原文
吾粤善司教者有六公。一曰海公瑞，其教谕南平也，以朱子白鹿洞五规乡愿忠信廉洁之，以孔子刚者之辩，孟子不见诸侯之守，日与诸生讲明，相见拜揖外，不许将一物为贽。一曰杨公守道，其教谕金乡也，诸生执贽见者受之，随以食诸生之贫而有志者。又以所余俸，置学田三百五十亩，以赡诸生。一曰翟公宗鲁，其教谕宣平也，以典试四川所得聘金，建文明书院，并置田以赡学者。一曰朱公仕夔，其教授南宁也，申苏湖科条以饬之，又作心学时惕图，图凡十二格，一格象闰，日凡八圈。上一大圈象卯，以考存养。下一大圈象戌，以考省察。中六小圈象辰、巳、午、未、申、酉，以考经书应酬。因时填圈，妨于事则朱之，协于义则白之，蹈于过则黑之，学存乎心，心存乎惕，惕存乎时与人，士勤而行之。一曰林公光，其教谕平湖也，以道为任，常上敦风化养廉耻一疏，言甚恳切，勉学者穷源探本，反身修行，一时士习丕变。而陈公思贤者，教授漳州，每直指使者至漳，参谒毕，必进问圣躬安否何似。靖难诏至，公恸哭曰：“明伦之义，正在今日。”与其徒六人，坚不迎诏，即明伦堂为旧君位，哭临如礼。被逮至京，与六人者皆死之。噫，今之君子，有司教之责者，平居则以海、杨、翟、朱、林五公为法。临大节，则以陈公为师，其亦庶乎无忝于宫墙也哉。
白话
中文
我们广东擅长管理教化的官员有六位。第一位是海瑞先生，他在南平担任教谕时，用朱熹《白鹿洞书院揭示》中的五条规训（父子有亲、君臣有义、夫妇有别、长幼有序、朋友有信，此处引申为忠、信、廉、洁等美德）来教导乡里，用孔子所说的刚毅者的原则、孟子不见诸侯的操守来要求自己和学生，每天和学生们讲明义理，除了见面时行拜揖礼外，不允许学生带任何礼物作为见面礼。第二位是杨守道先生，他在金乡担任教谕时，学生们拿着礼物来拜见，他会收下，随即用来招待贫穷但有志向的学生。又用自己剩余的俸禄，购置了三百五十亩学田，用来资助学生。第三位是翟宗鲁先生，他在宣平担任教谕时，用在四川主持考试所得的酬金，修建了文明书院，并且购置田产来资助学者。第四位是朱仕夔先生，他在南宁担任教授时，重申苏州、湖州地区的学规来整顿学风，又制作了《心学时惕图》。图中共有十二格，其中一格代表闰月，每天有八个圆圈。上方一个大圆圈代表卯时（早晨），用来考察“存心养性”的功夫。下方一个大圆圈代表戌时（晚上），用来考察“反省察识”的功夫。中间六个小圆圈代表辰、巳、午、未、申、酉六个时辰，用来考察研读经书和待人接物的情况。根据时辰填写圆圈，如果行为有妨于事理就用红色标记，合乎道义就留白，犯有过错就用黑色标记。他认为学问在于内心，内心在于时刻警惕，警惕在于把握时机和与人交往，读书人应当勤勉地遵行。第五位是林光先生，他在平湖担任教谕时，以传承道义为己任，常常上疏奏请整顿风气、培养廉耻之心，言辞十分恳切。他勉励学者要追溯本源、探求根本，反躬自省、修养品行，一时间当地的学风大为改观。而陈思贤先生，在漳州担任教授，每当朝廷特使（直指使者）到达漳州，他参见拜谒完毕后，必定上前询问皇上身体是否安康。等到（明成祖）靖难的诏书到达，陈公恸哭说：“阐明人伦大义，正在今天。”他带领六个学生，坚决不迎接诏书，就在明伦堂为旧君（建文帝）设立牌位，按照礼仪哭祭。后被逮捕押送至京城，与那六位学生一同被处死。唉，如今的君子们，凡是担负教育职责的官员，平时就应该以海瑞、杨守道、翟宗鲁、朱仕夔、林光这五位先生为榜样。面临考验气节的重大关头，就应该以陈思贤先生为师，这样大概就能不辱没作为儒者师长的身份了吧！
英文
There were six gentlemen in our Guangdong who excelled as education officials. The first was Mr. Hai Rui. When serving as Education Intendant (Jiaoyu) in Nanping, he educated the local people using the five principles from Zhu Xi's White Deer Grotto Academy regulations (implying virtues like loyalty, trustworthiness, integrity, and incorruptibility), and adhered to the principles of the resolute mentioned by Confucius and the integrity shown by Mencius in refusing to see feudal lords. He discussed principles with students daily, and apart from exchanging bows upon meeting, he forbade students from bringing any gifts. The second was Mr. Yang Shoudao. When serving as Education Intendant in Jinxiang, he accepted gifts brought by students but immediately used them to provide food for poor but ambitious students. He also used his surplus salary to purchase 350 mu of school land (xuétián) to support students. The third was Mr. Zhai Zonglu. When serving as Education Intendant in Xuanping, he used the remuneration received from presiding over examinations in Sichuan to build the Wenming Academy and purchased land to support scholars. The fourth was Mr. Zhu Shikui. When serving as Professor (Jiaoshou) in Nanning, he reinforced the academic regulations from the Suzhou and Huzhou regions to rectify conduct. He also created the "Mind Study Timely Vigilance Chart" (Xīnxué Shítì Tú). The chart had twelve grids, one representing the intercalary month, and eight circles for each day. A large circle at the top represented the Mao hour (morning) for examining self-cultivation. A large circle at the bottom represented the Xu hour (evening) for examining self-reflection. Six small circles in the middle represented the Chen, Si, Wu, Wei, Shen, and You hours for examining the study of classics and social interactions. Circles were filled according to the time: marked red if an action hindered propriety, left white if it conformed to righteousness, and marked black if a transgression occurred. He believed learning resides in the mind, the mind relies on constant vigilance, and vigilance depends on timing and interactions with others; scholars should diligently practice this. The fifth was Mr. Lin Guang. When serving as Education Intendant in Pinghu, he took transmitting the Way (Dao) as his responsibility. He often submitted memorials urging the improvement of social customs and the cultivation of integrity and a sense of shame, speaking with great earnestness. He encouraged scholars to trace origins, seek fundamentals, reflect upon themselves, and cultivate their conduct, leading to a significant transformation in scholarly practices at the time. Then there was Mr. Chen Sixian, who served as Professor in Zhangzhou. Whenever an imperial envoy arrived in Zhangzhou, after paying his respects, he would always step forward to inquire about the Emperor's health. When the edict concerning the Jingnan Rebellion (by the future Yongle Emperor) arrived, Mr. Chen wept bitterly, saying, "The duty to clarify human relationships is precisely today!" He, along with six of his disciples, resolutely refused to welcome the edict. Instead, in the Minglun Hall (Hall of Clarifying Human Relationships), he set up a memorial tablet for the former emperor (Jianwen Emperor) and mourned him according to ritual. He was subsequently arrested, taken to the capital, and executed along with the six students. Alas, for the gentlemen of today who bear the responsibility of education officials: in ordinary times, they should emulate the examples of Messrs. Hai, Yang, Zhai, Zhu, and Lin. When facing moments demanding great integrity, they should take Mr. Chen as their teacher. In this way, they might perhaps avoid disgracing their positions as Confucian scholars and teachers!
文化解读/分析
此条目记述了明清时期广东（或曾在广东有影响）的六位模范教育官员（司教），展现了作者屈大均所推崇的儒家士大夫的理想品格与教育实践。
儒家教育理想的体现：这六位官员的行为集中体现了儒家对教育官员的要求：
- 德行为先：海瑞以身作则，强调忠信廉洁，拒收馈赠，体现了儒家对官员清廉和道德示范作用的高度重视。
- 仁爱之心：杨守道、翟宗鲁将个人所得（俸禄、聘金）用于资助贫困学生、兴建书院、购置学田，体现了“仁者爱人”以及对教育公平的追求。“学田”制度是古代保障学校经费和资助学生的重要方式。
- 严谨治学：朱仕夔不仅引入先进地区的学规，更创造“心学时惕图”这种具体的修身工具，强调内省、自律和“知行合一”，反映了宋明理学（特别是心学）对个人道德修养精微化的影响。这种图表化的每日反思方法，是儒家“慎独”功夫的具体实践。
- 教化责任：林光上疏“敦风化，养廉耻”，将教育视为移风易俗、改良社会风气的关键，体现了儒家士大夫的社会责任感。
- 忠义气节：陈思贤在“靖难之役”这一重大政治变故中，坚守对建文帝的忠诚，不畏强权，最终殉难。这集中体现了儒家“舍生取义”的最高道德标准和“忠君”思想（尽管在王朝更迭时，“忠”的对象会引发争议）。
- 树立榜样与社会批判：屈大均通过列举这些先贤事迹，一方面为当时的教育官员树立了行为楷模，另一方面也隐含着对现实中可能存在的教育弊端（如贪腐、废弛、缺乏气节等）的批判。他明确指出，平时应学前五公的勤政爱生、廉洁自律，危难时则应效法陈思贤的忠义不屈。
- 地方文献价值：作为《广东新语》的一部分，此条目也记录了与广东相关的历史人物及其事迹（如海瑞曾在广东为官，其余或为广东籍或对广东教育有影响），为研究明清时期广东地方教育史、官员制度和社会风尚提供了宝贵的史料。
总之，“司教”条目通过六位教育官员的典范事迹，生动诠释了传统儒家关于教育、官德、修身、忠义的核心价值观，是理解明清士大夫精神世界和教育实践的重要文本。
关键词
司教, 广东新语, 屈大均, 教育官员, 儒家, 海瑞, 杨守道, 翟宗鲁, 朱仕夔, 林光, 陈思贤, 廉洁, 学田, 书院, 心学, 道德修养, 忠义, 靖难之役, 明朝, 清朝, 广东