성화학생(2세)의 길 - 155 - 공부하기가 힘들다 / 勉強するのが骨が折れる / Study Hard

[대태양/김현수]

성화학생의 길 - 155
제4장 학교와 공부
제4절 공부

3. 공부하기가 힘들다

1) 공부하기 좋아하는 사람은 없다

공부하기 좋아하는 사람은 없을 것입니다. 공부는 누구나 싫어합니다. 유치원 아이들은 유치원만 압니다. 유치원에서부터 초등학교, 중학교, 고등학교, 대학교, 석∙박사까지의 과정이 있다는 것을 알고 공부를 시작하라면 못 할 것입니다. 공부하다가 다 도망갈 것입니다.

어떤 깊은 산중의 고개를 넘는데, 그 고개에는 언제나 호랑이가 떼거리로 나온다고 합시다. 그것을 어머니 아버지는 알고 있지만 어머니  등에 업힌 아기는 호랑이 떼거리고 뭣이고 그저 어머니 등에 있으니 천하가 다 안심이라는 것입니다. 

그렇지만 등에 업힌 아기가 그 고개에서 호랑이 떼거리가 나온다는 것을 알면 어떻겠습니까? 어머니 아버지보다 자기가 먼저 잡아 먹힌다고 생각하면 그 고개를 넘어가려고 하지 않을 것입니다. 그렇기 때문에 모르는 게 행복할 때가 많다는 것입니다. 오직 열심히만 하면 지나갑니다. (97-119)

유치원에 들어갈 아이가 유치원에서부터 초등학교, 중학교, 고등학교, 대학교까지 졸업하려면 어떻게 공부해야 한다는 것을 안다면, ‘그걸 어떻게하느냐’ 며 유치원을 안 다니려고 할 것입니다. 그렇게 힘들다는 것을 알면 유치원가려고 하는 아이는 하나도 없을 것입니다. (97-98)

학교에서 공부하는 것보다 수학여행 가는 것을 더 좋아하고 가기를 바랄 것입니다. 그렇지만 수학여행 가는 건 어려운 것입니다. 외지에 가서 소화해야 할 환경이 벌어지는데, 그 환경을 소화하지 못했다간 탈락자가 되고 낙오자가 된다는 것입니다. (115-99)

공부하기가 힘듭니다. 그렇다고 안 할 수 없습니다. 그거 왜? 뭘 하기 위해서 공부하느냐 하면 사회라는 체제에 맞는 자기를 만들기 위해서입니다. 사회가 나에게 맞춰 주는 것이 아닙니다. 마찬가지로 여러분이 닦아온 통일교회 이 길이 여러분 자체를 찾아가서 맞춰 주지 않습니다. 여러분이 맞춰야 됩니다. (139-79)

학교에 가서 공부하기 좋아하는 사람은 없습니다. 왜 해야 되느냐? 안 하면 안 됩니다. 죽으면서라도 해야 되는 겁니다. 그렇지 않으면 낙오자가 되는 겁니다. (137-157)

2. ‘공부하라’ 의 진정한 의미

자식에게 나쁜 것을 가르치는 부모는 없습니다. 나쁜 부모는 없습니다. 나쁜 선생이라도 제자들에게는 옳은 강의를 하는 것입니다. (117-314)

부모가 공부하는 아들에게 매일매일 공부 잘 하라고 그러면 듣기 싫을 것입니다. 그렇지만 공부를 못 해서 낙제생이 되어 세상에 나가게 될 때는 ‘아이구, 우리 어머니 아버지가 그렇게 얘기할 때 말 들었으면…’ 하며 후회할 겁니다. 부모에게 참소하지 못합니다.

여러분들이 좋다고 쉬고 있는 사이에 하늘땅을 잃어버리고 있습니다. 도둑맞고 있다는 것입니다. 남들 공부하는 시간에 공부 안 하고 땡땡이 부려서 사고나는 것과 마찬가지입니다. 그럼 무엇이 됩니까? 낙제생이 됩니다. (91-313)

아무리 강력히 주관하더라도 그를 더 훌륭하게 만들고, 더 빛나게 만들기 위해서, 그를 위해서 내가 가담하여 힘들게 하면 할수록 내가 수고한다는 조건이 되는 것입니다.

사랑하는 부모가 자녀를 꼼짝 못하게 아침이나 저녁이나 모든 생활을 간섭하면서, 공부를 안 하면 공부하라고 채찍을 들고 강제로 시키더라도 그것은 부모의 길을 위해서가 아닙니다.

자녀의 장래를 위해서 부모 자신이 어려움을 참고 희생을 하면서 그런 일을 한다는 사실을 자녀가 그때는 모르지만, 두고보면 볼수록 그것이 자기에게 영광과 축복의 기원이 된다는 것을 알게 된다는 것입니다. 자기가 성공하였을 때, ‘아, 나를 위해서 참 고맙게 잘해 주셨지!’이런다는 것입니다.

그러면 나쁜 것이 무엇이냐? 선과 악이 어디서 갈라지느냐? 행동은 같은 것 같은데 내용이 다를 때는 천지가 달라지는 겁니다. 채찍을 가지고 치더라도 누구를 위해서 쳤느냐에 따라 달라집니다. 전체를 위하고, 전체의 장래와 전체의 축복을 위해서 치게 될 때는 선이 되지만, 자기를 위해서 쳤을 때는 악이 되는 것입니다. (87-123)

학교 다니는 학생에게 있어서, ‘공부 열심히 해라, 열심히 해라’ 하는 것이 선생님의 일일 훈시 내용입니다. 선생님은 왜 늘 그러느냐? 학교에 갖추어진 모든 배움의 선물을 그대로, 100퍼센트 상속해 주겠다고 하는 말입니다.

열심히 노력해서 이 학교에 있는 모든 보화를 몽땅 빼앗아 가라, 이겁니다. 빼앗아 가는 데는 조건이 있다 이겁니다. 남보다도 더 피땀을 흘리고 온갖 정성을 다해야 그것을 빼앗아 가더라도 기뻐하지, 정성을 안 들이고, 커닝하고 속여서 하는 학생은 학교에서 추방당하는 겁니다.

상속받으려는 사람은 반드시 주인에게서 좋은 말만 듣는 게 아닙니다. 선생님은 ‘너희들, 공부 열심히 하고, 품행을 단정히 하고, 모든 학생들과 달라야 한다. 모든 학생들이 가는 길을 가지 말고 다른 길을 가라’ 이겁니다. 전부 다 반대의 길로, 외톨이 길로 몰아냅니다. 그건 왜냐? 제일 귀한 것을 상속해 주기 위해서라는 것입니다. (101-170)

二世の道 - 155
第4章 学校と勉強
第4節 勉強

3. 勉強するのが骨が折れる

1) 勉強するのが好きな人はいない

皆さんの中で勉強するのが好きな人はいますか？（はい）。勉強するのが好きですか？　私はそう考えません。勉強は嫌です。遊ぶのが好きでしょう？　自分の思うままにただ…。皆さん、幼稚園の子どもたちに幼稚園に行けと言えば、ああ…。また、小学校の児童たちに学校に行けというとき「ああ、お母さん私は学校に行きます」と嬉しいことのように跳ねるのを見ましたか？　「ああ、私は学校に行くのが嫌だ」こんなことを見ましたか？　どちらをたくさん見ましたか？

幼稚園に行く子どもたちをじっと考えれば、幼稚園の子どもたちは幼稚園それだけが分かるでしょう。その幼稚園から小学校、中学校、高等学校、大学、学士博士までみんな知った立場で幼稚園からそれを始めろと言えばできません。できないことです。するようですか？　勉強しても皆逃げていきます。そう思いませんか？

それと同じように、皆さんも何かと言えば復帰の小学校に入ったのです。復帰の学校である小学校に入るのを同じだというのです。何も分からないので「しよう」というので「しよう！　しよう！」こうですが全部皆分かれば…。分からないのが幸いで、分からないのが福だというのです。（笑い）それでも知りたいですか？（はい）。（笑い）分からず行くのです。

これを見なさい。ある深い山中の峠を越えるのに、その峠にはいつも虎が群れで出てくるとしましょう。それを父親母親は知っていますが、背負った子どもはその群れの虎でも何でも母親に負ぶさっているので天下が皆安心です。しかし背に負ぶさった子どもがもしその峠で群れの虎が出てくることを知ったらどうなりますか？　どうなのか考えてみなさい。捕まって食われるときに、父親母親より自分が先に食われると考えればその峠を越えていこうとしますか？　それゆえに知らないのが幸せなときが多いのを知らなくてはなりません。ただ熱心にだけすれば過ぎていくのです。（七九・一一九）

普通の幼稚園から普通の小学校、中学校、高等学校、大学まで行かなければならないとすれば「ああ、それをどうやって…」となるでしょう。幼稚園に入るときにそれを知れば「ああ、大学に行って博士になるのがこうこう骨が折れる」となれば幼稚園に行こうとする子どもは一人もいないだろうと私は考えます。（九七・九八）

学校で勉強する時間が好きか、修学旅行に行く時間が好きかというとき、修学旅行に行くのが好きだと行きたがりますが、修学旅行に行くことは難しいのです。外地に行って消化するべき環境ができるのに、その環境を消化できなくては脱落者になり落後者になるのです。（一一五・九九）

皆さん勉強するのは大変でしょう？　そうかといって、しないでいられますか？　それはなぜですか？　勉強して何をするのかといえば、社会という体制に合わせられる自分を作るためです。社会が私に合わせてくれるのではありません。同じく皆さんが築いてきた統一教会のこの道が、皆さん自体を訪ねて合わせてくれるのではありません。皆さんが合わせなければなりません。（一三九・七九）

学校に行って勉強するのが好きな人がいますか？　だれが勉強するのが好きですか？　それではなぜしなければなりませんか？　しなくてはだめです。死にながらでもしなければならないのです。そうでなければ落後者になるのです。（一三七・一五七）

2) 「勉強しろ」の本当の意味

さて、子どもに悪いことを教える父母はいません。悪い父母はいません。悪い先生でも弟子たちには正しい講義をするのです。「イエス、イエス」という人はよくするのです。事実ですか？（はい）。（一一七・三一四）

学校に行く子どもに対して、勉強する子どもに対して「勉強をよくしろ、勉強をよくしろ、勉強をよくしろ」毎日毎日そう言ったらどれだけ聞きたくないですか？　しかし、勉強ができず落第生になり世の中に出ていくときは「ああ、私たちのお父さんお母さんがそのように話したとき、言うことを聞いていたら…」こうだというのです。父母に讒訴できません。讒訴できないのです。

皆さんが好きだと休んでいる間に、天と地を失ってしまっているのです。盗まれているというのです。人が勉強している時間に勉強しないで、全部皆怠けて事故に遭うのと同じなのです。それで何になりますか？　落第生になるでしょう？　（九一・三一三）

いくら強力に主管しても、彼をより立派にさせ、より輝かせるために、彼のために自分が加担して苦労させればさせるほど自分が苦労するという条件になるのです。

例を挙げて話せば、愛する父母が子女を身動きできないようにして、朝に夕にすべての生活を干渉しながら、勉強しなければ勉強しろとむちをもって強制的にさせても、それは父母の道のためではないのです。子女の将来のために、父母自身が困難に耐えて犠牲になりながらそんなことをするという事実を、子女はそのときは分からないけれど、後でみればみるほどそれが自分のための栄光の位置になり、祝福の起源になるということを知るようになるのです。自分が成功したとき「ああ、私たちのお父さんお母さんは独裁者だった」そうですか？　「ああ、私のために実にありがたくよくしてくださった！」こうだというのです。それが理解できますか？（はい）。

それでは悪いことは何ですか？　善と悪がどこで分かれますか？　行動は同じようでも内容が違うときは天地が変わるのです。むちをもって打っても、だれのために打ちましたか？　彼らのため、彼らの将来と彼らの祝福のため打つときは善になりますが、私のために「私の利益のためにおまえしろ」と打ったときには悪になるのです。

それゆえ、皆さんはこのような観点から、善悪の基準を確実に知らなくてはなりません。善悪の基準を分からないでは、これが混沌となっては、私たちがどんなことが神様の責任なのか、どんなことが私たちの責任分担なのか分からないというのです。分かりましたか？（はい）。（八七・一二三）

皆さん、学校に通う学生にとって、「勉強を熱心にしろ、熱心にしろ」というのが先生の毎日の訓示になるのです。先生はいつもなぜそうなのですか？　学校に備えてあるすべての学びの贈り物をそのままに 一〇〇パーセント相続してあげようという話です。「あなたがそのように努力して、この学校にあるすべての宝物を根こそぎ奪っていけ！」というのです。奪っていくには条件があるというのです。人よりもより血と汗を流し、すべての精誠を尽くせばこそそれを奪っていっても嬉しいけれど、精誠を尽くさずには、カンニングしてだましては…。そんな人は学校から追放されるのです。

それでは、相続を受けようという人は、必ず主人からよい言葉だけを聞くようにはなっていないのです。分かりますか？（はい）。先生が言うには「あなたたち、勉強を熱心にして、品行を端正にして、すべての学生たちと違いなさい。すべての学生が行く道を行かずに他の道を行きなさい」これです。全部皆反対の道に、一人ぼっちの道に追い出すのです。それはなぜですか？　いちばん尊いものを相続してあげるためにです。そんなとき気分がいいですか、悪いですか？（いいです）。気分がいいでしょう？（はい）。（一〇一・一七〇）

The Way For Students - 155
Chapter 4. School And Study
Section 4. Study

3. Study Hard

1) No One Likes to Study

Does anyone of you like to study? [Yes] You like to study? I don't think so. To study is bad. To stay is good. Let me see. You can freely. . . When you send your children to the primary school or the elementary school, do they say, "Sure, I will, Mom," or "Oh God, I don't care to go."

Which have you seen? Which have seen more? When we think of the students going to the kindergarten, they know about only the kindergarten itself. If they were asked to go the kindergarten after they had known about primary, middle and high school, and university or the doctor courses they should go on to in the future they, I think, couldn't go. They couldn't. Do you think they could go? In the middle of class they would run away. Don't you think so?

In the same way, in your case, you come here to the primary school for restoration. You are the same as coming to a primary school for restorational providence. As you know nothing, you only follow. "Let's go! Let's go!" as I lead, "Let's go!" If you knew all about. . . . By good luck, you don't know anything. This is true. (laughter) Do you any how want to know? [Yes!] (laughter) You are going this way with nothing.

Let's say a family was climbing a path up a big mountain, and there a pack of tigers always came out. The father and mother knew it, but the baby on his mother's back didn't know anything about the danger and felt at rest.

If the baby knew that a pack of the tigers would come out on the uphill path, what would have become of him? Think of what would happen to him. If he knew he would be the first victim in case of being attacked, would he want to go there? Therefore, to know nothing often makes you have good luck. Concentration on what you are doing makes you pass through it easily. (97-119)

If a child in a kindergarten knew all the educational system from kindergarten to primary school, middle and high school, and the university he should go to, he would say, "Oh, God. I can't." If he came to know what a difficult thing it is to go to the university and to get through the courses for his doctorship, he would not want to go to kindergarten. No kid, I think, would want to. (97-98)

When you are asked, "Which do you like, to study in the class, or to go on a school excursion?," you prefer to go on a school excursion than to stay in class. But you should know it is not easy to go on a school excursion. You should digest strange things outside of the school. In case you cannot, you might be a dropout or a straggler. (115-99)

It is hard to study, isn't it? But can't you do that? Why not? The reason you study is to apply yourself to the social system. The society doesn't apply to me. In the same way Tongil [Unification] Church doesn't come to you and receive you warmly, but you have apply to it. (139-79)

Is there anyone who likes to study in school? Who on earth likes to study? But why do you have to do it? You cannot spare yourself from doing it. You have to study even at the cost of yourself, or you might become a straggler. (137-157)

2) The Meaning of Study

There are no parents who teach their children a wrong. There is no bad parent. Even a bad teacher gives his students good lessons. Those who say, "yes, yes" may be doing well in their class. Is it true? [Yes] (17-314)

If you repeatedly say, to your son going to school, or to the son who is studying, "Study hard. Study hard. Study hard," he might get to feel very disgusted with his meddler. But, in case that he goes into the society as a failure because he didn't study hard, he would say, "I should have listened to my parents. . ." He could not slander his parents.

While you enjoy your comfortable rest, you are losing everything. Your are letting things get stolen. It is the same as while others were studying in the class you played hooky and met an accident. And what would become of you? You would be a repeater, a failure. (91-313)

No matter how intensely you may exercise control over him, if it is from your desire to make him brighter and better, it can be your condition to make efforts for him. For example, even though you have made your child be silent and interfered with everything day and night, and made him study by flicking a whip at him when he had bad conduct, it was not for the parents yourselves but for your child's future, waiting patiently and sacrificing yourselves, your child would think it a moment of great pleasure and the source of blessing when he reflect on his early days.

When he is successful in his life, would he say. "Well, my mother and father were dictators," or "well, they took great pains for me"? [the latter] You got it? [Yes]

What is bad? Where is evil and good divided? When the behavior seems to be the same but the content is different, it is extremely different. When you flicked a whip at someone, who did you do it for? When you hit him for his sake, for his future, and for his blessing, it can be good, but you did it for you, saying, "Do this for me," it becomes evil.

Therefore, you must know the standard of good and evil clearly in this viewpoint. Without knowing the standard of good and evil, you should be so confused that you cannot know which is God's responsibility and which part is your responsibility. Understand? [Yes] (87-123)

For a student in school the teacher's urging, "study hard, study hard," is the teacher's daily instruction. Why does the teacher always do so? He means through the instruction to inherit all the profound gift of knowledge 100 percent whole to you. It means "Do your best, and snatch all treasures from this school," but they set a condition for the student to hold.

They would be pleased, being stolen, to see the student do his best with his whole heart more than anyone else. In the case that he did not do his best and invest his whole heart and became a cunning or cheating person, he would be kicked out.

Therefore, those who could inherit will not always get praised by his master. Do you understand? [Yes]. The teacher always says to the students, "Study hard. Be students of good moral character.

Be different from another students. Don't take the road all students take, but take a different road." He drives you into a thoroughly opposite way, or a lonely way. Why! To inherit the most precious thing to the students. Are you pleased for all that, or aren't you? [Yes, we are.] You are happy? [Yes] (101-170)