史蒂夫·古迪爾/Steve Goodier
Thanksgiving Day was near.The first grade teacher gave her class a fun assignment—to draw a picture of something for which they were thankful.
Most of the class might be considered economically disadvantaged, but still many would celebrate the holiday with turkey and other traditional goodies of the season.These, the teacher thought, would be the subjects of most of her student’s art.And they were.
But Douglas made a different kind of picture.Douglas was a different kind of boy.He was the teacher’s true child of misery, frail and unhappy.As other children played at recess, Douglas was likely to stand close by her side.One could only guess at the pain Douglas felt behind those sad eyes.
Yes, his picture was different.When asked to draw a picture of something for which he was thankful, he drew a hand.Nothing else.Just an empty hand.
His abstract image captured the imagination of his peers.Whose hand could it be? One child guessed it was the hand of a farmer, because farmers raise turkeys.Another suggested a police officer, because the police protect and care for people.And so the discussion went—until the teacher almost forgot the young artist himself.
When the children had gone on to other assignments, she paused at Douglas’desk, bent down, and asked him whose hand it was.The little boy looked away and murmured,“It’s yours, teacher.”
She recalled the times she had taken his hand and walked with him here or there, as she had the other students.How often had she said,“Take my hand, Douglas, we’ll go outside.”Or,“Let me show you how to hold your pencil.”Or,“Let’s do this together.”Douglas was most thankful for his teacher’s hand.
Brushing aside a tear, she went on with her work.
In fact, people might not always say“thanks”.But they’ll remember the hand that reaches out.
感恩節就要到了,一年級的老師給學生們布置了一個有趣的作業,畫一幅他們感謝某事或某物的圖畫。
雖然大多同學或許要考慮一下家庭條件問題,但仍然有許多同學準備了火雞和其他傳統的節慶點心來慶祝節日。對於這些,老師認為,這是大多數同學藝術創作的主題。確實如此。
但是,有一個非常與眾不同的男孩,名叫道格拉斯,他畫了一幅很特別的圖畫。在老師眼中,他是一個悲慘、脆弱、不幸的孩子。其他小朋友在課間休息時間做遊戲時,他很可能就站在老師的身旁。在他那憂愁的雙眼背後,人們看到的是心靈最深處的哀傷。
是的,他的畫很特別。當老師要求畫一幅感謝某物或某人的圖畫時,他畫了一隻手。其他什麽都沒有。僅僅是一隻空空的手。他的這幅抽象畫引起了其他同學的想象力。這隻手會是誰的呢?有一個孩子猜那是農民伯伯的手,因為他們養火雞。另一個孩子猜是警察叔叔的手,因為他們保護和照顧人們。討論仍在繼續,指導老師幾乎忘了這位年輕的畫家。
當孩子們去關注其他作業時,老師來到了道格拉斯的課桌旁,彎下腰,問他那隻手是誰的。小男孩轉過臉去,低聲地說:“老師,是您的手。”
她回憶過去,曾經牽著他的手一起散步,就像牽著其他同學的手一樣。曾經,她多次說:“道格拉斯,牽著我的手,一起出去散散步。”或是,“讓我給你示範如何握鉛筆。”或是,“讓我們一起做事。”於是,道格拉斯對老師的這雙手充滿了感激。
老師拭去眼中的淚水,繼續她的課程。
事實上,人們很少說“謝謝”。但是,他們會將那雙援助之手銘記於心。
1.imagination
作名詞:想像力;空想,想像;想像出來的東西,幻想物。
imaginary
作形容詞:想像的。
imagine
作動詞:想像,料想。
例:Her imagination is too powerful.
她的想象力太豐富。
2.until
作介詞:到……為止,在……以前。
例:He will be working until 5 o’clock.
他將一直工作到5點鍾。
作連接詞:直到……才。
例:He ran until he was breathless.
他一直跑到氣喘籲籲才停止。
1.Most of the class might be considered__________disadvantaged, but still many would celebrate the holiday with turkey and other__________goodies of the season.
2.When the__________had gone on to other assignments, she paused at Douglas’desk, bent down, and asked him whose hand it was.The__________looked away and murmured,“It’s yours, teacher.”