The Hand
手
过感恩节的真正意义并不在于收受他人给予我们的有形物质，而是借此机会回馈他人，无论是如何的微小的付出。
[1]A Thanksgiving Day editorial(社论)in the newspaper told of a school teacher who asked her class of first graders to draw a picture of something they were thankful for. She thought of how little these children from poor neighborhoods actually had to be thankful for. But she knew that most of them would draw pictures of turkeys or tables with food. The teacher was taken aback(吃惊；惊讶)with the picture Douglas handed in… a smile childishly drawn hand.
[1]感恩节那天，报纸刊登了一篇社论，其中讲到这样一个故事：有位小学一年级的老师叫班上的小朋友画出他们感恩的东西。这些孩子均来自贫苦家庭，所以她料想他们多半会画桌丰富的感恩节佳肴，外加一只香喷喷的火鸡。但看到道格拉斯的作品后，她惊讶不已，上面画了一只手！
[2]But whose hand? The class was captivated(迷惑；困惑)by the abstract(抽象的)image. “I think it must be the hand of God that brings us food,” said one child. “A farmer,” said another, “because he grows the turkeys.” Finally when the others were at work, the teacher bent(弯腰；屈身)over Douglas’s desk and asked whose hand it was. “It’s your hand, Teacher,” he mumbled(咕哝；含糊地说).
[2]这是谁地手？班上地小朋友都兴致勃勃地开始臆测，“这一定是赐给我们食物地上帝地手。”一个小孩说道。“是农夫，他用这手养出火鸡。”另一个小孩也有意见。在一阵猜测后，小朋友们又跑回座位继续画画。这时老师走到道格拉斯身旁，弯下腰问他那是谁地手。“那是您地手，老师。”他怯怯地回答。
[3]She recalled that frequently at recess(课间休息)she had taken Douglas, a scrubby(身材矮小的)forlorn(孤独的)child by the hand. She often did that with the children. But it meant so much to Douglas. Perhaps this was everyone’s Thanksgiving, not for the material things given to us but for the chance, in whatever small way, to give to others.
[3]道格拉斯个头矮小，平时落落寡欢，但老师在下课时总会过去牵牵他的手。她常这样握孩童的手，但对道格拉斯而言，意义格外重大。也许过感恩节的真正意义并不在于收受他人给予我们的'有形物质，而是借此机会回馈他人，无论是如何的微小的付出。
Permission to Fail
孰能无过
Each of us fails from time to time. If we are wise, we accept these failures as a necessary part of the learning process. But all too often as parents and teachers we deny this same right to our children. We tell them that failure is something to be ashamed of, that nothing but top performance will meet with our approval.
我们每个人都会不时出错。聪明人承认自己的错误，并将其视为学习过程中的必不可少的一部分。但是我们作为老师和家长，却又常常不能接受孩子们和我们一样有犯错的权利。我们告诉他们犯错是件丢人的事，只有最好的表现才能得到我们的赞赏。
When I see a child subject to this kind of pressure, I think of Donnie, my youngest third-grader，he was a shy, nervous perfectionist. His fear of failure kept him from classroom games that other children played with joyous abandon. He seldom answered questions — he might be wrong. Written assignments, especially math, reduced him to nail-biting frustration. He seldom finished his work because he repeatedly checked with me to be sure he hadn't made a mistake.
我一看见有孩子遭受这种压力，就会想起唐尼。他是我三年级班里年龄最小地学生，他腼腆，惴惴不安，事事求全。他害怕出错，从不参加班里地游戏，可别人都玩得不亦乐乎。他从不回答自己没有把握地问题。写作业，尤其是数学作业急得他抓头搔耳，手足无措。他为了作业不出错反反复复和我校对答案，所以他经常不能完成作业。
I tried my best to build his self-confidence. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, adored her. But even enthusiastic, loving Mary was baffled by this little boy who feared of making mistake.
我想尽办法让他建立自信，都无济于事。直到期中，有一个实习教师分配到了我们班。这位年轻又漂亮的老师叫玛丽安妮。她爱孩子，我的学生们包括唐尼也都非常喜欢她。可是就连这位热情，充满爱心的玛丽老师也觉得这个小家伙害怕出错的行为难以理解。
Then one morning we were working math problems at the blackboard. Donnie had copied the problems with painstaking neatness and filled in answers for the first row. Pleased with his progress, I left the children with Mary Anne and went for art materials. When I returned, Donnie was in tears. He'd missed the third problem.
后来有一天早晨，我们在黑板上做数学题。唐尼煞费苦心工工整整地在黑板上抄写题目，并且把第一行的答案填了出来。看到他的进步我很高兴，放心地把孩子们留给玛丽照顾，我去拿了一趟美术用品。回来发现唐尼正在哭哭啼啼，原来他把第三题落了没抄。
Mary looked at me in despair. Suddenly her face brightened. From the desk we shared, she got a canister of pencils.
玛丽失望地看着我。这时她眼前突然一亮，从讲台的抽屉里拿出一筒铅笔。
"Look, Donnie," she said, kneeling beside him and gently lifting the tear-stained face from his arms. She placed the pencils on his desk.
“唐尼，你看，”玛丽老师说。一面蹲下身子靠近唐尼，一面轻轻地把他沾满泪水的小脸从他胳膊上抬起来。玛丽老师把一支支的铅笔摆在了唐尼的课桌上。
"See these pencils, Donnie?" she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are worn? That's because we make mistakes too, lots of them. But we erase the mistakes and try again. That' what you must learn to do, too."
玛丽老师说道：“看到这些铅笔了吗？唐尼，这是我和林老师的铅笔。你知道为什么上面的橡皮磨下去许多吗？那是因为我们也犯错，也会犯很多错误。但是我们把错误擦掉再写一次。这也正是你要学会的啊。”
She kissed him and stood up. "Here," she said, "I'll leave one pencil to you so you'll remember that everybody makes mistakes, even teachers." Donnie looked up with love in his eyes and just a glimmer of a smile.
玛丽老师亲了一下小家伙站了起来。她说：“瞧，我给你留一支铅笔，这样你就会记住每个人都会犯错了，就连老师也一样。”唐尼抬头微微笑了笑，眼中带着感激，看了看老师。
The pencil became Donnie's prize. That, together with Mary Anne's frequent encouragement and unfailing praise for even Donnie's small successes, gradually persuaded him that it's all right to make mistakes — s long as you erase them and try again.
铅笔成了唐尼地奖赏。那支铅笔和玛丽老师不断地鼓励，再加上无论多小地成绩都能得到持久地表扬，渐渐地唐尼明白了犯错很正常，只要知错能改就是好孩子。
Full sail in spring wind
春风满帆
The youth have a wonderful time, brand--new life and promising future.
青年人拥有青春的美好时光、崭新的生活和美好的未来。
Try to face life positively, believe in yourself, be yourself and control yourself. Face the reality courageously and fight the difficulties. Strive to improve all-around qualities and build healthy and perfect personalities.
积极地面对人生，相信自己，坚持自己，把握自己；勇于面对现实，克服困难；努力提高个人的全面素质，塑造见去那完美的人格品质；
Have the courage to pursue your dreams, inspire yourself with great ideals, and motivate yourself with high spirits. Let’s look forward to having a brilliant future!
敢于追逐梦想，用崇高的理想激励自己，用昂扬的斗志鼓舞自己。让我们一起憧憬锦绣前程吧！