四分律刪繁補闕行事鈔 1.41

1.41

夫教不孤起，必因人；人既不同，教亦非一。故攝誘弘濟，軌用實多。貴在得其本詮，誠難覈其條緒。所以約開制，驗旨在為人；顯持犯，諒意存無過。今束一律藏，以五例分之，則教興之意可見也！

Now, the teaching does not arise in isolation; it must depend on persons. Since persons are not identical, teachings are also not uniform. Therefore, in gathering, guiding, and broadly delivering beings, the practical methods are truly manifold. What is valued is attaining its root purport; it is truly difficult to scrutinize all its branching threads. Therefore, by examining allowance and prohibition, one verifies that the aim lies in benefiting persons; by making manifest observance and transgression, one realizes the intent rests in being without fault. Now, subsuming the single Vinaya Piṭaka, dividing it by five paradigms, the intent behind the arising of the teaching can be seen!