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这本书里有：
绝美的风景照片
天真淳朴的孩童的抓拍瞬间
感人的支教故事
蕴意丰富的诗歌
支教生活的真实体现
康巴人的生活与文化揭秘
一对90后小夫妻笔与镜头下的康巴少年及他们的梦想
-The vivid real volunteer teaching life.
-The secret life and culture of theTibetans.
-The stories and snapshots of Tibetanyouth.
All told by a young couple born in the1990s.
当年一位懵懂的大学生丽君毅然带着大学生队伍骑自行车到北京，在路上遇到现在的爱人小龙。后来他们到西藏支教，帮助那里的孩子筹集书籍和衣服，甚至还感召了一些老师一块前往支教，传承这份爱。他们这样的人生很充实，他们这样的故事值得我们去品读。
这本书里有：
绝美的风景照片
天真淳朴的孩童的抓拍瞬间
感人的支教故事
蕴意丰富的诗歌
支教生活的真实体现
康巴人的生活与文化揭秘
一对90后小夫妻笔与镜头下的康巴少年及他们的梦想
-Th
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| 內容簡介： |
这是一本图文并茂的散文书，作者是一对90后夫妻。他们在西藏康巴地区的支教过程中拍摄了大量照片，并写下了许多散文和诗歌。这些抓拍的瞬间很真实，文字与照片的内容紧密相联，语言简练，富有深情，充满力量。
來源：香港大書城megBookStore,http://www.megbook.com.hk
这本书内容丰富，从不同的角度记录了康巴山区的孩童生活：被父母抛弃的孩子得到了老师无私的爱；学生穿的衣服很破很脏，但他们帮老师扫地、洗衣服、洗碗，真的很淳朴；学生玩的时候弄伤了，那伤口老师看得心惊肉跳，可他们哭一会儿就没事了，很勇敢；他们不懂太多痛苦、伤心，而是一直保持着快乐这就是作者想表达的：在艰苦的环境中，摒弃怨天尤人，坚强勇敢地活着！
另外，作者也展现了当地藏人的独特生活，和他们在藏区支教的这些日子里得到的不同于大部分同龄年轻人的独特的心灵感受和思想。翻开本书，这个神奇的地方将带给你强烈的震撼。
这是一本图文并茂的散文书，作者是一对90后夫妻。他们在西藏康巴地区的支教过程中拍摄了大量照片，并写下了许多散文和诗歌。这些抓拍的瞬间很真实，文字与照片的内容紧密相联，语言简练，富有深情，充满力量。
这本书内容丰富，从不同的角度记录了康巴山区的孩童生活：被父母抛弃的孩子得到了老师无私的爱；学生穿的衣服很破很脏，但他们帮老师扫地、洗衣服、洗碗，真的很淳朴；学生玩的时候弄伤了，那伤口老师看得心惊肉跳，可他们哭一会儿就没事了，很勇敢；他们不懂太多痛苦、伤心，而是一直保持着快乐这就是作者想表达的：在艰苦的环境中，摒弃怨天尤人，坚强勇敢地活着！
另外，作者也展现了当地藏人的独特生活，和他们在藏区支教的这些日子里得到的不同于大部分同龄年轻人的独特的心灵感受和思想。翻开本书，这个神奇的地方将带给你强烈的震撼。
This book consists of prose and photos. The authors are a couple
born in the 1990s. While volunteer teaching in Kangba, Tibet, they wrote a
great deal of prose and poetry, and took many photos. The snapshots, closely
related to the prose, capture their reality. Their language is succinct,
affectionate, and powerful.
This book is informative, thoroughly describing the lives of Kangba
children from various angles, including： The child who was deserted by her
parents received love from the teachers; the students wore shabby clothes, but
were simple and honest, helping their teachers sweep the floor, and wash
clothes and dishes; when they were seriously hurt while playing, which terribly
frightened the teachers, they just cried for a while and then felt all right,
very brave indeed; they were not so much aware of pain and grief, but were
always optimistic and happy; under harsh conditions, they didnt complain, but
lived sturdily and bravely!
The authors depict the unique life of Tibetans and communicate their
own feelings and thoughts, distinct from those of their peers, which they
experienced while volunteer teaching in the Tibetan region. Open the book and
you will be thrilled by this magical place.
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| 目錄：
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Preface I ／ 4
Preface II ／ 6
ChapterOne／9
TheDream ofXiaolong andLijun
ChapterTwo／39
TheDreamsofChildreninKham
ChapterThree／175
ChildrenTellTheirDreamsinClass
Appendix／183
OurChildrensPaintings
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| 內容試閱：
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Preface
I
TangWang
Tea planter
InJanuary2013,Kashgarwascoveredbywinterfog,coldandsilence.Onmywayfromtherailwaystationtotheoldtown,Icouldoccasionallyseeflocksofblackcrowsflyingupanddowninthesky.Withoutmuchdifficulty, Ifoundthe
MaitianYouthHotel Ihadreserved
online.Asthe ChineseNewYear drewnear,thesecond floorofthehotelwasveryquiet.Ayoungmanwithahappysmilehelpedmecheckin.Asanewcomer,Iaskedhimaboutplacesworthvisiting.HepointedtotheruinsbytheTumanRiveroutsidethewindowandsuggestedIvisitthelocalhousesonthehighplatform,saidtobeover600yearsold,butbeingtorndownsoon.Thenhecontinuedtypingonalaptop.
AfterIhadstayedinthehotelforseveraldays,webecamemorefamiliarandbeganchatting.HesaidhewasXiaolong,hadriddentoKashgarfromQinghai Lake,andwashelpingrunthesparsely populatedhotel whiletheownerwashomefortheChineseNewYear.Xiaolongwasbusyeachdaywritinghisfirstbook,whichdescribeshisexperienceandpersonalunderstandinggainedwhileridingalongtheway.Afterrestinghereforawhile,hewantedtoexitthroughtheKhunjerabPassandheadwest.Iaskedhimhowhecouldgetfinancialsupportforthistravel.Heansweredthathedidntknowhow,butjustwantedtoearnsomemoneythroughwriting.Also,hisfamilythoughthewasstillstudyinginBeijingandcouldsendmoneytohim.Ireadhismanuscriptandwastouchedbyhiswords.Hisexperiencediffersfrommanyotherpeoples,whichendowedhislanguagewithasenseoffreshness.
WalkingalongtheTumanRiver,ItalkedwithXiaolongaboutTheBookofSongsandTheIliad.Literaturehasalonghistory.ThoughtherearedifferencesinliteraturebetweentheEastandtheWest,itoriginatesfromsomewherejustlikethesourceofalongriver,withstreamsflowinginalongthewaybeforefinallyconvergingintoonevast,mightyriver.Weareluckytobeexposedtoliteratureinourshortlives.IinvitedXiaolongtomyhomein Yunnan.My
study wasopen tohim. Literature
isa craftthat needs
sufficienttraining, meaning extensive
reading.Iearnedlittleduringthefirsthalfofmylifewithmostofmymoneyspentonbooks.So,althoughXiaolongsmanuscriptimpressed
me greatly,
I still felt he needed to drawmorenutritionfromextensivereading.
InJuly2014,Xiaolong,whowasunabletoexitthroughtheKhunjerabPass,visitedmeinYunnanwithhisgirlfriend,Lijun,whomhemetwhileriding.Theyearbeforelast,hewenttoLhasabyhimselfalongtheXinjiang-Tibet LinefromKashgar.Talkingaboutthedangerheencounteredalongtheway,hesaidwhilehewasgoingaroundKangrinpoche,themountainwasblockedbyheavysnow.TheTibetansadvisedhimnottoclimbthemountainalone.Itwasbettertogoinagroupsohispartnerscouldbringhisbodybackifhefrozetodeath.Thesewordsleftmewithaspecialimpression.Isclimbingamountainsoimportantandsacred,whilelifeanddeatharesofragile?
WhenXiaolongandhisgirlfriendarrivedinYunnan,Igavethemmystudyfortheiruse.Itoldthem,You dontneedtogointothemountaintoworkwithme.Youcanalwaysfindworktodowhereveryouare.Youcanreadasmuchasyoulikewhenyouareatmyhome.Apartfromthetwoyoungpeople,aneducatoralsocametoourgathering.Thus,wecouldonlytalkaboutliteratureatthedinnertable.Once,afterdrinkingliquor,Ibecameveryhappyandsaid,Literatureisthegreatestfreedomhumanshaveachieved,whichisthevalueithastothem.Hearingthis,Xiaolongwasveryhappy.Xiaolongandhisgirlfriendstayedinmyhomeforhalfamonthbeforesayinggoodbye.LijunreturnedtouniversitytocontinueherstudiesandXiaolongwenttoErhaiLake,
Dali, ofYunnanProvince,founda
deserted cabin, and began writing his second book. He wanted to get hisworkspublished.Whenhetalkedtomeaboutthis,Itoldhimwritingwasasolitarybusiness;whetherhisbookscouldbepublisheddidnotmattertoomuch.
Weseldom contacted each other after that until one day in
2014 when he said he was on the way to ChamdoofTibetwithLijuntoteachasavolunteer.Iknewthathavingattemptedtowritenovels,hewasalsowritingmanypoems.Occasionally,hesentmesomeforcomment.Itwasnoteasytocommentonpoetry.Ifoundinhis
poemsthatXiaolongobstinatelystayedwithbinaryopposition,eitherthisorthat,brightnessordarkness.Ihadheardtoomuchpreachinglikethissinceyouth,soIdonotacceptsuchadichotomyoftheworld.Literatureblendsmulti-levels,whileexpressionofemotionisoftenoverused.Italkedwithhimabouttwoissues：Onewastheself-disciplineofliteratureandtheotherwastheimportanceofrestraintintheuseofthewrittenword.Ifthereisaliterarycountry,Ibelievepeopletheresincerelytalkaboutliterature,tendingtobemorecriticalandlesscomplimentary.Inthewinterof2015,followingayearofvolunteerteaching,XiaolongandLijunvisitedmeagaininYunnan.Iwasgratifiedtoseethemeventuallymarry,astheirrelationshiphadseenmanydifficulties,butitturnedoutasfortunateforthetwoloverstocometogether.However,literature,whichboundustogether,hadbecomelessconspicuousduetothecamera.Infact,XiaolongdidntbuyanythingforhimselfexceptablackLeica.Thechildreninhisphotoswereimpressiveandstorieshetoldabouttheprotagonistswereunforgettableandunexpected.XiaolongandLijunhadfacedthepessimisticrealitywithgoodhopescherishedwithintheiryounghearts.YetI
had adifferent view on volunteerteaching.Giventhis,we tried to avoidtopics about literature.OneyearofvolunteerteachingmadeXiaolongmoremature,butlesstalkative.Hewasfullofoptimismandpassionforphotography,ashehadpreviouslybeenforliterature.
IwassurprisedthatXiaolongcontactedthepresstopublishhisbook,anddidnotexpectthathewouldaskme,wholivesinadeepmountain,towritethepreface.IknewIcouldnotevadeitanddidntknowhowtowriteit.Aftercarefullyreadinghisarticlesandlookingathisphotos,Ijustwroteabouthowwegottoknoweachotherandsomebitsandpiecesofourstory.Hislanguageissimple,butradiatesthewarmthofaheart.Hisbook
providesdeepinsightintothesympatheticnatureofhumanbeings.Itisabookonthehumanmind,andisaninterpretationofcompassionthatmanyliteraryworksendeavortoexpress.Thisprefacemaybedisappointing,butpleasetakeitonlyasanotherinterpretationofhisworks.
August 20, 2016
Teacher,
Can I Get Out of the Mountain?
I often stood with the children on the slope
outside the school to envision the world beyond the mountains. This slope was
our paradise. We read aloud as if to be heard by the childrens parents at the
foot of the mountain. After school, we would come to the slope to play.
Sometimes, Id rush out and see their backs vanishing out of sight. Even though
we said goodbye on the slope every day after school, I would still stand there
each time. Goodbye, Mr. Xiaolong! GeleGele. Tibetan for take it easy.
Some children said goodbye while running; others shouted See you, Mr.
Xiaolong! even after they were out of sight.
There were a few nights when we werebrave and
sang aloud on the slope. The Milky Way rambled silently in the night sky. Our
singing echoed between the valley and villages, and seemed to bring joy to the
people at the foot of the mountain.
Whenever I stood on that slope with the
children, I felt extremely relaxed and hap- py. There was an impenetrable wall
be- tween this school and other strict schools. Here, outside the wall, we
happily breathed fresh air. As children of Kham, growing upon the free land,
they couldnt stand a tense classroom.
In this school, however, teachers not only
imparted knowledge, but in most casesalso acted as strict and fair judges.
Stu- dents in Kham were very naughty, some even fought fiercely. If teachers
were not strict with them, their performance at school couldnt be improved.
More im- portantly, their personal safety could not be ensured. I saw a child
kneeling in front of his teacher, pleading, Please, dont ask me to go to
school! He was a child of the Village Head, often scared into wak- ing up
because he was afraid his teacher would beat him. Before we left the school,
the top student in the class wrote to Ajun： Miss Ajun is the best teacher because
she has never beaten me. All the teachers laughed when they saw this note.
In Sangan, Kham on the border between
Sichuan and Tibet, family power was stressed, so people could be brutal and
warlike. Several times, students from strong families bullied students from
weak ones, even throwing stones at each other. When students were bullied, they
didnt dare tell their parents since their family power was too weak to fight
back. The only person they could tell was the teacher. Once, a student was hit on
the head with a stone. When he arrived at school the next day, having noticed
his wound, I grabbed a large stick. The boys who had beaten the student saw me
with the stick and were so frightened that they cried. After that, they did not
fight again.
Perhaps they could never get out of this
mountainous area and see the outside world. What likely awaited them was this
tract of land and herds of cattle and sheep. Yet most of the children admired
books and knowledge. When the teacher gave dictionaries to them, they all held
the dictionaries in their hands for the entire day, treating the dictionaries
as their friends. Many children were still in second grade despite being nearly
13 years old, and the school only offered courses through third grade. To continue
their education, stu- dents had to attend school in a township 20 kilometers
away. Even before I finished my volunteer teaching, many children had dropped
out of school and began their life as cowboys or cowgirls with their elderbrothers
and sisters. Given these unfortu- nate circumstances, many villagers repeat-
edly requested that I help their children.
To us, this destiny was pathetic. Educators
tried to encourage their students to get out of the mountain or get out of
the countryside to pursue personal devel- opment in big cities. However, as a
result, many of them changed their true nature in big cities or even forgot
their roots, another kind of loss.
We did experience the happiness of pas-
turing as well. Children were in pairs and seniors in groups, singing ballads,
laughing, and talking. Still, as their teacher, I hoped from the bottom of my
heart that my students had dreams, hopes, and expecta- tions. When I heard
someone reading the text of Lets Get Out of the Mountain, it seemed I was even
more excited than the children.
My
home is on the Qinghai-Tibet Plateau,
Where
you can see herds of cattle and sheep,
Beautiful
snow-capped mountains and pretty girls.
My
teacher told me that along the crooked path,
I
can get out of the mountain.
How
much I expect to see the fantastic world outside.
There
must be one day when your dreams come true!
Later, students not only learned to sing the
song, but tried to chant words and texts.
Tibetans in Kham were good at singing anddancing
by nature. When walking along a path, I often heard people singing from the
mountain, melodious and sweet, lingering in the valley. Sometimes, I would sing
along. Then, I would hear laughing and more reso- nant songs.
To me, life here was full of surprises and
happiness at every moment. However, I was not born here, so I could neither
guard the mountain ranges and rivers nor tear myself away from my dear familys
deep love.
Going into the Mountain
This is a tract of land with hope,
Just as on the hopeless sea,
The first glimmer of dawn you see.
Home, is the endless field,
That is silent in water
To serve you at home like a bowl of green tea.
Trodden by broken hooves
Was the hometown of green grass.
When meeting after a long separation,
You are like a fearless army,
But I am like a timid deserter,
Hiding myself in your fatherly arms,
Like them-
The children you brought up including me.
Oh, the Earth,
Whoever can grow up without your nurture?
Going into the mountain,
We are like newborn babies,
Trying to find the homeward journey of our life.
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