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　　1973年，美國(guó)加利福尼亞州某小學(xué)某班級(jí)，一個(gè)調(diào)皮的小男孩托馬斯在課間休息時(shí)逮了一只鳥兒握在手心里。他并非惡作劇，只是對(duì)鳥兒的啁啾聲和生活習(xí)慣充滿了興趣。語(yǔ)言老師上課了，但小鳥的鳴叫突然響起，語(yǔ)言老師直皺眉，但他并沒(méi)有責(zé)怪小托馬斯，而是鄭重地告訴大家：我想講一下鳥兒的生活習(xí)性問(wèn)題，鳥兒不喜歡被圈養(yǎng)著，它們喜歡自由飛翔，大自然才是它們的暖巢，下面，繼續(xù)上課。小男孩托馬斯受寵若驚，下課后將那只鳥兒放回了大自然。

　　In 1973, Thomas, a schoolboy in California of the U. S, caught a small bird during an interval between classes and mischievously hid it in the classroom. He didn't mean playing tricks. He was only interested in a bird's chirping and wanted to know its life and habits. The teacher was giving a language lesson when he heard the bird's chirping. He couldn't help frowning on it. However, he didn't blame the child. He only said in a solemn way that he would like to say a word about birds' habits. Birds like flying freely and hate being confined. It's in the nature that they find their warm nest. Then he went on with his lesson. Thomas felt he was flattered by the teacher's attention and immediately took action to send the bird back to the nature when the class was over.

　　同一時(shí)間，不同地點(diǎn)，中國(guó)某城市的某所學(xué)校，一名小男孩也將一只不知名的小鳥握在手心里，他也對(duì)它的叫聲充滿了興趣。小鳥不知疲倦地在課堂上發(fā)出了怪聲，惹得大家的目光鎖定在他的身上，語(yǔ)文老師怒氣沖沖，顯然他覺(jué)得這妨礙了自己的課堂紀(jì)律與教學(xué)質(zhì)量。他走過(guò)去，毫不客氣地將小男孩拽了起來(lái)，將小鳥從他的手心里搶了過(guò)來(lái)，打開(kāi)窗戶放飛了小鳥。小男孩受了批評(píng)，他不得不抄寫近一百遍的某首古詩(shī)。

　　Almost at the same time a small boy at a certain school of a certain city in China did the same thing as his American counterpart. He held the small bird in hand, very interested in its chirping, which greatly interfered with the class that was going on. The teacher giving a lesson of Chinese language and literature was enraged. He relentlessly dragged the boy up from his seat, robbed him of the bird and set it free through the window. He blamed the boy and ordered him to copy an ancient poem 100 times as a sort of punishment.

　　2010年，美國(guó)加利福尼亞州某大學(xué)的演講臺(tái)上，一位鳥類專家在生動(dòng)地講他小時(shí)候的故事：他說(shuō)十分感謝當(dāng)初老師的仁慈，沒(méi)有扼殺他對(duì)鳥兒的憧憬和興趣，興趣是決定人初始開(kāi)發(fā)的一個(gè)重要因素，我們需要沿著興趣走而不是改變它。

　　In 2010 on the platform of a certain university in California an ornithologist was telling a story about his childhood. He said he was very grateful to his language teacher whose kindness helped him to keep up his interest in birds. Interest was an important factor to begin subsequent development. What we needed was to follow our interest, not to change it.

　　同樣的時(shí)間，在中國(guó)某大學(xué)的講臺(tái)上，一位中文博士也在講他小時(shí)候的故事，他說(shuō)道：語(yǔ)文老師將自己引入了正途，他現(xiàn)在已經(jīng)成為一位優(yōu)秀的語(yǔ)文博士。

　　Meanwhile on the platform of a certain university in China a doctor specialized in Chinese language and literature made a speech about his childhood. He said it was his language teacher that prevented him from going astray. Thus he was able to pursue his studies that resulted in his becoming an excellent doctorate scholar of Chinese language and literature.

　　他們同樣都是優(yōu)秀的人才，只是有些遺憾罷了，傳統(tǒng)意識(shí)與創(chuàng)新習(xí)慣的不同，改變了一個(gè)人甚至一個(gè)民族的興趣和方向。童年有兩只鳥，現(xiàn)實(shí)中有兩種教育，世上有兩種人。

　　Both of them were outstanding talents, though there might be something regretful. A traditional ideology is quite different from a habit of creating something new. This difference decides two little boys', even two nations' different interest and orientation. The different treatment of birds in their childhood points to two different education thoughts in the present time. That, in turn, creates two types of people in the world.