劉宇婷／譯

大約10年前，我曾受邀給一群有天賦的小學(xué)生上了堂魔術(shù)表演課。因?yàn)槲艺窃谟啄陼r(shí)對(duì)魔術(shù)和戲法產(chǎn)生興趣的，所以希望借此機(jī)會(huì)把它傳播給下一代。

每個(gè)孩子都被分發(fā)了一個(gè)裝有必備小道具的小包，包括撲克牌、鉛筆、曲別針和橡皮筋。用橡皮筋變的魔術(shù)是把橡皮筋繞在兩根手指上，然后讓它“魔術(shù)般”地跳上另外兩根手指。

把這個(gè)戲法的技巧教給孩子們之后，我在小組間來(lái)回走動(dòng)以確保每個(gè)人都理解這個(gè)方法。一個(gè)男孩走上前來(lái)對(duì)我說(shuō)：“我弟弟變這個(gè)魔術(shù)有點(diǎn)困難?！?/p>

我轉(zhuǎn)身去幫助那個(gè)小家伙時(shí)，不禁被導(dǎo)致他“困難”的理由驚呆了：他的每只手僅有一根拇指和兩根指頭，而且即使這幾個(gè)指頭也扭曲變形得厲害！我的目光從這雙手移向他的臉，以為會(huì)看到惱怒和沮喪……卻只看到了快樂(lè)和希望。我和他一起把橡皮筋擺弄了5分鐘，終于找到了一種方法，讓他也能表演這個(gè)小魔術(shù)了——這更多地歸功于他的決心而不是我的聰明。

那堂課剩余的時(shí)間里，我一直留心觀察這個(gè)小男孩。我清楚，對(duì)他來(lái)說(shuō)有幾個(gè)更復(fù)雜的戲法比第一個(gè)更具挑戰(zhàn)性。他嘗試了每一樣?xùn)|西，我驚訝地發(fā)現(xiàn)他竟能把戲法巧妙地變動(dòng)使之適合自己表演。他的臉上始終洋溢著微笑，對(duì)于實(shí)在無(wú)法做到的事也從未表現(xiàn)出任何失望情緒。

每當(dāng)我對(duì)生活強(qiáng)加于身的種種限制感到心煩意亂時(shí)，就會(huì)想起那個(gè)小男孩和他不屈不撓的熱情。我從不知道他的名字，卻永遠(yuǎn)也不會(huì)忘記他。

（何永旭摘自《環(huán)球時(shí)報(bào)》）

About ten years ago I was invited to present a magic lesson to a group of gifted elementary-school children. I looked forward to the opportunity because my own interest in conjuring and sleight of hand was kindled at avery young age and I hoped to pass it along to another generation.

Each of the children was supplied with a small package of necessary props, including playing cards, pencils, paper clips, and rubber bands. The magic trick with the rubber bands involved looping a band over two fingers and causing it to 'magically' jump to two different fingers.

After I taught the children the workings of this trick, I circulated through the group to make sure that everyone understood the method. One boy came up to me and said "My little brother is having some trouble with this trick."

I turned to help the younger boy, and I was shocked to see the cause of his difficulty:each of his hands had only two fingers and a thumb, and even those were twisted at awkward angles. I looked from his hands to his face, expecting to see anger and frustration... and saw only happiness and hope. I worked with him for five minutes with the rubber bands, and we eventually found a way to make the trick work for him -- more by his determination than by any cleverness on my part.

Throughout the remainder of the class I kept my eye on this little boy.I knew that some of the more complex tricks would present him with even greater challenges than the first one had. He tried everything, and I was amazed to see how well he was able to adapt the manipulations to his own capabilities. He never lost his smile, and he never showed any disappointment over the things he simply could not do.

When I start to chafe at the limitations life imposes, I think of that little boy and his indomitable enthusiasm. I never learned his name, but I'll never forget him.