By turning back a little way, the reader will find that that hero left the audience-chamber immediately after the professor had so vividly1 drawn2 the onslaught of an imaginary mad dog.
[113]
“It would serve the crazy old shouter right to test his courage,” he muttered. “What business have people to let such a man speak to chicken-hearted little young-muns, all full of weak nerves, and awful to bellow3? He might scare some of ’em into fits! I know I’m fond of ‘boorish tricks,’ as George calls them; but if Charley can talk that way about hydrophobia and yellow dogs, I guess I can safely play this one nice little trick. Why, this would only be in the interests of common sense! And,” cheerfully, “how Jim would yell!!!”
Stephen’s mode of reasoning was exceedingly subtile—in fact, like the speech of the philosopher on whom he contemplated5 playing a trick, it is too subtile for our comprehension. But so long as it removed his scruples6, he cared not a goose-quill what others might think.
“Now,” he said to himself, “let me strike out my plans. First is, to find my dog Tip; then, to white-wash him and paint him. But,” doubtfully, “I’m afraid I can’t get any white-wash or any paint. Anyway, it would be better and more natural if I could get him on the trail of some animal. Poor Tip! It’s too bad to treat him so; but then it won’t hurt him any, and if the professor keeps on working up their feelings, I guess there’ll be a stunning7 howl when Tip bounces into the room, the very picture of a ‘rabid canine8’!”
If Steve had tarried a little longer in the school, and seen the professor as he flourished his murderous weapon, he would have thought better of having Tip play the mad dog.
Hurrying along through the school-grounds, he finally halted under a venerable and wide-spreading shade-tree, beloved by all the girls and boys of the school. There before him, rolled up in a ball, lay a vivacious-looking dog, sleeping soundly.
“Eh, Tip!” Steve said. “Good old boy! here you are, just as I hoped.”
At the first words the dog hopped9 up briskly, and began to caress10 his master, frisking and barking to express his delight, and disporting11 himself as only a pet dog can.
It is conjectured12 that our young readers may be curious[114] to know what species of dog this was. Alas13! it is impossible to inform them. Neither his master Stephen nor any other person in the village could affirm positively14 to what particular species Tip belonged, but all agreed that he was a dog of some sort. This much, however, is known concerning him: He was of medium size and of divers15 colors, black and white predominating, a universal favorite with all the heroes and heroines of this history.
“Eh, Tip, are you glad to see me? Shall we have some sport? What do you say to a run in the road?”
By way of answer, the dog seized his master’s pants with his sharp teeth, and tugged16 playfully at them, his way of angling for sport.
“I guess you’ll do, Tip. You’ve got lots of fun in you, if I can keep you going;” and Steve swung open the gate of the school-grounds and passed out with a chuckle17, Tip hard at his heels.
Then this giddy-headed boy and his unsuspecting dog turned a corner of the fence, found themselves in a dusty and unfrequented lane, and prepared for action.
“Now, Tip,” said the young rascal18, “if we can make you run up and down this lane till you get all covered with dust, and dirt, and slobber, our fortune’ll be made! Come on, Tip; we shan’t need any white-wash nor any paint. Eh, Tip?”
Going on a little farther, till they reached the river, this wicked boy incited19 his dog to plunge20 headlong into the water after sticks and stones. Then, returning to the lane, he urged the wet dog to course up and down in the midst of the dust—sometimes after sticks, sometimes after himself. The playful dog enjoyed the sport, and entered into it fully4. Soon he presented a woful appearance, but Steve unpityingly spurred him on till he began to pant hard.
“Good!” cried he. “Pant away, Tip, and get yourself well covered with slobber. That’s it! Run, now,—fetch him, Tip; go for him. There, roll in the dust!”
Thus he continued, till the poor dog was fagged out. Then Stephen, even Stephen, relented, and thought seriously of giving up his proposed experiment.
[115]
But, ah! the reason was—
“I’m afraid, Tip, that if you run back to school, you’ll be too tired to scare them much, and if you walk back, you’ll lose most of your foam21 and slobber. And perhaps we might be too late, anyhow. Upon my word,” he cried suddenly, “I never planned how I am to get you into the building! I can’t go with you, and you can’t get in alone!”
In his indecision, Stephen retraced22 his steps to the gate of the school-grounds, opened it, and with his eyes tried to measure the distance from that place to the castellated school-house—Tip, meanwhile, recovering his strength and sportiveness.
On a sudden, Fate interposed in the form of a muscular and war-worn cat, which appeared leisurely23 crossing the school-grounds. Tip saw it, and forgetting his weariness, furiously gave chase.
“Sic it, Tip! Sic it!” cried Steve, who, in the excitement of the moment, apparently24 forgot his trick, and eagerly joined in pursuit.
Tip soon came up with his hereditary25 enemy, and a frightful26 combat ensued. Instinct or the force of habit impelled27 warlike puss to fight stoutly28 for escape, and he rained blows and execrations, (in the cat language,) that would have done credit to a battle-scarred pirate, upon his assailant.
Tip fought because of his “liking for the thing,” and because his master was pricking30 him on to victory by such spirit-stirring exclamations31 as: “Oh, sic it, Tip! Go for him! Beat ’em! Maul ’em! Sh! sh! sh!”
Rabid canine and outraged32 feline33! Would that the professor could have beheld34 the combat between them!
Presently the dog, with a piteous howl, ceased to fight, and rubbed his head vigorously on the ground; whilst the cat, seizing its opportunity, scampered35 away towards the school-house.
“Poor little Tip!” said Steve remorsefully37, as he observed that his dog was reeking38 with dust, froth, wounds, and blood.
In a moment, however, Tip was up again and in hot[116] pursuit of the persecuted39 feline, but, not wishing to risk another engagement, that redoubtable40 warrior41 found refuge somewhere about the school. Not so Tip. He dashed straight ahead, and made his way into the very room in which were all the school-children, together with Professor Rhadamanthus and Teacher Meadows.
Steve was close on the dogs heels; but on seeing this, he turned back and shot off in despair.
“Oh!” he groaned42, “this is worse than I meant it to be! Every one’ll think that Tip is stark43 staring mad! O dear me! What shall I do! what shall I do!”
Tips arrival was most opportune44. Thanks to the professor’s vivid imagery, all the scholars were perspiring45 with racking excitement, and so blood-stained an apparition46 as Tip could not fail to create a commotion47. Tip still retained sufficient strength and agility48 to burst impetuously into the room, and the sudden appearance of an animated49 mass of slaver, wounds, and blood, was enough to unhinge the mind of any school boy in the union.
There were more than one hundred boys in the school; more than forty had a stout29 jack-knife in their left-hand trowsers pocket; more than thirty had one in their right hand trowsers pocket; some five had both a penknife and a jack-knife about their person; about twenty phlegmatic50 and chuckle-headed cubs—who took only a languid interest in anything but peppermint51 candy, circus serpent-charmers, and noisy fireworks—had their jack-knives out, and were trying to while away the time by rounding off the sharp angles of their brand-new lesson-books. As for the others, they had lost their jack-knives on their way to school, and consequently had none. Alas, professor! your golden precept52 was lost on those youths! Not one, not one, drew his knife to “stab the beast to its heart.”
An awful yell of consternation53 smote54 upon the air, as the demoralized and panic-stricken boys and girls struggled to escape. The young ladies were too prudent55 to faint, but they screamed with a voice as shrill56 and discordant57 as their brothers’. It fared worst with the little girls, who were jostled about and shoved aside without[117] ceremony. Not a spark of gallantry animated the bosom58 of those youths; each one strove to save himself, himself only, and took no thought for the weaker and less active girls. Rough and lubberly boys, in their struggle to escape, brutally60 trod hats and bonnets61, books and slates62, foot-stools and benches, and school-mates’ toes, under foot. Such commotion had never been known in that school. Suddenly a boy stepped heavily on the dog, and poor Tip howled so lustily that he was heard above all the tumult63. This, of course, added to the panic, and a perfect Babel ensued.
Then, with a roar of horror and agony, a bouncing boy cried out that he was bitten!
What wonder that poor Tip should bite, when he was bedewed with grimy tears of honor, yanked this way and that way, stumbled over, jammed against desks, pelted64 now and then with a stone ink-bottle, and trampled65 nearly to death?
At length the apartment was cleared of all save a few. As it has been emphatically stated that most of the six were brimming with noble heroism66, perhaps it would be better to say nothing about how they behaved. Let the reader imagine how he would behave under similar circumstances.
By the way, it was very rash and foolish in the writer to speak of their bravery at all; and it has cost him (or her) no little annoyance—instance chapter the eighth. In fact, on mature deliberation, the writer recants all that has been said of their bravery.
As Will was tearing out of the room,—it may be remarked incidentally that it happened he was almost the last to do so,—Tip hobbled past him to get out. Quick as thought, Will caught up a heavy chair, and brained him on the spot.
“There,” Will said joyously67, “the danger is over now; the dog is dead.” On giving the dog closer examination, he exclaimed, in surprise: “Why, it’s Steve’s dog Tip! Poor Tip! Surely he wasn’t mad!”
Meanwhile, where was the great authority on all things in general, rabid canines68 in particular? Where was he with his knife?
[118]
At the first note of danger, he, being nearest the front-door, had leaped to his feet and ingloriously shown his heels; but not being so familiar with the internal arrangement of the building as he thought, he fell heavily down the four steps of the entry. The fall stunned69 him, and for a few minutes he lay insensible. Where was the wonderful knife that was to disarm70 the fury of all mad dogs? Alas! it was safe in his pocket!
Before the learned man could grapple with the situation and gather himself up, the horrified71 school children were swarming72 out of the door, and—over him! Awful magnate that he was, not one among them hesitated to make him a stepping-stone in this time of fancied danger. In fact, the next day an immoral73 boy was heard to say that the professor made a better door-step than speaker; “for,” as he phrased it, “we slid down over him at top speed, and got outside all the sooner.”
As for Teacher Meadows, he had perceived that the peroration74 was at hand; and when the dog appeared, he was carefully digesting an “extempore” little speech, in which he intended to express his gratitude75 to the learned man for the very lucid76 and forcible manner in which the absorbing topic of hydrophobia had been presented to the “students.” But the advent77 of the dog diverted the train of his thoughts, and his nice little speech was never made. After a vain attempt to stem the hubbub78 and find where the mad dog was, he followed the example set by the noble speaker, and hurried out of the school; for, though naturally brave, he saw that it was useless to remain.
Although the dog was slain79, it was some time before the quaking children could be brought to understand that the danger past, and when at last their fears were quieted, it was found that a great many were missing—among them, the boy who had been bitten. What a startling report they spread in the village about that mad dog! As may be imagined, the strange orator80’s name was so much mixed up in their incoherent and “artless” story, that most of the villagers laid all the blame of the affair on him.
[119]
Let us return to him, the precept-giving sage81, the gifted declaimer. As soon as he recovered himself, and found an opportunity to do so, he made good his escape—without even making his adieux to Teacher Meadows! He reached the depot82 without molestation83; but instead of taking the train for the next seminary, to rant84 on his darling themes, he took the first train for his home, in Boston.
There he lamented85 the degeneracy of American youth, and trembled for the integrity of the union if those boys should ever usurp86 the right of running the machinery87 of government.
Now, our wondrous-wise philosopher firmly believed the heart to be the seat of courage. Being aware that he had played the poltroon88 on the occasion of the struggle with the “mad dog,” he became alarmed about the state of that organ, and consulted one of the most eminent89 physicians of Boston, who gravely informed him that the left ventricle was affected90.
Hence you perceive, gentle reader, that the professor must not be censured91 for deserting his post as he did; for had his heart been in its normal condition, he would have proved a far more formidable antagonist92 to Tip than the pugnacious93 grimalkin.
But Teacher Meadows probably suffered most acutely, and he should be pitied most. Let us return to him. After mustering94 the remaining school children, he demanded threateningly. “Can any of you throw any light on this mysterious affair?”
There was silence—unbroken, except occasionally, by an hysterical95 “Ah!” or “Oh!” from some tender and cream-faced child, who still quaked with fear.
Soon Will spoke96. “The dog is dead, Mr. Meadows,” he said. “I killed him,” with boyish pride, “and I don’t believe he was mad at all; for he was Stephen Goodfellow’s dog.”
“Oh, the dog is dead? Well, let me see it; where is it?” Mr. Meadows said eagerly.
Will led the way to the place where Tip lay dead, and good Mr. Meadows vainly tried to determine whether the dog had been mad or not. Poor man! he was better versed97 in Latin verbs than in “lycanthropy.”
[120]
“Can any one explain this?” he again demanded. “I never before saw a dog in so pitiable and unnatural98 a condition, but as to his being mad—” and he stopped short, nodding his head in great perplexity.
“I guess I saw him first,” piped up the chubby99 hobbledehoy who had been the first to cry out in terror on the dog’s arrival. “I saw him bolt in through the winder.”
“You did not!” exclaimed another. “He came in through the door.”
“I know it; I only said I saw him bolt in through the winder,” screamed the first speaker, who was blissfully ignorant of syntactical constructions.
“Well?”—
“Well?” mockingly. “Don’t you wish you’d seen him bolt in, too?”
“Oh, you!” furiously.
“Stop that noise!” cried the teacher, authoritatively100. “You must say, ‘burst in.’” Then, swelling101 with pettishness102, he said vehemently103, “I demand an explanation! Some one must know how and where this originated.”
“I can explain it—mostly,” said Jim (our Jim), stepping forward.
Poor Jim! It had fared hardly with him; for, besides having his weak mind nearly thrown off its balance, he had been clawed and pommelled cruelly in his struggles to escape, and was now suffering with an agonizing104 attack of his peculiar105 disease—“the chills.”
“You can explain it?” said Teacher Meadows. “Then, wherefore have you withheld106 your communication so long?”
He, at least, had profited by the professor’s discourse107; he had caught that long-winded gentleman’s scholastic108 phraseology.
“I—I—was afraid to speak; I—I ain’t well;” Jim stammered109.
“Pray begin your version of it,” said Mr. Meadows, with a weary look, that told of an aching head and a sore heart.
“Yes, Mr. Meadows,” Jim said hastily. “While Mr. Rhadamanthus was speaking, I saw Steve slip out of[121] school and go to the far end of the grounds, where his dog was sleeping; and then they both got up and they went outside of the gates; but the fence hid them from me, and so I can’t tell you what they did outside of the gates.”
Here the narrator paused to take breath, and Teacher Meadows said, sharply, “Yes, very good; but why didn’t you pay attention to the speaker? Instead of idly gaping110 out of the window at a boy and his dog, why didn’t you listen to that spirited dissertation111 on hydrophobia, and assiduously take notes of the learned remarks? So distinguished112 a speaker may never visit our town again; and—”
“Yes, sir,” interrupted Jim, “but if I hadn’t looked out of the window, I shouldn’t have known how it all happened.”
Teacher Meadows was nonplussed113. With a zigzag114 wave of the hand, he simply said, “Resume; I will not argue the point.”
Jim resumed. “I was sitting by the window, and I watched until they came back to the gates. They were too far away for me to see what they had been doing; but I watched, and pretty soon I seen Tip chasing a whopping big old striped used-up cat like—like—like—”
“Like what?” angrily asked the teacher.
Jim started, hesitated, and said, desperately115, “I don’t know, I’m sure.”
“Go on!” said the wearied listener, with a sinister116 frown.
“Yes, sir. Well, he caught the cat, and they had an awful fight! I expect Tip got used up in the fight, Mr. Meadows. Then the cat got away—then Tip chased after it towards the school—and then the next thing I knew, Tip was right in the school! That’s all I know about it, sir.”
“A most succinct117 relation, James,” commented Mr. Meadows, with a reckless disregard for the rules of grammar as regulated by logic118 in his octavo grammar. “But when you knew all about it, why didn’t you warn us in time? Then this misfortune would not have happened.”
[122]
“I—I was frightened myself, sir,” Jim acknowledged.
“Where was Stephen? You left him at the gate,” said the teacher.
“No, sir; I wasn’t with him; I didn’t do anything to him;” Jim said innocently.
“I guess he ran off after the fight,” ventured a boy.
“Here comes Steve now,” a scholar announced.
And a minute later the boy under discussion hove in sight, but so changed in appearance that he seemed another boy. Light-hearted and light-headed Steve was now a haggard, woebegone wretch119, who looked as if his conscience had goaded120 him over the verge121 of frenzy122. From a distance he had heard and seen the uproar123 at the school; and, far from felicitating himself on the “success” of his trick, he had undergone torments124. In fact, the thought had been forced home to him that there is a higher purpose in life than that of playing coarse practical jokes, and that he had frightened the children more than even the orator, Mr. Rhadamanthus.
Yet the boy had at least one good quality; he was always ready to shoulder the blame of his misdoings, and he never tried to take refuge by telling a lie or by distorting the truth.
“Stephen Goodfellow,” began Mr. Meadows, severely125, “let me hear you in your defence. According to all accounts, you alone are the guilty one; so give me your version of this scandalous affair.”
“Yes, sir; I did it all;” Steve said, meekly126. “It was my dog Tip; but he wasn’t no madder than I was.”
“Then he must have been remarkably127 sane128!” commented the teacher.
We need not weary the reader by detailing the trickster’s “version.” When he had rehearsed his story from beginning to end, Teacher Meadows said, in deliberate and awful tones that cut Steve to the quick, and fairly made his hair stand on end: “I have a few remarks to make, but I will not detain you long. Your ‘trick’ may have been strikingly novel and daring, the inspiration of a genius; but that it was dishonorable[123] and brutal59, unworthy of a citizen of this glorious republic, I presume no one will attempt to deny. You have created a great sensation in our peaceful little village, but what you have done will not redound129 to your credit; you have forfeited130 the esteem131 and friendship of your school-fellows; you have, I doubt not, mortally wounded the feelings of Professor Rhadamanthus, the great philosopher and able speaker, as well as cast opprobrium132 upon our school; you have terrorized the children, and even fatal results might have ensued; and by sequestering133 yourself from the scene of conflict, you have laid yourself open to the stigma134 of cowardliness. Though great harm has been done, I will not punish you, for the odium of this affair and the prickings of your conscience will be sufficient punishment. Your dog, the sportive Tip, is dead, as I suppose you know. You will acknowledge that no one except yourself is to be blamed for that. But one word more: I advise you all to hasten to your homes, to try to forget this shameful135 occurrence, and never to practice cowardly tricks.”
Steve did not know that Tip was dead, and he gave a convulsive gasp136 and then burst into a flood of tears, for he loved his dog. Poor fellow, his heart was so full of grief and remorse36 that his eyes mechanically pumped the tears cut of their reservoir. And that reproof137! His former misdemeanors had generally been overlooked by the kind-hearted teacher, and this oratorical138 reproof stung him to the quick.
As for the teacher himself, his own eloquence139 had a wonderfully soothing140 effect on him. No one, except a few gaping, trembling school-children, was there to hear him, it is true; but for all that, he was pleased with his little speech, and—surprised at it! In fact, it did his headache as much good as an application of hartshorn and alcohol.
Fearing, perhaps, that the teacher might change his mind and re-open school, the juveniles141 set off for home at a round pace. Steve was not wholly avoided by the boys; on the contrary, several gathered round him, to condole142 with him or to blame him, as the case might be.[124] Not a few envied him the “notoriety” to which he had attained143.
“Well, Steve, are you a ‘citizen of this republic’ or not?” Charles anxiously inquired. “I couldn’t settle that point from what Mr. Meadows said.”
The unworthy citizen smiled mournfully, but said nothing.
“Steve,” Charley pursued, “I hope that between the phenomenon Mr. Prof. Rhadamanthus, yourself, and your dog, the ‘little ones,’ ‘big ones,’ and every one present, will have a tolerably clear idea of hydrophobia and mad dogs.”
“Please don’t speak of Tip, boys,” Steve said pleadingly.
“No, Steve, we won’t,” George replied. “But really, now,” he added, “I wasn’t so flurried as the rest of them; and I took it coolly; and I doubted all the time whether the dog was mad. You see, I’ve read a good deal on the subject lately, and he hadn’t the build of a dog that would go mad. Mad dogs always look—”
At this point the Sage was interrupted by a burst of laughter, in which even Stephen joined feebly.
“Then, George, I suppose you understood that lecture?” Will asked.
“Y-e-s,” George said, with some hesitation144.
“Steve, it was me that killed your dog;” Will said doubtfully. [Though the writer has heard hundreds of boys say, “it’s me,” “it’s him,” etc., he never knew but one boy to say, “it is I.” That boy did not say it because he knew it to be correct, but because necessity compelled him to do so. The phrase occurred in a sentence which he was reading.] “It was me that killed your dog; but I thought I was killing145 a mad dog at the time. I’m sorry for it, Steve.”
“No, Will; you did all right: I don’t blame you a bit;” Steve replied.
“Don’t!” said Marmaduke, softly. “Respect Steve’s grief, and talk about something else.”
The excitement in the village was appeased146 at last; but great indignation was felt towards Stephen when it became known that he was the author of it all.
[125]
The poor boy who had been bitten was in great terror, and his parents sent for the doctor in hot haste. That worthy—who had a theory of his own about hydrophobia, and was only waiting and longing147 for an opportunity to put it into practice—chipperly trod his way to the rescue with a case of surgical148 instruments, and was about to perform some horrible operation on the hapless youth, when the news came that the dog was not mad. Then he applied149 a soothing poultice to the bite, and wearily plodded150 his way back to his office, full of bitterness because he had not been able to try his little experiment.
The bitten boy, however, was of a malicious151 disposition152, and he vowed153 to take dire154 revenge for the indignities155 heaped upon him.
Stephen’s position was not one to be envied. He was so thoroughly156 ashamed of himself that he latibulized in the house for four livelong days; and, for a boy of his restless disposition, that was unheard-of penance157. What passed between him and his scandalized parents would not benefit or interest the reader, consequently it is not recorded here. He mustered158 his resolution and took to reading his sisters’ “little books,” which he had always abhorred159 and eschewed160 with the unreasonable161 and implacable hatred162 of boyhood, and gladdened his mother’s heart with his staidness and meekness163. For one whole month he refrained from playing off or studying up any trick, and those most interested in him began to hope that his reformation in that respect was sincere.
Alas! such hopes were built on quicksands! His father, taking pity on the dogless boy, had bought him a frisky164 Newfoundland pup, which he cared for lovingly and almost idolized; and as the memory of poor Tip gradually faded from his mind, he forgot the many morals and precepts165 that had been held up to him by his well-meaning parents. In a merry moment Steve named this pup “Thomas Henry;” but as this provoked the laughter of his school-fellows, in sheer desperation he nicknamed it “Carlo.”
At the end of that one month, the street urchins166 got[126] tired of teasing him about mad dogs, and he recovered his spirits and his love of mischief167, and returned to his former pursuits with gusto. In a word, Stephen became himself again.
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vividly
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| adv.清楚地，鲜明地，生动地 | |
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drawn
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| v.拖，拉，拔出；adj.憔悴的，紧张的 | |
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bellow
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| v.吼叫，怒吼；大声发出，大声喝道 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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contemplated
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| adj. 预期的 动词contemplate的过去分词形式 | |
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scruples
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| n.良心上的不安( scruple的名词复数 )；顾虑，顾忌v.感到于心不安，有顾忌( scruple的第三人称单数 ) | |
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stunning
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canine
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hopped
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| 跳上[下]( hop的过去式和过去分词 )； 单足蹦跳； 齐足（或双足）跳行； 摘葎草花 | |
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caress
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disporting
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conjectured
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alas
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positively
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divers
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tugged
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chuckle
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rascal
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incited
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plunge
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foam
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retraced
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leisurely
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| adj.悠闲的；从容的，慢慢的 | |
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24
apparently
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| adv.显然地；表面上，似乎 | |
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25
hereditary
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| adj.遗传的，遗传性的，可继承的，世袭的 | |
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frightful
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| adj.可怕的；讨厌的 | |
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27
impelled
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| v.推动、推进或敦促某人做某事( impel的过去式和过去分词 ) | |
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28
stoutly
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| adv.牢固地，粗壮的 | |
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30
pricking
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| 刺，刺痕，刺痛感 | |
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31
exclamations
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| n.呼喊( exclamation的名词复数 )；感叹；感叹语；感叹词 | |
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32
outraged
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| a.震惊的，义愤填膺的 | |
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33
feline
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| adj.猫科的 | |
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34
beheld
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| v.看，注视( behold的过去式和过去分词 )；瞧；看呀；（叙述中用于引出某人意外的出现）哎哟 | |
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35
scampered
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| v.蹦蹦跳跳地跑，惊惶奔跑( scamper的过去式和过去分词 ) | |
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36
remorse
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| n.痛恨，悔恨，自责 | |
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37
remorsefully
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| adv.极为懊悔地 | |
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38
reeking
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| v.发出浓烈的臭气( reek的现在分词 )；散发臭气；发出难闻的气味 (of sth)；明显带有（令人不快或生疑的跡象） | |
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39
persecuted
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| （尤指宗教或政治信仰的）迫害(~sb. for sth.)( persecute的过去式和过去分词 )； 烦扰，困扰或骚扰某人 | |
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40
redoubtable
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| adj.可敬的；可怕的 | |
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41
warrior
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| n.勇士，武士，斗士 | |
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42
groaned
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| v.呻吟( groan的过去式和过去分词 )；发牢骚；抱怨；受苦 | |
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43
stark
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| adj.荒凉的；严酷的；完全的；adv.完全地 | |
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44
opportune
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| adj.合适的，适当的 | |
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45
perspiring
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| v.出汗，流汗( perspire的现在分词 ) | |
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46
apparition
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| n.幽灵，神奇的现象 | |
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47
commotion
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| n.骚动，动乱 | |
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48
agility
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| n.敏捷，活泼 | |
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49
animated
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| adj.生气勃勃的，活跃的，愉快的 | |
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50
phlegmatic
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| adj.冷静的，冷淡的，冷漠的，无活力的 | |
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51
peppermint
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| n.薄荷，薄荷油，薄荷糖 | |
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52
precept
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| n.戒律；格言 | |
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53
consternation
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| n.大为吃惊，惊骇 | |
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54
smote
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| v.猛打，重击，打击( smite的过去式 ) | |
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55
prudent
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| adj.谨慎的，有远见的，精打细算的 | |
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56
shrill
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| adj.尖声的；刺耳的；v尖叫 | |
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57
discordant
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| adj.不调和的 | |
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58
bosom
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| n.胸，胸部；胸怀；内心；adj.亲密的 | |
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59
brutal
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| adj.残忍的，野蛮的，不讲理的 | |
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60
brutally
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| adv.残忍地，野蛮地，冷酷无情地 | |
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61
bonnets
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| n.童帽( bonnet的名词复数 )；（烟囱等的）覆盖物；（苏格兰男子的）无边呢帽；（女子戴的）任何一种帽子 | |
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62
slates
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| （旧时学生用以写字的）石板( slate的名词复数 )； 板岩； 石板瓦； 石板色 | |
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63
tumult
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| n.喧哗；激动，混乱；吵闹 | |
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64
pelted
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| （连续地）投掷( pelt的过去式和过去分词 )； 连续抨击； 攻击； 剥去…的皮 | |
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65
trampled
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| 踩( trample的过去式和过去分词 )； 践踏； 无视； 侵犯 | |
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66
heroism
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| n.大无畏精神，英勇 | |
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67
joyously
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| ad.快乐地, 高兴地 | |
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68
canines
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| n.犬齿( canine的名词复数 )；犬牙；犬科动物 | |
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69
stunned
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| adj. 震惊的，惊讶的 动词stun的过去式和过去分词 | |
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70
disarm
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| v.解除武装，回复平常的编制，缓和 | |
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71
horrified
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| a.(表现出)恐惧的 | |
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72
swarming
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| 密集( swarm的现在分词 )； 云集； 成群地移动； 蜜蜂或其他飞行昆虫成群地飞来飞去 | |
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73
immoral
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| adj.不道德的，淫荡的，荒淫的，有伤风化的 | |
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74
peroration
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| n.（演说等之）结论 | |
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75
gratitude
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| adj.感激，感谢 | |
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76
lucid
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| adj.明白易懂的，清晰的，头脑清楚的 | |
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77
advent
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| n.(重要事件等的)到来，来临 | |
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78
hubbub
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| n.嘈杂；骚乱 | |
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79
slain
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| 杀死，宰杀，杀戮( slay的过去分词 )； (slay的过去分词) | |
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80
orator
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| n.演说者，演讲者，雄辩家 | |
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81
sage
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| n.圣人，哲人；adj.贤明的，明智的 | |
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82
depot
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| n.仓库，储藏处；公共汽车站；火车站 | |
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83
molestation
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| n.骚扰，干扰，调戏；折磨 | |
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84
rant
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| v.咆哮；怒吼；n.大话；粗野的话 | |
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85
lamented
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|
| adj.被哀悼的，令人遗憾的v.（为…）哀悼，痛哭，悲伤( lament的过去式和过去分词 ) | |
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86
usurp
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| vt.篡夺，霸占；vi.篡位 | |
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87
machinery
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| n.(总称)机械，机器；机构 | |
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88
poltroon
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| n.胆怯者；懦夫 | |
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89
eminent
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| adj.显赫的，杰出的，有名的，优良的 | |
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90
affected
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| adj.不自然的，假装的 | |
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91
censured
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| v.指责，非难，谴责( censure的过去式 ) | |
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92
antagonist
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| n.敌人，对抗者，对手 | |
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93
pugnacious
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| adj.好斗的 | |
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94
mustering
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| v.集合，召集，集结（尤指部队）( muster的现在分词 )；（自他人处）搜集某事物；聚集；激发 | |
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95
hysterical
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| adj.情绪异常激动的，歇斯底里般的 | |
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96
spoke
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| n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说 | |
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97
versed
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| adj. 精通，熟练 | |
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98
unnatural
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| adj.不自然的；反常的 | |
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99
chubby
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| adj.丰满的，圆胖的 | |
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100
authoritatively
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| 命令式地，有权威地，可信地 | |
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101
swelling
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| n.肿胀 | |
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102
pettishness
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103
vehemently
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| adv. 热烈地 | |
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104
agonizing
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| adj.痛苦难忍的；使人苦恼的v.使极度痛苦；折磨(agonize的ing形式) | |
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105
peculiar
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| adj.古怪的，异常的；特殊的，特有的 | |
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106
withheld
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| withhold过去式及过去分词 | |
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107
discourse
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| n.论文，演说；谈话；话语；vi.讲述，著述 | |
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108
scholastic
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| adj.学校的，学院的，学术上的 | |
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109
stammered
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| v.结巴地说出( stammer的过去式和过去分词 ) | |
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110
gaping
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| adj.口的；张口的；敞口的；多洞穴的v.目瞪口呆地凝视( gape的现在分词 )；张开，张大 | |
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111
dissertation
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| n.（博士学位）论文，学术演讲，专题论文 | |
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112
distinguished
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| adj.卓越的，杰出的，著名的 | |
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113
nonplussed
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| adj.不知所措的，陷于窘境的v.使迷惑( nonplus的过去式和过去分词 ) | |
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114
zigzag
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| n.曲折，之字形；adj.曲折的，锯齿形的；adv.曲折地，成锯齿形地；vt.使曲折；vi.曲折前行 | |
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115
desperately
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| adv.极度渴望地，绝望地，孤注一掷地 | |
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116
sinister
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| adj.不吉利的，凶恶的，左边的 | |
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117
succinct
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| adj.简明的，简洁的 | |
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118
logic
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| n.逻辑(学)；逻辑性 | |
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119
wretch
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| n.可怜的人，不幸的人；卑鄙的人 | |
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120
goaded
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| v.刺激( goad的过去式和过去分词 )；激励；（用尖棒）驱赶；驱使（或怂恿、刺激）某人 | |
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121
verge
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| n.边，边缘；v.接近，濒临 | |
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122
frenzy
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| n.疯狂，狂热，极度的激动 | |
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123
uproar
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| n.骚动，喧嚣，鼎沸 | |
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124
torments
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| （肉体或精神上的）折磨，痛苦( torment的名词复数 )； 造成痛苦的事物[人] | |
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125
severely
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| adv.严格地；严厉地；非常恶劣地 | |
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126
meekly
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| adv.温顺地，逆来顺受地 | |
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127
remarkably
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| ad.不同寻常地，相当地 | |
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128
sane
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| adj.心智健全的，神志清醒的，明智的，稳健的 | |
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129
redound
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| v.有助于；提；报应 | |
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130
forfeited
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| （因违反协议、犯规、受罚等）丧失，失去( forfeit的过去式和过去分词 ) | |
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131
esteem
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| n.尊敬，尊重；vt.尊重，敬重；把…看作 | |
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132
opprobrium
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| n.耻辱，责难 | |
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133
sequestering
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| v.使隔绝，使隔离( sequester的现在分词 )；扣押 | |
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134
stigma
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| n.耻辱，污名；(花的)柱头 | |
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135
shameful
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| adj.可耻的，不道德的 | |
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136
gasp
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| n.喘息，气喘；v.喘息；气吁吁他说 | |
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137
reproof
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| n.斥责，责备 | |
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138
oratorical
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| adj.演说的，雄辩的 | |
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139
eloquence
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| n.雄辩；口才，修辞 | |
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140
soothing
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| adj.慰藉的；使人宽心的；镇静的 | |
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141
juveniles
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| n.青少年( juvenile的名词复数 )；扮演少年角色的演员；未成年人 | |
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142
condole
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| v.同情；慰问 | |
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143
attained
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| （通常经过努力）实现( attain的过去式和过去分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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144
hesitation
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| n.犹豫，踌躇 | |
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145
killing
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| n.巨额利润；突然赚大钱，发大财 | |
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146
appeased
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| 安抚，抚慰( appease的过去式和过去分词 )； 绥靖（满足另一国的要求以避免战争） | |
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147
longing
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| n.（for）渴望 | |
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148
surgical
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| adj.外科的，外科医生的，手术上的 | |
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149
applied
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| adj.应用的；v.应用，适用 | |
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150
plodded
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| v.沉重缓慢地走（路）( plod的过去式和过去分词 )；努力从事；沉闷地苦干；缓慢进行（尤指艰难枯燥的工作） | |
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151
malicious
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| adj.有恶意的，心怀恶意的 | |
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152
disposition
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| n.性情，性格；意向，倾向；排列，部署 | |
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153
vowed
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| 起誓，发誓（vow的过去式与过去分词形式） | |
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154
dire
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| adj.可怕的，悲惨的，阴惨的，极端的 | |
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155
indignities
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| n.侮辱，轻蔑( indignity的名词复数 ) | |
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156
thoroughly
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| adv.完全地，彻底地，十足地 | |
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157
penance
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| n.（赎罪的）惩罪 | |
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158
mustered
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| v.集合，召集，集结（尤指部队）( muster的过去式和过去分词 )；（自他人处）搜集某事物；聚集；激发 | |
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159
abhorred
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| v.憎恶( abhor的过去式和过去分词 )；（厌恶地）回避；拒绝；淘汰 | |
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160
eschewed
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| v.（尤指为道德或实际理由而）习惯性避开，回避( eschew的过去式和过去分词 ) | |
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161
unreasonable
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| adj.不讲道理的，不合情理的，过度的 | |
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162
hatred
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| n.憎恶，憎恨，仇恨 | |
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163
meekness
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| n.温顺，柔和 | |
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164
frisky
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| adj.活泼的，欢闹的；n.活泼，闹着玩；adv.活泼地，闹着玩地 | |
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165
precepts
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| n.规诫，戒律，箴言( precept的名词复数 ) | |
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166
urchins
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| n.顽童( urchin的名词复数 )；淘气鬼；猬；海胆 | |
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167
mischief
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| n.损害，伤害，危害；恶作剧，捣蛋，胡闹 | |
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