didが指すものは？
以下の文章の最終文のdidが分からないので訳せません。
「彼ら(彼女の教え子たち)もdidし、奇妙な偶然の一致で彼女もまたdidする。」
となるのかと思うのですが、didは何をさしているのでしょうか?
When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well at school; these are at best only indicators of something larger, deeper, and far more important. By intelligence, we mean a style of life, a way of behaving in various situations, and particularly in new, strange, and perplexing situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
The intelligent person, young or old, meeting a new situation or problem, opens himself up to it; he tries to take in with mind and senses everything he can about it, he thinks about it, instead of about himself or what it might cause to happen to him; he grapples with it boldly, imaginatively, resourcefully, and if not confidently, at least hopefully; if he fails to master it, he looks without shame or fear at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence only less of it. It is an entirely different style of behavior, arising out of an entirely different set of attitudes.
The bright child is patient. He can tolerate uncertainty and failure, and will keep trying until he gets an answer. When all his experiments fail, he can even admit to himself and others that for the time being he is not going to get an answer. This may annoy him, but he can wait. Very often, he does not want to be told how to do the problem or solve the puzzle he has struggled with, because he does not want to be cheated out of the chance to figure it out for himself in the future. Not so the dull child. He cannot stand uncertainty or failure. To him, an unanswered question is not a challenge or an opportunity, but a threat. If he can’t find the answer quickly, it must be given to him, and quickly; and he must have answers for everything. Such are the children of whom a second-grade teacher once said, “But my children like to have questions for which there is only one answer.” They did; and by a mysterious coincidence, so did she.
