世界离独裁有多远？5天，世界距离独裁只有5天！
For years I kept a strange secret. I shared this silence with two hundred students. Yesterday I ran into one of those students. For a brief moment it all rushed back.
多年来，我一直保守着一个奇怪的秘密。我与两百名学生分享了这种沉默。 昨天我遇到了一个这样的学生。有那么一瞬间，一切都匆匆忙忙地回来了。
Steve Coniglio had been a sophomore student in my World History class. We ran into each other quite by accident. It’s one of those occasions experienced by teachers when they least expect. You’re walking down the street, eating at a secluded restaurant, or buying some underwear when all of a sudden an ex-student pops up to say hello. In this case it was Steve running down the street shouting “Mr. Jones, Mr. Jones.” In an embarrassed hug we greet. I had to stop for a minute to remember. Who is this young man hugging me? He calls me Mr. Jones. Must be a former student. What’s his name? In the split second of my race back in time Steve sensed my questioning and backed up. Then smiled, and slowly raised a hand in a cupped position. My God He’s a member of the Third Wave. It’s Steve, Steve Coniglio. He sat in the second row. He was a sensitive and bright student. Played guitar and enjoyed drama.
史蒂夫·科尼格里奥（Steve Coniglio）是我世界历史课上的二年级学生。 我们很偶然地相遇了。 这是老师们最不期望的时候所经历的情况之一。 你走在街上，在一家僻静的餐厅吃饭，或者买一些内衣， 突然一个前学生突然出现打招呼。 在这种情况下，史蒂夫在街上跑来跑去，大喊“琼斯先生，琼斯先生”。在一个尴尬的拥抱中，我们打招呼。 我不得不停下来一分钟才能记住。这个拥抱我的年轻人是谁？ 他叫我琼斯先生。必须是以前的学生。他叫什么名字？ 在我比赛回到过去的那一瞬间，史蒂夫感觉到了我的质疑并后退了一步。 然后笑了笑，慢慢地举起了一只手。 我的上帝，他是第三浪潮的成员。 我是史蒂夫，史蒂夫·科尼格里奥。他坐在第二排。 他是一个敏感而聪明的学生。弹吉他，喜欢戏剧。
We just stood there exchanging smiles when without a conscious command I raised my hand in curved position. The salute was give. Two comrades had met long after the war. The Third Wave was still alive. “Mr. Jones do you remember the Third Wave?” I sure do, it was one of the most frightening events I ever experienced In the classroom. It was also the genesis of a secret that I and two hundred students would sadly share for the rest of our lives.
我们只是站在那里交换微笑，在没有意识的命令的情况下，我以弯曲的姿势举起了手。 礼毕。两位战友在战后很久才相识。第三浪潮还活着。 “琼斯先生，你还记得第三浪潮吗？” 我当然知道，这是我在课堂上经历过的最可怕的事件之一。 这也是我和两百名学生将悲伤地分享我们余生的一个秘密的起源。
We talked and laughed about the Third Wave for the next few hours. Then it was time to part. It’s strange, you most a past student In these chance ways, You catch a few moments of your life. Hold them tight. Then say goodbye. Not knowing when and if you’d ever see each other again. Oh, you make promises to call each other but It won’t happen. Steve will continue to grow and change. I will remain an ageless benchmark in his life. A presence that will not change. I am Mr. Jones. Steve turns and gives a quiet salute. Hand raised upward in a shape of a curling wave. Hand curved in a similar fashion I return the gesture.
在接下来的几个小时里，我们谈笑风生地谈论着第三浪潮。然后，是时候分开了。 奇怪的是，你最过去的同学 在这些偶然的方式中，你抓住了你生命中的几个时刻。 紧紧握住它们。然后说再见。 不知道你们何时以及是否还能再见到对方。 哦，你答应给对方打电话，但这不会发生。史蒂夫将继续成长和改变。 我将永远是他生命中永恒的标杆。一个不会改变的存在。 我是琼斯先生。史蒂夫转过身来，安静地敬了个礼。 手向上举起，呈卷曲波浪的形状。以类似的方式弯曲手，我回敬这一手势。
The Third Wave. Well at last it can be talked about. Here I’ve met a student and we’ve talked for hours about this nightmare. The secret must finally be waning. It’s taken three years. I can tell you and anyone else about the Third Wave. It’s now just a dream, something to remember, no it’s something we tried to forget. That’s how it all started. By strange coincidence I think it was Steve who started the Third Ways with a question.
第三浪潮。好吧，终于可以谈论它了。 在这里，我遇到了一个学生，我们谈论了几个小时的这场噩梦。 这个秘密最终必须逐渐消失。 花了三年时间。我可以告诉你和其他任何人关于第三浪潮的事情。 它现在只是一个梦想，一些值得记住的东西，不，这是我们试图忘记的东西。 这就是一切的开始。 奇怪的巧合是，我认为是史蒂夫以一个问题开始了第三浪潮的道路。
We were studying Nazi Germany and in the middle of a lecture I was interrupted by the question. How could the German populace claim ignorance of the slaughter of the Jewish people. How could the townspeople, railroad conductors, teachers, doctors, claim they knew nothing about concentration camps and human carnage. How can people who were neighbors and maybe even friends of the Jewish citizen say they weren’t there when it happened. it was a good question. I didn’t know the answer.
在一次课上，我们正在学习纳粹德国的历史，我突然被这个问题打断了： 德国民众怎么能声称对犹太人的屠杀一无所知？ 市民、铁路售票员、教师、医生怎么能声称他们对集中营和人类大屠杀一无所知？ 那些作为犹太公民的邻居甚至朋友的人，怎么能说事情发生时他们不在场？ 这是个好问题，而我不知道答案。
In as such as there were several months still to go in the school year and I was already at World War II, I decided to take a week and explore the question. 由于学年还有几个月的时间，而且我已经在准备讲第二次世界大战，我决定花一周时间探索这个问题。
Strength through discipline 通过纪律获得力量 On Monday, I introduced my sophomore history students to one of the experiences that characterized Nazi Germany. Discipline. I lectured about the beauty of discipline. How an athlete feels having worked hard and regularly to be successful at a sport. How a ballet dancer or painter works hard to perfect a movement. The dedicated patience of a scientist in pursuit of an Idea. it’s discipline. That self training. Control. The power of the will. The exchange of physical hardships for superior mental and physical facilities. The ultimate triumph.
周一，我向我的二年级历史学生介绍了纳粹德国的一段经历。 学科。我讲授了纪律之美。 运动员为了在一项运动中取得成功而努力工作并定期工作的感受。 芭蕾舞演员或画家如何努力完善动作。 科学家在追求一个想法时的专注耐心。 这是纪律。那种自我训练。控制。意志的力量。 用身体上的困难换取优越的精神和身体的灵巧。这是巨大的胜利。
To experience the power of discipline, I invited, no I commanded the class to exercise and use a new seating posture; I described how proper sitting posture assists mandatory concentration and strengthens the will. in fact I instructed the class in a sitting posture. This posture started with feet flat on the floor, hands placed flat across the small of the back to force a straight alignment of the spine. “There can’t you breath more easily? You’re more alert. Don’t you feel better.”
为了体验纪律的力量，我邀请， 不，我命令全班锻炼并使用新的坐姿； 我描述了正确的坐姿如何帮助强制集中注意力并增强意志。 事实上，我是以坐姿指导全班同学的。 这种姿势开始时，双脚平放在地板上， 双手平放在背部的小块上，以迫使脊柱笔直对齐。 “你难道不能呼吸得更顺畅吗？你会更加警觉。你不觉得好些了吗？”
We practiced this new attention position over and over. I walked up and down the aisles of seated students pointing out small flaws, making improvements. Proper seating became the most important aspect of learning. I would dismiss the class allowing them to leave their desks and then call them abruptly back to an attention sitting position. In speed drills the class learned to move from standing position to attention sitting in fifteen seconds. In focus drills I concentrated attention on the feet being parallel and flat, ankles locked, knees bent at ninety degree angles, hands flat and crossed against the back, spine straight, chin down, head forward. We did noise drills in which talking was allowed only to be shown as a detraction. Following minutes of progressive drill assignments the class could move from standing positions outside the room to attention sitting positions at their desks without making a sound. The maneuver took five seconds.
我们一遍又一遍地练习这种新的注意力姿势。 我在坐着的学生的过道上走来走去，指出小缺陷，进行改进。 适当的坐姿成为学习中最重要的方面。 我会解散课堂，让他们离开课桌， 然后突然叫他们回到注意力集中的坐姿。 在速度训练中，全班同学学会了在15秒内从站立姿势移动到坐姿。 在专注训练中，我将注意力集中在双脚平行和平坦， 脚踝锁定，膝盖弯曲九十度角， 双手平放并交叉靠在背部，脊柱挺直，下巴向下，头向前。 我们进行了噪音训练，其中说话被视为一种不好的行为。 经过几分钟的阶段性练习后， 全班可以从房间外的站立姿势移动到桌子前的坐姿，而不会发出声音。 这个演习花了五秒钟。
It was strange how quickly the students took to this uniform code of behavior I began to wonder just how far they could be pushed. Was this display of obedience a momentary game we were all playing, or was it something else. Was the desire for discipline and uniformity a natural need? A societal instinct we hide within our franchise restaurants and T.V. programming.
奇怪的是，学生们很快就接受了这种统一的行为准则， 我开始怀疑他们能被推到多远。 这种服从的表现是我们一起玩的临时游戏，还是别的什么？ 对纪律和统一的渴望是自然的需要吗？ 是我们隐藏在餐厅和电视节目中的社交本能吗？
I decided to push the tolerance of the class for regimented action. In the final twenty-five minutes of the class I introduced some new rules. Students must be sitting in class at the attention position before the late bell; all students Must carry pencils and paper for note taking; when asking or answering questions a student must stand at the side of their desk; the first word given in answering or asking a question is “Mr. Jones.” We practiced short “silent reading” sessions. Students who responded in a sluggish manner were reprimanded and in every case made to repeat their behavior until it was a model of punctuality and respect. The intensity of the response became more important than the content. To accentuate this, I requested answers to be given in three words or less. Students were rewarded for making an effort at answering or asking questions. They were also acknowledged for doing this in a crisp and attentive manner. Soon everyone in the class began popping up with answers and questions. The involvement level in the class moved from the few who always dominated discussions to the entire class. Even stranger was the gradual improvement in the quality of answers. Everyone seemed to be listening more intently. New people were speaking. Answers *tarted to stretch out as students usually hesitant to speak found support for their effort.
我决定推动全班对有条不紊的行动的容忍度。 在課程的最後二十五分鐘，我引入了一些新規則。 学生必须在最后的铃声之前，以标准的坐姿坐在位置上； 所有学生必须携带铅笔和纸做笔记； 提问或回答问题时，学生必须起立； 回答或提问时给出的第一个词是“琼斯先生”。 我们练习了简短的“默读”课程。 反应迟钝的学生会受到训斥， 并在任何情况下都被要求重复他们的行为，直到成为守时和遵礼的典范。 反应的强度变得比内容更为重要。 为了强调这一点，我要求用三个字或更少的词给出答案。 学生因努力回答或提出问题而获得奖励。 他们也因以清晰和细心的方式做到这一点而受到认可。 很快，班上的每个人都开始回答和提问。 课堂的参与程度从总是主导讨论的少数人转移到了整个班级。 更奇怪的是答案质量的逐渐提高。 每个人似乎都在更专注地听着。 新人正在说话。回答开始多了起来， 那是由于通常不愿发言的学生们因他们的努力得到了支持的缘故。
As for my part in this exercise, I had nothing but questions. Why hadn’t I thought of this technique before. Students seemed intent on the assignment and displayed Accurate recitation of facts and concepts. They even seemed to be asking better questions and treating each other with more compassion. How could this be? Here I was enacting an authoritarian learning environment and it seemed very productive. I now began to ponder not just how far this class could be pushed but how such I would change my basic beliefs toward an open classroom and self directed learning. Was all my belief in Carl Rogers to shrivel and die? Where was this experiment leading?
至于我在这次练习中的角色，我只有问题：为什么我以前没有想到这种技术。 学生们似乎对作业很感兴趣，并表现出对事实和概念的准确背诵。 他们甚至似乎在问更好的问题，并以更多的同情心对待彼此。 这怎么可能？ 在这里，我建立了一个专制的学习环境，它似乎非常有成效。 我现在开始思考，不仅要思考这门课能走多远， 还要思考我将如何改变我的基本信念，转向开放式课堂和自主学习。 我对卡尔·罗杰斯（Carl Rogers）的所有信念都萎缩和死亡了吗？ 这个实验将走向何方？
Strength through community 通过社区获得力量 On Tuesday, the second day of the exercise, I entered the classroom to find everyone sitting in silence at the attention position. Some of their faces were relaxed with smiles that come from pleasing the teacher. But most of the students looked straight ahead in earnest concentration. Neck muscles rigid. No sign of a smile or a thought or even a question. Every fibre strained to perform the deed. To release the tension I went to the chalk board and wrote in big letters “STRENGTH THROUGH DISCIPLINE.” Below this I wrote a second law, “STRENGTH THROUGH COMMUNITY.”
星期二，练习的第二天，我走进教室，发现每个人都以专注的姿势安静地坐着。 他们中的一些人脸上露出了取悦老师的笑容。 但大多数学生都全神贯注地直视前方。 颈部肌肉僵硬。没有微笑或想法甚至问题的迹象。 每一根神经都竭尽全力去执行这一行为。 為了釋放緊張，我走到黑板上，用大字寫下了「通過紀律來獲得力量」。 在此之下，我写了第二条定律，“通过社区获得力量”。
While the class sat in stern silence I began to talk lecture sermonize about the value of community. At this stage of the game I was debating in my own mind whether to stop the experiment or continue. I hadn’t planned such intensity or compliance. In fact I was surprised to find the ideas on discipline enacted at all. While debating whether to stop or go on with the experiment I talked on and on about community. I made up stories from my experiences as an athlete, coach and historian. It was easy. Community is that bond between individuals who work and struggle together. It’s raising a barn with your neighbors, it’s feeling that you are a part of something beyond yourself, a movement, a team, La Raza, a cause.
当全班同学静静地坐着时，我开始谈论、讲课、布道，谈论社区的价值。 在游戏的这个阶段，我在自己的脑海中争论：是停止实验，还是继续？ 我没有计划过这样的强度或依从性。 事实上，我惊讶地发现关于纪律的想法竟然被颁布了。 在争论是停止还是继续实验时，我不停地谈论社区。 我根据自己作为运动员、教练和历史学家的经历编造了故事。这很容易。 社区是一起工作和奋斗的个人之间的纽带。 它是和你的邻居一起建造的一个谷仓， 它是一种感觉到你是超越你自己的东西的一部分：一场运动，一个团队，La Raza，一个事业。
It was too late to step back. I now can appreciate why the astronomer turns relentlessly to the telescope. I was probing deeper and deeper into my own perceptions and the motivations for group and individual action. There was much more to see and try to understand. Many questions haunted me. Why did the students accept the authority I was imposing? Where is their curiosity or resistance to this marshal behavior. When and how will this end?
现在退出为时已晚。我现在可以理解为什么天文学家无情地转向望远镜。 我越来越深入地探索自己的看法以及团体和个人行动的动机。 还有很多东西要看和理解。许多问题困扰着我。 为什么学生们会接受我强加的权威？ 他们对这种元帅行为的好奇心或抵抗力在哪里？ 这将何时以及如何结束？
Following my description of community I once again told the class that community like discipline must be experienced if it is to be understood. To provide an encounter with community I had the class recite in unison “Strength Through Discipline.” “Strength Through Community.” First I would have two students stand and call back our motto. Then add two more until finally the whole class was standing and reciting. It was fun. The students began to look at each other and sense the power of belonging. Everyone was capable and equal. They were doing something together. We worked on this simple act for the entire class period. We would repeat the mottos in a rotating chorus. or say then with various degrees of loudness. Always we said them together, emphasizing the proper way to sit, stand, and talk.
在我对社区的描述之后，我再次告诉全班同学， 如果要理解社区，就必须体验像社区一样的纪律。 为了提供与社区的相遇， 我让全班齐声背诵“通过纪律获得力量”。“通过社区获得力量。” 首先，我会让两个学生站起来，回顾我们的座右铭。 然后再加入两个，直到最后全班都站起来背诵。 这很有趣。学生们开始互相看着对方，感受到归属感的力量。 每个人都有能力，平等。他们一起在做一些事情。 我们在整个课堂上都在做这个简单的动作。 我们会在轮流合唱中重复座右铭。或者用不同程度的响度说。 我们总是一起，强调正确的下坐、站立和说话方式。
I began to think of myself as a part of the experiment. I enjoyed the unified action demonstrated by the students. It was rewarding to see their satisfaction and excitement to do more. I found it harder and harder to extract myself from the momentum and identity that the class was developing. I was following the group dictate as much as I was directing it.
我开始把自己看作是实验的一部分。 我很喜欢学生们表现出的统一行动。 看到他们做更多事情的满足感和兴奋感，我感到很有成就感。 我发现越来越难从班级正在发展的动力和身份中抽离出来。 我遵守组织的指令，就像我在指挥它一样。
As the class period was ending and without forethought I created a class salute. It was for class members only. To make the salute you brought your right hand up toward the right shoulder in a curled position. I called it the Third Wave salute because the hand resembled a wave about to top over. The idea for the three came from beach lore that waves travel in chains, the third wave being the last and largest of each series. Since we had a salute I made it a rule to salute all class members outside the classroom. When the bell sounded ending the period I asked the class for complete silence. With everyone sitting at attention I slowly raised my arm and with a cupped hand I saluted. It was a silent signal of recognition. They were something special. Without command the entire group of students returned the salute.
随着上课时间的结束，我没有事先考虑过，创造了一个班级的敬礼式。它仅适用于班级成员。 为了行礼，您将右手以蜷曲的姿势举向右肩。 我称它为第三浪潮敬礼，因为那只手就像一个即将翻过来的波浪。 这三个浪潮的想法来自海滩传说，波浪以链条形式传播， 第三个浪是每个系列中的最后一个，也是最大的一个。 由于我们要敬礼，我制定了一个规则，在教室外向所有班级成员敬礼。 当上课铃声响起时，我要求全班完全安静。 在大家的注视下，我缓缓举起手臂，用一只杯状的手敬了个礼。 这是一个无声的认可信号。 他们有些特别。没有命令，整个学生小组都回敬了礼。
Throughout the next few days students in the class would exchange this greeting. You would be walking down the hall when all of a sudden three classmates would turn your way each flashing a quick salute. In the library or in gym students would be seen giving this strange hand jive. You would hear a crash of cafeteria food only to have it followed by two classmates saluting each other. The mystique of thirty individuals doing this strange gyration soon brought more attention to the class and its experiment into the German personality. Many students outside the class asked if they could join.
在接下来的几天里，班上的学生会互相问候。 当你走在走廊上时， 突然有三个同学会转过身来，每个人都快速地敬礼。 在图书馆或体育馆里，可以看到学生们在做这种奇怪的手。 你会听到食堂食物的碰撞声，然后是两个同学互相敬礼。 三十个人做这种奇怪的旋转的神秘感很快引起了人们对这个班级及其对德国人格的实验的更多关注。 许多班级外的学生询问他们是否可以加入。
Strength through action 通过行动获得力量 On Wednesday, I decided to issue membership cards to every student that wanted to continue what I now called the experiment. Not a single student elected to leave the room. In this the third day of activity there were forty-three students in the class. Thirteen students had cut class to be a part of the experiment. While the class sat at attention I gave each person a card. I marked three of the cards with a red X and informed the recipients that they had a special assignment to report any students not complying to class rules. I then proceeded to talk about the meaning of action. I explained how discipline and community were meaningless without action. I discussed the beauty of taking full responsibility for ones action. Of believing so thoroughly in yourself and your community or family that you will do anything to preserve, protect and extend that being. I stressed how hard work and allegiance to each Other would allow accelerated learning and accomplishment. I reminded students of what it felt like being in classes where competition caused pain and degradation. Situations in which students were pitted against each other In everything from gym to reading. The feeling of never acting, never being a part of something, never supporting each other.
周三，我决定向每个想要继续我现在称之为实验的学生发放会员卡。 没有一个学生选择离开教室。 在活动的第三天，班上有四十三名学生。 13名学生已经下课参加实验。 当全班同学全神贯注地坐着时，我给了每个人一张卡片。 我在三张卡片上用红色的X标记了三张卡片， 并告诉收件人他们有一项特殊的任务，要报告任何不遵守班级规则的学生。 然后我继续谈论行动的意义。 我解释了没有行动，纪律和社区是毫无意义的。 我讨论了对自己的行为承担全部责任的美妙之处。 如此彻底地相信你自己和你的社区或家庭， 你会做任何事情来保存、保护和扩展这种存在。 我强调，努力工作和对彼此的忠诚将如何加速学习和成就。 我提醒学生，在课堂上，竞争会带来痛苦和退化。 从体育到学习，学生们相互对抗的各种形式会导致 不再去做，从再不参与，不再互相支持的感觉。
At this point students stood without prompting and began to give what amounted to testimonials. “Mr. Jones, for the first time I’m learning lots of things.” “Mr. Jones, why don’t you teach like this all the time.” I was shocked! Yes, I had been pushing information at them in an extremely controlled setting but the fact that they found it comfortable and acceptable was startling. It was equally disconcerting to realize that complex and time consuming written homework assignments on German life were being completed and even enlarged on by students. Performance in academic skill areas was significantly improving. They were learning more. And they seemed to want more. I began to think that the students might do anything I assigned. I decided to find out.
在这一点上，学生们在没有提示的情况下站起来，开始提供相当于推荐的东西。 “琼斯先生，这是我第一次学到很多东西。” “琼斯先生，你为什么不一直这样教呢？” 我很震惊！ 是的，我一直在极度受控的环境中向他们推送信息， 但他们发现这很舒服和可以接受，这个事实令人吃惊。 同样令人不安的是， 关于德国生活的复杂而耗时的书面家庭作业，被学生们完成，甚至还有所补充。 在学术技能领域的表现显著提高。 他们正在学习更多。他们似乎想要更多。 我开始认为学生们可以做我分配的任何事情。我决定一探究竟。
To allow students the experience of direct action I gave each individual a specific verbal assignment. “It’s your task to design a Third Wave Banner. You are responsible for stopping any student that is not a Third Wave member from entering this room. I want you to remember and be able to recite by tomorrow the name and address of every Third Wave Member. You are assigned the problem of training and convincing at least twenty children in the adjacent elementary school that our sitting posture is necessary for better learning. It’s your job to read this pamphlet and report its entire content to the class before the period ends. I want each of you to give me the name and address of one reliable friend that you think might want to join the Third Wave.”…
为了让学生体验直接行动，我给每个人布置了特定的口头作业。 “你的任务是设计第三浪潮的旗帜。 您有责任阻止任何非第三浪潮成员的学生进入此房间。 我希望你们记住并能够在明天之前背诵每个第三浪潮成员的姓名和地址。 你被分配了一个问题，即训练和说服相邻小学的至少二十个孩子， 要更好的学习，正确的坐姿是必要的。 你的工作是阅读这本小册子，并在期末之前向全班报告其全部内容。 我希望你们每个人都给我一个你认为可能想加入第三浪潮的可靠朋友的姓名和地址。...
To conclude the session on direct action, I instructed students in a simple procedure for initiating new members. It went like this. A new member had only to be recommended by an existing member and issued a card by me. Upon receiving this card the new member had to demonstrate knowledge of our rules and pledge obedience to them. My announcement unleashed a fervor.
为了结束关于直接指派的任务， 我指导学生招收新成员的简单程序。事情是这样的。 新会员只需由现有会员推荐，并由我签发一张卡。 收到这张卡后，新成员必须证明知道我们的规则并承诺遵守这些规则。 我的宣布引发了大家的热情。
The school was alive with conjecture and curiosity. It affected everyone. The school cook asked what a Third Wave cookie looked like. I said chocolate chip of course. Our principal came into an afternoon faculty meeting and gave me the Third Wave salute. I saluted back. The Librarian thanked me for the 30′ banner on learning which she placed above the library entrance. By the end of the day over two hundred students were admitted into the order. I felt very alone and a little scared.
学校充满了猜想和好奇心。它影响了每个人。 学校的厨师问第三浪潮的饼干是什么样子的。我说当然是巧克力的。 我们的校长参加了下午的教职员工会议，并向我敬了第三浪潮的手势。我回了个礼。 图书管理员感谢我放置在图书馆入口上方的 30 英尺学习横幅。 到一天结束时，有200多名学生被录取。 我感到非常孤独，有点害怕。
Most of my fear emanated from the incidence of “tattletaling”. Though I formally appointed only three students to report deviate behavior, approximately twenty students came to me with reports about how Allan didn’t salute, or Georgine was talking critically about our experiment. This incidence of monitoring meant that half the class now considered it their duty to observe and report on members of their class. Within this avalanche of reporting one legitimate conspiracy did seem underway ….
我的大部分恐惧都来自“叽叽喳喳”的发生。 虽然我只正式指定了三名学生来报告偏差行为， 但大约有二十名学生来找我，报告说艾伦没有敬礼， 或者乔治娜批评了我们的实验。 这种监视的发生意味着现在有一半的班级认为他们有责任观察和报告他们班级的成员。 在这场雪崩般的报道中，一个合法的阴谋似乎正在进行中……
Three women in the class had told their parents all about our classroom activities. These three young women were by far the most intelligent students in the class. As friends they chummed together. They possessed a silent confidence and took pleasure in a school setting that gave them academic and leadership opportunity. During the days of the experiment I was curious how they would respond to the equalitarian and physical reshaping of the class. The rewards they were accustomed to winning just didn’t exist in the experiment. The intellectual skills of questioning and reasoning were non existent. In the martial atmosphere of the class they seemed stunned and pensive. Now that I look back, they appeared much like the child with so called learning disability. They watched the activities and participated in a mechanical fashion. Whereas others jumped in, they held back, watching.
班上有三位女生把我们的课堂活动都告诉了她们的父母。 这三位年轻女性是迄今为止班上最聪明的学生。 作为朋友，他们一起嘻嘻哈哈。 他们拥有一种无声的自信，并乐于在学校环境中为他们提供学术和领先机会。 在实验的日子里，我很好奇他们会如何应对阶级的平等主义和身体重塑。 在实验中，他们习惯于赢得的奖励并不存在。 提问和推理的智力技能是不存在的。 在班级的军事气氛中，他们似乎惊呆了，陷入了沉思。 现在回想起来，他们看起来很像那个有所谓学习障碍的孩子。 他们观察这场活动，并以机械的方式参与其中。 当其他人陷进去时，他们忍住了，只是看着。
In telling their parents of the experiment they set up a brief chain of events. The rabbi for one of the parents called me at home. He was polite and condescending. I told him we were merely studying the German personality. He seemed delighted and told me not to worry. He would talk to the parents and calm their concern. In concluding this conversation I envisioned similar conversations throughout history in which the clergy accepted and apologized for untenable conditions. If only he would have raged in anger or simply investigated the situation I could point the students to an example of righteous rebellion. But no. The rabbi became a part of the experiment In remaining ignorant of the oppression in the experiment he became an accomplice and advocate.
在告诉他们的父母这个实验时，他们设置了一个简短的事件链。 其中一位叫‘拉比’的家长打电话给我。他彬彬有礼，故作谦卑。 我告诉他，我们只是在研究德国人的性格。他似乎很高兴，告诉我不要担心。 他会和父母谈谈，平息他们的担忧。 在结束这次对话时，我设想了历史上类似的对话， 在这些对话中，神职人员接受并为站不住脚的条件道歉。 如果他能大发雷霆，或者只是调查一下情况， 我就可以给学生们指出一个正义的反叛的例子。 但却没有。拉比成为了实验的一部分， 由于对实验中的压迫一无所知，他成为了帮凶和拥护者。
By the end of the third day I was exhausted. I was tearing apart. The balance between role playing and directed behavior became indistinguishable. Many of the students were completely into being Third Wave Members. They demanded strict obedience of the rules from other students and bullied those that took the experiment lightly. Others simply sunk into the activity and took self assigned roles. I particularly remember Robert. Robert was big for his age and displayed very few academic skills. Oh he tried harder than anyone I know to be successful. He handed in elaborate weekly reports copied word for word from the reference books in the library. Robert is like so many kids in school that don’t excel or cause trouble. They aren’t bright, they can’t make the athletic teams, and don’t strike out for attention. They are lost. invisible. The only reason I came to know Robert at all is that I found him eating lunch in my classroom. He always ate lunch alone.
到第三天结束时，我已经筋疲力尽了。我快要崩溃了。 角色扮演和定向行为之间的平衡变得难以区分。 许多学生完全成为了第三浪潮的成员。 他们要求其他学生严格遵守规则，欺负那些对实验掉以轻心的学生。 其他人只是沉浸于活动中并承担了自我分配的角色。 我特别记得罗伯特。 罗伯特在他这个年纪已经很大了，几乎没有表现出什么学术技能。 哦，他比我认识的任何人都更努力地取得成功。 他提交了从图书馆参考书中逐字逐句抄录的精心制作的周报。 罗伯特就像学校里许多不出类拔萃或惹麻烦的孩子一样。 他们不聪明，他们不能进入运动队，也不会引起人们的注意。 他们迷失了、被无视了。 我认识罗伯特的唯一原因是我发现他在我的教室里吃午饭。 他总是一个人吃午饭。
Well, the Third Wave gave Robert a place in school. At least he was equal to everyone. He could do something. Take part. Be meaningful. That’s just what Robert did. Late Wednesday afternoon I found Robert following me and asked what in the world was he doing. He smiled (I don’t think I had ever seen him smile) and announced, “Mr. Jones I’m your bodyguard. I’m afraid something will happen to you. Can I do it Kr. Jones, please?”
好吧，第三次浪潮让罗伯特在学校占有一席之地。 至少他对每个人都是平等的。他可以做点什么。 参与进来，找到了意义。罗伯特就是这么做的。 星期三下午晚些时候，我发现罗伯特跟着我，问他到底在做什么。 他笑了笑（我想我从来没见过他笑过），然后宣布： “琼斯先生，我是你的保镖。我担心你会出事。 琼斯，我能做吗？”
Given that assurance and smile I couldn’t say no. I had a bodyguard. All day long he opened and closed doors for me. He walked always on my right. Just smiling and saluting other class members. He followed me every-where. In the faculty room (closed to students) he stood at silent attention while I gulped some coffee. When accosted by an English teacher for being a student in the “teachers’ room” her just smiled and informed the faculty member that he wasn’t a student. he was a body guard.
鉴于这种保证和微笑，我不能拒绝。 我有一个保镖。他整天为我开门和关门。 他总是走在我的右边。只是微笑着向其他班级成员致敬。他到处跟着我。 在教员室（不对学生开放）里，他静静地站着，而我则喝着咖啡。 当一位英语老师在“教员室”向他打招呼时， 他告诉这位老师他不是学生，而是一名保镖。她笑笑。
Strength through pride 骄傲的力量 On Thursday I began to draw the experiment to a conclusion. I was exhausted and worried. Many students were over the line. The Third Wave had become the center of their existence. I was in pretty bad shape myself. I was now acting instinctively as a dictator. Oh I was benevolent. And I daily argued to myself on the benefits of the learning experience. By this, the fourth day of the experiment I was beginning to lose my own arguments. As I spent more time playing the role I had less time to remember its rational origins and purpose. I found myself sliding into the role even when it wasn’t necessary. I wondered if this doesn’t happen to lots of people. We get or take an ascribed role and then bend our life to fit the image. Soon the image is the only identity people will accept. So we become the image. The trouble with the situation and role I had created was that I didn’t have time to think where it was leading. Events were crushing around me. I worried for students doing things they would regret. I worried for myself.
星期四，我开始结束这个实验。 我筋疲力尽，忧心忡忡。许多学生都越界了。 第三次浪潮已成为他们存在的中心。 我自己的状态很糟糕。我现在本能地表现得像个独裁者。 哦，我是仁慈的。我每天都在自言自语地谈论这次学习实验的好处。 到这时，实验的第四天，我开始失去自己的论点。 随着我花更多的时间扮演这个角色，我没有时间记住它的理性起源和目的。 我发现自己即使没有必要也会进入这个角色。 我想知道这是不是会发生在很多人的身上。 我们得到或承担一个被赋予的角色，然后扭曲我们的生活以适应这个形象。 很快，这个形象就成为人们唯一能接受的身份。所以我们变成了这个形象。 我所创造的情况和角色的问题在于， 我没有时间去思考它会导致什么。 我周围的事情崩塌了。 我担心学生会后悔。我为自己担心。
Once again I faced the thoughts of closing the experiment or letting it go its own course. Both options were unworkable. If I stopped the experiment a great number of students would be left hanging. They had committed themselves in front of their peers to radical behavior. Emotionally and psychologically they had exposed themselves. If I suddenly jolted them back to classroom reality I would face a confused student- body for the remainder of the year. It would be too painful and demeaning for Robert and the students like him to be twisted back into a seat and told it’s just a game. They would take the ridicule from the brighter students that participated in a measured and cautious way. I couldn’t let the Roberts lose again.
我再一次面临这个决策：结束实验，或任其发展。 这两种选择都行不通。如果我停止实验，很多学生就会被吊在半空中。 他们在同龄人面前承诺采取激进的行为。 在情感和心理上，他们暴露了自己。 如果我突然把他们拉回现实， 我会在今年剩下的时间里面对一个困惑的学生群体。 对于罗伯特和像他这样的学生来说， 如果被拉扯回座位并被告知这只是一场游戏，那就太痛苦了，太有辱人格了。 他们会受到那些以谨慎和小心的方式参与的聪明学生们的嘲笑。 我不能让罗伯茨再次失败。
The other option of just letting the experiment run its course was also out of the question. Things were already getting out of control. Wednesday evening someone had broken into the room and ransacked the place. (I later found out it was the father of one of the students. He was a retired air force colonel who had spent time in a German prisoner of war camp. Upon hearing of our activity he simply lost control Late in the evening he broke into the room and tore it apart. I found him that morning propped up against the classroom door. He told me about his friends that had been killed in Germany. He was holding on to me and shaking. In staccato words he pleaded that I understand and help him get home. I called his wife and with the help of a neighbor walked him home. We spent hours later talking about what he felt and did, but from that moment on Thursday morning I was more concerned with what might be happening at school.
让实验顺其自然的另一种选择也是不可能的。 事情已经失控了。 星期三晚上，有人闯入房间，洗劫了这个地方。 （后来我才知道是其中一名学生的父亲。 他是一名退役的空军上校，曾在德国战俘营度过一段时间。 在听说我们的活动后，他简直失去了控制： 深夜，他闯入房间并将其撕裂。 那天早上，我发现他靠在教室门上。 他告诉我他的朋友们在德国被杀。他抱着我，浑身发抖。 他用断断续续的话恳求我理解并帮助他回家。 我打电话给他的妻子，在邻居的帮助下送他回家。 我们花了几个小时谈论他的感受和行为， 但从周四早上的那一刻起，我更关心学校可能发生的事情。
I was increasingly worried about how our activity was affecting the faculty and other students in the school. The Third Wave was disrupting normal learning. Students were cutting class to participate and the school counselors were beginning to question every student in the class. The real gestapo in the school was at work. Faced with this experiment exploding in one hundred directions, I decided to try an old basketball strategy. When you’re playing against all the odds the best action to take is to try the unexpected. That’s what I did.
我越来越担心我们的活动如何影响学校的教职工和其他学生。 第三次浪潮扰乱了正常的学习。 学生们正在插班参加， 学校辅导员开始询问班上的每一个学生。 真正的盖世太保在学校里工作。 面对这个向一百个方向爆炸的实验，我决定尝试一种古老的篮球策略。 当你面对所有的困难时，最好的行动是尝试意想不到的事情。我就是这么做的。
By Thursday the class had swollen in size to over eighty students. The only thing that allowed them all to fit was the enforced discipline of sitting in silence at attention. A strange calm is in effect when a room full of people sit in quite observation and anticipation. It helped me approach them in a deliberate way. I talked about pride. “Pride is more than banners or salutes. Pride Is something no one can take from you. Pride is knowing you are the best… It can’t be destroyed …”
到星期四，班级的规模已经扩大到八十多名学生。 唯一能让他们都适应的，是安静坐着的强制纪律。 当一屋子的人都坐在相当观察和期待中时，一种奇怪的平静就会生效。 它帮助我以一种深思熟虑的方式接近他们。 我谈到了骄傲。“骄傲不仅仅是横幅或敬礼。 骄傲是没有人能从你身上夺走的东西。 骄傲就是知道：你是最好的…… 它不能被摧毁……”
In the midst of this crescendo I abruptly changed and lowered my voice to announce the real reason for the Third Wave. In slow methodic tone I explained what was behind the Third Wave. “The Third Wave isn’t just an experiment or classroom activity. It’s far more important than that. The Third Wave Is a nationwide program to find students who are willing to fight for political change in this country. That’s right. This activity we have been doing has been practice for the real thing. Across the country teachers like myself have been recruiting and training a youth brigade capable of showing the nation a better society through discipline, community. pride, and action. If we can change the way that school is run, we can change the way that factories, stores, universities and all the other institutions are run. You are a selected group of young people chosen to help in this cause. If you will stand up and display what You have learned in the past four days… we can change the destiny of this nation. We can bring it a new sense of order. community, pride and action. A new purpose. Everything rests with you and your willingness to take a stand.”
在这种渐强中，我突然改变了声音，压低了声音，宣布了第三浪潮的真正原因。 我用缓慢而有条不紊的语气解释了第三浪潮背后的原因。 “第三浪潮不仅仅是一个实验或课堂活动。这远比这重要得多。 第三浪潮是一项全国性计划，旨在寻找愿意为这个国家的政治变革而战的学生。 没错。我们一直在做的这项活动是针对真实事物的实践。 在全国各地，像我这样的教师一直在招募和培训一支青年旅， 他们能够通过纪律和社区向国家展示一个更美好的社会。自豪感和行动力。 如果我们能改变学校的运作方式， 我们就能改变工厂、商店、大学和所有其他机构的运作方式。 你们是被选中帮助这项事业的一群年轻人。 如果你愿意站起来，展示你在过去四天里学到的东西...... 我们可以改变这个国家的命运。 我们可以给它带来一种新的秩序感。社区、自豪感和行动力。 一个新的目标。一切都取决于你和你愿意采取立场。”
To give validity to the seriousness of my words I turned to the three women in the class whom I knew had questioned the Third Wave. I demanded that they leave the room. I explained why I acted and then assigned four guards to escort the women to the library and to restrain them from entering the class an Friday. Then in dramatic style I informed the class of a special noon rally to take place on Friday. This would be a rally for Third Wave Members only.
为了证明我的话是严肃的， 我转向班上的三位女生，我知道她们对第三浪潮提出了质疑。 我要求他们离开房间。 我解释了我为什么这样做，然后指派了四名警卫护送这些妇女到图书馆， 并限制她们在星期五进入课堂。 然后，我以戏剧性的方式通知全班同学，星期五将举行一个特别的中午集会。 这将是专属于第三浪潮成员的集会。
It was a wild gamble. I just kept talking. Afraid that if I stopped someone would laugh or ask a question and the grand scheme would dissolve in chaos. I explained how at noon on Friday a national candidate for president would announce the formation of a Third Wave Youth Program. Simultaneous to this announcement over 1000 youth groups from every part of the country would stand up and display their support for such a movement. I confided that they were the students selected to represent their area. I also questioned if they could make a good showing, because the press had been invited to record the event. No one laughed. There was not a murmur of resistance. quite the contrary. A fever pitch of excitement swelled across the room. “We can do it!” “Should we wear white shirts?” “Can we bring friends?” “Mr. Jones, have you seen this advertisement in Time magazine?”
这是一场疯狂的赌博。我只是不停地说话。 害怕如果我停下来，有人会嘲笑或问一个问题，那样一来，宏伟的计划就会在混乱中消失。 我解释了周五中午，一位全国总统候选人将如何宣布成立第三浪潮的青年计划。 在宣布这一消息的同时，来自全国各地的1000多个青年团体将站起来，表示他们对这一运动的支持。 我透露，他们是被选中代表他们所在地区的学生。 我还质疑他们是否能做一个很好的表演，因为媒体被邀请来记录这一事件。 没有人笑。没有一丝抵抗的杂音。 恰恰相反。一股兴奋的狂热情绪在房间里涌动。 “我们能做到！”“我们应该穿白衬衫吗？”“我们可以带朋友来吗？” “琼斯先生，你看过《时代》杂志上的这则广告吗？”
The clincher came quite by accident. It was a full page color advertisement in the current issue of Time for some lumber products. The advertiser identified his product as the Third Wave. The advertisement proclaimed in big red, white and blue letters, “The Third Wave is coming.” “Is this part of the campaign, Mr. Jones?” “Is it a code or something?” “Yes.1′ “Now listen carefully.”
关键时刻的到来完全是偶然的。 这是本期《时代》杂志上一些木材产品的整版彩色广告。 广告商将他的产品确定为第三次浪潮。 广告用红、白、蓝三色大字写着：“第三浪潮即将到来。” “这是竞选活动的一部分吗，琼斯先生？” “是代码还是别的什么？” “是的，现在仔细听。”
“It’s all set for tomorrow. Be in the small auditorium ten minutes before 12:00. Be seated. Be ready to display the discipline, community, and pride you have learned. Don’t talk to anyone about this. This rally is for members only.”
“一切都为明天做好了准备。在12：00前10分钟进入礼堂。请坐。 准备好展示你所学到的纪律、社区和自豪感。 不要和任何人谈论这个。这次集会只对会员开放。”
Strength through understanding 通过理解获得力量 On Friday, the final day of the exercise, I spent the early morning preparing the auditorium for the rally. At eleven thirty students began to ant their way into the room; at first a few scouting the way and then more. Row after row began to fill. A hushed silence shrouded the room. Third Wave banners hung like clouds over the assembly. At twelve o’clock sharp I closed the room and placed guards at each door. Several friends of mine posing as reporters and photographers began to interact with the crowd taking pictures and jotting frantic descriptive notes. A group photograph was taken. Over two hundred students were crammed into the room. Not a vacant seat could be found. The group seemed to be composed of students from many persuasions. There were the athletes, the social prominents, the student leaders, the loners, the group of kids that always left school early, the bikers, the pseudo hip, a few representatives of the school’s dadaist click, and some of the students that hung out at the laundromat. The entire collection however looked like one force as they sat in perfect attention. Every person focusing on the T.V. set I had in the front of the room. No one moved. The room was empty of sound. It was like we were all witness to a birth. The tension and anticipation was beyond belief.
星期五，演习的最后一天，我花了一大早为集会准备礼堂。 十一点，三十个学生开始进入教室；起初有一些侦察，然后是更多。 一行又一行开始填满。房间里一片寂静。 第三浪潮的旗帜像云一样悬挂在集会上。 十二点整，我关上了房间，在每扇门上都派了警卫。 我的几个朋友冒充记者和摄影师，开始与人群互动， 拍照并记下疯狂的描述性笔记。合影留念。 超过200名学生挤在房间里。找不到一个空位。 该小组似乎由来自许多教派的学生组成。 有运动员，有社会名人，有学生领袖，有孤独的人， 有一群总是早早离开学校的孩子，有骑自行车的人，有伪时髦的人， 有学校达达主义点击的几个代表，还有一些在自助洗衣店闲逛的学生。 然而，整个集合看起来就像一股力量，因为它们非常引人注目。 每个人都专注于我在房间前面的电视机。没有人动。 房间里空无一人。就好像我们都在见证第一次出生。 紧张和期待令人难以置信。
“Before turning on the national press conference, which begins in five minutes, I want to demonstrate to the press the extent of our training.” With that, I gave the salute followed automatically by two hundred arms stabbing a reply. I then said the words “Strength Through Discipline” followed by a repetitive chorus. We did this again, and again. Each time the response was louder. The photographers were circling the ritual snapping pictures but by now they were ignored. I reiterated the importance of this event and asked once more for a show of allegiance. It was the last time I would ask anyone to recite. The room rocked with a guttural cry, “Strength Through Discipline.”
“在五分钟后开始的全国新闻发布会之前， 我想向媒体展示我们的培训程度。 说完，我行了个礼，然后两百只手臂自动地回了出去。 然后我说了“通过纪律获得力量”这句话，然后是重复的合唱。 我们一次又一次地这样做。每次反应都更响亮。 摄影师们在仪式上绕着拍照，但现在他们被忽略了。 我重申了这次活动的重要性，并再次要求表示效忠。 这是我最后一次要求任何人背诵。 房间里响起了一声喉咙般的呐喊，“通过纪律获得力量。”
It was 12:05. I turned off the lights in the room and walked quickly to the television set. The air in the room seemed to be drying up. It felt hard to breathe and even harder to talk. It was as if the climax of shouting souls had pushed everything out of’ the room. I switched the television set on. I was now standing next to the television directly facing the room full of people. The machine came to life producing a luminous field of phosphorus light. Robert was at my side. I whispered to him to watch closely and pay attention to the next few minutes. The only light in the room was coming from the television and it played against the faces in the room. Eyes strained and pulled at the light but the pattern didn’t change. The room stayed deadly still. Waiting. There was a mental tug of war between the people in the room and the television. The television won. The white glow of the test pattern didn’t snap into the vision of a political candidate. It just whined on. Still the viewers persisted. There must be a program. It must be coming on. Where is it? The trance with the television continued for what seemed like hours. It was 12:07. Nothing. A blank field of white. It’s not going to happen. Anticipation turned to anxiety and then to frustration. Someone stood up and shouted.
当时是12点05分。我关掉房间里的灯，快步走到电视机前。 房间里的空气似乎正在干涸。感觉呼吸困难，说话更困难。 仿佛灵魂呐喊的高潮已经把一切都赶出了房间。 我打开了电视机。我现在正站在电视机旁边，正对着满屋子的人。 这台机器栩栩如生，产生了一个发光的磷光场。 罗伯特在我身边。我低声告诉他，要他仔细观察，注意接下来的几分钟。 房间里唯一的光线来自电视，它与房间里的脸相映成趣。 眼睛紧张地盯着光线，但图案没有改变。 房间里一动不动。等待。 房间里的人和电视机之间发生了一场精神上的拉锯战。电视赢了。 测试图案的白色光芒并没有进入政治候选人的视野。它只是在抱怨。 尽管如此，观众还是坚持了下来。必须有一个程序。它一定来了。它在哪里？ 电视机的恍惚持续了几个小时。当时是12点07分。无。 空白的白色区域。这不会发生。 期待变成了焦虑，然后变成了沮丧。有人站起来喊道。
“There isn’t any leader is there?” “Everyone turned in shock. first to the despondent student and then back to the television. Their faces held looks of disbelief.
“没有领导吗？” “每个人都震惊地转过身来。首先是沮丧的学生，然后回到电视机前。 他们的脸上露出难以置信的表情。
In the confusion of the moment I moved slowly toward the television. I turned it off. I felt air rush back into the room. The room remained in fixed silence but for the first time I could sense people breathing. Students were withdrawing their arms from behind their chairs. I expected a flood of questions, but instead got intense quietness. I began to talk. Every word seemed to be taken and absorbed.
在那一刻的混乱中，我慢慢地走向电视机。我把它关掉了。 我感觉到空气冲回了房间。房间里保持着固定的寂静， 但这是我第一次感觉到人们在呼吸。 学生们从椅子后面收回手臂。 我本以为会有一大堆问题，但得到的却是强烈的安静。 我开始说话。每一个字似乎都被吸收和吸收了。
“Listen closely, I have something important to tell you.” “Sit down.” “There is no leader! There is no such thing as a national youth movement called the Third Wave. You have been used. Manipulated. Shoved by your own desires into the place you now find yourself. You are no better or worse than the German Nazis we have been studying.”
“仔细听，我有重要的事情要告诉你。” “坐下。” “没有领导者！没有所谓的、被称为第三浪潮的全国性青年运动。 你已经被利用了，被洗脑了。 被你自己的欲望推到你现在发现自己的地方。 你并不比我们一直在研究的德国纳粹分子更好或更坏。”
“You thought that you were the elect. That you were better than those outside this room. You bargained your freedom for the comfort of discipline and superiority. You chose to accept that group’s will and the big lie over your own conviction. Oh, you think to yourself that you were just going along for the fun. That you could extricate yourself at any moment. But where were you heading? How far would you have gone? Let me show you your future.”
“你以为你是选中的精英。你比这个房间外面的人好。 为了换取纪律和优势所带来的舒适，你出卖了你的自由。 你接受了那群人的意志，并坚信这个巨大的谎言。 哦，你心想你只是为了好玩而来的。 你随时可以抽身。 但是你要去哪里？你会走多远？ 让我向你展示你的未来。”
With that I switched on a rear screen projector. It quickly illuminated a white drop cloth hanging behind the television. Large numbers appeared in a countdown. The roar of the Nuremberg Rally blasted into vision. My heart was pounding. In ghostly images the history of the Third Reich paraded into the room. The discipline. The march of super race. The big lie. Arrogance, violence, terror. People being pushed into vans. The visual stench of death camps. Faces without eyes. The trials. The plea of ignorance. I was only doing my job. My job. As abruptly as it started the film froze to a halt on a single written frame. “Everyone must accept the blame No one can claim that they didn’t in some way take part.”
说完，我打开了一台背屏投影仪。 它很快照亮了挂在电视机后面的一块白色水滴布。 倒计时中出现了大量数字。纽伦堡拉力赛的轰鸣声在视野中响起。 我的心砰砰直跳。在幽灵般的图像中，第三帝国的历史游行进入房间。 纪律。超级比赛的进行曲。弥天大谎。 傲慢、暴力、恐怖。人们被推上面包车。死亡集中营的视觉恶臭。 没有眼睛的脸。审判。无知的恳求。我只是在做我的工作。我的工作。 电影一开始就突然停在了一帧文字上。 “每个人都必须接受责备：没有人可以声称他们没有以某种方式参与。”
The room stayed dark as the final footage of film flapped against the projector. I felt sick to my stomach. The room sweat and smelt like a locker room. No one moved. It was as if everyone wanted to dissect the moment, figure out what had happened. Like awakening from a dream and deep sleep, the entire room of people took one last look back into their consciousness. I waited for several minutes to let everyone catch up. Finally questions began to emerge. All of the questions probed at imaginary situations and sought to discover the meaning of this event.
房间里一片漆黑，胶片的最后镜头拍打在投影仪上。 我感到恶心。房间里汗流浃背，闻起来像更衣室。 没有人动。就好像每个人都想剖析那一刻，弄清楚发生了什么。 就像从梦中醒来和沉睡一样， 整个房间的人都最后一次回头看了一眼他们的意识。 我等了几分钟，让每个人都清醒过来。 最后，问题开始出现。 所有的问题都探讨了想象中的情况，并试图发现这一事件的意义。
In the still darkened room I began the explanation. I confessed my feeling of sickness and remorse. I told the assembly that a full explanation would take quite a while. But to start. I sensed myself moving from an introspective participant in the event toward the role of teacher. It’s easier being a teacher. In objective terms I began to describe the past events.
在仍然昏暗的房间里，我开始解释。我承认我感到恶心和懊悔。 我告诉大会，要做出充分的解释需要相当长的时间。但必需得做。 我感觉到自己从一个内省的参与者转向了老师的角色。 当老师更容易。客观地，我开始描述过去的事件。
“Through the experience of the past week we have all tasted what it was like to live and act in Nazi Germany. We learned what it felt like to create a disciplined social environment. To build a special society. Pledge allegiance to that society. Replace reason with rules. Yes, we would all have made good Germans. We would have put on the uniform. Turned our head as friends and neighbors were cursed and then persecuted. Pulled the locks shut. Worked in the “defense” plants. Burned ideas. Yes, we know in a small way what it feels like to find a hero. To grab quick solution. Feel strong and in control of destiny. We know the fear of being left out. The pleasure of doing something right and being rewarded. To be number one. To be right. Taken to an extreme we have seen and perhaps felt what these actions will lead to. we each have witnessed something over the past week. We have seen that fascism is not just something those other people did. No. it’s right here. In this room. In our own personal habits and way of life. Scratch the surface and it appears. Something in all of us. We carry it like a disease. The belief that human beings are basically evil and therefore unable to act well toward each other. A belief that demands a strong leader and discipline to preserve social order. And there is something else. The act of apology.
“通过过去一周的经历，我们都尝到了在纳粹德国生活和行动的感觉。 我们学到了创造一个有纪律的社会环境是什么感觉。 建立一个特殊的社会。宣誓效忠那个社会。用规则替换理智。 是的，我们都会成为优秀的德国人。 我们会穿上制服。 当朋友和邻居被诅咒然后受到迫害时，我们会扭头，把门锁关上。 在“国防”工厂工作。燃烧的想法。 是的，我们在某种程度上找到了英雄是什么样的感觉。 获取快速的解决方案。感到坚强，掌控命运。 我们忘却了生命的敬畏。 做正确的事情并获得奖励的乐趣。成为第一。保持正确。 走到极端，我们已经看到，并可能感受到了这些行动将导致什么。 在过去的一周里，我们每个人都目睹了一些事情。 我们已经看到，法西斯主义不仅仅是其他人所做的事情。 不。它就在这里。在这个房间里。在我们自己的个人习惯和生活方式中。 剥开表皮，它就会出现。 我们所有人身上都有一些东西。我们像疾病一样携带着它。 认为人类基本上是邪恶的，因此无法对彼此采取良好的行动。 这种信念需要强有力的领导者和纪律来维护社会秩序。 也有别的东西。道歉的行为。
“This is the final lesson to be experienced. This last lesson is perhaps the one of greatest importance. This lesson was the question that started our plunge in studying Nazi life. Do you remember the question? It concerned a bewilderment at the German populace claiming ignorance and non-involvement in the Nazi movement. If I remember the question. it went something like this. How could the German soldier, teacher, railroad conductor, nurse. tax collector. the average citizen, claim at the end of the Third Reich that they knew nothing of what was going on. How can a people be a part of something and then claim at the demise that they were not really involved’ What causes people to blank out their own history? In the next few minutes and perhaps years, you will have an opportunity to answer this question.”
“这是实验的最后一课。这最后一课也许是最重要的一课。 这一课是我们开始研究纳粹生活的问题。 你还记得这个问题吗？ 它涉及对德国民众的困惑，他们声称自己不知道，没有参与纳粹运动。 如果我还记得这个问题。事情是这样的。 在第三帝国的末期，德国士兵、教师、铁路售票员、护士、收税员、普通公民 怎么可能声称他们对正在发生的事情一无所知？ 作为这个帝国的一部分，在它灭亡时，人们怎么可能声称他们没有真正参与其中？ “是什么导致人们抹去自己的历史？ 在接下来的几分钟，也许几年内，你将有机会回答这个问题。”
“If our enactment of the Fascist mentality is complete not one of you will ever admit to being at this final Third Wave rally. Like the Germans, you will have trouble admitting to yourself that you come this far. You will not allow your friends and parents to know that you were willing to give up individual freedom and power for the dictates of order and unseen leaders. You can’t admit to being manipulated. Being a follower. To accepting the Third Wave as a way of life. You won’t admit to participating in this madness. You will keep this day and this rally a secret. It’s a secret I shall share with you.”
“如果我们对法西斯主义心态的制定是完整的， 你们中没有一个人会承认参加了这最后的第三浪潮的集会。 像德国人一样，你很难向自己承认你已经走到了这一步。 你不愿让你的朋友和父母知道 你为了秩序和看不见的领导人，而愿意放弃个人的自由和权力。 你无法承认自己的放纵，成为了追随者。接受第三浪潮作为一种生活方式。 你不愿承认参与了这种疯狂。 你会把这一天和这次集会保密。它是一个我和你们分享的秘密。”
I took the film from the three cameras in the room and pulled the celluloid into the exposing light. The deed was concluded. The trial was over. The Third Wave had ended. I glanced over my shoulder. Robert was crying. Students slowly rose from their Chairs and without words filed into the outdoor light. I walked over to Robert and threw my arms around him. Robert was sobbing. Taking in large uncontrollable gulps of air. “It’s over.” it’s all right.” In our consoling each other we became a rock in the stream of exiting students. Some swirled back to momentarily hold Robert and me. Others cried openly and then brushed away tears to carry on. Human beings circling and holding each other. Moving toward the door and the world outside.
我从房间里的三台摄像机上取下胶卷，将赛璐珞拉到曝光的光线下。 行为划上了句号。审判结束了。第三浪潮已经结束。 我转头瞥了一眼。罗伯特在哭泣。 学生们慢慢地从椅子上站起来，一言不发地对着外面的灯光。 我走到罗伯特身边，搂着他。 罗伯特在抽泣。大口大口地吸入无法控制的空气。“结束了。” 没关系。在我们互相安慰的过程中，我们成为了离校学生流中的一块石头。 一些人转过身来，暂时抱住了罗伯特和我。 其他人公开地哭泣，然后擦干眼泪继续前进。 人类盘旋并相互拥抱。走向门口和外面的世界。
For a week in the middle of a school year we had shared fully in life. And as predicted we also shared a deep secret. In the four years I taught at Cubberley High School no one ever admitted to attending the Third Wave Rally. Oh, we talked and studied our actions intently. But the rally itself. No. It was something we all wanted to forget.
在一个学年中期的一个星期里，我们充分分享了生命。 正如预测的那样，我们也分享了一个深刻的秘密。 我在库伯利高中任教的四年里，没有人承认参加过第三浪潮的集会。 哦，我们专心致志地交谈和研究我们的行为。 但它真实的情况。不。这是我们都想忘却的事情。