答案—一个或二个，然后告诉我们！这就是年轻的意义，去回答成年人不能回答的问题。”当我显出沮丧和犹豫的神情时，他就会像恶魔一样向我吼叫。
“去吧，孩子，世界是属于你的，一切都还没做呢，一切都还不为人所知，最伟大的诗篇还不曾创作出来，最好的铁路也还没有建造出来，最理想的国家蓝图还没有勾画出来。一切都等待着你们去完成—--是的，一切。”
他一次又一次地这样说。最后，为了激励我，他把礼拜六七点到八点这段时间定为我们的特别时间，这样我就可以和他那帮朋友一起待到很晚，他的那些朋友是受过教育的、想法相互冲突的痴迷之人，有四或十人，都是英国人，全是牛津和剑桥的学者，到美国养病。他们对所有的学科感兴趣，谈论起那些学科，他们都满腹经纶，很有学者的严谨风范，但是显然难就任何话题达成共识。他们中友极端的保守者，有自由主义者，还有极左分子：威廉·欧文，我想肯定他是罗伯特·欧文的后裔，那是英国早期社会主义第一人；这些人中至少一人是罗马天主教徒，他向我传授基督教精神使我难忘。他最得意的观点是：清教徒信奉的是回约，是公正的教派，但是对基督的有关爱和宽容的教诲却知之甚少；他们中还有清教徒，他们都学过基督教历史，当辩论激烈，难分伯仲时。他们会引用确切的权威之言，而且经得起原文的检验。我记得有一次那位天主教徒引用了监督教皇的诏书。结果引发了激烈的争论，面对挑战，他竟逐字逐句地引用了拉丁语原文。我很惊讶：他们怎么知道那么多，他们又是怎么知道？然而，我更惊讶于他们竟然也有不知道的。除了确凿的事实，他们对任何事都不能达成共识，他们学富五车，才高八斗，他们不承认有绝对的真理。
我听到的是自由而又有激情，是妙语连珠而又慎思周密的谈话。他们的大脑利如锐器；他们的态度平和恭谦；从不两人窃窃私语，也不插趣打诨，他们总是当众谈论问题；他们在就某事进行阐述时，每个人（不管立场如何）都会积极地说出他所知的事实，或者他所记得的某位哲人的观点，或者某位诗人的精彩片语，使讨论更加透彻了明，精彩纷呈；即使意见相左，他们也会保持温文有礼的态度；他们津津有味地品着加州红酒，他们抽着雪茄，房间都弥漫着浓浓的烟雾；他们坚持自己的观点时，陈词激昂，感情真挚，却决不有失风度，这才是真正的谈话。我以前从来没有听过这样的谈话，后来听过，那也是少之又少，而且绝对没有周六晚上旧金山的谈话那般精彩，这些谈话为我上大学做了准备。
我默默地坐在后面倾听，对我而言，这些谈话既精彩睿智、学识渊博，又包含对不知之事的清醒认识，揭示了大学毕业生是一无所知的真理，真的，他们有证据，知道世上历代智者对万物的论说，但他们不下最终定论。绝对没有。我必须自己到大学里学习，寻求更多的知识，我十分渴望这样做，看起来我必须马上进大学，以前我的脑袋就忙于思考问题，那时就更是如此，觉得脑袋里到处是洞洞，就像空瘪的肚子，饥饿难耐。我的问题很清楚：我似乎不仅仅是饿了，而是为着某些特别食物而饥饿，我的好奇心不再像以前那般模糊混沌了。
Unit7 Grouping the Gifted:Pro 按天分分组：正方
1 I regard gifted children as those who possess some quality or innate ability which has been recognized and identified by any number of testing and observation devices and who manifest interest and success in either physical, intellectual, or artistic pursuits.
我认为天才的儿童是这样一些人：他们具备在各种测验仪器与观察仪器上得到识别和确认的某些素质和天赋的能力。他们在体育、智力或艺术领域表现出兴趣并获得成功。
2 These might be children who are gifted athletes but who have real trouble mastering academic subject matter, or students who are poor athletes but are highly intellectual “quiz kids” who knock the top off all measuring devices. “Gifted” may describe pupils of average intelligence who have exceptional ability in art or music, or it may refer to the child with an IQ of 135 who excels in everything. 这些儿童可能是天才的运动员，而在掌握学校的文化课程方面却有着很大的障碍；也可能是体育一无所长，却能攻克所有测试难题的高智“神童”；天才既可以指那些智力平平却在艺术或音乐方面有超凡能力的学生；也可以指那些在任何方面都表现出色，智商为135的学生。 3 How can we deal with these gifted? I firmly believe that we should group them as nearly as possible according to interest and ability (giftedness) and challenge them with a type of program that will help them to grow to the fullest extent of their abilities and capacities.
我们怎样对待这些天才呢？我坚信我们应按兴趣和能力(天赋多少的程度)尽可能接近地把他们分在一组，用能够帮助他们尽可能充分发挥他们的能力和才华的教学计划给他们考验、刺激。 4 This grouping could take the form of special subject arrangements in the elementary grades, a situation in which a class is heterogeneously grouped most of the day but is divided at times into special interest or ability class groups for special instruction. In high school, it may take the form of grouping students in regular classes according to any number of criteria but basically those of interest and proficiency (or lack of proficiency) in various subject areas.
在低年级可安排特别课程加以组班，即在一天中的大部分时间里学生在多元化的班级学习，而在一些时间内，只按特别兴趣和能力分类组班，专门施教。在中学，可任意规定标准组织普通班，但基本上可按照对不同科目的兴趣和水平(或缺乏水平)为标准来分班。
5 One of the basic arguments against grouping the gifted is the fear of creating a caste of intellectual snobs. Similarly, some educators fear that the average and slow students would come to regard themselves as inferior.
反对将天才学生集中起来的基本论点之一是唯恐这样会造就一群自以为很有知识，高人一等的人，同样地，一些教育工作者担忧那些智力平平、反应迟钝的学生会认为自己低人一等。 6 If my definition of the gifted is accepted, then these fears are groundless. After all, the schools have grouped gifted athletes for years. Yet how many athletes regard themselves as part of an elite? Do varsity athletes look down upon other pupils as inferior? The vast majority apparently do not.
如果我对天才的定义能够被接受，那么这些忧虑都是没有根据的，毕竟多年来许多学校已经将天才的运动员集中在一起，但又有多少运动员认为他们自己是精英名流的一部分呢？大学
体育代表队的运动员们将别的学生视为低能吗?绝大多数显然不是这样的。
7 Consider also the amount of “gifted grouping” in speech, music, art, and journalism. Schools have readily grouped the gifted in these areas without any apparent ill effect. To the extent of my observation, encouraging gifted debaters, musicians, artists, and writers to develop their special talents does not create envy or feelings of inferiority among less talented students.
再看一下在演讲、音乐、美术和写字等方面将天才集中在一起的情况吧。许多学校已经集中这些方面的天才而无任何明显的不良影响。仅就我的观察来说，鼓励天才的辩论家、音乐家和作家，发展他们的特别才能并不会产生妒忌或在才能较低的学生中产生自卑感。
8 If educators sincerely desire to promote individual growth and self-respect, they have no grounds, as far as I can see, to fear any kind of grouping. The teacher, not the manner in which a class is organized, determines students' attitudes toward individual differences. Before he can hope to instill the proper attitude, however, the teacher needs to make a critical analysis of his own attitudes toward such differences.
如果教育者真心希望促进个人成长和自尊心，那么至少在我看来，他们没有理由为任何形式的分班集中而忧虑。决定学生对个人差异的态度是教师而不是班级的组织形式，在向学生灌输正确态度之前，教师应首先恰当分析自己对这种差异的态度。 9 If a group of gifted or nongifted students form the wrong concept about themselves, the fault probably lies with the teachers, parents, or administrators. I have confidence that if teachers accept and respect individual worth, that if they challenge and spark interests in young people, the individual student will mature and grow successfully along the lines of his interests and abilities. I say, let those with similar “gifts” associate, plan, and enjoy being together.
如果一群有天赋的或没天赋的学生对于自身有错误概念，其错误在于教师、家长或管理人员。我有信心说，如果教师接受并尊重个人价值，如果他们激发和启迪年轻人的兴趣，那么每个学生都将成功地沿着兴趣和能力的方向长大成熟。让那些具有相似才能的人互相交往、共同计划，享受在一起的欢乐。
10 Many educators disagree with the idea of gifted grouping because they believe that it does not affect achievement significantly. They cite pilot studies which indicate that no significant change in achievement results when children are separated into slow and accelerated classes.
许多教育者不同意将天才者集中在一起，因为他们认为这样做对成功没有显著影响。他们以试点研究为例，说明学生在被分为慢、快班时在成绩方面没有显著的变化。。
11 The fact is, however, that in a vast majority of pilot studies the children have been grouped only according to IQ scores, which are far from reliable, and the conclusions have been based on achievement scores which measure only mastery of factual detail.
然而，事实是，在绝大多数的试点研究中，孩子们只按智商高低分班，很不可靠，而结论又仅以掌握事实细节的分数为基础 12 Unfortunately, there are no reliable devices for measuring growth in such areas as creativity, attitudes, personal adjustment, latent interest and talent, and innate capacity.
不幸的是，在创造性、态度、自我调节能力、潜在的兴趣和才能，以及天赋的能力等方面还没有可靠的手段来衡量其长进。
13 My opinion, which is based on more than a decade in the classroom, is that learning skyrockets when individuals are grouped according to interest and ability and are motivated, challenged, and inspired by a type of schoolwork that will yield some measure of success to them.
基于十余年的课堂教学经验，我的观点是：当学生按照个人的兴趣和能力组班，给他以能产生某种程度成功感的学校作业，予以鼓舞、激发和启迪，其学识将会猛增。
14 Heterogeneous classrooms frequently produce frustration in children who are persistently unable to do the same work that most of the other children do. Frustration is also produced when bright children are not properly challenged by their school work, as is too often the case in heterogeneous classrooms.
多元化课堂常使一些孩子产生困惑，他们总是不能完成其他孩子中多数人能完成的同样功课。在多元化课堂里常见的另一种困惑,则出现在聪明的学生身上，因为他们没有受到学校作业的适当激励。
15 I have little fear of gifted students' being pushed beyond their endurance, for I have faith in the ability of most teachers to recognize the limits to which any student should be pushed. On the other hand, I don't believe giftedness should be wasted away simply because a bright or talented student is content to proceed at what is? for him? a snail's pace or to stand at the top of a class of students with less ability.
我丝毫不惧怕天才学生会被推到超出他们承受力的地步，因为我相信大多数教师有能力识别某一学生应被推至的极限；但我相信天赋不应该仅仅只是因为某一聪明或有才能的学生满足于对他来讲简直是蜗牛爬行的前进速度、或处于一个能力较差的学生班的最前列而被浪费。 16 Several schools with which I am familiar have experimented with grouping the gifted in a reading program. (Their regular procedure had been to have three or four reading groups in one classroom under one teacher. The teacher's time was divided among several small groups.) 我熟悉的几所学校已经试验在阅读课中将有天才者集中起来的分班做法。(过去其常规程式是一个老师教授一个班级中的三至四个阅读小组，老师的时间平均分给这几个小组。)
17 The experiment involved putting slow readers from different classrooms in one classroom, average readers from different classrooms in another class, and fast readers in still another class. Each classroom still had one teacher, but he no longer had to divide his time among several different groups. The control group consisted of a class organized and taught under the regular procedure mentioned above. 这个实验把来自不同班级阅读速度慢的学生分在一个班里，速度一般的学生分在另一个班里，而速度快的被分在还有一个班里。每个班仍有一位教师，但他不再需要把他的时间平分给几个小组了。对比班按照上面提到的常规方式组织施教。
18 After two years, the researchers found greater overall progress at all reading levels in the experimental group. In fact, some slow readers joined the average ones and some average ones moved up to the fast group. In this case, special ability grouping paid dividends all around.
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