After she had been in the class six weeks or so and we had become good friends, I very tentatively suggested that, since she was a skillful rider and loved horses, she might like to read National Velvet. I made my sell as soft as possible, saying only that it was about a girl who loved and rode horses, and that if she didn't like it, she could put it back. She tried it, and though she must have found it quite a bit harder than what she had been reading, finished it and liked it very much.
她在這個班上學習了大概六周后，我們成了好朋友。我試探地向她建議：既然她喜歡馬，而且騎馬的水平還不錯，她可以讀一讀《玉女神駒》。我盡可能委婉地提出這個建議。我只告訴她那是一個關于一個熱愛馬并常常騎馬的女孩的故事；如果她不喜歡讀，她可以放回去。她去讀了，也許她覺得這本書比她先前讀的書要難點，但是她讀完了，而且挺喜歡。
Apparently she decided to believe me. The first book she read was Dr. Seuss's How the Grinch Stole Christmas, not a hard book even for most third graders. For a while she read a number of books on this level. Perhaps she was clearing up some confusion about reading that her teachers, in their hurry to get her up to "grade level," had never given her enough time to clear up. After she had been in the class six weeks or so and we had become good friends, I very tentatively suggested that, since she was a skillful rider and loved horses, she might like to read National Velvet. I made my sell as soft as possible, saying only that it was about a girl who loved and rode horses, and that if she didn't like it, she could put it back. She tried it, and though she must have found it quite a bit harder than what she had been reading, finished it and liked it very much.
顯然，她打算照我說的辦。她讀的第一本書是瑟斯博士寫的《格林奇偷走圣誕節》，這本書對大多數三年級的學生都不算難，更不要說這個年級的孩子了。有一陣子，她讀的都是這個難易度的書。也許她是在消除對閱讀的一些困惑，而以前她沒時間去做，因為老師總是催促她看這個年級“該看的書”。她在這個班上學習了大概六周后，我們成了好朋友。我試探地向她建議：既然她喜歡馬，而且騎馬的水平還不錯，她可以讀一讀《玉女神駒》。我盡可能委婉地提出這個建議。我只告訴她那是一個關于一個熱愛馬并常常騎馬的女孩的故事；如果她不喜歡讀，她可以放回去。她去讀了，也許她覺得這本書比她先前讀的書要難點，但是她讀完了，而且挺喜歡。
During the spring semester, she really astonished me, however. One day, in one of our many free periods, she was reading at her desk. From a glimpse of the illustrations I thought I knew what the book was. I said to myself, "It can't be," and went to take a closer look. Sure enough, she was reading Moby Dick, in the edition with woodcuts by Rockwell Kent. When I came close to her desk, she looked up. I said, "Are you really reading that?" She said she was. I said, "Do you like it?" She said, "Oh, yes, it's neat!" I said, "Don't you find parts of it rather heavy going?" She answered, "Oh, sure, but I just skip over those parts and go on to the next good part."
春季的那一學期，她的表現可真的讓我吃驚了。一天，在我們的自習課上我看到她坐在課桌前看書。我瞥了一眼書中的插圖就知道這是一本什么書了。我心想：“不可能吧。”我走過去仔細一看，她果然在讀《白鯨》，是配有羅克威爾·肯特的木刻畫的那個版本。我走近她的課桌，這時她抬起頭來。我問她：“你真的在讀這本書嗎？”她說，是的。我又問：“喜歡這本書嗎？”“嗯，是的。這本書很好。”她答道。“你不覺得有些地方很難嗎？”我又問道。“有啊，不過，看不懂就跳過去，挑有意思的地方看。”她這樣回答。
This is exactly what reading should be, but in school, reading is not always an exciting, joyous adventure. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. Why should we insist that every child should read the same book and get the same scrap of "understanding" out of it?
真正的閱讀就該如此。但是上學時，閱讀不見得總是有趣或讓人喜歡。拿上一本書，鉆進去，讀有趣的部分，跳過不好的部分，盡可能從書中得到點收獲，然后再去讀其他書。為什么非要讓每個孩子讀一樣的書，作出同樣沒有意義的“理解”呢？
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