介绍:
P9-10
The child spends 900 hours a year in school and 7,800 hours outside school. Which teacher has the bigger influence?
Where is more time available for change? Those two numbers—900 and 7,800—
will appear over and over in this book.
每年孩子们有九百小时待在学校，7800小时在校外，是哪个老师对孩子的影响更大呢？在哪里有更多的时间做出改变，九百和7800？这个两个数字将一次次出现在本书中。我想答案你一定已经清楚了。
P11
The numbers reinforce the adage [&`&ædɪdʒ]格言 that the apple doesn’t fall far from the tree. Therefore, if you want different apples, change the tree.
这些数据再次印证了“又其父必有其子”。因此，如果你希望有一个不一样的孩子，那么就从改变自己开始。
P16
This is not a book about teaching a child how to read; it’s about teaching a child to want to read. There’s an education adage that goes, “What we teach children to love and desire will always outweigh what we make them learn.”
这本书不是教孩子如何阅读的，而是教孩子渴望阅读，诚如一句教育格言所说，我们教孩子去热爱与渴望的，远比我们要求孩子去学会的有价值的多。
The fact is some children learn to read sooner than others, while some learn better than others. There is a difference.
For the parent who thinks that sooner is better, who has an eighteen month-old child barking at flash cards, my response is: Sooner is not better. Are the dinner guests who arrive an hour early better guests than those who arrive on time?
事实上，在阅读学习方面，有些孩子学得比别人更快，有些孩子学得比别人更好，差异是客观存在的，有些家长认为早点开始学习比较好，他们让十八个月的小娃娃对着狮子咔哇哇大叫，我对此的回答是，早未必好，晚餐时提早一小时到的客人，难道会比准时到达的客人更好吗？
However, I am concerned about the child who needlessly arrives late to reading and then struggles through years of pain with books. Not only will he miss out on large portions of what he needs to know in school; he’ll connect reading with a pain that may stay with him for a lifetime.
然而，我关心的，是那些本不应该迟到的孩子，他们与书籍痛苦奋战多年，他们不知错过学校学习内容的绝大部分，而且甚至一生都将阅读与痛苦联系在一起。
There should be no rush to have a child reading before age six or seven. That’s developmentally the natural time. If a child naturally comes to reading sooner, fine.
Finland refuses to teach children to read until age seven and it boasts the world’s highest reading scores. This book is about raising children who fall in love with print and want to keep on reading long after they graduate; it’s not about children who learn to read in order to perform for their parents or just to graduate.
没有必要急着强迫不足六岁或七岁的孩子阅读，而是应当遵循儿童发展的自然时间，如果一个孩子自然而然的很早就开始了阅读，那么就顺应它的发展趋势，直到孩子七岁时，芬兰人才开始教孩子阅读，但他们的阅读成绩是全世界最高的，这本书的主旨是培养孩子爱上应刷图，并使他们能够在毕业后继续保持阅读的习惯，而不是教孩子为了取悦父母，或者仅仅为了毕业而阅读。
