The Most Unforgettable Character I've Met
佚名 / Anonymous
I remember vividly that first English class in the first term of college. We boys were waiting expectantly for the new teacher to appear. Before long， through the door came a tall， unimpressive-looking man of about 40. He said shyly， “Good afternoon， gentlemen.”
His voice had a surprising tone of respect， almost as if he were addressing the Supreme Court instead of a group youngsters. He wrote his name on the blackboard—Wilmer T. Stone—then sat on the front of his desk， drew one long leg up and grasped his bony knee.
“Gentlemen，” he began，“we are here this semester—your first—to continue your study of English. I know we shall enjoy learning with—and from—one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important， we are going to try to feel the joy of good literature. Maybe some of us will really get interested in reading and writing. Those who do， I venture to say， will lead far richer， fuller lives than they would otherwise.”
He went on like that， speaking without condescension， voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.
During the term that followed， his enthusiasm spread through us like a contagion. He would read one of Keats’s poems， for instance， and then say musingly， “I wonder whether we can say that better. Let’s see.” Then we’d all chip in， and voices would grow high-pitched in the melee of thoughts and phrases. Soon would come a glow of wonderment as we began to discover that there was no better way of saying it. By such devices he led us to an appreciation of the beauty and perfection of language and literature.
There was little formality about our sessions， but he never had to discipline us. Since he treated us with unfailing courtesy， we couldn’t very well do anything except return it； approached as adults， we could not show ourselves childish. Besides， we were much too interested and too anxious to participate in the discussion to have time for foolishness.
We would point things out to one another， each contributing an idea， a view-point. We examined the subject as a child studies a new toy， turning it over in our hands， peering underneath， feeling its shape and finding out what made it go.
“Don’t be afraid to disagree with me，” he used to say， “It shows you are thinking for yourselves， and that’s what you are here for.” Warming to such confidence， we felt we had to justify it by giving more than our best. And we did.
Mr. Stone abhorred sloppy speech and lazy writing. I remember a book review in which I wrote， “At the tender age of l7， he...” Back came a sharp note： “‘Tender age’， was a good phrase when first used， but now it’s like a worn-out sock. Mint new coins—your own coins.”
Mr. Stone gave us the greatest gift a teacher can bestow—an awakening of a passion for learning. He had a way of dangling before us part of a story， a literary character or idea， until we were curious and eager for more； then he would cut himself short and say， “But I suppose you have read so-and-so.” When we shook our heads， he would write the title of a book on the blackboard， then turn to us， “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now， but they are all open for you！”
我仍然清晰地记得大学第一学期第一节英语课的情景。我们这群男生迫不及待地等待新老师的到来。过了一会儿，一个40多岁的男子走进教室，高高的个子，相貌平平。他腼腆地说：“下午好，先生们。”
他说话的语调就好像在最高法院作陈述，而不是对着一群年轻人讲话，声音中透着一种令人惊讶的尊敬。他在黑板上写下自己的名字——威尔默·T. 斯通，接着，他坐在讲台前面的椅子上，把一条长腿放在另一条腿上，双手抱住瘦骨嶙峋的膝盖。
他开始说话了：“先生们，这个学期，也是你们的第一个学期，我们将在这里继续学习英语。我知道，我们会一起度过一段美好的学习时光。新闻写作、如何出版学校周刊是我们即将要学习的内容。我们将要对经典文学进行一场有趣的体验之旅，这是最重要的内容。我们之中的一些人或许确实对阅读和写作很感兴趣。我敢这样说，这样的同学会过得更加丰富和充实。”
他继续讲着，声音中充满了友好和理解，没有丝毫的盛气凌人。一种始料不及的兴奋从心底油然而生。
第二个学期的时候，他的热情已经在我们这些学生中间广为传播和蔓延。比如说，他会读一句济慈的诗，接着沉思道：“我想知道，我们是否能够用更好的句子来表达呢？我们试一试吧。”接着，我们就会七嘴八舌地讨论起来，各种思想和短语混乱交战，声调也越来越高。当发现找不到更好的表达方式时，我们就会惊叹于原句的完美。他用这种教学方法指导我们欣赏语言和文学的美妙和完善。
我们上课的时候很随意，但是从来也没有惹他不得不惩罚我们。因为他一直都很尊重我们，因此，除了对他以礼相待以外，我们无以为报。我们不能在他面前表现得像个孩子，因为他对待我们就像对待大人一样。此外，我们对于课堂讨论怀着渴盼的心情和浓厚的兴趣，因此也就没有时间犯傻了。
在课堂上，每个同学都积极地发表自己的想法和观点，并且会指出彼此的问题。我们兴趣盎然地研究着课题，就像小孩子摆弄新玩具一样，翻过来看看下面，摸摸它的形状，找出制作原理。
他常常这样说：“不要害怕不一致的意见，这说明你思考过了，这也是你们到这里来学习的目的。”得到这样的信任，我们感到非常温暖，觉得必须加倍努力，不辜负他的信任。我们确实也做到了。
斯通先生很反感不严谨的语言和写作中的懒惰。我记得自己写过一个书评：“在17岁这个稚嫩的年龄，他……”他在后面写了这样尖刻的评语：“第一次使用‘稚嫩的年龄’时，它是一个不错的短语，然而，现在它就像一只穿破了洞的袜子。创造新词语——属于自己的词语。”
斯通老师唤醒了我们对学习的热情，这是一个老师能够给予学生的最好礼物。在讲述一个故事、一个文学人物或者一个观点时，他会设置一个悬念来激发我们的好奇心和求知欲。然后，他就会简明地说：“不过，我认为你们应该已经读过了。”当我们摇头否认时，他就会把书名写在黑板上，然后转向我们说：“像这样的书，我真希望自己从来没有读过。现在，许多通往快乐的大门已经对我关闭了，然而，一切的快乐之门对你们却是敞开的。”
记忆填空
1. We are going to something about journalism and how to get your weekly school paper. Most important， we are going to to feel the joy of good literature. Maybe some of us really get interested in reading and writing.
2. would come a glow of wonderment we began to discover that there was no better of saying it. By such devices he led us an appreciation of the beauty and perfection language and literature.
佳句翻译
1. 我们将要对经典文学进行一场有趣的体验之旅，这是最重要的内容。
2. 我们兴趣盎然地研究着课题，就像小孩子摆弄新玩具一样，翻过来看看下面，摸摸它的形状，找出制作原理。
3. 斯通老师唤醒了我们对学习的热情，这是一个老师能够给予学生的最好礼物。
短语应用
1. Before long， through the door came a tall， unimpressive-looking man of about 40.
before long：不久以后，很快
2. Besides， we were much too interested and too anxious to participate in the discussion to have time for foolishness.
participate in：参加，加入