II. THE SELECTION OF THE SUBJECT-MATTER.

The kind of content proper to early childhood is determined² by the nature of the child himself. It is the child that is to be educated. The teacher must take him as he is, with full trust that the strengthening of those powers at present active will result in his highest good. All attempts to improve on nature has been abortive³. Every normal child is active in those ways which the race experience has embedded⁴ in him. His activities are echoes of those by which the race has been successful. The conception of the child standing⁵ over against the real subject matter of education and in direct antagonism[12] to it, between which and him there is no intrinsic relation and into which he must be introduced by external means, is not in harmony with an optimistic philosophy or with a correct understanding of pedagogical principles.

There must be, in the nature of things, a relation between the activities already functioning in the child and the material the assimilation of which will constitute him not only a thoroughly⁶ equipped individual but also a socially efficient factor. It is a mistaken view to suppose that the exercise and the development of the activities dominant⁷ in early childhood will lead away from the best interests of the individual or endanger his efficiency as a member of society. It is anomalous⁸ to assume that the impulses and interests of childhood must be suppressed or eradicated⁹ in order to fit him for participation¹⁰ in social life. These impulses have been implanted in his nature by actual participation in a social life on the part of his ancestry¹¹, and they are the possibilities of a worthy¹² social development.

While this is true, while the determining factor in the selection and arrangement of the subject-matter of education is the child himself, yet the undoubted parallelism between his growth and that of the race widens the scope and furnishes the broader basis for such selection and arrangement. It matters little to what extent such a parallelism is accepted. The principle once established makes it a matter of indifference[13] whether we proceed from the individual or from the broader standpoint of the psychological history of the race. This psychological history is made out by a study of the literature products left behind in the ascent¹³ from the lower levels of development to the higher, as represented in modern civilization.
PHASE OF MIND ACTIVITY IN EARLY CIVILIZATION.

A survey of the literary remains¹⁴ of the past gives conclusive¹⁵ proof that the characteristic phase of mind activity in the dawning periods of civilization is the imaginative or mythical¹⁶. The earliest literary product of every people is the epic¹⁷, whose chief elements are legends, myths and the heroic, and whose authorship is not individual but of the race itself. Such a product, not the creation of any one mind, but slowly fashioned through the centuries by the poetic¹⁸ genius of the race, however trivial it may seem, has strong claims on our deepest veneration¹⁹. It should receive most careful study and consideration.

These epic remains come from the innermost life of a people. They are the expression of this life. They are eloquent²⁰ witnesses of a strong imagination dealing²¹ with the mysteries of earth, of sky, and of life itself. They tell of the morning of history, when man was close to nature—a part of nature. The earth, trees, waters, animals—all forms, animate²² and inanimate,[14] had voices for him. He communed with them. He treated them as of equal rank with himself.
A THIRD ELEMENT OF THE RACE PRODUCTS.

But, in addition to their imaginative character and their closeness to nature, these race products have still a third element of the utmost value for use as material for primary instruction. While they “enforce no moral” they tell “a story, and the moral in solution with the story.” Each tale is a narration²³ without comment. The ethical²⁴ teaching involved is in the most concrete form. It is not set out and emphasized, but lies wrapped up in the movement of the narrative²⁵ itself and awaits the exercise of the child’s ethical judgment²⁶.

Viewed from our ethical standpoint, folklore²⁷ does not always come up to the highest standard. There are objectionable features in many tales. In this respect they reflect the uncritical and even crude morals of the time. While this is true of some of the tales, in many the ethical teaching is pure, lofty and wholesome²⁸, and furnishes an element greatly needed in our primary schools. We have here held up for esteem²⁹ and veneration these virtues³⁰ of head and heart and action that lie at the base of a happy, considerate and industrious³¹ home life. Baseness, cruelty, ingratitude³², and laziness are brought home to the individual in their consequences. The corresponding[15] virtues are shown in their true relation to happiness and well being. This may not be the highest form of ethical activity, but it is the only kind of ethical teaching on a level with child thought. The morality of the stories is set forth³³ in the concrete as a principle of action found valuable in the race’s history.

That such a content is a great desideratum for purposes of ethical instruction in our schools all will admit. The condition of religious thought is such as to preclude³⁴ the use of sacred literature. Perhaps it would not afford so many advantages for purposes of ethical teaching in the first year of school life as literature closer to the childhood of the race in its origin. Some subject-matter that affords opportunity for the exercise of the ethical judgment is an imperative³⁶ demand for our time. What is there more suitable than this embalmed³⁷ judgment of the race as to what is valuable in conduct and character? Here are stored up in a form that appeals to the child material for generalizations³⁸ as to the conditions of well-being³⁹ and of happiness, as well as of a moral and a useful life. All that the race has thought, felt, and experienced is here at the service of the child. One is almost tempted⁴⁰ to use the expression of Hegel and say that, in assimilating the ethical teaching of these racial literatures, the child is being suckled at the breast of the Universal Ethos.

[16]
THE LEGENDARY⁴¹ AND THE MYTHOLOGICAL⁴² THE CHILD’S NATURAL FOOD.

Even to casual observation there is close correspondence between child nature and the characteristics of the early literature of the race. Children are wholly in the imaginative on mythical level of thought. They are immersed in the sensuous⁴³. They refuse to be bound by the hard matter of fact. They will away and claim the world as their own through which to roam on the unfettered wing of fancy. They claim freedom to construct their own world and to people it with creatures of their own fabrication, independent of the shackles⁴⁴ of time and space.

The child also feels himself a part of nature, not as something standing over against it. The separation has not yet come. He ascribes an equal and like personality to animate and inanimate objects. He is at home among animals and plants. There is spontaneous interest in all phases of nature, and inborn⁴⁵ love for her creatures; and as to the ethical element, the child is not without points of contact for it. He is born with social impulses. He is not only to be a social creature, but is one at all stages of development. He is nothing if not social. The fiction of original, independent individuality which must be thrown off, given up, or eradicated before becoming a social being, is fast giving way to the natural or[17] organic theories of social origin and growth. The very impulses which are sometimes cited to show the natural depravity of childhood are the vigorous reaching out of his nature toward a participation in the social life.

Thus there can be little doubt as to the fitness of legendary and mythological material for the needs of the child. It is his natural food. It fits in with his forms of thought—is in obvious relation to them. It meets the needs of activities already functioning. It discloses a world in which he can be at home. It falls in with his interpretation⁴⁶ of this world, while the simple social life therein depicted⁴⁸ appeals to his interest.
HOW ARE WE TO DISCRIMINATE⁴⁹ AS TO MATERIAL TO BE SELECTED?

If this position is granted, how then, out of the vast richness of the material, are particular selections to be made? What principles should govern in our choice? As already hinted there are degrees of value, for purposes of instruction, in the immense treasury⁵⁰ of folklore, myth and fable⁵¹. It will be readily conceded that what is known as folklore has qualities rendering⁵² it of greatest value, for the first years of school life. It is simple and direct. Its conception of the world is that of pure naturalism. The formal myth and fable belong to later stages of mental development. The fable, too, has the objection of being explicitly⁵³ didactic in its enforcement of the moral.

[18]
NARRATIVES⁵⁴ SELECTED AND THE BASIS OF SELECTION.

In the following narratives, for the most part consisting of German M?rchen, the principles of selection given below have been kept in mind:

1. The story must be simple, direct, and imaginative.

2. It must have strong ethical significance and must avoid cruel situations. Stories dealing with happy home life—emphasizing industry, thrift⁵⁵, and usefulness—are to be given preference.

3. It must offer a content rich in social allusion⁵⁶, in outdoor life, and in references to natural objects, animate and inanimate.

4. It should be of such abiding⁵⁷ worth that it will bear repetition and hold interest.

5. It must be dramatic; that is, there should be movement, activity, dialogue, interesting and even humorous incidents, but all subordinate to a central unity³⁵. Only such a dramatic unity can work a deep and lasting⁵⁸ impression.

These principles of selection are in the main those enunciated⁵⁹ by William Rein⁴⁷ in his excellent manual, Das Erste Schuljahr, a book with which every primary teacher should be familiar. The stories here presented have the sanction of such eminent⁶⁰ students of pedagogy as William Rein, Ziller,[19] Just, and Hiemish—all leaders of educational thought in Germany.

The text of the first fourteen tales has been translated with a few adaptations from the German of Hiemish, as found in his Das Gesinnungsunterricht. To these have been added Andersen’s Fir Tree and Miss Harrison’s Hans and the Four Big Giants.

The order here given is not essential, but on the whole it will be found a rational one. The succession could be determined by many points of view. The one here chosen is that of relation to home life. The series begins with the simplest home relations of parents and brother and sister. It gradually broadens into the wider circle of companionship, and contact with the world external to the home. It culminates⁶¹ in Miss Harrison’s fine story, Hans and the Four Big Giants, where the separation from home is complete and the child is brought into contact with the highest industrial and scientific phases of modern civilization. Transition from the more simple situations to the more complex and longer narratives have also been kept in mind.
THE FOUR STORY GROUPS.

Thus the stories fall into four groups. The First Group comprises The Seven Little Goats, The Star Dollars, Red Riding Hood¹, Sweet Rice Porridge, Mother Frost, and Rose-Red[20] and Snow-White. These stories are confined chiefly to the home circle and deal with the relation of parent and child.

The Second Group is The Cock and the Hen, The Death of the Cock, and Birdie and Lena. These are partly inside and partly outside the family circle. There is contact with persons outside the home.

The Third Group is The Wolf and the Fox, The Street Musicians, The Straw, The Coal and the Bean, The Wonderful Traveler, and Cinderella. This group extends the relationship further into the external world.

Lastly, in the story of Hans and the Four Big Giants, the horizon is widened so as to include the separation from the home and an independent career among strangers. The Fir Tree is added for use as a Christmas story for those who desire it. In fact, many of the stories could be taken out of their order and be used as introductions to the study of the seasons. The Cock and the Hen is an autumn story, while several others might be used as dealing with spring time.

1 hood   

n.头巾，兜帽，覆盖；v.罩上，以头巾覆盖

参考例句：

• She is wearing a red cloak with a hood.她穿着一件红色带兜帽的披风。
• The car hood was dented in.汽车的发动机罩已凹了进去。

2 determined   

adj.坚定的；有决心的

参考例句：

• I have determined on going to Tibet after graduation.我已决定毕业后去西藏。
• He determined to view the rooms behind the office.他决定查看一下办公室后面的房间。

3 abortive   

adj.不成功的，发育不全的

参考例句：

• We had to abandon our abortive attempts.我们的尝试没有成功，不得不放弃。
• Somehow the whole abortive affair got into the FBI files.这件早已夭折的案子不知怎么就进了联邦调查局的档案。

4 embedded   

a.扎牢的

参考例句：

• an operation to remove glass that was embedded in his leg 取出扎入他腿部玻璃的手术
• He has embedded his name in the minds of millions of people. 他的名字铭刻在数百万人民心中。

5 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

6 thoroughly   

adv.完全地，彻底地，十足地

参考例句：

• The soil must be thoroughly turned over before planting.一定要先把土地深翻一遍再下种。
• The soldiers have been thoroughly instructed in the care of their weapons.士兵们都系统地接受过保护武器的训练。

7 dominant   

adj.支配的，统治的；占优势的；显性的；n.主因，要素，主要的人(或物)；显性基因

参考例句：

• The British were formerly dominant in India.英国人从前统治印度。
• She was a dominant figure in the French film industry.她在法国电影界是个举足轻重的人物。

8 anomalous   

adj.反常的；不规则的

参考例句：

• For years this anomalous behaviour has baffled scientists.几年来这种反常行为让科学家们很困惑。
• The mechanism of this anomalous vascular response is unknown.此种不规则的血管反应的机制尚不清楚。

9 eradicated   

画着根的

参考例句：

• Polio has been virtually eradicated in Brazil. 在巴西脊髓灰质炎实际上已经根除。
• The disease has been eradicated from the world. 这种疾病已在全世界得到根除。

10 participation   

n.参与，参加，分享

参考例句：

• Some of the magic tricks called for audience participation.有些魔术要求有观众的参与。
• The scheme aims to encourage increased participation in sporting activities.这个方案旨在鼓励大众更多地参与体育活动。

11 ancestry   

n.祖先，家世

参考例句：

• Their ancestry settled the land in 1856.他们的祖辈1856年在这块土地上定居下来。
• He is an American of French ancestry.他是法国血统的美国人。

12 worthy   

adj.(of)值得的，配得上的；有价值的

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。

13 ascent   

n.(声望或地位)提高；上升，升高；登高

参考例句：

• His rapid ascent in the social scale was surprising.他的社会地位提高之迅速令人吃惊。
• Burke pushed the button and the elevator began its slow ascent.伯克按动电钮，电梯开始缓慢上升。

14 remains   

n.剩余物，残留物；遗体，遗迹

参考例句：

• He ate the remains of food hungrily.他狼吞虎咽地吃剩余的食物。
• The remains of the meal were fed to the dog.残羹剩饭喂狗了。

15 conclusive   

adj.最后的，结论的；确凿的，消除怀疑的

参考例句：

• They produced some fairly conclusive evidence.他们提供了一些相当确凿的证据。
• Franklin did not believe that the French tests were conclusive.富兰克林不相信这个法国人的实验是结论性的。

16 mythical   

adj.神话的；虚构的；想像的

参考例句：

• Undeniably,he is a man of mythical status.不可否认，他是一个神话般的人物。
• Their wealth is merely mythical.他们的财富完全是虚构的。

17 epic   

n.史诗，叙事诗；adj.史诗般的，壮丽的

参考例句：

• I gave up my epic and wrote this little tale instead.我放弃了写叙事诗，而写了这个小故事。
• They held a banquet of epic proportions.他们举行了盛大的宴会。

18 poetic   

adj.富有诗意的，有诗人气质的，善于抒情的

参考例句：

• His poetic idiom is stamped with expressions describing group feeling and thought.他的诗中的措辞往往带有描写群体感情和思想的印记。
• His poetic novels have gone through three different historical stages.他的诗情小说创作经历了三个不同的历史阶段。

19 veneration   

n.尊敬，崇拜

参考例句：

• I acquired lasting respect for tradition and veneration for the past.我开始对传统和历史产生了持久的敬慕。
• My father venerated General Eisenhower.我父亲十分敬仰艾森豪威尔将军。

20 eloquent   

adj.雄辩的，口才流利的；明白显示出的

参考例句：

• He was so eloquent that he cut down the finest orator.他能言善辩，胜过最好的演说家。
• These ruins are an eloquent reminder of the horrors of war.这些废墟形象地提醒人们不要忘记战争的恐怖。

21 dealing   

n.经商方法，待人态度

参考例句：

• This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
• His fair dealing earned our confidence.他的诚实的行为获得我们的信任。

22 animate   

v.赋于生命，鼓励；adj.有生命的，有生气的

参考例句：

• We are animate beings,living creatures.我们是有生命的存在，有生命的动物。
• The girls watched,little teasing smiles animating their faces.女孩们注视着，脸上挂着调皮的微笑，显得愈加活泼。

23 narration   

n.讲述，叙述；故事；记叙体

参考例句：

• The richness of his novel comes from his narration of it.他小说的丰富多采得益于他的叙述。
• Narration should become a basic approach to preschool education.叙事应是幼儿教育的基本途径。

24 ethical   

adj.伦理的，道德的，合乎道德的

参考例句：

• It is necessary to get the youth to have a high ethical concept.必须使青年具有高度的道德观念。
• It was a debate which aroused fervent ethical arguments.那是一场引发强烈的伦理道德争论的辩论。

25 narrative   

n.叙述，故事；adj.叙事的，故事体的

参考例句：

• He was a writer of great narrative power.他是一位颇有记述能力的作家。
• Neither author was very strong on narrative.两个作者都不是很善于讲故事。

26 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。

27 folklore   

n.民间信仰，民间传说，民俗

参考例句：

• Zhuge Liang is a synonym for wisdom in folklore.诸葛亮在民间传说中成了智慧的代名词。
• In Chinese folklore the bat is an emblem of good fortune.在中国的民间传说中蝙蝠是好运的象征。

28 wholesome   

adj.适合；卫生的；有益健康的；显示身心健康的

参考例句：

• In actual fact the things I like doing are mostly wholesome.实际上我喜欢做的事大都是有助于增进身体健康的。
• It is not wholesome to eat without washing your hands.不洗手吃饭是不卫生的。

29 esteem   

n.尊敬，尊重；vt.尊重，敬重；把…看作

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• The veteran worker ranks high in public love and esteem.那位老工人深受大伙的爱戴。

30 virtues   

美德( virtue的名词复数 )； 德行； 优点； 长处

参考例句：

• Doctors often extol the virtues of eating less fat. 医生常常宣扬少吃脂肪的好处。
• She delivered a homily on the virtues of family life. 她进行了一场家庭生活美德方面的说教。

31 industrious   

adj.勤劳的，刻苦的，奋发的

参考例句：

• If the tiller is industrious,the farmland is productive.人勤地不懒。
• She was an industrious and willing worker.她是个勤劳肯干的员工。

32 ingratitude   

n.忘恩负义

参考例句：

• Tim's parents were rather hurt by his ingratitude.蒂姆的父母对他的忘恩负义很痛心。
• His friends were shocked by his ingratitude to his parents.他对父母不孝，令他的朋友们大为吃惊。

33 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

34 preclude   

vt.阻止，排除，防止；妨碍

参考例句：

• We try to preclude any possibility of misunderstanding.我们努力排除任何误解的可能性。
• My present finances preclude the possibility of buying a car.按我目前的财务状况我是不可能买车的。

35 unity   

n.团结，联合，统一；和睦，协调

参考例句：

• When we speak of unity,we do not mean unprincipled peace.所谓团结，并非一团和气。
• We must strengthen our unity in the face of powerful enemies.大敌当前，我们必须加强团结。

36 imperative   

n.命令，需要；规则；祈使语气；adj.强制的；紧急的

参考例句：

• He always speaks in an imperative tone of voice.他老是用命令的口吻讲话。
• The events of the past few days make it imperative for her to act.过去这几天发生的事迫使她不得不立即行动。

37 embalmed   

adj.用防腐药物保存（尸体）的v.保存（尸体）不腐( embalm的过去式和过去分词 )；使不被遗忘；使充满香气

参考例句：

• Many fine sentiments are embalmed in poetry. 许多微妙的情感保存于诗歌中。 来自辞典例句
• In books, are embalmed the greatest thoughts of all ages. 伟大思想古今有，载入书中成不朽。 来自互联网

38 generalizations   

一般化( generalization的名词复数 )； 普通化； 归纳； 概论

参考例句：

• But Pearlson cautions that the findings are simply generalizations. 但是波尔森提醒人们，这些发现是简单的综合资料。 来自英汉非文学 - 生命科学 - 大脑与疾病
• They were of great service in correcting my jejune generalizations. 他们纠正了我不成熟的泛泛之论，帮了我大忙。

39 well-being   

n.安康，安乐，幸福

参考例句：

• He always has the well-being of the masses at heart.他总是把群众的疾苦挂在心上。
• My concern for their well-being was misunderstood as interference.我关心他们的幸福，却被误解为多管闲事。

40 tempted   

v.怂恿（某人）干不正当的事；冒…的险（tempt的过去分词）

参考例句：

• I was sorely tempted to complain, but I didn't. 我极想发牢骚，但还是没开口。
• I was tempted by the dessert menu. 甜食菜单馋得我垂涎欲滴。

41 legendary   

adj.传奇（中）的，闻名遐迩的；n.传奇（文学）

参考例句：

• Legendary stories are passed down from parents to children.传奇故事是由父母传给孩子们的。
• Odysseus was a legendary Greek hero.奥狄修斯是传说中的希腊英雄。

42 mythological   

adj.神话的

参考例句：

• He is remembered for his historical and mythological works. 他以其带有历史感和神话色彩的作品而著称。
• But even so, the cumulative process had for most Americans a deep, almost mythological significance. 不过即使如此，移民渐增的过程，对于大部分美国人，还是意味深长的，几乎有不可思议的影响。

43 sensuous   

adj.激发美感的；感官的，感觉上的

参考例句：

• Don't get the idea that value of music is commensurate with its sensuous appeal.不要以为音乐的价值与其美的感染力相等。
• The flowers that wreathed his parlor stifled him with their sensuous perfume.包围著客厅的花以其刺激人的香味使他窒息。

44 shackles   

手铐( shackle的名词复数 )； 脚镣； 束缚； 羁绊

参考例句：

• a country struggling to free itself from the shackles of colonialism 为摆脱殖民主义的枷锁而斗争的国家
• The cars of the train are coupled together by shackles. 火车的车厢是用钩链连接起来的。

45 inborn   

adj.天生的，生来的，先天的

参考例句：

• He is a man with an inborn love of joke.他是一个生来就喜欢开玩笑的人。
• He had an inborn talent for languages.他有语言天分。

46 interpretation   

n.解释，说明，描述；艺术处理

参考例句：

• His statement admits of one interpretation only.他的话只有一种解释。
• Analysis and interpretation is a very personal thing.分析与说明是个很主观的事情。

47 rein   

n.疆绳，统治，支配；vt.以僵绳控制，统治

参考例句：

• The horse answered to the slightest pull on the rein.只要缰绳轻轻一拉,马就作出反应。
• He never drew rein for a moment till he reached the river.他一刻不停地一直跑到河边。

48 depicted   

描绘，描画( depict的过去式和过去分词 )； 描述

参考例句：

• Other animals were depicted on the periphery of the group. 其他动物在群像的外围加以修饰。
• They depicted the thrilling situation to us in great detail. 他们向我们详细地描述了那激动人心的场面。

49 discriminate   

v.区别，辨别，区分；有区别地对待

参考例句：

• You must learn to discriminate between facts and opinions.你必须学会把事实和看法区分出来。
• They can discriminate hundreds of colours.他们能分辨上百种颜色。

50 treasury   

n.宝库；国库，金库；文库

参考例句：

• The Treasury was opposed in principle to the proposals.财政部原则上反对这些提案。
• This book is a treasury of useful information.这本书是有价值的信息宝库。

51 fable   

n.寓言；童话；神话

参考例句：

• The fable is given on the next page. 这篇寓言登在下一页上。
• He had some motive in telling this fable. 他讲这寓言故事是有用意的。

52 rendering   

n.表现，描写

参考例句：

• She gave a splendid rendering of Beethoven's piano sonata.她精彩地演奏了贝多芬的钢琴奏鸣曲。
• His narrative is a super rendering of dialect speech and idiom.他的叙述是方言和土语最成功的运用。

53 explicitly   

ad.明确地，显然地

参考例句：

• The plan does not explicitly endorse the private ownership of land. 该计划没有明确地支持土地私有制。
• SARA amended section 113 to provide explicitly for a right to contribution. 《最高基金修正与再授权法案》修正了第123条，清楚地规定了分配权。 来自英汉非文学 - 环境法 - 环境法

54 narratives   

记叙文( narrative的名词复数 )； 故事； 叙述； 叙述部分

参考例句：

• Marriage, which has been the bourne of so many narratives, is still a great beginning. 结婚一向是许多小说的终点，然而也是一个伟大的开始。
• This is one of the narratives that children are fond of. 这是孩子们喜欢的故事之一。

55 thrift   

adj.节约，节俭；n.节俭，节约

参考例句：

• He has the virtues of thrift and hard work.他具备节俭和勤奋的美德。
• His thrift and industry speak well for his future.他的节俭和勤勉预示着他美好的未来。

56 allusion   

n.暗示，间接提示

参考例句：

• He made an allusion to a secret plan in his speech.在讲话中他暗示有一项秘密计划。
• She made no allusion to the incident.她没有提及那个事件。

57 abiding   

adj.永久的，持久的，不变的

参考例句：

• He had an abiding love of the English countryside.他永远热爱英国的乡村。
• He has a genuine and abiding love of the craft.他对这门手艺有着真挚持久的热爱。

58 lasting   

adj.永久的，永恒的；vbl.持续，维持

参考例句：

• The lasting war debased the value of the dollar.持久的战争使美元贬值。
• We hope for a lasting settlement of all these troubles.我们希望这些纠纷能获得永久的解决。

59 enunciated   

v.（清晰地）发音( enunciate的过去式和过去分词 )；确切地说明

参考例句：

• She enunciated each word slowly and carefully. 她每个字都念得又慢又仔细。
• His voice, cold and perfectly enunciated, switched them like a birch branch. 他的话口气冰冷，一字一板，有如给了他们劈面一鞭。 来自辞典例句

60 eminent   

adj.显赫的，杰出的，有名的，优良的

参考例句：

• We are expecting the arrival of an eminent scientist.我们正期待一位著名科学家的来访。
• He is an eminent citizen of China.他是一个杰出的中国公民。

61 culminates   

v.达到极点( culminate的第三人称单数 )

参考例句：

• Each civilization is born, it culminates, and it decay. 各种文明都要历经诞生，鼎盛和衰落。 来自《用法词典》
• The tower culminates in a 40-foot spire. 这塔的顶端是一个40英尺高的塔尖。 来自《现代英汉综合大词典》