Confucius, however, was more than a ju in the common sense of the word. It is true that in the Analects we find him, from one point of view, being portrayed merely as an educator.
但孔子不仅仅是普通意义上的儒者，在《论语》中，从某种观点来说，他被描述为教育者。
He wanted his disciples to be "rounded men” who would be useful to state and society, and therefore he taught them various branches of knowledge based upon the different classics.
他希望他的学生成为对国家和社会有用的“全人”，因此传授他们不同门类的知识学问。
His primary function as a teacher, he felt, was to interpret to his disciples the ancient cultural heritage.
他觉得作为教师的首要功能就是向学生们解释古代文化传统。
That is why, in his own words as recorded in the Analects, he was "a transmitter and not an originator." (Analects, VII, I.)
这也是他在《论语》中说“述而不作”的原因。
But this is only one aspect of Confucius, and there is another one as well.
但是这仅仅是孔子的一个方面，他还有另一面。
This is that, while transmitting the traditional institutions and ideas, Confucius gave them interpretations derived from his own moral concepts.
那就是，在传授传统知识体系和理念的同时，孔子向学生们解释自己的道德认知
This is exemplified in his interpretation of the old custom that on the death of a parent, a son should mourn three years.
例如，守丧三年。
Confucius commented on this: 'The child cannot leave the arms of its parents until it is three years old. This is why the three years' mourning is universally observed throughout the world." (Analects, XVII, 2.1.)
孔子说：“婴儿出生后三年内离不开父母的怀抱，这也就是为什么全世界的人都要为父母守丧三年。”
In other words, the son was utterly dependent upon his parents for at least the first three years of his life; hence upon their death he should mourn them for an equal length of time in order to express his gratitude.
也就是说，儿子出生后的前三年是完全依赖父母的，因此在父母去世后要守丧相同的时间，以表感恩之情。
Likewise when teaching the Classics, Confucius gave them new interpretations.
同样的，在教六经时，孔子给出新的解释。
Thus in speaking of the Book of Poetry, he stressed its moral value by saying: In the Book of Poetry there are three hundred poems.
因此，在说道《诗经》时，孔子强调道德价值时说：“诗三百”。
But the essence of them can be covered in one sentence: “Have no depraved thoughts.' " (A nalects, II, i.)
但是他们的本质可概括为一句话：“思无邪”。
In this way Confucius was more than a mere transmitter, for in transmitting, he originated something new.
由此可见，孔子不仅仅是知识的传授者，更是在传授的过程中有所创新。
This spirit of originating through transmitting was perpetuated by the followers of Confucius, by whom, as the classical texts were handed down from generation to generation, countless commentaries and interpretations were written.
这些传授过程中的创新理念被孔子的追随者传承下来，通过经典课程一代代的传递下来，产生了不计其数的注解。
A great portion of what in later times came to be known as the Thirteen Classics developed as commentaries in this way on the original texts.
后来形成了影响比较大的《十三经》。
This is what set Confucius apart from the ordinary literati of his time, and made him the founder of a new school.
这些使孔子与他那个时代的普通的文学者区分开来，时他成为新学派的创立者。
Because the followers of this school were at the same time scholars and specialists on the Six Classics, the school became known as the School of the Literati.
因为该学派的追随者当时都是学者和六艺方面的专家，所以以知识分子学派著称。
