The dawn was come when I laid the Manuscript aside. The rain had almost ceased, the world was gray and sad, the exhausted storm was sighing and sobbing itself to rest. I went to the stranger’s room, and listened at his door, which was slightly ajar. I could hear his voice, and so I knocked. There was no answer, but I still heard the voice. I peeped in. The man lay on his back in bed, talking brokenly but with spirit, and punctuating with his arms, which he thrashed about, restlessly, as sick people do in delirium. I slipped in softly and bent over him. His mutterings and ejaculations went on. I spoke—merely a word, to call his attention. His glassy eyes and his ashy face were alight in an instant with pleasure, gratitude, gladness, welcome:
“Oh, Sandy, you are come at last—how I have longed for you! Sit by me—do not leave me—never leave me again, Sandy, never again. Where is your hand?—give it me, dear, let me hold it—there —now all is well, all is peace, and I am happy again—we are happy again, isn’t it so, Sandy? You are so dim, so vague, you are but a mist, a cloud, but you are here , and that is blessedness sufficient; and I have your hand; don’t take it away—it is for only a little while, I shall not require it long.... Was that the child?... Hello-Central!... she doesn’t answer. Asleep, perhaps? Bring her when she wakes, and let me touch her hands, her face, her hair, and tell her good-bye.... Sandy! Yes, you are there. I lost myself a moment, and I thought you were gone.... Have I been sick long? It must be so; it seems months to me. And such dreams! such strange and awful dreams, Sandy! Dreams that were as real as reality—delirium, of course, but so real! Why, I thought the king was dead, I thought you were in Gaul and couldn’t get home, I thought there was a revolution; in the fantastic frenzy of these dreams, I thought that Clarence and I and a handful of my cadets fought and exterminated the whole chivalry of England! But even that was not the strangest. I seemed to be a creature out of a remote unborn age, centuries hence, and even that was as real as the rest! Yes, I seemed to have flown back out of that age into this of ours, and then forward to it again, and was set down, a stranger and forlorn in that strange England, with an abyss of thirteen centuries yawning between me and you! between me and my home and my friends! between me and all that is dear to me, all that could make life worth the living! It was awful —awfuler than you can ever imagine, Sandy. Ah, watch by me, Sandy —stay by me every moment—don’t let me go out of my mind again; death is nothing, let it come, but not with those dreams, not with the torture of those hideous dreams—I cannot endure that again.... Sandy?...”
He lay muttering incoherently some little time; then for a time he lay silent, and apparently sinking away toward death. Presently his fingers began to pick busily at the coverlet, and by that sign I knew that his end was at hand with the first suggestion of the death-rattle in his throat he started up slightly, and seemed to listen: then he said:
“A bugle?... It is the king! The drawbridge, there! Man the battlements!—turn out the—”
He was getting up his last “effect”; but he never finished it.
背景介绍和作者介绍
这段文字摘自罗伯特·路易斯·史蒂文森的小说《杰基尔医生和海德先生的奇异案例》，这是一部哥特式小说的经典之作，于 1886 年首次出版。史蒂文森是一位苏格兰小说家和诗人，以其冒险故事和心理惊悚小说而闻名。他的作品经常探讨二元性、道德和人类心灵的主题。这段摘录捕捉了一个人物经历的谵妄和困惑的时刻，揭示了现实与噩梦之间模糊的界限。
详细解读和意义
这段文字生动地描绘了一个身患疾病和谵妄的人，正在努力抓住他逐渐消失的对现实的掌控。他支离破碎的言语和不安的动作象征着意识与潜意识、理智与疯狂之间的斗争。该人物对遥远的地方、历史事件和奇怪的梦的提及，说明了一个被困在不同时间和现实之间的头脑，强调了疏离感和失落感的主题。
这个人对“桑迪”的拼命依恋，以及他对和平与联系的渴望，突出了人类在苦难时期对陪伴和安慰的需求。最后的、未完成的战斗号召暗示着生命的被打断，一个被死亡扼杀的故事。这一刻概括了生命的脆弱性和一个正在消逝的头脑的折磨。
给学生的教训和见解
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理解人类情感和心理健康： 这段文字鼓励读者同情那些患有疾病或精神困扰的人。它展示了困惑和恐惧如何压倒一个人，提醒学生要对面临困难的其他人充满同情和耐心。
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想象力和梦想的力量： 生动的梦境和幻觉反映了大脑试图理解痛苦和恐惧的方式。学生可以了解想象力的重要性，既作为一种创造力，也是大脑应对创伤的一种方式。
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友谊和支持的价值： 该人物反复呼唤“桑迪”象征着朋友和亲人在提供安慰和稳定方面的重要作用。这教导年轻读者关于忠诚、陪伴和情感支持。
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勇敢地面对死亡： 这段文字微妙地触及了死亡的主题以及人类对死亡的反应。学生可以反思死亡的必然性以及有意义地、勇敢地生活的重要性。
在日常生活中应用
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在学校： 学生可以通过支持可能在情感或学业上挣扎的同学来运用同情心的教训。了解每个人都面临着看不见的战斗，可以培养一个更友善的课堂环境。
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在友谊中： 像“桑迪”一样保持稳定、可靠的存在，可以帮助朋友们感到被重视和安全。在艰难时期倾听并提供帮助可以加强联系。
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在个人成长中： 反思人物的经历鼓励学生探索自己的感受和恐惧，从而促进情商和韧性。
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在创造力中： 这段文字的梦幻般的品质激发学生在写作、艺术和解决问题时运用他们的想象力，认识到创造力既可以成为避难所，也可以成为理解生活的工具。
培养积极的品质
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同情心： 通过认识到人物谵妄背后的痛苦，学生学会对别人的挣扎更有同情心。
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耐心： 缓慢、支离破碎的言语教导沟通中的耐心，特别是对于那些可能无法清晰表达自己的人。
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勇气和接受： 勇敢而坦然地面对艰难的现实，包括疾病和死亡，对年轻读者来说是一个深刻的教训。
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忠诚： “桑迪”坚定不移的存在体现了忠诚，这是建立信任和有意义的关系的必要美德。
结论
史蒂文森作品中的这段文字提供了对人类脆弱性、心灵的复杂性以及对联系的持久需求的丰富探索。对于学生和年轻读者来说，它提供了对同情心、想象力和韧性的宝贵见解。通过参与这样的文学作品，他们可以加深对自身和他人的理解，丰富他们的情感和社会生活。
