"This continued until he finished teaching the subjects he was responsible for: osteology, vascular science, and neurology."
--Expressing admiration for Mr. Fujino's serious and responsible spirit.
2. "His enthusiastic hope for me and tireless teachings, in a small way, are for China, that is, he hopes that China will have new medicine; in a big way, they are for academics, I just hope that new medicine will be spread to China. His character is great in my eyes and heart."
--I deeply express my memory and gratitude to Mr. Fujino.
3. "Tokyo is nothing more than this."
--Expresses the author's strong disgust at the foul atmosphere created by Qing students studying abroad in Tokyo.
4. "Probably it's because things are more valuable than hope."
--Used together with the "Bai" at the end of the sentence, it is a humorous way of guessing about receiving "preferential treatment" in Sendai. The reasons are filled with the bitterness of the people of a weak country.
5. They also cheered like they were drunk.
--It shows that they are all gloating and insensitive, and strongly expresses the author's hatred for the mental numbness of people under the long-term rule of the reactionaries.
6. It seems that he is about to say something in a measured tone.
--It shows that the facts did not occur, but it was just a scene imagined by the author, and the power of inspiration is huge. This strongly expresses the author's nostalgia for Mr. Fujino.
7 When the cherry blossoms in Ueno are in full bloom, they do look like crimson light clouds, but there are also groups of people under the flowers.
A crash course for "Qing students studying abroad" , with a big braid on the top of his head, the top of the student hat rises high,
forming a Mount Fuji.
8 A dark and thin gentleman with a mustache and glasses, holding a stack of large and small books.
9. It was too vague to wear clothes, and sometimes I forgot to wear a tie; in winter, it was an old coat, and I was shivering. Once
I got on the train, causing the train manager to Suspected he was a pickpocket.
10 After returning to China, I saw those people who were watching the execution of prisoners, and they cheered as if they were drunk...
Mr. Fujino respects students, even though he is for Lu Xun I felt sorry for abandoning medicine to pursue literature, but I understood Lu Xun, a citizen of a weak country, who dreamed of a powerful country, so he gave him a photo with the word "Farewell" as a farewell gift. What a great encouragement and encouragement these are to a Qing student who has suffered so much discrimination and humiliation. His love for and understanding of students gave Fujino such a strong personality that he influenced his students' lives. Therefore, as a teacher, a noble personality charm is conducive to establishing a harmonious teacher-student relationship, promoting teacher-student interaction in teaching, and laying a spiritual foundation for students' lifelong development. Among school interpersonal relationships, the first priority is the teacher-student relationship.
A good teacher-student relationship must be maintained by deep teacher-student emotions. Teachers' care and love for students and students' admiration and love for teachers are the source of teacher-student emotions and the basis of harmonious teacher-student relationships