期，修治追耪酌情灌。

预防中暑和中毒，掌握两早和两晚，

毛巾肥皂随身带，长裤长褂身上穿。

空闲地上种蔬菜，头伏萝卜不容缓。

雨季造林好时机，精细认真管果园，

冬修榆树夏修桑，修整白杨于伏天。

村村户户沤绿肥，肥堆如山麦增产。

割晒青草好时机，牲口冬季之美餐。

伏天牲口保好膘，秋天种麦不为难。

鱼长三伏猪三秋，增饵防病是关键。

持续阴雨一直，小麦易生锈病。

锄麦土地干，麦子不上疸。

条锈成条叶锈乱，秆锈是个年夜紫斑。

清明早，小满迟，谷雨立夏正适宜。

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，芝麻只需隐住身。

过了谷雨莳花生。

沙山花生土山粮。

洼地芝麻凹地豆。

谷雨栽上红薯秧，一棵能收一年夜筐。

红薯没有巧，只需插秧早。

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，历来不收晚地瓜。

一年番薯半年粮。

地瓜块根长，深翻能力长。

谷雨栽上红薯秧，一棵能收一年夜筐。

红薯没有巧，只需插秧早。

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，历来不收晚地瓜。

一年番薯半年粮。

地瓜块根长，深翻能力长。

要有红薯吃，土要挖一尺。

山岭薄地栽地瓜，高粱丰产在涝洼。

薄地地瓜旱地谷，涝凹地里种秫秫。

凹地种地瓜，十年九年瞎。

谷喜岭，稻喜洼，地瓜最喜洼地沙。

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。

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，一刻值令媛。

谷雨前后见家吉(鱼)。

门前垂柳院中花，墙边藊豆瓜满架;圈满畜生塘满鱼，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。

谷雨麦挑旗，立夏麦头齐。

谷雨麦受孕，立夏长胡须。

谷雨打苞，立夏龇牙，小满半截仁，芒种见麦茬。

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，松耪一直。

风生火龙(红蜘蛛)雾生疸(锈病)。

三月多雨，四月多疸。

持续阴雨一直，小麦易生锈病。

锄麦土地干，麦子不上疸。

条锈成条叶锈乱，秆锈是个年夜紫斑。

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。

清明早，小满迟，谷雨立夏正适宜。

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，芝麻只需隐住身。

过了谷雨莳花生。

沙山花生土山粮。

洼地芝麻凹地豆。

风生火龙(红蜘蛛)雾生疸(锈病)。

三月多雨，四月多疸。

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。

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

“卖汤圆，卖汤圆，小二郎的汤圆是圆又圆……”听到这首熟悉的儿歌，我们又迎来了一年一度的“小年”--冬至。

冬至那一天，我和妈妈围着搓着汤圆。那大大小小参差不齐的汤圆，嗯，没错，那就是我的“杰作”。搓汤圆可有讲究呢!别急，且听我慢慢道来。 妈妈准备了一些糯米粉、白砂糖，一切准备就绪了!妈妈把糯米粉和白砂糖倒入一个锅里，将一壶温开水缓缓地倒入锅中，然后伸出双手在锅里压来按去。只见那些零零星星的糯米粉慢慢地开始凝结，由“小雪花”在妈妈灵巧的手里变成了一个白白胖胖的“大皮球”。我不禁在心里对妈妈表示佩服。

就这样弄了好一会儿后，糯米粉已经变成了一块大大的“球”，它的身上还残留着一抹淡淡的来自糯米的沁香。我不禁想:好像在捏橡皮泥哦!接下来是搓汤圆，这道工序可有讲究啦!首先拿一个大盘，在里面撒一些糯米粉，搓时也不能用太大的力气，否则，那“小雪球”可是会裂开一个口子的!我小心翼翼地捏出一小团，放在手心里，两手开始旋转起来。搓了好一会儿，但是看起来并不怎么成功:那汤圆长的很像块方糖!应该叫“汤方”才是!我有点灰心了，奶奶走过来对我说:“没事，父子爷孙齐上阵!咱们的手又不是机器，哪能搓得那么圆呢!”我听了，又振作起来，搓着汤圆。

一小时后，那些汤圆在我手中“诞生”了!没错，就是那些大大小小的汤圆! 圆形真是奇妙的东西!搓汤圆也有学问!嚼着粘口的汤圆，一股幸福直冲我的心田!

白露种高山，秋分种平川。下面是小编为你带来的白露节气谚语，欢迎阅读。

白露种高山，秋分种河湾。

白露种高山，秋分种平川，寒露种沙滩。

白露种高山，秋分种半山，寒露种平川。

白露播得早，就怕虫子咬。

麦种拌农药，不怕虫子咬。

麦种毒谷拌，不怕害虫犯。

麦种温水泡，不长黑包包。

选好种，晒得干，来年多打没黑疸。

选农药，仔细挑，防病、治虫、防鼠咬。

抢秋抢秋，不抢就丢。

谷到白露死。好谷不见穗，好麦不见叶。

谷怕连夜雨，麦怕晌午风。

头白露割谷，过白露打枣。

白露割谷子，霜降摘柿子。

白露谷，寒露豆，花生收在秋分后。

谷子上场，核桃满瓤。

谷子上囤，核桃挨棍。

枣红肚，磨镰割谷。

谷子老了吃米，高粱老了吃糠。

生砍高粱熟割谷。

高粱要欠火，谷子要熟透。

谷子未熟透，小米粒子瘦。

生割谷，饿得老婆孩子哭。

割谷要稳，收麦要紧。多打几遍场，多收一些粮。

穷豆秸，富谷穰，再打几遍还有粮。

太阳照门里吃新米，太阳照门外吃新麦。

门里吃米，门外吃面。

玉米成熟没有过，完全熟透粮食多。

白露满地红黄白，棉花地里人如海， 杈子耳子继续去，上午修棉下午摘。

早秋作物普遍收，割运打轧莫懈怠。

底肥铺足快耕耙，秸秆还田土里埋。

高山河套瘠薄地，此刻即可种小麦。

白菜萝卜追和浇，冬瓜南瓜摘家来。

冬暖大棚忙修建，结构科学巧安排。

苹果梨子大批卸，出售车拉又船载。

红枣成熟适时收，深细加工再外卖。

秸秆青贮营养高，马牛猪羊“上等菜”。

畜禽防疫普打针，牲畜配种好怀胎。

饵足水优养好鱼，土壮藕蒲长得乖。

白露秋分夜，一夜凉一夜。

草上露水凝，天气一定晴。

草上露水大，当日准不下。

露水见晴天。

夜晚露水狂，来日毒太阳。干雾露阴，湿雾露晴。

喝了白露水，蚊子闭了嘴。

麦收十年早，谷收十年晚。

种麦种到老，还是早种麦子好。

今年麦子耩得早，来年麦子收得好。

别说白露种麦早，要是河套就正好。

抢墒地薄白露播，比着秋分收得多。白露麦，顶茬粪。 白露种高山，寒露种河边，坝里霜降点。

玉米苍皮还未熟，晚刨几天有好处。

白露田间和稀泥，红薯一天长一皮。

白露见湿泥，一天长一皮。

白露种葱，寒露种蒜。萝卜白菜葱，多用大粪攻。

八月八，冬瓜南瓜回了家。

白露节，棉花地里不得歇。

白露棉花好长相，全株上下一起忙，下部吐白絮，上顶有花香，全田后劲足，不衰又不狂。

八月八，还有花。

八月八，不归家。

八月八，秋热霜晚能见花(絮)。

待要棉花产量增，步步管理莫放松。

前紧、中松、后不管，棉花一定大减产。

前紧、中狠、后加强，棉花增产有保障。

棉花一天收不净，管理一天不能停。

后期修好棉，还能增成产。

棉花不到家，杈耳天天掐。

棉花到了家，杈耳继续掐。

上午修棉花，下午拾棉花。

白露的花，有一搭无一搭。

白露的花，温低霜早就白搭。

秋后棉花锄三遍，絮厚绒白粒饱满。

松耪要轻，减少撞碰。

大背小背耪一锄，划破地皮有好处。

白露秋分头，棉花才好收。

中秋前后是白露，棉花开始大批收。

始进中喷花，留种莫拖拉。

麦怕三月寒，棉怕八月连阴天。

棉怕白露连阴雨。

天气好，吐絮好。

几日无太阳，吐絮就不畅。

白露不低头，割倒喂老牛(指晚稻)。

麦喜胎里富，底肥是基础。

底粪小麦苗粪谷。麦子铺底粪，越长越有劲。

种麦上足粪，家里座上囤。

十层八层，不如底粪一层。

有水三追要适中，旱地基肥一炮轰。

底肥上不足，追肥也难促。

三追不如一底，年外不如年里。

底肥施上四个五(5000千克土杂肥，50千克磷肥，50千克饼肥，50千克氮肥)，小麦丰收有基础。

秸秆还田，壮地松土又治碱。

随熟随收随运粪，抓紧耕翻莫停顿。

人怕老来苦，麦怕胎里旱。

麦怕胎里旱，墒差就得灌。种麦底墒足，根多苗子粗。

麦收底墒，秋收浮墒。

水地争墒不争时，旱地争时不争墒。

深耕施肥再细耙，不收麦子是瞎话。

犁深耙透多上粪，打得麦子撑破囤。

麦子要好，犁深肥饱。

麦子收在犁上，谷子收在锄上。

麦根扎黄泉，深耕能增产。

深耕再耙透，麦子收得厚。

犁地没隔墙，麦根扎得广。

耕得深，耙得烂，一碗汗水一碗面。

累坏牲口犁不坏地。

地耕得深，根扎得深，小麦能打千八斤。

耕地深一寸，顶上一层粪。

麦凭耕得深，秋凭锄得勤。

早耕能歇地，长麦有力气。

精耕细作，打得麦子无处搁。

湿耕早，干耕迟，花脸耕地最适宜。

麦耕火色地。扶犁向前看，耕地一条线。

犁地到头到边，麦苗长得齐严。

犁地不到路，必定荒三步。

耕后灌垡，枉把力下。

地里谷茬拾干净，来年少生钻心虫。

犁耢一起拿，耕后就耢下。

光耕不耢，不如睡觉。

耕后耢下，减少蒸发。

上午耕到十一点，全部耢下才家转。

下午收工前，耢下保墒全。

宁可晚回家，把地全耢下。

耕得深，耙得匀，地里长出金和银。

深耕不细耙，苗子难出齐。

深耕不耙深，苗子难扎根。

犁要深细，耙要透平。

贪耕不耙，枉把力下。

光耕不耙，枉费犁铧。

贪耕不耙，满地坷垃。

种麦不要怕，全靠一盘耙。

麦耙紧，豆耙松，秫秫耙得不透风。

麦子不怕草，就怕坷垃咬。

坷垃耙不破，麦子受折磨。

土块不打光，麦子土里伤。

要想小麦苗子好，整地细碎少不了。

用上拖拉机，耕得深又细。

耕得深，耙得细，后面还有合墒器。

用上小麦播种机，行距大小任调剂，下种均匀又节省，深浅一致出苗齐。

白露节，枣红截。白露枣儿两头红。

白露打枣，秋分卸梨。

白露打核桃，霜降摘柿子。

白露到，摘花椒。

八月连阴种麦好，只怕淋烂柿和枣。

枣子摘下来，还得好天晒。

晒枣连阴天，很难不霉烂。

青贮饲料营养好，马牛驴骡好上膘。

秸秆青贮营养高，适口性强消化好，

马牛猪羊都爱吃，还可节省精饲料，

一年四季都能用，原料充足容易搞。

过腹还田禾苗壮，经济效益大提高。

青贮技术五要点，切记“青碎实满严”。

青贮原料很广泛，玉米秸秆地瓜蔓，

牧草杂草和青菜，关键原料要新鲜。

挖建青贮窖，地点要选好，靠近牲畜舍，向阳又干燥，窖壁用砖砌，砖缝要抹好，底层铺麦秸，接着填贮料，上层麦秸盖，踏实土封牢，窖顶馒头形，预防雨水泡，一月就成功，想用就开窖，贮料挨次取，随即堵封牢。

白露到秋分，家畜配种带打针。

白露到秋分，家禽快打针。

白露节到，牛驴上套。

养鱼没啥巧，饵足水质好。

鱼吃多种草，看你找不找。

水草是粥，旱草是饭。

种田靠肥料，养鱼靠饵料。

成长像一首歌谣，有前奏，有高潮，也有尾声。前奏是幼儿园和小学，高潮是现在。当我踏进中学的那一天，也是我成长高潮部分的开始。

还记得去年的9月1日，我第一次踏进这个地方——中学，一切都是那么的陌生，一切仿佛也曾见过：操场、舞台、教学楼、黑板、桌椅……来到班级，一切同学都是陌生的，从未见过，班里的气氛很好。一些活泼开朗的同学马上就找到了新的玩伴，开始新的友谊；有一些胆小、害羞的同学则自己在座位上玩。我放好肩上的书包，正准备加入他们的行列，却发现，每个人都有一个朋友圈，形成了就很难再去容纳人了。我不禁感到难过，坐在座位上呆呆地看着在嘻哈打闹的同学。

夏日的清风总会把乌云吹走，一位女同学来了，坐在我身边。她很开朗，大大咧咧的，我们俩就开始聊起天来，这一来，把我心中的疑问卷走了，她人缘很广，对朋友很好，也带我去认识了一些同学。这时，班主任来了，她给我们讲了很多，从中我也认识到了，今天我进入了初中阶段，要学习及领会的东西也多了，不能再像小学那样幼稚了，是时候成熟了。

成长的歌谣，很动听，这个过程里有欢乐也有忧愁，有轻松也有凝重，有甜美也有苦涩。这一天，我成长为初中生，我日后也会带着微笑，迎接一切，争取在这成长歌谣的高潮里，创造一个又一个巅峰。

大寒是二十四节气中最后的一个节气。大寒是表示寒冷至极的意思，大寒时节正处于四九，雨雪量逐渐增多。常言道“小寒大寒，冷成冰团”。另外，各地的气温随着海拔高度每升高100米，气温还要下降0.6~1℃，因此，山区比县城或平原地区要更加寒冷。

农事：要注意清沟培土，防止水害和冻害，清除杂草，防止草害。同时要适当补施分蘖肥，促进苗壮越冬。长期低温对蔬菜、麦类、油菜、柑橘、茶叶和常绿木草作物都有很大威胁、要注意预防。

蔬菜农事

⒈及时移栽，加强管理。在下旬定植中小拱棚甘蓝，番茄，定植前应提前5-7天扣棚升温，选晴天上午定植，并加该草苫保温促进缓苗。对基肥不足的大棚可在大寒后，在作物的大沟内追施鸡粪，翻入土壤中并及时浇水，可提高后期产量。

⒉继续做好病害防治。加强对灰霉病、叶霉病、疫病、霜霉病、白粉病等的防治。

果树农事

⒈柑桔

⑴防冻：一月是全年最冷的月份，极端低温在-5℃以下时，很多柑桔品种就会受冻害。做好抗寒防冻和抗雪害工作，确保安全过冬，是本月柑桔的重点工作。

⑵在春梢萌动前完成清园。

⑶修剪：连年丰产和衰弱树的修剪以恢复树势为目的，在春梢萌动时，剪去弱枝、病虫枝和枯枝，短截已结果的枝条。间疏丛状“扫把”枝，内膛衰弱枝“留桩”(2-3寸带2-3个芽的枝条)短截;

⑷喷药消灭越冬病害虫，施重肥，利用果园间种绿肥，开穴深施，同时树盘松土、培土。

⒉杨梅

做好抗寒、防冻和抗雪害工作，确保安全过冬，是本月杨梅的重点工作。

⒊枇杷

以花穗套袋或用花穗下部的叶片束捆花穗等方法，预防枇杷幼果冻害;认真做好培土护根、主干涂白等防冻工作和防雪害工作。

⒋桃

继续做好深翻改土、幼龄树整形和成龄树冬季修剪工作。继续进行新果园土地平整和定植。

⒌葡萄、梨

仍以冬季修剪、清园为重点，做好发展新葡萄园的定植工作。

畜牧农事

⒈继续做好栏舍保暖工作。

⒉家畜饮水不能温度过低，有条件的最好喂给温水。

⒊草食动物继续要给予人工补饲，必要时增加维生素E和微量元素。

⒋加强动物冬季防疫工作。

⒌加强水管保温，防治畜禽缺水。

农谚

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。

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。

大雪满初晨，开门万象新。(大雪)

飞雪迎风到(东至)

忽如一夜春风来，千树万树梨花开。(立春)

天街小雨润如酥(雨水)

微雨众卉新，一雷惊蛰始。(惊蛰)

杨花榆荚无才思，惟解漫天作雪飞。(春分)

清明时节雨纷纷(清明)

随风潜入夜，润物细无声。(谷雨)

唐尧虞舜有代替，禹因治水成王帝。(立夏)

君问归期未有期，巴山夜雨涨秋池。(小满)

锄禾日当午(芒种)

六月初迎大暑风(大暑)

三十功名著，凭报愁心去。(立秋)

高处不胜寒(处暑)

露从今夜白(白露)

烟火生闾里，禾黍积共祈。(秋分)

晨起怀怆恨，野田寒露时。(寒露)

停车坐爱枫林晚，霜叶红于二月花。(霜降)

砌下梨花一堆雪，明年谁此凭栏杆。(立冬)

江上年年小雪迟，年光独报海榴知。(小雪)

天下寒士俱欢颜(夏至)

七月七日长生殿，夜半无人私语时。(小暑)

微雨后，小寒初。满斟长寿碧琳腴。(小寒)

进动脉盖三层被，来年枕着馒头睡。(大寒)

白马怕金牛，

鼠羊不到头。

蛇见猛虎如刀锉，

猪见婴猴泪长流。

子鼠见羊万年愁，

不叫白马见青牛，

虎见巳蛇如刀割，

兔子见龙不长久，

酉鸡不与犬相见，

亥猪不可见猿猴。

自古白马不配牛，

羊鼠相配一旦休，

金鸡不与狗相见，

青龙见兔泪交流，

猪猴见面如刀割，

虎蛇相配不到头。

蛇配虎，男克女；

猪配猴，不到头；

兔见蛇，如刀割。

白马怕青牛。

乌猪怕猿猴，

蛇怕猛虎如刀断，

羊鼠相逢一旦休，

黑狗不能进羊圈，

庚鸡见犬泪交流。

辰子申忌蛇鸡牛，

巳酉丑忌虎马狗，

寅午戌忌猪兔羊，

亥卯未忌龙鼠猴。

这些谚语和歌谣大都是在中原一带搜集起来的，如果与台湾民历中的生肖婚配禁忌相比较一下，就知道有许多相似之处，也有许多不同之处。这是风俗的必然特征，正所谓“十里不同风，百里不同俗”。不过，这一比较也暴露出了这种生肖婚配禁忌的不可信性。一对男女在此地合婚不成，受到生肖方面的禁忌，如果换了地方，还是他们两人，很可能就丝毫不受什么约束了。这不是很有戏剧性、喜剧性的事情吗？同时也很有讽刺性。可见生肖婚配禁忌完全都是无稽之谈，是不值一驳的。这一点已经逐渐被广大民众认识到了，所以这种生肖婚配禁忌的信仰也就越来越弱少了。

背诵是提高写作的又一有效途径。要学好写作，首先要处理好语言输入与输出之间的关系。前者是后者的前提条件。如果头脑空空如也，就根本谈不上写出像模像样的文章。只有读过大量东西，并且有意识地将其中精彩部分储存于记忆之中，才能保证下笔流畅、文通字顺。因此，背诵对于写作极为重要。但背诵不是机械记忆，而是有选择地背诵，是有意义地记忆，因为机械背诵的结果要么是记忆很快就荡然无存、了无痕迹，要么是无法活学活用、付诸实践。背诵包括五个方面：重点词汇、常用套语、精彩句子、优秀段落、经典篇章。

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!

白露早，寒露遲，春分的麥子正當時(北方)

處暑不下雨，幹到白露底(河北)

白露有雨霜凍早,秋分有雨收成好(山西)

秋風是短節，白露是暖節(陜西)

白露白迷迷，秋分稻莠齊(南京)

白露身勿露，赤膊當豬玀(南京)

白露前後一場風，鄉下人做個空(南京)

白露白露白，白露種花麥;花麥三爿糠，只救熟不救荒(浙江)

喝了白露水，蚊子撅了嘴(山東)

白露防霜凍，秋分麥入土(山西)

秋分無生田，到了白露亂刀鐮(遼寧)

白露秋風夜，一夜冷一夜。(廣西貴縣)

過了白露節，夜寒日裏熱。(湖南長沙)

涼秋白露前,霜華大如錢(南方)

白露秋分夜，一夜涼一夜(江浙)

白露有雨霜凍早,秋分有雨收成好.(山西)

白露身不露，寒露腳不露(江南)

過了白露節，夜寒日裏熱(上海)

白露幹一幹，寒露寬一寬(上海)

白露下一陣，旱到來年五月盡(上海)

白露有雨會爛 冬 quot;白露無雨好年冬(閩南)

白露"風兼雨，有谷堆滿路(閩南)

白露水，卡毒鬼：白露雨水性毒。(台灣)

白露大落大白：白露日下大雨，二期稻大部分會白穗(台灣)

(玉米)白露不出頭，拔的喂了牛，參宿後響，麥剛種上(陜西)

齊(起)白露，種高山，白露過，種溝坡，( 種麥)(陜西)

立秋無雨水，白露雨來淋(湖南)

白露看花，秋後看稻(江南)

白露雷，不空回(南方)

白露遍地金，處處要留心(北方)

白露身勿露，免得著涼與瀉肚(北方)

立秋摘花椒，白露打胡桃，霜降摘柿子，立冬打軟棗(北方)

一夜白露一場霜。(江蘇無錫)

白露白迷迷，秋分稻莠齊(江南)

處暑高粱白露谷(西北)

處暑難逢十日陰，白露難逢十日晴

白露看花，秋分看谷(江蘇)

爛了白露，天天走溜路(江南)

白露，白露，四肢不露(北方)

白露，不可攪土(北方)

白露水，寒露風：白露日下雨則寒露日會颱風(台灣)

白露白獼獼，秋分稻秀齊(上海)

麥到芒種秫到秋，黃豆白露往家收(北方)

白露種高山，寒露種平地(北京)