On a cold winter afternoon, the first-graders were trained in football. It was the day of our first _____.

These children were asked to sit on a long bench on the grass. When I was training a _____ team, I spent a few minutes _____ them to know one another, each kid saying his name and the names of all the kids siting to the left.

A few minutes later, I _____ to put the kids to a test. Alex was chosen to _____ at the far left end of the bench, _____ to each kid, say that kid's name and then shake his right hand.

Alex did well and he went down the row—Dylan, Micah, David, and Beau—_____ he reached Ben. He said Ben's name and _____ out his right hand, but Ben just sat there, his right hand _____ in his jacket.

"Ben, why don't you let Alex shake your right hand？"I asked. Ben stood up, and said, "But I don't have the ______. "He pulled his jacket ______ from his right shoulder.

Ben's arm ran from his right shoulder but his arm ______ at the elbow（肘）. No forearm（前臂）, no hand and no fingers！

I got ______ and couldn't think of anything to say, but the little kids were unwilling to hide their ______.

"Look at that, "said Alex. " Hey, what ______ to your arm?" another kid asked. "Does it hurt?" Ben took off his jacket to ______ the kids what they all wanted to see. He explained to them that he had always been that ______ and that there was nothing ______. What he meant was that he wanted to be treated like ______ else.

From that day on, he was ______ Ben, one of the players on the team.

   Years ago my three-year-old son, Jeremy, and I walked to our car. He _______ me with excitement. I found he was holding a _______ in his little hand. I hadn’t given it to him, so I asked, “Where did you get that?” He _______ to the store we’d just _______. But we hadn’t paid for it.

I had a lot of things to do that day, but taking _______ of this moment to teach character to my son just moved to the _______ of my to-do list. I sat him in the front seat next to me in the car without _______ it, so the two of us could talk. I _______ to him that we couldn’t just take things from stores without _______ them. When he realized he’d done wrong, tears ________ up in his eyes. I looked at my ________ boy and said, “Here’s what we have to do. We have to go back to the ________. I want you to tell the manager that you took it, and you’re sorry.” We walked back to the store, and I asked for the ________. “My son has something to tell you,” I told her. Jeremy ________ the toy and said, “I took this, and I’m sorry.” The manager ________ it beautifully, and a little boy learned an important ________.

My son is now 40, with children of his own, but he still clearly ________ that day. And, now, I’m so ________ that those character traits I tried to teach him took ________ in his heart and life. He’s now teaching them to my beloved ________.

We can impact our world by teaching our children character-by being examples of them.

   Blind people can read. They do so by running their fingers along a line of raised points or dots on paper. Of course, they first have to learn the code（代码）. Here are some examples of it. One dot stands for the letter “A”. Two dots side by side mean “C”. Four dots arranged to look like a box（：：） stand for the letter “G”. By placing the dots in special patterns, all the letters of the alphabet can be formed.

This code was made up by a Frenchman called Louis Braille. Though he could see at birth, he became sightless when he was only three. Braille was cutting leather in his father’s shop. His knife slipped and cut his eye. Infection（感染）spread to both eyes, and he became blind.

At 10, he was placed in a home for the blind. But young Braille had great talent. He became a skilled musician and soon got a job as a church organist（风琴弹奏者）in Paris.

Because he had talent and was quick, he became a teacher at a school for the blind. While there, he heard that a captain had sent messages to his soldiers that they could read at night without light. His messages were in the simple form of raised dots and dashes. This was the clue Braille needed. At the age of 15, he worked out his own six-dot code. Each group of dots is called a cell. The cells are three dots high and two dots wide. For the rest of his life, Braille taught his young flock to read both written and musical works using his code.

For the last 17 years of his life, Braille was ill with tuberculosis. He died at the age of 43.