翻译《浪潮》

The Wave

浪潮

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Remembering the 3rd Wave  by Leslie Weinfield

闻斐莱利对《第三波浪潮》的回忆

Peninsula, September 1991

西元一九九一年九月于半岛

Although the specter of fascist resurgence seems largely forgotten in
the euphoria of German reunification, it may not be far beneath the
peaceful veneer of that nation, or any other, for that matter.  Even
the most ostensibly free and open societies are not immune to fascism's
lure - including places like Palo Alto. 

虽然法西斯幽灵的复活似乎在很大程度上被遗忘在日耳曼人统一的陶醉感中，但是它在这个国家，或者任何其他国家的和平表面下可能离得并不遥远。甚至在这个看上去最自由最开放的社会，也不能避免法西斯的诱惑——包括帕洛阿尔托。

What came to be known as the "Third Wave" began at 
Cubberly High School in Palo Alto as a game without any direct reference
to Nazi Germany, says Ron Jones, who had just begun his first teaching job
in the 1966-67 academic year.  When a social studies student asked
about the German public's responsibility for the rise of the Third Reich,
Jones decided to try and simulate what happened in Germany by having his
students "basically follow instructions" for a day.

所谓“第三波浪潮”的出现，起始于帕洛阿尔托的库伯利高中的一场游戏，根本就没有提到纳粹德国。荣恩·琼斯，在1966-67学年刚刚开始他的第一份教育工作。当一名学习社会的学生问及德国公众对于第三帝国崛起的责任时，琼斯决定尝试模拟德国所发生的事情，要求他的学生们在一天时间里“完全遵从命令”。

But one day turned into five, and what happened by the end of the
school week spawned several documentaries, studies and related social
experiments illuminating a dark side of human nature - and a major
weakness in public education.

但是一天变成了五天，并且在这一周最后所发生的事情，产生了若干纪录片、研究以及相关社会实验展现出了人性黑暗的一面，以及公立教育的主要缺点。

Before students arrived for class on Monday, Jones vigorously cleaned
his classroom and arranged the desks in unusually straight rows.  He
dimmed the lights and played Wagnerian music as students drifted in for
class.  Then Jones, a popular instructor who normally avoided even
such regimentation as taking roll, told his students that he could give
them the keys to power and success - "Strength Through
Discipline."

在星期一学生来到教室之前，琼斯彻底清扫教室，并且不同寻常的将课桌椅安排的行列整齐。学生走进教室的时候他调暗灯光、播放瓦格纳的音乐。琼斯，是一名受欢迎的教师，他平时会避免点名这样严格的纪律，这时候告诉他的学生，他能给予他们能力和成功的关键——“纪律铸就力量”。

"It was thoroughly out of character for Ron Jones to say
"Let's help the class out with a little more discipline,"
recalls a former student Philip Neel, now a television producer in Los
Angeles.  But because Jones was an interesting teacher, the class
went along.

“琼斯以平实完全不同的形象说‘让我们帮助班上更有纪律一些，’以前的学生菲利普·尼尔回忆道。他现在是一名洛杉矶的电视制片人。但是因为琼斯是一名有意思的老师，全班都很积极。

Classmate Mark Hancock remembers Jones adding a political cast and a
set of incentives soon thereafter.  "It was something like, if
you're a good party member and play the game well, you can get an A. 
If you have a revolution and fail, you get an F.  For a successful
revolution, you get an A," recounts Hancock, currently a regional
development director for a Los Angeles property company.

马克·汉考克同学回忆起琼斯随后增加了一条政治安排和一系列奖励。“它有点像，如果你是一名好党员，在活动中表现得很好，那么你就能拿到优秀。如果你发动革命，然后失败了，你就只能拿到不及格。对于一次成功的革命，你也能拿到优秀。”汉考克详述到。他现在是洛杉矶房地产公司的一名区域开发总监。

Jones next commanded the class to assume a new seating posture to
strengthen student concentration and will:  feet flat on the floor,
hands across the small of the back, spines straight.  And he added
speed drills, after which the entire group could move from loitering
outside the room to silent, seated attention in less than 30 seconds.

琼斯接下来命令全班采取新的坐姿，以增强学生的注意力和意志：双脚平放在地板上，双手交叉于腰后，脊柱挺直。并且他进行了速度训练，之后全班从教室外面的闲逛，变成教室内的安静而精神集中地坐下，只需要不到30秒钟。

"Even when we started with Strength Through Discipline, it was
easy for me to see the benefits of the posture," remarks Steve
Coniglio, who now helps run a Truckee retail store.  "Even on
that very first day, I could notice that I was breathing better.  I
was more attentive in class."

“甚至当我们开始纪律铸就力量活动的时候，对我而言，很容易看到这种态度带来的好处。”斯蒂夫·康尼格里奥解释道。他现在在帮助运作一个特拉基零售商店。“甚至在第一天，我还感受到我呼吸的更好。我上课更加集中精神。”

Jones closed the first day's session with a few rules.  Students
had to be sitting at attention before the second bell, had to stand up to
ask or answer questions and had to do it in three words or less, and were
required to preface each remark with "Mr. Jones."

琼斯用几条规则结束了第一天的任务。学生在打下课铃之前都必须认真坐好，提问或回答问题的时候必须站立，提问或者回答问题必须简洁，每一句话都要以“琼斯先生”称呼他。

"At the end of that day, I was grandly happy.  I mean, it
seemed to work and everyone seemed to get into it," Jones still
marvels.  Grades were based on participation, and no one accepted the
study hall alternative that Jones offered prior to commencing the exercise
that day.  But neither did anyone make a connection to the German
history lessons they'd just completed.  "Most of us were headed
toward college," says Hancock.  "It wasn't Nazi German life
that mattered, it was Palo Alto grades."

“在这一天结束的时候，我非常高兴。我的意思是，活动似乎已经展开，每个人都投入其中。”琼斯仍然感到惊奇。根据参与情况评分，没有人去琼斯在开始今天的练习之前为大家准备的自习室。但是也没有任何人与他们刚刚完成的德国历史课联系起来。“我们大多数人只想着上大学，”汉考克说，“是不是纳粹德国生活并不重要，是帕洛阿尔托的学分就行。”

Jones says he assumed the class would return to its usual format the
next day.  "But when I came in, the class was all
sitting..." His voice trails off as his body snaps to military
attention.

琼斯说他以为这个班会在第二天回到老样子。“但是当我走进教室，全班坐得整整齐齐……”他的声音逐渐缩小，他的身体挺得笔直。

Jones considered calling a halt, but then went to the blackboard and
wrote "Strength Through Community" below the previous day's
slogan,  "Strength Through Discipline."

琼斯考虑过终止，但是接下来走到黑板前，在前一天的“纪律铸就力量”口号下面写下“集体铸就力量”。

"I began to lecture on community - something bigger than oneself,
something enjoyable.  They really bought that argument," Jones
recalls.

“我开始讲授集体——比个人更强大，更愉快。他们真的接受这样的说法，”琼斯回忆道。

A powerful sense of belonging had sprung up among lowly sophomores at
the bottom of the rung of the three-year school, and Jones admits he soon
became a part of the exercise as well as its leader.

一种强大的归属感开始在这所三年制高中的低年级底层学生当中涌现，琼斯承认，他很快就以领导者的身份成为这场运动的一分子了。

"It was really a mistake, a terrible thing to do.  My
curiosity pulled me in at first, and then I liked it.  They learned
fast, didn't ask questions.  It was easier as a teacher."

“这是一个大错误，一件可怕的事情。一开始是我的好奇心在推动我，接下来我喜欢这个活动了。他们学得很快，也没有问问题。当一名老师很容易。”

As his Strength Through Community lecture ended, he created a class
salute by bringing his right hand toward his right shoulder in an
outwardly curled position, resembling a wave.  Jones named it the
Third Wave, and - despite its similarity to Third Reich - claims he
borrowed the term from beach folklore, which holds that the last wave in
every series of three is the largest.

在他的“集体铸就力量”演讲结束的时候，他创造了一项班级礼节，举起右手，屈臂，立在右肩一侧，划出一道波浪，平放在胸前。琼斯称之为“第三波浪潮”——并没有注意到很像“第三帝国”——并声称使用这个名字是基于一个海边传说，说每一系列波浪中，第三波总是最大的。

Students acknowledging each other this way in the halls attracted the
attention of upper classmen, who clamored to know the salute's
significance, Coniglio says. Cubberley students began skipping their
regular classes, asking to be part of the Third Wave.  In three days
Jones' class had expanded to 60 students.

康尼格里奥说，学生们在大厅利用这种方式彼此问候，吸引了高年级学生的注意，他们询问这种礼节的含义。库伯利全校学生开始逃课，要求加入第三波浪潮。三天时间，琼斯的班级增加到六十人。

After telling the enlarged class that "strength is fine, now you
must act,"  Jones assigned everyone a task to be completed that
day.  Some were to memorize the names and addresses of everyone in
the group; others were to make Third Wave banners, armbands and membership
cards.  And since that day's theme was "Strength Through
Action," everyone was to proselytize.

在向全班宣布“力量是美好的，你们必须开始行动。”琼斯为每一个人都布置了一项当天需要完成的任务。有些人被要求记住班上所有人的姓名地址，有些被要求制作第三波浪潮横幅、臂章以及成员卡。因为这一天的主题是“行动铸就力量”，所有人都皈依其中。

By day's end Coniglio says banners were all over the school, including
a 20 footer in the library.  Members brought in some 200 converts
from other classes to be "sworn in."

康尼格里奥说，在这一天结束的时候，横幅已经挂满校园，包括挂在图书馆里的一幅二十尺长的。从其他课程转来更多学生，总数已经大约两百。

"It just swept through the school," recalls Jones, who is
still teaching, now at the San Francisco Recreation Center for the
Handicapped.  "It was like walking on slippery rock...by the
third or fourth day, there was an obvious explosion of emotion that I
couldn't control."

“活动席卷了整个校园，”琼斯回忆道，他现在仍然在教书，现在旧金山残疾人修养中心工作。“就像走在滑溜的石板上……在第三或者第四天，有一个我无法控制的明显的感情迸发。”

Several boys were assigned to "protect" Jones as he walked
the school's corridors, wearing Third Wave armbands to signify their
responsibility.

当琼斯在教学楼内走动的时候，一些男孩被指定“护卫”琼斯，他们带上第三波浪潮臂章以标志他们的责任。

"It was a black band.  When I went home, it got my parents
worried," says Steve Benson, now a Palo Alto mechanic. "They
thought it was the equivalent of the SS."  Although his mother
called Jones to express her concern, the teacher reassured her it was
merely a class exercise.

“那就是一条红袖章。我回家的时候，我父母很担忧，”斯蒂夫·本森说。他现在是帕洛阿尔托的一名机械工。“他们认为这相当于党卫军。”虽然他的母亲想琼斯表达了他的担忧，但是老师向她保证这仅仅是一次课堂活动。

Everyone involved in the Third Wave received a membership card, three
of which Jones randomly marked with an X.  Those holding the marked
cards were told to note who transgressed class rules, which now dictated
such matters as what campus paths members could walk and with whom they
could associate.

加入到第三波浪潮的每一个人都得到一张成员卡，琼斯随机指定三个标记有十字叉，并要求这些有特殊标记的人，要注意违反班规的人，他们可以决定一些事情，比如成员们可以走哪条校园道路，可以和什么人一起走。

"There were three or four stoolies," Jones explains
bluntly.  "I wanted to see how this was being taken outside of
class."

“有三到四个密探，”琼斯直言解释，“我想看看在教室之外是如何发生的。”

By the end of four days, approximately half the class had approached
Jones with detailed information about the transgressions of others,
ranging from improper salutes to coup plots against him.

在第四天结束的时候，班上大约有一半人向琼斯报告他人违反纪律的详细情况，从敬礼姿势不当到反对他的阴谋活动。

"It was phenomenal.  There was a whole underground of
activity.  People were assigning themselves as guards," Jones
says.  "I knew exactly what was going on in class because of
this strange snitching that was going on."

“很让人意外。整个活动都处于秘密状态。人们把自己当作护卫者，”琼斯说，“由于时刻都有这些无情的告密，所以我非常清楚班上每一时刻都发生了些什么。”

There was betrayal among teens who had been close friends since
childhood.  A group of buddies could be sharing a cigarette in the
bathroom, discussing a plan to "kidnap" Jones the next day and
fulfill the exercise's requirement for a top grade, but "it wouldn't
happen," say Coniglio.  "Somebody - one of those two or
three - would inform Ron Jones of the plot."

在发小之间出现背叛。有一伙家伙在浴室抽烟，按照得到最高评分的任务要求，讨论第二天“绑架”琼斯的计划，但是“这没有发生，”康尼格里奥说。“有人——这两三个人中的一个——会向琼斯报告这个阴谋。”

This is exactly what happened to Hancock, who told several friends he
had bought a cap pistol to school to earn an A with  mock
assassination.  Jones gave him a stern look in class while reminding
the group of the penalties for disloyalty; Hancock dropped the ideas and
to this day cannot identify his betrayer.

这确实发生在汉考克身上，他告诉几个朋友他买了一把玩具枪，带到学校模仿一场暗杀，好挣得一个优评。琼斯在班上警告不忠的代价时狠狠地盯了他一眼，汉考克打消了这个念头，至今仍不知道告密者是谁。

"Jones was able to stop a lot of lines of communication between
people.  That's how he made his power.  He was keeping us under
his thumb very effectively," say Hancock.

“琼斯能够阻断人们之间大量的通讯线路。这就是他树立自己权威的方法。他强有力的将我们控制在他掌中。”汉考克说。

Jones also selected an official but anonymous "secret police"
group to help enforce Third Wave rules in and out of school.  These
students enjoyed the assistance of a tough, leather-jacketed campus car
club known as The Executors, who had been attracted to the Third
Wave.  Both groups - along with regular Third Wave members -
denounced their classmates for a raft of real and imagined transgressions.

琼斯还设立了一个正式但是匿名的“秘密警察”小组，帮助大家在进出学校的时候推行第三波浪潮礼节。学生们很喜欢这种严格的帮助，穿着皮夹克的校园狂热追随者们作为执行者，他们很喜欢第三波浪潮礼节。所有小组——包括正规的第三波浪潮成员——因为很多真实的或想象的错误而攻击自己的同学。

"The paranoia was really strange," Coniglio says. 
"People were finking, and you had to make your own choice that way -
whether you would tell."

“这种狂热非常可怕，”康尼格里奥说，“人人都在告密，你必须做出自己的选择——不管你是否想说。”

In addition to the names supplied by student enforcers, Jones would
also pull "indictments" from his shirt pocket - slips of paper
from which he would then read names and alleged offenses, Hancock says.

除了学生提供的姓名，琼斯也会从上衣口袋拿出“告密信”，挑出任意一张，念出姓名和所指控的罪行，汉考克说。

No matter who fingered them, the accused stood immediately.  A few
were let off, but many were convicted by a class shouting,
"Guilty!" and sent into library exile.  Mistrust blossomed
even there.  Hancock recalls an acquaintance later telling him she
thought he'd turned her in because she was "caught" a day after
they had a brief, innocuous conversation.

不管是谁指控的他们，被告都要立即站起来。个别被放过了，但是大多数都被全班大声宣布“有罪！”，然后被放逐到图书馆。怀疑之心正在蔓延。汉考克回忆说后来有个熟人某甲告诉他，某甲认为他检举了某甲，因为某天他们做了一次简短的无害的会谈之后，某甲就被“发现”了。

Hancock subsequently asked Jones about  the indictments, only to
learn the accusations were usually fabricated.  "Not only did he
cause us to convict our peers, he'd just pick a name and get 'em
convicted," say Hancock.  "As long as that level of fear
was there, the system was working."

后来马克·汉考克询问琼斯有关这次检举，只知道这次检举是捏造的。“他不仅仅让我们宣告同伴有罪，他还随便挑出一个姓名，然后宣布有罪。”汉考克说，“只要存在恐惧，这套体制就能运转。”

Adding to the ferment was the dawn of antiwar activism.  Third
Wave meeting announcements and instructions on daily activity were read
over the P.A. system, regularly followed by calls for revolution or
radical social change.  The polar extremes only added to the
confusion of the teens, from many of whom a Vietnam draft call was
looming.

反战运动添加了新的不安定因素。每天通过有线广播系统宣读第三波浪潮的会议通知和指示，然后例行要求革命或者激进社会变革。这种两极分化的极端行为只能加剧青少年的混乱，其中许多人已经开始喊出越战法案口号。

"You were either radical or you weren't.  You couldn't be in
the middle.  Perhaps we were ready to be molded," Coniglio
shrugs.  "We were caught between extremes that were getting all
the attention."

“你要么激进要么不。没有中间立场。也许我们已经被改变了。”康尼格里奥耸耸肩。“我们陷入两个极端之中，这占用了我们的全部注意力。”

Something of an underground existed within the Third Wave, but Hancock
says it had as much effect as protesting against the Nazi regime in
Germany.

第三波浪潮存在一些秘密东西，但是汉考克说，这就跟在德国抗议纳粹政府一样有影响力。

One of the underground's main problems was that Jones kept changing the
rules established early in the experiment, and simply ignored several
attempts at the revolution whose perpetrators had been promised an A.
Hancock says some desperate conspirators even considered a mass
"hit" with Mattel machine guns concealed in lunch bags, but
Jones got wind of it and rescheduled the student assembly at which the
assassination was to have taken place.

这些秘密的主要问题之一就是，琼斯不断改变实验中前期建立的规则，并简单忽略少数革命尝试，这些造反者都得到优评。汉考克说，一些激烈的反叛者甚至考虑通过午餐包中夹带美泰玩具机枪进行大面积打击，但是琼斯知道以后，将学生集会安排在暗杀发生以后。

By the fifth day, the sheer volume of student migration to Jones' class
was disrupting normal school routines and raised his concern that matters
had gotten out of control.

第五天，大量学生涌入琼斯的课堂，干扰了正常的学校教学秩序，他开始担心事情已经超出控制。

Besides reports about students who failed to salute properly, Jones
received word that three of the exercise's biggest skeptics were about to
get beaten up.  All three had told their parents about the Third
Wave; one family's rabbi even called Jones at home with questions, but
accepted Jones' vague answers without delving too deeply.

除了报告没有正确行礼的学生之外，琼斯还接到消息称该实验三个最主要的怀疑者有可能要被人打。这三个人告知他们的父母第三波浪潮的事情，其中一个家庭的神职人员甚至从家里打电话给琼斯询问，但是接受了琼斯含糊不清的回答而没有做进一步的追究。

"I was hoping he would come in with a tremendous amount of
rage," say Jones.  "I kept hoping someone would walk in and
ask what was going on, so I could point to them and say, 'That's right,
look what you're doing, you've become just like fascists' and end
it.  But it didn't  happen."

“我希望他能带着怒气进来，”琼斯说，“我一直希望有人会走进来问发生了什么，这样我会指着他们说，‘这就对了，看看你们干了些什么，你们正在变得跟法西斯徒一样。’然后就结束实验。但是并没有发生。”

Some parents did warn their children not to attend the class, which
only reinforced student desires to participate, says Coniglio.

有些家长警告孩子不要参与这门课，这只能强化学生们的参与愿望，斯蒂夫·康尼格里奥如此说到。

For his part, Jones easily disposed of the few polite parent inquiries
by describing the Third Wave as a class exercise.  Even teachers at
the school did not question it while it was going on, he notes.

对琼斯而言，将第三波浪潮解释成一个课堂活动就能轻松处理少数家长的委婉询问。在此期间甚至学校老师们也没有对此表示异议，他特别强调。

Jones decided he had to end the experiment immediately, but without
losing the point of the lesson.  He had the three skeptics escorted
to the library for their own safety, and then told those remaining that
the Third Wave was more than an exercise, that it was more than just a
game.

琼斯决定立即终止这场体验，但又不能失去这堂课的重点。他让这三个怀疑论者进入图书馆保护自己，然后告诉其他成员第三波浪潮不止是一项活动，一项游戏，它更有深意。

In fact, Jones said, they were a local cell of a select youth movement
recruiting students nationwide.  More than 1,000 such groups would
rise up during a special noon rally that day to support a national
presidential candidate, one who would announce a Third Wave Youth Program
to bring the country "a new sense of order, community, pride and
action."

事实上，琼斯说，他们是全国范围内招募学生选拔青年运动的本地据点。通过这天下午专门的集会示威以后，有超过一千个团体奖站出来，支持一名总统候选人，他将宣布第三波浪潮青年运动能够把全国带入“一个新的秩序、社会、自豪感和行动”。

By noon, students were crammed into the lecture hall, backs ramrod
straight, eyes riveted to a television set in the front of the room. 
With the car club toughs guarding the door, Jones led the group in chants
and salutes for the benefit of several friends he had posing as reporters
and photographers. 

中午，学生们挤满了演讲大厅，背部挺得笔直，眼睛凝视大厅前面的一部电视。琼斯安排几个朋友装扮成记者和摄影师。随着狂热追随者们关闭大门，琼斯引领团队向这几个朋友的慷慨帮助大唱赞歌并敬礼。

Then Jones dimmed the lights, snapped the television set on and left
the room.

接下来琼斯关了灯，打开电视机，离开了大厅。

Students waited with rapt attention for a vision of the future, but the
screen stayed blank.

学生们全神贯注地等待着未来的愿景，但是屏幕一片雪花。

"Everybody's eyes began to go like this," Hancock says,
darting his eyes frantically from side to side.  After looking around
a few minutes, Hancock says he realized in a daze that "there weren't
any bodyguards, there wasn't any Jones.  We were all just sitting at
discipline."

“每个人都开始像这样东张西望，”汉考克说，疯狂的四处转动眼睛。环顾几分钟之后，汉考克说他完全茫然了，“这里没有任何保安，也没有琼斯。我们很守纪律的坐在那儿。”

For Coniglio, the gray faces staring at the gray screen triggered his
most potent image of World War II - the gas chambers.

对于康尼格里奥，昏暗屏幕上的昏暗面孔是最触动他的二战画面——毒气室。

"I thought, 'My God, we're all dead." He yelled, "I'm
getting out of here," and ran for the back doors, which he thought
would be locked like in the concentration camp ovens.  But the doors
opened, and Coniglio was surprised to encounter a normal spring day at
lunch hour.  "Music was coming from the quad, flowers were
blooming and a warm breeze was blowing."

“我当时想，天呐，我们都是死人。”他笑着说，“我离开大厅，”跑向后门，他一度以为那会像集中营的焚化炉一样锁起来。但是门打开了，康尼格里奥惊奇地发现，这是一个普通春天的午餐时间。“四周漂浮着音乐，鲜花怒放，和风徐徐。”

Back inside, Jones returned to shut off the television and take a
position at a microphone on stage, while a movie montage of World War II
scenes flashed onto a large screen behind him.

回到大厅，琼斯已经回来，关闭了电视，站在舞台上话筒前，他身后的大屏幕上正在播放一部二战影片剪辑。

"There is no Third Wave movement, no leader," he told the
stunned audience.  "You and I are no better or worse than the
citizens of the Third Reich.  We would have worked in the defense
plants.  We will watch our neighbors be taken away, and do
nothing," Jones said, referring to the three skeptics exiled to the
library for the crime of disbelief.  "We're just like those
Germans.  We would give our freedom up for the chance of being
special."

“没有什么第三波浪潮运动，没有领袖，”他告诉错愕的听众，“你我并不比第三帝国的公民更好或者更坏。我们都以防御的姿态工作。我们会看着自己的邻居被带走，而不作任何反应。”琼斯说，他指的是因为莫须有的罪名被流放到图书馆那三个怀疑论者。“我们很像那些德国人。我们为了成为独一无二而放弃自己的自由。”

Neel remembers that "everybody just sat there a long time. 
Then everyone went their own way.  No one wanted to talk about
it.  I think I remember a couple of people sitting there, not
moving."

尼尔记得“每个人都坐了很长一段时间。然后各自走开。没有人想谈这件事情。我想我记得还有几个人一直坐在那儿，没有动。”

"Nazi is always a dirty word when you're growing up, but
when you get hit with it, that you've become one, it's a very shocking
statement."

“在你成长过程中，纳粹始终是一个肮脏词汇，但是当你触及它时，你已经成为其中一员，这是一种非常可怕的说法。”

Several students were crying.  Barbara Miller Moore, a Third Wave
member who did not attend the rally, recalls seeing several people walking
away in shock. "Steve was pale," she remembers of Coniglio. 
"I was worried about him.  He as always exceptionally
sensitive.  I didn't know what would happen to him."

少数几个学生失声痛哭。芭芭拉·米勒·摩尔，一名没有出席集会的第三波浪潮成员，回忆看到一些人离开时在颤栗。“斯蒂夫脸色苍白，”他回忆康尼格里奥，“我很担心他。他总是很敏感。我不知道他接下来会做什么。”

The salutes ended with the rally; membership cards turned to litter and
attention to Vietnam.  But memories of the one-week experiment remain
strong 25 years later. 

敬礼在机会后就终止了，成员卡也被丢弃，又重新关注越南。但这一周体验的记忆在二十五年后依旧清晰。

"It hurts so much when I realized I'd been so fooled, but then,
that was the lesson," remarks Coniglio.  Upon subsequent
reflection, he says he realized "it was one of the most valuable
lessons I've ever had in my life.  How often are you - as a 16 year
old- not only able to learn about history, but to participate in it?"

“当我意识到自己被愚弄的时候，打击很大的，但另一方面，这是一个教训，”康尼格里奥解释道。经过后来的反思，他说他意识到“这是我生命中最宝贵的一课。在你十六岁的时候，你多久能够遇到这样的事，不仅能够学习历史，还能参与其中？”

Although Neel remembers feeling frightened before the rally a the
thought of linking up with a national movement, he says peer pressure
overcame his doubts, along with his regard for Jones and the climate of
the times.

虽然尼尔还记得在集会之前想到有关国家运动时的惶恐感觉，他说伙伴们的压力，还有他对琼斯的尊敬以及当时的思潮，帮助他战胜了怀疑。

"A big reason I went along with it was my trust for Jones,"
Neel says.  Moveover, he "was just  beginning to feel
bitter about Vietnam, and part of the experiment seemed like we could
change the government responsible for hurting us.  There was a
feeling something really remarkable was going to happen, going on
throughout the country - that the movement was going to change politics,
change the structure of school.  The combination of everything made
it happen, and boy, did it happen."

“我顺应其中一个重要原因是我信任琼斯，”尼尔说。此外，他“因为越南而开始感到痛苦，并且这个实验的某些部分似乎可以让我们改变政府伤害我们的责任。有一种感觉，真的有些了不起的事情正在发生，走向全国——这项运动将要改变政治，改变学校的结构。这一切结合起来，事情就发生了，孩子们让它发生的。”

For student Alyssa Hess Reit, the conclusion of the Third Wave
experiment led to some heartfelt compassion and empathy for the
Germans.  "It seemed very clear that if a bunch of high school
students from Palo Alto who had everything - nothing to lose - could be so
easily pulled in, knowing it was just a game, it was clear what it must've
been like for real people losing jobs and families," she says. 
"That's not to say there weren't ways to resist or that they
couldn't, but we didn't even know how to go about it."

对于学生阿丽莎·赫斯·雷特，第三波浪潮实验的结束，导致她对德国人由衷的怜悯和共鸣。“似乎很清楚，如果一群帕洛阿尔托高中的学生掌握了一切——什么都没有遗漏——知道可以轻易退出，知道这仅仅是一个游戏，很清楚它必须很像真正丢失了工作和家庭的人们，”他说。“这并不是说，他们不能或者不愿意抵制，而是我们甚至不知道如何去着手。”

Reit says she knows of no one who was damaged by the Third Wave. 
Jones "helped wake us up, and I've always been grateful," she
comments.  "Good experiences aren't necessarily pleasant. 
I've often thought about it, and I'm glad I had it.  I would want my
kids to have it."

雷特说，他知道没有谁因为第三波浪潮而受到伤害。琼斯“帮助我们醒过来，我永远都会感激他，”他解释道。“好的经验并不总是愉快的。我经常想起这件事，我很高兴我经历过。我希望我的孩子能拥有它。”

Many parents also supported Jones and the exercise, regardless of
whether they had children involved.  They went to bat for him two
years later, when he was denied tenure for reasons ostensibly unrelated to
the Third Wave.

许多家长也支持琼斯和这场实验，不论他们的孩子是否参与其中。两年后，当琼斯因为表面上与第三波浪潮无关的理由而遭终止任期的时候，家长们为他辩护。

"Jones was an outstanding and creative teacher whose principal
effort was to teach children to think for themselves," says Joseph
Pickering, an interested parent.  "Jones had excellent character
and the highest motives."

“琼斯是一位杰出的具有创造性的教师，他的主要工作是教会孩子们思考自己，”约瑟夫·皮克林如此说，他是一名有关系的家长。“琼斯具有优秀的品质和最高的动机。”

The experiment generated a great deal of debate among Jones' fellow
teachers, however, with several arguing it was not his place to expose
students to such emotional wrenching.

该试验在琼斯同时代的教师当中产生了大量辩论，然而，少数观点认为他没有端正位置，使得学生受到相当的情感伤害。

"To a certain extent, they were right," Jones agrees,
although he considers any negative impacts to have been temporary and the
risks worthwhile.

“在某种程度上，他们是对的，”琼斯认同这种观点，虽然他认为任何负面影响都是暂时的，这些风险也是值得区冒的。

Bernard Oliver, president of the school board that denied Jones tenure,
objected to Jones' teaching style for different reasons.

伯纳德·奥利佛，学校董事会主席，以琼斯的教学风格不合为由，终止了琼斯的任期。

"We were upset with his performance largely because the subject
matter was not being taught.  If you weren't concerned about basic
values, his teaching was OK.  It's easy to load up classes with
excitement, things kids like.  While this impresses many parents, it
can also be one-sided and far removed from traditional values,"
Oliver adds.

“我们最生气他的是，实验之前并没有教过相关课题。如果你不关心基本价值，他的教学就很好。很容易利用孩子们喜欢的激励物调动全班积极性。虽然这场实验让很多家长印象深刻，但也是单方面的、远离传统价值观的。”奥利佛补充道。

Jones' Third Wave also caught the attention of Stanford University
psychologist Philip Zimbardo, whose famous prison experiment several years
later resulted in college students lapsing into sadism and eventual
emotional breakdown after being assigned the role of guard in prison.

琼斯的第三波浪潮活动也引起斯坦福大学心理学家菲利浦·津巴多的注意，数年后，其著名的监狱体验导致在校学生在被指定狱警角色之后，陷入虐待狂和最终的情感障碍。

"Situations exert much more influence over human behavior than
people acknowledge," explains Zimbardo, who has invited Jones to
speak to classes many times.

“环境对人类行为的影响远远大过知识的影响，”津巴多解释道，他曾多次邀请琼斯为其班级讲课。

Although the tendency runs counter to Western ideas of individual
responsibility, Zimbardo points to two real-life incidents to prove his
point - the U.S. massacre of civilians at My Lai, and postwar tests
conducted on concentration camp guards that revealed no subsequent
propensity for violence.

虽然这种趋势与西方个体责任观点背道而驰，津巴多举出两个现实生活中的事件证明自己的观点——米莱美军大屠杀，以及在战后测试集中营警卫的行为，显示出没有后继暴力倾向。

"It's an unpleasant message people don't like to hear.  But
unless you're aware of the vulnerability, you don't recognize how easy it
is for simulation to become reality, for the uniform to dominate the
person."

“这是一条不愉快的消息，人们不愿意听到。但是除非你知道弱点，否则你无法得知，从模拟变成真实，从制服到控制人民，有多容易。”

Third Wave veterans agree.

第三波浪潮以前的成员们都同意此观点。

"When he started rewarding people, I could see how that goes a
long way toward influencing them," Neel says.  "I could see
how people would be susceptible to that kind of behavior and would go
along with it.  You want to please your teachers, your peers and you
don't want to fail."

“当他开始回报人们，我能看到如何通过漫长道路影响人们的，”尼尔说，“我能看到人们是多么容易受到这类行为的影响，并随从之。你想让你的老师你的同伴开心，你不想失败。”

Although Jones says he would never repeat the Third Wave, he insists it
could easily happen today, anywhere in the United States, for a variety of
reasons.

虽然琼斯表示他不会再重复第三波浪潮，但是他强调，如今，出于各种理由，在美国各地，它还是很容易发生的。

"Fascism is always a possibility because it's so simple and people
are frustrated.  They lose their jobs, their dignity, their sense of
worth, and someone comes along and says, "I've got the answer."

“法西斯主义始终都有可能复辟，因为这是如此简单，人民很容易失望。他们失去工作，失去尊严，失去价值观，然后一些人走到一起说，‘我有办法。’”

School systems prepare the ground, Jones says by using only
standardized tests for success and failing to recognize alternative paths
of learning, as well as a wider variety of individual achievements.

琼斯说通过使用标准化测试追求成功，学校系统为之作准备。学校系统没有认识到找出可替代的学习途径，以及更广泛的自我实现方法。

Educational institutions weed out troublemakers and those who are
difficult to teach, he contends, rewarding placid students who want to
succeed at any cost and will accept authority.

教育机构剔除捣乱分子和差生，他主张，奖励那些为了成功不惜任何代价，并且愿意挑战权威的平和学生。

"That's the sad thing.  Teachers can trigger it by telling
students they're special, they're part of a community, that they can do
special things.  All they have to give is their loyalty," Jones
concludes.  "It happens every day in school, only the
paraphernalia isn't there.  Kids aren't learning to ask
questions.  You create a population where freedom's just a spelling
word."

“这是一件悲哀的事情。教师可以通过告诉学生他们是特殊的、他们是集体的一分子，他们可以做特殊的事情，来触发这件事。他们所能给的只有忠诚，”琼斯断言，“这在学校每天都在发生，只缺少配套设施。孩子们没有学习问问题。你创造了一群仅仅知道‘自由’怎么写的人。”

http://www.ronjoneswriter.com/wave.html