Ididn' trealizehowlovedHollywas， though， ， expectingatouchofsympathy， IwasimmediatelyaskedifthatmeantHollywouldhavetostayhome， ， ， theteachersweretiredofansweringthequestion，"IsHollyworkingtoday？"
Onemorningbeforeschool， nine-year-oldLeMar， athird-graderwhovisitedHollyregularly， ， andbythetimetheyarrivedatschool， theywereterrifiedandintears.
IhurriedtoLeMar' shomeclassroom， ' steacherstoodtherewithtearsstreamingdownherface."Mydegreedidn' tpreparemetohandlesomethinglikethis，" .
"Cryingisokayforadultsandchildren，" Ibegan， "especiallywhensomethinglikethishappens." Stillseeingthepainontheirfaces， Icontinuedtotellthemthatitwasokaytobescared， ， .
Shewasworkingherwayaroundtheroom， goingfromchildtochild—andtheteacher—， thechildrenhuggedherback， runningtheirfingersthroughherfurwithsuchintensitythatshewouldhavegonebaldifthey' ， ， difficultday.
AsIslidintothefrontseatofmycarthatafternoon， Ileanedback， ， ， ifnotmoreso， and， notforthefirsttime， ？Shouldn' tshebeallowedtostayhomeandenjoythecarefreelifeofahousepet？
Thosedoubtsmaybewhy， evennow， Ioccasionallystopinmyrushtoleaveforschoolinthemorningand，insteadoforderingHollyintothecar， lookather， asking， "Doyouwanttogotoschooltoday？" Whensheleapsupeagerly， allwagsandexcitement， Ifigureshe' ， Hollyisworkingtoday.
对我和霍莉来说，一切源于一只被遗弃的猫。严寒中，她被遗弃在校舍楼前台阶上，冻得身子缩成一团。这所小学是为心理不正常的儿童开设的，我每周在那里提供三天的心理治疗。
那天早上，那只猫留在了我的办公室里，而校长则在考虑如何安置她。
