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多年以前，约翰•霍普金斯大学的一位教授给一组研究生布置了以下的作业:去贫民窟挑选200个年龄在12至16岁的男孩,调查他们的背景和环境，然后预测他们未来可能的命运。 这群学生在查阅了社会统计资料、同所选的男孩交谈,以及汇编了大量资料后做出预测:90%的男孩最终都将沦为囚犯。 25年以后，另外一组研究生被安排去对预测进行验证。研究生们回到原来进行调查的地区。那些男孩们已经长大成人。一些人仍然住在那里,有几个已经去世，有一些搬走了。但是研究生们找到了原来200人中的180人，发现在被调查的男孩中只有4个人进过监狱。 这些居住在犯罪滋生地的人为什么能够做到出污泥而不染？不断有人告诉研究生们说:“噢，有一个老师……” 研究生们继续追问，发现有四分之三的故事主角都是同一个女人。研究生们去拜访了这位老师，她住在一个“退休教师之家”。她是怎样影响这杵孩子的？用了什么非常的方法？她有没有给孩子们讲大道理，让他们记住她？ “没有，”她说：“没有，我真的讲不出大道理。”接着，她回忆起多年前的往事，与其说是对研究生们，还不如说是对自己愉快地说,“我爱这些孩子……” A Special Teacher Years ago a Join Hopkin’s professor gave a group of graduate students this assignment ：Go to the slums. Take 200 boys, between the ages of 12 and 16，and investigate their background and environment. Then predict their chances for the future. The students, after consulting social statistics, talking to the boys, and compiling much data, concluded that 90 percent of the boys would spend some time in jail. Twenty-five years later another group of graduate students was given the job of testing the prediction. They went back to the same area. Some of the boys—by then men—were still there, a few had died, some had moved away, but they got in touch with 180 of the original 200. They found that only four »>f the group had ever been sent to jail. Why was it that these men, who had lived in a breeding place of crime, had such a surprisingly good record? The researchers were continually told，“Well, there was a teacher". They pressed further, and found that in 75 percent of the cases it was the same woman. The researchers went to this teacher, now living in a home for retired teachers. How had she exerted this remarkable influence over that group of children? Could she give them any reason why these boys should have remembered her? “No,”she said，“no, I really couldn't. ”And then, thinking back over the years, she said amusingly, more to herself than to her questioners, MI loved those boys. |
