"Dr. Carr! Is it you? Is it really you?" I turned from where I had been browsing in the bookstore to see a six-foot-six, muscular, good-looking, smiling, sandy-haired young man calling me.
"It's me, Dr. Carr! Gibby!"
"Gibby, it can't be. You're all grown up!"
Looking closer, I would have known those eyes anywhere: serious, intense, penetrating blue eyes. Yes, It was my Gibby, all right.
He leaned down to hug his former elementary principal, and my thoughts went back to that shy, overweight little boy who transferred to our school as he began the fifth grade. He was quiet and withdrawn then.
Gibby had a difficult time the first few months, as do many children when they enter a new school. Some of the boys teased him about his lack of athletic ability when he attempted to play games on the playground. Gibby wasn't coordinated and had difficulty keeping up. He always appeared to be stumbling over his shoestrings. Most of the time, he was. I would remind him, "Better tie your shoestrings, Son," and he'd reply, "Yes, ma'am, Dr. Carr."
Often I would watch the students playing at recess. I noticed that when they began to choose up sides for a game, serious little Gibby would usually be left standing alone. Several times I went out on the playground and said, "I never get to choose a team. May I?" The boys and girls would laugh at their principal who wanted to play, and say, "Okay, Dr. Carr, it's your turn!" I'd call out a few names and then, around the fourth or fifth spot, I'd call Gibby's name and a few others who never seemed to get selected by their peers. My team may not have been the best, but we were, by far, the happiest and definitely the most committed, determined, and loyal.
In the early spring of Gibby's fifth grade year, I held an exercise class on the playground during recess for anyone who wanted to tone up their winter-weary muscles. Girls flocked to this program, and so did a few boys. Gibby was one of those.
We began by walking briskly around the perimeter of the large playground. I led the pack and Gibby invariably brought up the rear, puffing and panting and tripping over his shoestrings. As my group circled, we would pass Gibby who was giving it his all, but nevertheless, lagging far behind. I'd call to him, "Good going, Gibby. Keep it up. You're getting the hang of it. Uh . . . Better tie your shoestrings, Son."
"Yes, ma'am, Dr. Carr," he said, breathing hard and trying to put on a happy face.
After a month, Gibby shed a few pounds and didn't huff and puff as much. He still tripped over his shoestrings, but he did keep up with the group much easier.
By the fifth week, we had as many boys in our exercise class as girls. I don‘t believe the boys were suddenly all that interested in their health, for it was about this time the girls decided to dress out in shorts. We added some floor exercises to our program and held this class in the gym. Gibby was right there, in the back row, stretching and bending, lifting and kicking, as intense as ever. Gibby never gave up or made excuses. The little fellow just wasn't a quitter. He tried harder than anyone, and I admired his spunk. Many of his classmates did too. In time, he gained confidence and began to smile and talk more. He wasn't the new kid anymore, and he began to make some solid friends.
Now, after all those years, here we were standing in the bookstore. My little Gibby towered over me.
"What are you doing here, Gibby?" I asked. "I heard you have moved to Georgia."
"Yes, Dr. Carr. I live in Atlanta now, and I'm division manager of a computer software company. I'm visiting my mom here this weekend," he replied.
"Well, you look good and sound happy, Gibby."
"I am happy, Dr. Carr. And I think of you often. You know, it was kinda hard for me to change schools back then and move to a new town, but you were real nice to me."
"Why, thank you, Gibby."
"Yeah, you were always laughing, and you made it fun to come to school," he said. "I'll never forget your exercise classes. You really made us work."
Then a big smile lit up his face as he continued, "But, Dr. Carr, you know the thing that I remember most about you?"
"I have no idea, Gibby. What was it?"
"Well," he said, as he stared at me with those deep blue eyes, "Whenever you got a chance to choose up sides on the playground, you never picked me last."
"Of course not, Gibby. You were one of my most determined players."
We hugged again and he said, "I'm married now, Dr. Carr. She's really nice and always laughing. Come to think of it, she's a lot like you. And the best thing about her is-from everyone in the world she could have married, she picked me. She picked me first!"
Tears flooded my eyes. I looked down to avoid his gaze and try to regain my control.
It was then that I noticed his shoes.
"Better tie your shoestrings," I mumbled, wiping away my tears with the back of my hand.
"Yes, ma'am, Dr. Carr," he replied, flashing that boyish grin.
牛津实用英语语法:260 to
牛津实用英语语法:348 基数词(形容词及代词)
牛津实用英语语法:259 介词之后的动名词
牛津实用英语语法:325 must和needn’t
牛津实用英语语法:290虚拟语气形式
牛津实用英语语法:346 名词从句作动词宾语
牛津实用英语语法:283 can/could/may/might I/we?表示请求
牛津实用英语语法:327 besides,however,nevertheless,
牛津实用英语语法:316 say,tell及其他可替代使用的引导动词
牛津实用英语语法:328 从属连词
牛津实用英语语法 :319以 will you?/would you?/could you?
牛津实用英语语法:261 后面可以跟动名词的动词
牛津实用英语语法:270 go on,stop,try,used(to)
牛津实用英语语法:293 it is time+ 虚拟过去时
牛津实用英语语法:280 误连分词
牛津实用英语语法:296 would like和 want
牛津实用英语语法:284 could/will/would you?等表示请求
牛津实用英语语法:298 表示偏爱的另一些例句
牛津实用英语语法:317 间接引语中的问句
牛津实用英语语法:305 介词与被动态动词连用
牛津实用英语语法:322 let’s,let us,let him/them用于间接引
牛津实用英语语法:285 might表示请求
牛津实用英语语法:272 现在(或称主动)分词
牛津实用英语语法:303 主动和被动时态对照表A 时态/
牛津实用英语语法:329 though/although和in spite of
牛津实用英语语法:330 for 和 because
牛津实用英语语法:302 被动语态形式
牛津实用英语语法:304 被动态的各种用法
牛津实用英语语法:326 并列连词
牛津实用英语语法:323惊叹句及yes和no变为间接引语
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