Every time I yawn after having seen another person do so, I am acting2 on the suggestion given to me by his action. Every time, after reading a skilfully3 worded advertisement, I buy something which I do40 not really need, I am again acting under the influence of suggestion. So, too, when, in a moment of abstraction, I imitate any act perceived subconsciously6, as in the amusing instance related by Professor Ochorowitz in his book, “Mental Suggestion”:
“My friend, P——, a man no less absent-minded than he is keen of intellect, was playing chess in a neighbouring room. Others of us were talking near the door. I had made the remark that it was my friend’s habit when he paid the closest attention to the game to whistle an air from ‘Madame Angot.’ I was about to accompany him by beating time on the table. But this time he whistled something else—a march from ‘Le Prophète.’
“‘Listen,’ said I to my associates, ‘we are going to play a trick upon P——. We will order him to pass from “Le Prophète” to “La Fille de Madame Angot.”’
“First I began to drum the march; then, profiting by some notes common to both, I passed to the quicker and more staccato notes of my friend’s41 favourite air. P—— on his part suddenly changed the air, and began to whistle ‘Madame Angot.’ Every one burst out laughing. My friend was too absorbed in a check to the queen to notice anything.
“‘Let us begin again,’ said I, ‘and go back to “Le Prophète.”’ And straightway we had Meyerbeer once more, with a special fugue. My friend knew that he had whistled something, but that was all he knew.”
Here, obviously, we have on the part of the man accepting and acting on the idea suggested to him, a temporary suspension of the critical faculty7. Had he been on the alert, had he been aware of Professor Ochorowitz’s intention, he would never have followed the lead thus given, refraining from doing so if only from fear of appearing ridiculous. This element of uncritical, automatic acceptance is fundamental in suggestion, and it is this that makes suggestion such a tremendously important factor in the life of the young.
The child, it has often been said, is the most imita42tive of beings. This is only another way of saying that childhood is the most suggestible period of life. Precisely8 because the critical faculty is then undeveloped the child readily accepts and translates into some form of action the suggestions impinging on his mind from the external world. Necessarily some impressions are experienced by him more frequently than others, and by the very fact of repetition these tend to induce in him a more or less fixed9 mode of reaction. Thus, without the slightest awareness10, he acquires good or bad “habits” of thinking and acting, and displays moods and tendencies which, often regarded by parents as quite inexplicable11, are the logical and inevitable12 product of suggestions with which he has been bombarded since his life began.
In this way are to be explained many personal characteristics often mistakenly attributed to the influence of heredity. If a man is a “grouch,” and his young son also displays unmistakable signs of grouchiness13, it would indeed be rash to jump to the conclusion that the son had been born grouchy14. It43 may well be—the chances are, it is—that he has acquired a grouchy turn of mind simply through imitation of his father’s habitual15 attitude. “A little girl only fifteen months old,” to quote one observation by that careful student of child life, B. Perez, “had already begun to imitate her father’s frowns and irritable16 ways and angry voice, and very soon after she learned to use his expressions of anger and impatience17. When three years old this child gravely said to a visitor, with whom she argued quite in her father’s style, ‘Do be quiet, will you? You never let me finish my sentences.’”
Similarly, peculiarities18 that seem to be wholly physical may thus be handed on from father to child—characteristic gestures with the hands, pursing of the mouth when reading, shrugging the shoulders, etc. Even left-handedness, often conspicuous19 as a family trait, is probably, in a certain proportion of cases at all events, the result of imitation rather than heredity. In one interesting case cited by Doctor Waldstein (“The Subconscious5 Self,” pp. 56–59),44 an English lady, Miss X——, had lost her mother when less than three years of age. A year afterward20, during her first attempts at sewing, it was noticed that she was threading her needle with her left hand. This had been the habit of her mother, and Mrs. X—— herself continued throughout her life to use her left hand in threading needles, although she was otherwise right-handed.
“Surely,” said she to Doctor Waldstein, “this is an example of inheritance, for I could not have been taught to sew by my mother.”
When, however, he inquired closely into this lady’s mental make-up, he soon discovered that she was most impressionable, easily and unduly21 affected22 by her surroundings, full of prejudices, and given to sudden likes and dislikes. Manifestly, if in adult life she was so suggestible, she must have been even more suggestible in early childhood, and Doctor Waldstein promptly23 asked himself the question:
“Is it not more natural to assume that the mother’s habit of threading a needle with her left hand, wit45nessed daily during the first three years of childhood, left its effect upon the ductile24 memory of the child, so that she adopted the same habit in the absence of other teaching, than to assume a needle-threading centre on the right side of the brain of this particular individual?”
In view, then, of the extreme suggestibility of childhood, and in view of the fact that under ordinary circumstances the impressions most forcibly impinging on a child’s mind are those emanating25 from his parents, a good parental26 example is the first essential in utilising the power of suggestion as an aid in education. This may sound trite27, but how many parents appreciate all that it involves?
It means the regulation of the whole family life with the special purpose of creating for the child a ceaseless flow of suggestions which, being subconsciously absorbed by him, will give a desirable “set” to his mind. Not merely in their dealings with the child but in their intercourse29 with one another, with all other members of the family, even with casual46 visitors, the father and mother will have to be constantly on the alert to manifest only those traits which they desire to see dominant30 in their little one. If they wish him to be courteous31, they themselves must be courteous; if they wish him to grow up industrious32, they must be models of enthusiastic industry; if they wish to develop in him sentiments of unselfishness, they must banish33 selfishness from their hearts.
In a word, they must think and behave as they desire him to think and behave, and, so far as is humanly possible, they must thus behave all the time. This of course necessitates34 considerable self-restraint and self-training on the parents’ part; but it is absolutely indispensable. The child’s eyes and ears are always wide open; his suggestibility is such that he is prone35 to absorb and react to any inconsistency of parental speech or behaviour, no matter how occasional or seemingly insignificant36 it may be. If the father, in a moment of irritation37, eases his feelings by a vigorous expletive, the mother may be horrified38 next day when her little boy utters a strange-sound47ing word. If the mother, to avoid a tiresome39 caller, tells a “white lie” through the maid-servant who answers the caller’s ring, neither father nor mother need be astonished if their little girl unexpectedly displays a tendency to untruthfulness; it is not a manifestation40 of “innate depravity,” it is only another illustration of the power of suggestion to affect the growing child.
Even such a “small matter” as the discussion of the news of the day may become a potent41 factor for evil in the development of the child. There are not a few parents who, entirely42 unmindful of their children’s presence, retail43 to each other the petty chit-chat, the scandals, the deeds of violence and crime, which so many of our newspapers injudiciously “feature.” At the time the child may seem to be paying no heed46 to the parental discussion; but, if only because it is a discussion between his parents, it is certain to make a profound impression upon him, perhaps to the extent of prompting him to imitate the deeds in question. Hence, in his games, he plays48 pirate, bandit, train-robber; and sometimes runs away from home and “starts West,” to play bandit and train-robber in earnest. In this way, to the sorrowing parents’ amazement47, seeds often are unwittingly sown to grow into poisonous plants.
No less mischievous48 is the discussion, in the child’s hearing, of such frequent subjects of conversation as the latest musical comedy or “problem play,” the “novel of the hour,” the fluctuations49 of the stock market, the new fashions in gowns, the fortunes of the local professional baseball team. Parents whose interests are thus lamentably51 limited, or who choose to talk about little else, need not be surprised if their child manifests a colossal52 indifference53 to things really worth while. For his sake, if not for their own, they should cultivate an intelligent interest in good books, good music, good art. Discussing these, they will just as surely enlarge his mental and moral horizon, as by discussing inferior themes they will limit it.
And—another point of prime importance—whatever they talk about, they should make it a49 practice to use only clear, correct language, and should insist on their child doing the same. Above all, they should not converse54 with him in “baby talk,” or permit any linguistic55 errors he may make to go uncorrected. They should not do this for several reasons, chief among which is the fact that an incorrect diction is itself a great obstacle to correct thinking.
“Language,” as one able student of human development, Doctor A. A. Berle, has recently pointed56 out in his valuable book for parents, “The School in the Home,” “is the tool of knowledge. It is the instrument by which we gain and garner57 information, by which we co-ordinate what we know and make inferences and express results. But if you blunt the tool, not to say destroy it, before you begin to use it, how are you ever to get knowledge in any proper or real sense? Everything depends upon this tool. The mastery of a proper use of the mother tongue is the first and last requisite58 of sound and extensive mental development. Language is the key to every50thing that pertains59 to human life. Once get a language and you have the key to manners, civilisation60, habits, customs, history, and all the complex and fascinating story of humanity. Because you get all these things by reading about them, and to read you must know the language and you must know it accurately61 and extensively, and be able to follow the masters of it who have embodied62 their great ideas in literature. That process begins almost at the cradle. It begins by cultivating accuracy and skill in the use of the tongue. It begins by striking at, and out, every false thing, the moment it appears.”
And, commenting on the special dangers of “baby talk,” Doctor Berle justly observes:
“It is not enough that a word be spoken. It makes a great deal of difference how it is spoken. The proper vocalisation of words has an effect upon children, which is often, one may say generally, overlooked. Almost everybody is fond of repeating the baby’s efforts to talk, and ‘baby talk’ lingers in many homes an innocent but costly63 pleasure, for the51 parents and the children alike. There are many persons of mature age at this moment who will never pronounce certain words properly, since they became accustomed to a false pronunciation in childhood, because somebody thought it was ‘cute.’ There are many persons who will never get over certain false associations of ideas, because somebody thought it was very amusing and funny to see the child mixing up things in such a beautifully childlike way.”
Putting into practice this first principle of education through the suggestive power of a parental example characterised by correctness of speech, soundness of thought, and the moral qualities of cheerfulness, unselfishness, kindness, politeness, industriousness64, and the other virtues65, the greatest care must also be taken to “fertilise” the child’s mind through proper adjustment of his physical surroundings. Nothing is more certain—and least appreciated by the average parent—than the fact that every detail in the child’s material environment is of suggestive significance to him. Even the pictures on52 the walls of his room, the design and arrangement of the furniture and ornaments66, the pattern and colouring of the wall-paper, may play a decisive part in shaping his character and quickening or deadening his intellectual activities. For the matter of that, as observation and experiment have repeatedly demonstrated, adults almost as much as children react to the suggestive influence of their home environment, even to the extent at times of thereby68 being unfavourably affected in health.
That is why sick people are so frequently benefited by change of scene. Travel removes them from the baneful69 influence of their accustomed environment, and assists in breaking down the mental habits injurious to their well-being70. Too often, however, to their bitter disappointment, they suffer a relapse after returning home. Yet they need not remain abroad indefinitely in order to obtain a lasting71 cure. In many instances they need not go abroad at all, but can secure the desired result by making a change in their home surroundings. A most instructive case53 in point is afforded by an experience that occurred to Mr. Frank Alvah Parsons, a practical psychologist as well as a successful teacher of art in New York city.
The mother of one of Mr. Parsons’ pupils had long been regarded as a hopeless sufferer from “nerves.” She lived in a suburban72 town, not many miles from New York, but her condition was such that it had been months since she visited that city, and usually she remained at home, secluded73 in a private apartment, of sitting-room74 and bedroom.
One day, having occasion to call on her, Mr. Parsons was much impressed with the fact that the furniture and decorations of both these rooms were exceedingly faulty from a psychological as well as an ?sthetic point of view. The walls of the sitting-room were hung with mirrors, and the room was fairly smothered75 with bric-a-brac. In both rooms the colouring and design of the wall-paper contrasted harshly with the floor-coverings, while the furniture, though expensive, was gaudy76 and inharmonious. He54 talked the situation over with her daughter, and between them they persuaded her to allow them to make radical77 alterations78 in the furnishings of her rooms.
They papered the walls with a soft sage-green paper, without design. The woodwork was made lighter79, with a shade of green in it. A brass80 bedstead was installed, the yellow of the brass blending well with the green of the paper and woodwork. The bric-a-brac was unceremoniously bundled out, and, excepting for a few green draperies and some well-chosen pictures, the rooms were left without ornament67. Mahogany furniture, of a quiet, dignified81 style, replaced the gilded82 chairs and tables previously83 there.
The effect was to substitute for the former nerve-irritating environment one that gave out a constant stream of restful, soothing84, strengthening suggestions; and the therapeutic85 value of the change was increased by Mr. Parsons wisely insisting that the patient should not leave the refurnished rooms for two weeks. He desired to expose her, at once and55 systematically86, to the full suggestive effect of her new surroundings. At the end of a month, although she had been told that she would be an invalid87 for life, she felt strong enough to undertake a shopping expedition to New York, and soon was as well as in her earlier days of robust88 health.
In this case, of course, the cure was effected at a cost beyond the means of most people. It is not everybody who can afford to refurnish and redecorate his living-quarters. But the point is that everybody can so arrange his environment to begin with as to extract from it suggestions that will assist in maintaining his health and happiness, and in promoting the proper upbringing of his children. This is equally within the reach of a dweller89 in a Fifth Avenue mansion90, a Newport palace, a crowded East Side tenement91, or a lonely, isolated92 farm-house, miles from the nearest village. I might cite many illustrative instances to bear out this statement. Here is one, reported by an observant New York physician:
“The refined tastes and joyous93 dispositions94 of56 the elder children in a family with whom I often came into contact were a matter of some surprise to me, as I could not account for the common trait among them by the position or special characteristics of the parents: they were in the humblest position socially, and all but poor. My first visit to their modest home furnished me with the natural solution, and gave me much food for reflection.
“The children—there were six—occupied two rooms into which the sunlight was pouring as I entered; the remaining rooms of the apartment were sunless for the greater part of the day; the colour and design of the cheap wall-paper were cheerful and unobtrusive; bits of carpet, the table-cover, and the coverlets on the beds were all in harmony, and of quiet design in nearly the elementary colours; everything in these poor rooms of poor people had been chosen with the truest judgment95 for ?sthetic effect, and yet the mother seemed surprised that I could make so much of what seemed to her so simple.”
That colours have a profound psychological effect57 on human beings is a fact which should be appreciated far more generally than is now the case. Used in small quantities, either in the clothing or in household decoration, the colour red, for instance, is most stimulating96, both in the way of helping97 to overcome depression, and quickening the intellectual processes. But when used in any great amount it tends to over-stimulation, with resultant nerve-strain. According to an English savant, Havelock Ellis, who has made a careful study of the psychology98 of colours, there are some people so constituted that they become violently excited, fall into convulsions, or faint, if obliged even for a short time to look at anything vividly99 red.
The same effect has been noted100 from yellow. In one instance, the case of a man operated on at the age of thirty for congenital cataract101, it is recorded that “the first time he saw yellow, he became so sick that he thought he would vomit102.” And that yellow has a nerve-stimulating effect fully4 comparable with that of red is curiously103 indicated by the statement of58 a friend of mine, a professor in a Western university, who says:
“Whenever the day is overcast104, or I have to do a piece of work calling for unusual mental exertion105, I always wear a red or yellow necktie. I find that either colour has a stimulating effect on my mental processes.”
On the other hand, the colour violet appears to have a deadening effect. Another acquaintance, a member of the Harvard University professorial staff, and a well-known psychologist, assures me that the sight of anything violet almost nauseates106 him, and gives rise to a most depressed108 feeling. In such a case, however, it may be that the colour is subconsciously associated with some unpleasant occurrence in the earlier life, and that the nausea107 and depression are merely symbolical109 manifestations110 of the presence in the subconsciousness111 of some memory of this occurrence, concerning which there is no conscious recollection. (This important point will later be discussed in detail.)
59
Of more immediate112 significance is the fact that violet rays are sometimes used to quiet unruly patients in asylums113 for the insane, and that the alienist Osburne, after many years’ experience, testifies that “in the absence of structural114 disease, violet light—for from three to six hours—is most useful in the treatment of excitement, sleeplessness115, and acute mania116.”
Altogether, there is warrant for the assertion that red, yellow, and violet are colours that should not be used overmuch, either in one’s apparel or in the decorating of one’s home. Blue, green, grey, and brown, on the contrary, have psychological qualities that make them particularly desirable for decorative117 purposes.
Care must always be exercised, though, to work out a colour scheme that harmonises, since discordant118 colour effects inevitably119 carry to the mind suggestions of discordant thinking and feeling and doing. As a first aid to the study of colour harmony—a subject which, as soon as its significance to human wel60fare is more generally recognised, will be taught far more systematically than at present—I recommend painstaking120 observation of the colour schemes developed by master artists, as shown in the paintings to be seen in the art museums of our cities; or, better still, excursions into the country, where, in the colour combinations of earth and sky, tree and water, mountainside and valley meadow, one can gain invaluable121 hints from that greatest of artists, Nature. On such excursions, need I add, the children should be taken along, to receive early lessons in the appreciation122 of true beauty.
But now, while thus utilising to the full the educational possibilities opened by the suggestibility of childhood—while reinforcing the educational value of example by the educational value of a well-arranged home environment—it must also be recognised that the child’s extreme suggestibility carries with it certain dangers. As was said, the essential element in every successful suggestion is the automatic, uncritical acceptance of whatever idea is thus61 intruded124 into the mind. It goes without saying that, so long as the critical faculty remains125 unawakened and untrained, it will always be possible to intrude123 by suggestion erroneous as well as sound ideas.
More serious still, there is warrant for adding that unless the child’s critical powers be developed at an early age—unless he be taught from the outset of his life how to observe accurately and reason closely—the tendency to uncritical acceptance may become more or less of a habit. That, under present conditions of child training, this is a real danger is clearly shown by the results of recent experiments by French and German psychologists.
In Germany, Kosog, visiting a school-room before the beginning of the lesson-hour, placed three objects, a pen-holder, a pocket-knife, and a piece of chalk, so near the edge of the teacher’s desk that they could be plainly seen by every pupil in the room. During the brief recess126 that followed the first lesson-hour, he removed these objects, and after the pupils had re62assembled asked them what they had seen on the desk the previous hour. Hardly one of them, it turned out, had noticed the objects at all. Next day, after leaving the desk entirely bare the first hour, he put the same question to them at the beginning of the second hour. Now 26 per cent. of the pupils asserted that they had seen the pocket-knife, 57 per cent. the chalk, and 63 per cent. the pen-holder.
In France, the headmaster of a school, following the instructions of the famous psychologist, Alfred Binet, announced to a class of eighty-six boys that he intended to test their memory of the length of lines. A line two inches long, ruled on white cardboard, was shown to each boy, who, after looking at it, had to draw it as accurately as he could on a sheet of paper. The boys were then told that they would be asked to draw another line a little longer than the first, and were accordingly given a second line to copy. In reality it was shorter than the first, being only an inch and three quarters long. Yet out of the entire class only nine resisted the suggestion and believed63 their eyes and their memories rather than the master’s statement. The other seventy-seven boys—some of whom were fourteen years old—made the second line longer than the first.
A variation of the same experiment was made on another class, to whom a series of thirty-six lines was shown, one after the other. Of these lines the first five progressively increased in length, while the remainder were uniformly long. Not one of the forty-two boys who were asked to copy them reached the maximum length at the fifth line, while nine industriously127 continued making their lines longer up to the last line shown them. The first five lines, that is to say, had acted as a suggestion having sufficient force to induce in them, despite the evidence of their eyes, a belief that the entire series similarly increased in length.
Much the same thing, as everyday observation shows, occurs in the case of full-grown men and women. The judicious44 have long grieved at the gullibility128 with which people who are by no means illiterate64 and uneducated accept and act upon the most preposterous129 suggestions of the fraudulent advertiser, from the patent-medicine man to the swindling promoter. Political mountebanks and charlatans130 daily ride into power through nothing else than skilfully working on the suggestibility of the voters. So, too, religious cults131, no matter how fantastic, gain a foothold and a following. “I am Elijah,” some one announces, and straightway a multitude proclaim him Elijah. “There is no such thing as disease,” says another, and thousands take up the cry, accepting the absurd suggestion with as much unthinking readiness as was shown by the French boys who, although they had concrete evidence to the contrary, accepted their master’s deceptive132 statements.
What these, and even more glaring evidences of undue133 suggestibility, really mean is that there is something wrong with our educational methods. Appreciating this, there is an increasing tendency to criticise134 and condemn135 the school system. “Our common schools,” exclaims President Emeritus65 Charles W. Eliot, of Harvard University, “have failed signally to cultivate general intelligence, as is evinced by the failure to deal adequately with the liquor problem, by the prevalence of gambling136, of strikes accompanied by violence, and by the persistency137 of the spoils system.” From the standpoint also of mere28 efficiency much complaint is made. The charge is even heard that the public schools of to-day make for mediocrity, and that instead of fostering they in reality retard138 the development of a child’s intellect. In the words of a recent critic (The Psychological Clinic, vol. iv., p. 141):
“The public school attempts the impossible feat45 of making a course for all children, irrespective of strength, mentality139, inheritance, or home environment—whether they are to be lawyers or blacksmiths, artisans or mathematicians140. Plainly, this course cannot suit all children. Is it, then, adapted to the bright child? Doctor Witmer, Professor of Psychology in the University of Pennsylvania, says, ‘The public schools are not giving the bright child a66 square deal. He is marking time, waiting for the lame50 duck to catch up.’ Is the course intended to fit the dull pupil? Evidently not, in view of the tears shed by the many who, despite their efforts, fail to keep up to grade.
“It has been suggested that the course has been designed for the average pupil. The ‘average’ pupil does not exist. You cannot strike an average between a goose and an eagle, nor can you add a dull pupil and a bright pupil together and get anything. A course of study based on this idea is not fitted to any one. Instead, then, of a school to fit the pupil, the pupil is made to fit the school. The lock-step masquerades under the name of discipline. The rigid141 curriculum tends with each passing year to produce more and more the type of factory employés, obliterating142 individuality and forcing all into the same mould.”
That there is a large measure of truth in these criticisms cannot be denied, and our school authorities to-day are bestirring themselves to effect sundry67 greatly needed reforms. But is it wholly fair to cast on the schools the blame for human irrationalities of thought and conduct? Nay143, is it not possible, in view of the fact that habits are formed so early in life, that the real trouble may be that the material with which the schools have to work—the children of the nation—is more or less unworkable by the time it gets to the schools? Is it not reasonable to assume that neglect of proper instruction in the pre-school period has permitted the formation of faulty and well-nigh unchangeable modes of thinking and feeling?
“But,” I hear a puzzled parent protest, “do you mean that the formal education of the child should be begun before he has reached school age? Would you have us lay on the tender mind the burden of actual study?”
I mean precisely that. Not only do I believe that the postponement144 of formal education to “school age” is a serious pedagogical error, but I also believe that “actual study,” properly directed, would by no68 means prove such a “burden” on the mind of the child as most people take for granted.
I am willing to go further than this, and to contend, for reasons which I shall endeavour to make clear, that if the formal education of children were begun earlier than is the rule at present, and if it were carried out with the supplementary145 aid of education through a really good example and a really well arranged environment, our boys and girls would develop not only into morally superior men and women, but also into men and women of mental attainments146 fairly comparable with those to-day displayed by the comparative few acclaimed147 as men and women of “genius.”
点击
收听单词发音
收听单词发音 |
1
weird
|
|
| adj.古怪的，离奇的；怪诞的，神秘而可怕的 | |
参考例句： |
|
|
|
|
2
acting
|
|
| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
参考例句： |
|
|
|
|
3
skilfully
|
|
| adv. (美skillfully)熟练地 | |
参考例句： |
|
|
|
|
4
fully
|
|
| adv.完全地，全部地，彻底地；充分地 | |
参考例句： |
|
|
|
|
5
subconscious
|
|
| n./adj.潜意识(的)，下意识(的) | |
参考例句： |
|
|
|
|
6
subconsciously
|
|
| ad.下意识地，潜意识地 | |
参考例句： |
|
|
|
|
7
faculty
|
|
| n.才能；学院，系；(学院或系的)全体教学人员 | |
参考例句： |
|
|
|
|
8
precisely
|
|
| adv.恰好，正好，精确地，细致地 | |
参考例句： |
|
|
|
|
9
fixed
|
|
| adj.固定的，不变的，准备好的；(计算机)固定的 | |
参考例句： |
|
|
|
|
10
awareness
|
|
| n.意识，觉悟，懂事，明智 | |
参考例句： |
|
|
|
|
11
inexplicable
|
|
| adj.无法解释的，难理解的 | |
参考例句： |
|
|
|
|
12
inevitable
|
|
| adj.不可避免的，必然发生的 | |
参考例句： |
|
|
|
|
13
grouchiness
|
|
| n.grouchy（不高兴的，爱抱怨的）的变形 | |
参考例句： |
|
|
|
|
|
14
grouchy
|
|
| adj.好抱怨的；愠怒的 | |
参考例句： |
|
|
|
|
15
habitual
|
|
| adj.习惯性的；通常的，惯常的 | |
参考例句： |
|
|
|
|
16
irritable
|
|
| adj.急躁的；过敏的；易怒的 | |
参考例句： |
|
|
|
|
17
impatience
|
|
| n.不耐烦，急躁 | |
参考例句： |
|
|
|
|
18
peculiarities
|
|
| n. 特质, 特性, 怪癖, 古怪 | |
参考例句： |
|
|
|
|
19
conspicuous
|
|
| adj.明眼的，惹人注目的；炫耀的，摆阔气的 | |
参考例句： |
|
|
|
|
20
afterward
|
|
| adv.后来；以后 | |
参考例句： |
|
|
|
|
21
unduly
|
|
| adv.过度地，不适当地 | |
参考例句： |
|
|
|
|
22
affected
|
|
| adj.不自然的，假装的 | |
参考例句： |
|
|
|
|
23
promptly
|
|
| adv.及时地，敏捷地 | |
参考例句： |
|
|
|
|
24
ductile
|
|
| adj.易延展的，柔软的 | |
参考例句： |
|
|
|
|
25
emanating
|
|
| v.从…处传出，传出( emanate的现在分词 )；产生，表现，显示 | |
参考例句： |
|
|
|
|
26
parental
|
|
| adj.父母的；父的；母的 | |
参考例句： |
|
|
|
|
27
trite
|
|
| adj.陈腐的 | |
参考例句： |
|
|
|
|
28
mere
|
|
| adj.纯粹的；仅仅，只不过 | |
参考例句： |
|
|
|
|
29
intercourse
|
|
| n.性交；交流，交往，交际 | |
参考例句： |
|
|
|
|
30
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： |
|
|
|
|
31
courteous
|
|
| adj.彬彬有礼的，客气的 | |
参考例句： |
|
|
|
|
32
industrious
|
|
| adj.勤劳的，刻苦的，奋发的 | |
参考例句： |
|
|
|
|
33
banish
|
|
| vt.放逐，驱逐；消除，排除 | |
参考例句： |
|
|
|
|
34
necessitates
|
|
| 使…成为必要，需要( necessitate的第三人称单数 ) | |
参考例句： |
|
|
|
|
35
prone
|
|
| adj.(to)易于…的，很可能…的；俯卧的 | |
参考例句： |
|
|
|
|
36
insignificant
|
|
| adj.无关紧要的，可忽略的，无意义的 | |
参考例句： |
|
|
|
|
37
irritation
|
|
| n.激怒，恼怒，生气 | |
参考例句： |
|
|
|
|
38
horrified
|
|
| a.(表现出)恐惧的 | |
参考例句： |
|
|
|
|
39
tiresome
|
|
| adj.令人疲劳的，令人厌倦的 | |
参考例句： |
|
|
|
|
40
manifestation
|
|
| n.表现形式；表明；现象 | |
参考例句： |
|
|
|
|
41
potent
|
|
| adj.强有力的，有权势的；有效力的 | |
参考例句： |
|
|
|
|
42
entirely
|
|
| ad.全部地，完整地；完全地，彻底地 | |
参考例句： |
|
|
|
|
43
retail
|
|
| v./n.零售；adv.以零售价格 | |
参考例句： |
|
|
|
|
44
judicious
|
|
| adj.明智的，明断的，能作出明智决定的 | |
参考例句： |
|
|
|
|
45
feat
|
|
| n.功绩；武艺，技艺；adj.灵巧的，漂亮的，合适的 | |
参考例句： |
|
|
|
|
46
heed
|
|
| v.注意，留意；n.注意，留心 | |
参考例句： |
|
|
|
|
47
amazement
|
|
| n.惊奇，惊讶 | |
参考例句： |
|
|
|
|
48
mischievous
|
|
| adj.调皮的，恶作剧的，有害的，伤人的 | |
参考例句： |
|
|
|
|
49
fluctuations
|
|
| 波动，涨落，起伏( fluctuation的名词复数 ) | |
参考例句： |
|
|
|
|
50
lame
|
|
| adj.跛的，(辩解、论据等)无说服力的 | |
参考例句： |
|
|
|
|
51
lamentably
|
|
| adv.哀伤地，拙劣地 | |
参考例句： |
|
|
|
|
52
colossal
|
|
| adj.异常的，庞大的 | |
参考例句： |
|
|
|
|
53
indifference
|
|
| n.不感兴趣，不关心，冷淡，不在乎 | |
参考例句： |
|
|
|
|
54
converse
|
|
| vi.谈话，谈天，闲聊；adv.相反的，相反 | |
参考例句： |
|
|
|
|
55
linguistic
|
|
| adj.语言的，语言学的 | |
参考例句： |
|
|
|
|
56
pointed
|
|
| adj.尖的，直截了当的 | |
参考例句： |
|
|
|
|
57
garner
|
|
| v.收藏；取得 | |
参考例句： |
|
|
|
|
58
requisite
|
|
| adj.需要的，必不可少的；n.必需品 | |
参考例句： |
|
|
|
|
59
pertains
|
|
| 关于( pertain的第三人称单数 )； 有关； 存在； 适用 | |
参考例句： |
|
|
|
|
60
civilisation
|
|
| n.文明，文化，开化，教化 | |
参考例句： |
|
|
|
|
61
accurately
|
|
| adv.准确地，精确地 | |
参考例句： |
|
|
|
|
62
embodied
|
|
| v.表现( embody的过去式和过去分词 )；象征；包括；包含 | |
参考例句： |
|
|
|
|
63
costly
|
|
| adj.昂贵的，价值高的，豪华的 | |
参考例句： |
|
|
|
|
64
industriousness
|
|
| n.勤奋 | |
参考例句： |
|
|
|
|
65
virtues
|
|
| 美德( virtue的名词复数 )； 德行； 优点； 长处 | |
参考例句： |
|
|
|
|
66
ornaments
|
|
| n.装饰( ornament的名词复数 )；点缀；装饰品；首饰v.装饰，点缀，美化( ornament的第三人称单数 ) | |
参考例句： |
|
|
|
|
67
ornament
|
|
| v.装饰，美化；n.装饰，装饰物 | |
参考例句： |
|
|
|
|
68
thereby
|
|
| adv.因此，从而 | |
参考例句： |
|
|
|
|
69
baneful
|
|
| adj.有害的 | |
参考例句： |
|
|
|
|
70
well-being
|
|
| n.安康，安乐，幸福 | |
参考例句： |
|
|
|
|
71
lasting
|
|
| adj.永久的，永恒的；vbl.持续，维持 | |
参考例句： |
|
|
|
|
72
suburban
|
|
| adj.城郊的，在郊区的 | |
参考例句： |
|
|
|
|
73
secluded
|
|
| adj.与世隔绝的；隐退的；偏僻的v.使隔开，使隐退( seclude的过去式和过去分词) | |
参考例句： |
|
|
|
|
74
sitting-room
|
|
| n.（BrE）客厅，起居室 | |
参考例句： |
|
|
|
|
75
smothered
|
|
| （使）窒息， （使）透不过气( smother的过去式和过去分词 )； 覆盖； 忍住； 抑制 | |
参考例句： |
|
|
|
|
76
gaudy
|
|
| adj.华而不实的；俗丽的 | |
参考例句： |
|
|
|
|
77
radical
|
|
| n.激进份子，原子团，根号；adj.根本的，激进的，彻底的 | |
参考例句： |
|
|
|
|
78
alterations
|
|
| n.改动( alteration的名词复数 )；更改；变化；改变 | |
参考例句： |
|
|
|
|
79
lighter
|
|
| n.打火机，点火器；驳船；v.用驳船运送；light的比较级 | |
参考例句： |
|
|
|
|
80
brass
|
|
| n.黄铜；黄铜器，铜管乐器 | |
参考例句： |
|
|
|
|
81
dignified
|
|
| a.可敬的，高贵的 | |
参考例句： |
|
|
|
|
82
gilded
|
|
| a.镀金的，富有的 | |
参考例句： |
|
|
|
|
83
previously
|
|
| adv.以前，先前（地） | |
参考例句： |
|
|
|
|
84
soothing
|
|
| adj.慰藉的；使人宽心的；镇静的 | |
参考例句： |
|
|
|
|
85
therapeutic
|
|
| adj.治疗的，起治疗作用的；对身心健康有益的 | |
参考例句： |
|
|
|
|
86
systematically
|
|
| adv.有系统地 | |
参考例句： |
|
|
|
|
87
invalid
|
|
| n.病人，伤残人；adj.有病的，伤残的；无效的 | |
参考例句： |
|
|
|
|
88
robust
|
|
| adj.强壮的，强健的，粗野的，需要体力的，浓的 | |
参考例句： |
|
|
|
|
89
dweller
|
|
| n.居住者，住客 | |
参考例句： |
|
|
|
|
90
mansion
|
|
| n.大厦，大楼；宅第 | |
参考例句： |
|
|
|
|
91
tenement
|
|
| n.公寓；房屋 | |
参考例句： |
|
|
|
|
92
isolated
|
|
| adj.与世隔绝的 | |
参考例句： |
|
|
|
|
93
joyous
|
|
| adj.充满快乐的；令人高兴的 | |
参考例句： |
|
|
|
|
94
dispositions
|
|
| 安排( disposition的名词复数 )； 倾向； （财产、金钱的）处置； 气质 | |
参考例句： |
|
|
|
|
95
judgment
|
|
| n.审判；判断力，识别力，看法，意见 | |
参考例句： |
|
|
|
|
96
stimulating
|
|
| adj.有启发性的，能激发人思考的 | |
参考例句： |
|
|
|
|
97
helping
|
|
| n.食物的一份&adj.帮助人的，辅助的 | |
参考例句： |
|
|
|
|
98
psychology
|
|
| n.心理，心理学，心理状态 | |
参考例句： |
|
|
|
|
99
vividly
|
|
| adv.清楚地，鲜明地，生动地 | |
参考例句： |
|
|
|
|
100
noted
|
|
| adj.著名的，知名的 | |
参考例句： |
|
|
|
|
101
cataract
|
|
| n.大瀑布，奔流，洪水，白内障 | |
参考例句： |
|
|
|
|
102
vomit
|
|
| v.呕吐，作呕；n.呕吐物，吐出物 | |
参考例句： |
|
|
|
|
103
curiously
|
|
| adv.有求知欲地；好问地；奇特地 | |
参考例句： |
|
|
|
|
104
overcast
|
|
| adj.阴天的，阴暗的，愁闷的；v.遮盖，（使）变暗，包边缝；n.覆盖，阴天 | |
参考例句： |
|
|
|
|
105
exertion
|
|
| n.尽力，努力 | |
参考例句： |
|
|
|
|
106
nauseates
|
|
| v.使恶心，作呕( nauseate的第三人称单数 ) | |
参考例句： |
|
|
|
|
107
nausea
|
|
| n.作呕，恶心；极端的憎恶(或厌恶) | |
参考例句： |
|
|
|
|
108
depressed
|
|
| adj.沮丧的，抑郁的，不景气的，萧条的 | |
参考例句： |
|
|
|
|
109
symbolical
|
|
| a.象征性的 | |
参考例句： |
|
|
|
|
110
manifestations
|
|
| n.表示，显示（manifestation的复数形式） | |
参考例句： |
|
|
|
|
111
subconsciousness
|
|
| 潜意识；下意识 | |
参考例句： |
|
|
|
|
112
immediate
|
|
| adj.立即的；直接的，最接近的；紧靠的 | |
参考例句： |
|
|
|
|
113
asylums
|
|
| n.避难所( asylum的名词复数 )；庇护；政治避难；精神病院 | |
参考例句： |
|
|
|
|
114
structural
|
|
| adj.构造的，组织的，建筑（用）的 | |
参考例句： |
|
|
|
|
115
sleeplessness
|
|
| n.失眠，警觉 | |
参考例句： |
|
|
|
|
116
mania
|
|
| n.疯狂；躁狂症，狂热，癖好 | |
参考例句： |
|
|
|
|
117
decorative
|
|
| adj.装饰的，可作装饰的 | |
参考例句： |
|
|
|
|
118
discordant
|
|
| adj.不调和的 | |
参考例句： |
|
|
|
|
119
inevitably
|
|
| adv.不可避免地；必然发生地 | |
参考例句： |
|
|
|
|
120
painstaking
|
|
| adj.苦干的；艰苦的，费力的，刻苦的 | |
参考例句： |
|
|
|
|
121
invaluable
|
|
| adj.无价的，非常宝贵的，极为贵重的 | |
参考例句： |
|
|
|
|
122
appreciation
|
|
| n.评价；欣赏；感谢；领会，理解；价格上涨 | |
参考例句： |
|
|
|
|
123
intrude
|
|
| vi.闯入；侵入；打扰，侵扰 | |
参考例句： |
|
|
|
|
124
intruded
|
|
| n.侵入的，推进的v.侵入，侵扰，打扰( intrude的过去式和过去分词 )；把…强加于 | |
参考例句： |
|
|
|
|
125
remains
|
|
| n.剩余物，残留物；遗体，遗迹 | |
参考例句： |
|
|
|
|
126
recess
|
|
| n.短期休息，壁凹（墙上装架子，柜子等凹处） | |
参考例句： |
|
|
|
|
127
industriously
|
|
参考例句： |
|
|
|
|
128
gullibility
|
|
| n.易受骗，易上当，轻信 | |
参考例句： |
|
|
|
|
129
preposterous
|
|
| adj.荒谬的，可笑的 | |
参考例句： |
|
|
|
|
130
charlatans
|
|
| n.冒充内行者，骗子( charlatan的名词复数 ) | |
参考例句： |
|
|
|
|
131
cults
|
|
| n.迷信( cult的名词复数 )；狂热的崇拜；（有极端宗教信仰的）异教团体 | |
参考例句： |
|
|
|
|
132
deceptive
|
|
| adj.骗人的，造成假象的，靠不住的 | |
参考例句： |
|
|
|
|
133
undue
|
|
| adj.过分的；不适当的；未到期的 | |
参考例句： |
|
|
|
|
134
criticise
|
|
| v.批评，评论；非难 | |
参考例句： |
|
|
|
|
135
condemn
|
|
| vt.谴责，指责；宣判(罪犯)，判刑 | |
参考例句： |
|
|
|
|
136
gambling
|
|
| n.赌博；投机 | |
参考例句： |
|
|
|
|
137
persistency
|
|
| n. 坚持(余辉, 时间常数) | |
参考例句： |
|
|
|
|
138
retard
|
|
| n.阻止，延迟；vt.妨碍，延迟，使减速 | |
参考例句： |
|
|
|
|
139
mentality
|
|
| n.心理，思想，脑力 | |
参考例句： |
|
|
|
|
140
mathematicians
|
|
| 数学家( mathematician的名词复数 ) | |
参考例句： |
|
|
|
|
141
rigid
|
|
| adj.严格的，死板的；刚硬的，僵硬的 | |
参考例句： |
|
|
|
|
142
obliterating
|
|
| v.除去( obliterate的现在分词 )；涂去；擦掉；彻底破坏或毁灭 | |
参考例句： |
|
|
|
|
143
nay
|
|
| adv.不；n.反对票，投反对票者 | |
参考例句： |
|
|
|
|
144
postponement
|
|
| n.推迟 | |
参考例句： |
|
|
|
|
145
supplementary
|
|
| adj.补充的，附加的 | |
参考例句： |
|
|
|
|
146
attainments
|
|
| 成就，造诣； 获得( attainment的名词复数 )； 达到； 造诣； 成就 | |
参考例句： |
|
|
|
|
147
acclaimed
|
|
| adj.受人欢迎的 | |
参考例句： |
|
|
|
| 欢迎访问英文小说网 |