A gray sweater hung limply1 on Tommy’s empty desk, a reminder of the dejected2 boy who had just followed his classmates from our third-grade room. Soon Tommy’s parents, who had recently separated, would arrive for a conference on his failing schoolwork and disruptive3 behavior. 

    Neither parent knew that I had summoned the other. 

    Tommy, an only child, had always been happy, cooperative and an excellent student. How could I convince his father and mother that his recent failing grades represented a broken-hearted child’s reaction to his adored parents’ separation and pending4 divorce﹖

    Tommy’s mother entered and took one of the chairs I had placed near my desk. Soon the father arrived. Good! At least they were concerned enough to be prompt. A look of surprise and irritation passed between them, and then they pointedly ignored each other.

    As I gave a detailed account of Tommy’s behavior and schoolwork, I prayed for the right words to bring these two together, to help them see what they were doing to their son. But somehow the words wouldn’t come. Perhaps if they saw one of his smudged5, carelessly done papers.

    I found a crumpled6 tear-stained sheet stuffed in the back of his desk, an English paper. Writing covered both sides -- not the assignment, but a single sentence scribbled7 over and over.

    Silently I smoothed it out and gave it to Tommy’s mother. She read it and then without a word handed it to her husband. He frowned. Then his face softened. He studied the scrawled words for what seemed an eternity.

    At last he folded the paper carefully, placed it in his pocket, and reached for his wife’s outstretched hand. She wiped the tears from her eyes and smiled up at him. My own eyes were brimming, but neither seemed to notice. He helped her with her coat and they left together.

    In his own way God had given me the words to reunite that family. He had guided me to the sheet of yellow copy paper covered with the anguished8 outpouring of a small boy’s troubled heart.

    The words, “Dear Mom ... Dear Daddy ... I love you ... I love you ... I love you.” 

    一件灰色套衫搭在湯米的空桌上,讓人想起這個(gè)情緒低落的男孩,他剛隨同學(xué)從三年級(jí)教室出去｡湯米最近分居的父母馬上就要來(lái)學(xué)校,討論他每況愈下的學(xué)習(xí)成績(jī)和搗蛋行為｡父母雙方都不知道對(duì)方要來(lái)｡

    湯米是個(gè)獨(dú)子,一直生活幸福,樂(lè)意合作,而且是個(gè)出色的學(xué)童｡我怎能使他的父母相信他近來(lái)學(xué)習(xí)成績(jī)下降是一個(gè)心碎的孩子對(duì)他敬愛(ài)的父母分居和即將離異的反應(yīng)呢?

    湯米的母親進(jìn)屋后坐在我放在我桌旁的其中一把椅子上｡不一會(huì)兒他的父親也來(lái)了｡不錯(cuò)!至少他們還夠關(guān)心他,能準(zhǔn)時(shí)來(lái)校｡他們之間交換了一下驚奇和氣惱的眼色,然后明顯流露出無(wú)視對(duì)方的神色｡

    我詳細(xì)敘述湯米的表現(xiàn)和學(xué)習(xí)情況,苦苦尋求恰當(dāng)?shù)脑~語(yǔ)以圖把他們倆撮合在一起,幫助他們認(rèn)識(shí)到他們的所作所為給孩子造成的后果｡但是不知怎么的就是找不到適當(dāng)?shù)脑?#65377;或許如果他們看看湯米的一紙臟污､漫不經(jīng)心寫的作業(yè)……

    我在他桌子深處找到一張皺巴巴的滿是淚跡的紙｡那是張英語(yǔ)作業(yè)紙,正反兩面潦潦草草地寫滿了字,但不是布置的作業(yè),而是翻來(lái)覆去的一句話｡

    我默默地把它捋平,遞給了湯米的母親｡她看完后沒(méi)吭一聲給了她丈夫｡他先是皺著眉,而后臉色變溫和了｡他仔細(xì)盯著潦草的字看了似乎無(wú)窮無(wú)盡的一段時(shí)間｡

    最后,他小心翼翼地折起紙,把它放進(jìn)口袋里,手伸向他妻子伸出的手｡她擦去眼里的淚水,抬頭朝她的丈夫露出笑容｡我也熱淚盈眶,但是他們倆誰(shuí)也沒(méi)注意到｡湯米的父親幫妻子穿上大衣,然后倆人一起走了出去｡

    上帝以自己的方式給了我使這一家破鏡重圓的詞語(yǔ),他把我引向了那張滿是一個(gè)小男孩苦惱心情的痛苦傾訴的黃色作業(yè)紙｡

    那張紙上寫著:“親愛(ài)的媽媽……親愛(ài)的爸爸……我愛(ài)你們……我愛(ài)你們……我愛(ài)你們｡”