In 1873, the theory and practice of education were still so far apart that, in the March number of The Journal of the Women’s Education union of that year, we find the following very definite statement:—
“Training colleges do not exist; the expense of founding them would place them almost hopelessly out of reach, though something might have been done by following up the example of the Home and Colonial in their private department. Mrs. Wm. Grey proposed a plan for a class of student teachers to form part of every large school, which was adopted by the Public Day-school Company, who are, however, not yet in a position to try it. It has also been approved by Miss Buss and Miss Beale, and is already in operation in Camden Town.”
In October, 1872, Miss Buss and Miss Doreck, the two ladies on the council of the College of Preceptors, had brought forward a scheme for establishing a “Training class of lectures and lessons for teachers;” and as a consequence of this effort the office of “Professor of the Science and Art of Education” was offered to Mr. Joseph Payne, whose inaugural2 address was given on January 30, 1873. Miss Buss and Miss Doreck took 274an active part in bringing together the seventy students (chiefly women) who attended these lectures. At Norwich, Dr. Hodgson spoke3 with strong approval of the step taken by the College of Preceptors in founding a professorship of the theory and art of education, and of their choice of Mr. Payne to fill this post. He spoke of the success of Mr. Payne’s lectures in London and in Edinburgh, and expressed a hope that such professorships would ere long be established “in one or more of the chief Scottish Universities also,” and added that “they were strongly to be desired for the English Universities also.”
Of Mr. Payne’s lectures there is a notice in the March Education Journal of the same year—
“The object of the whole course is to show that there are principles of education on which, in order to be efficient, practice must be founded; or, in other words, that there is a science of education, in reference to which the art must be conducted, and the value of its processes tested.”
Miss Buss’ feeling about these lectures is shown in a letter written in 1876, soon after the death of her much-valued friend—
“Because I have not enough to do, I am working up an attempt to raise a little memorial to Mr. Payne, the ablest teacher I have ever known—except Dr. Hodgson—and the man who has raised the noblest ideal before the profession. It cuts me to the heart to see his name lost to posterity4, and after several fruitless attempts, it seems I must set the ball rolling. Will you or your father give something? I want the memorial to be a prize or scholarship in the new Teachers’ Training Society.”
Many a successful head-mistress must thank Miss Buss for her recommendation to these lectures. Mrs. Bryant and Miss Cooper, of Edgbaston, were among the students, and both became Fellows of the College. A letter from Miss Frances Lord says, in 1873—
275“I am attending Mr. Payne’s lectures, as you told me to do. My sister Emily goes too, and, as a teacher, makes remarks that Mr. Payne thinks well of. If she ever takes up Kindergarten work (as I want her to do), she will, I am sure, be greatly helped by these lectures. My friends, the Wards5, find, as we do, that the questions Mr. Payne asks draw largely on common observation such as we have been practising and have been wanting to know the value of.”
Mr. Payne called attention to the principles of Kindergarten work, a subject brought to the front by Miss Shirreff, who wrote a series of articles in 1874, in the Journal, leading to the formation of the Fr?bel Society, of which Miss Doreck was the first president, and Miss E. A. Manning the honorary secretary. Miss Manning read a paper on the subject at the meeting of the Social Science Congress, in the same year.
Miss Doreck had been elected—at Miss Buss’ suggestion—on the council of the College of Preceptors, and the two worked very heartily6 together.[18] On April 16, 1874, the two ladies formed part of a deputation by appointment to urge on the Duke of Richmond the formation of a Training College for Teachers.
18. Miss Doreck’s special work was Kindergarten teaching, then quite a novelty in England. Miss Buss once said, “We shall not have thorough education till we have the Kindergarten;” but she could only help this movement on by helping7 others to do it.
The design of the deputation was—
“to have the scholastic8 professors placed on a similar footing to that of law and physics, and, in order to assist the Government in effecting that end, the College of Preceptors was ready to undertake the requisite9 corresponding functions of the Law Institution, the College of Surgeons, or a Pharmaceutical10 Society.”
The principle at stake may be considered the central thought of the whole life of Frances Mary Buss. To raise the ideal of teaching, and, with this, the status of the teacher, was the most definite purpose of this life; and, as means to an end, she recognized from the very 276first the supreme11 importance of training for the work. In her youth, the elementary school teacher was the only person happy enough to receive this preparation for his duties. All the rest—as was candidly12 avowed13 by one of the foremost schoolmasters of the day—had to gain their experience at the cost of their first pupils.
To her own mother Miss Buss was largely indebted for the insight which made her a leader in the training-college movements. When Mrs. Buss decided14 on opening her school in Clarence Road, she had the bold thought of preparing herself for the venture by going through the course offered at the Home and Colonial Institute to elementary teachers. At this distance of time, it is difficult to estimate duly the originality15 and the strength of mind implied in such a step. In the “forties,” the beaten track on which ladies were expected to walk securely was very straight and very narrow. But this bold step was taken, and it resulted in a permanent broadening of the way for all who came after, since the class for the training of secondary teachers was a direct result of Mrs. Buss’ own action. In this class, all the teachers of Miss Buss’ schools received their training, and it is of interest to note among the earliest students the names of Anne Clough, the founder16 of Newnham College, and of Jane Agnes Chessar, a teacher of very remarkable17 power, who was one of the first ladies elected on the School Board.
It might possibly have been due to the influence of the Rev18. David Laing that Mrs. Buss originated her plan, but the credit remains19 with her of being the first in the field of action. The idea of training governesses was suggested as early as 1843, on the council of the Governesses’ Benevolent20 Institution, but no action was taken before 1848, even to form classes.
We have seen that, as early as 1872, Miss Buss had 277the dream of a training college attached to her own school. This she gave up later in favour of the Maria Grey Training College. In November, 1872, Miss Beale writes to her—
“I did think much of our conversation about training governesses, and we have arranged to receive about six on the same terms as the ‘Home and Colonial.’ They can for this not only attend here but go to certain lessons on Method at the Normal Training College.”
The Training Department of the Cheltenham Ladies’ College is now one of the distinct branches of work there, including Kindergarten training, with the novel feature of a small Kindergarten for children of the elementary class, serving as a training school.
It was not till 1877 that Mrs. Grey succeeded in opening the college which now bears her name, up to which she and Miss Shirreff had been working in the Teachers’ Training and Registration21 Society, one of the offshoots of the Women’s Education union.
For details of this work I am indebted to Miss Shirreff, and also to Miss Agnes J. Ward1, one of the first principals of the college.
The council, in addition to Mrs. Grey and Miss Shirreff, consisted of Miss Chessar, Dr. E. A. Abbott, Mr. J. H. Rigg, Mr. R. N. Shore, Mr. C. H. Lake, and Mr. Douglas Galton. The articles of association were drafted by Mr. William Shaen, who, till his death, in 1886, was a generous and true friend to the college.
Miss Louisa Brough became secretary, under Mrs. Grey, as organizing secretary. Unhappily, after working for a year or so, Mrs. Grey’s health broke down, and she was ordered abroad. It was then that Miss Buss came to the front, though she had been quietly helpful from the beginning. Some letters to her from Rome show Mrs. Grey’s estimate of this help—
“Feb. 11, 1879.
“It is really too good of you, in the midst of your hard-worked life, to make time for writing me such a charming long letter as I received a few days ago.... We have left the hotel, and have very sunny rooms just at the foot of the great stairs. How I wish you were over the way, where I used to pick you up two years ago.
“Except from yourself, we hear hardly anything from the college. Your hopeful report is a great joy to us, because you know the difficulties so well that you will never be over sanguine23. How kind it is of you and Miss Chessar to work for it as you do, and Dr. Abbott deserves more thanks than I can express. I would like to write to him only I feel it would be imposing24 on him a letter to write, and that would be no kindness. Will you tell him this when you meet, and something of what we both feel about his generous gift of time and thought to the institution that we have cared for so earnestly and are driven to forsake25.... We must, as you say, make our scheme as we go along, and large numbers would be an embarrassment26. As to funds, you make no complaint, and that is comforting.... Once the college is in settled good work, and the Cambridge scheme is published, I cannot doubt that many will be found to help.”
Mrs. Grey was never strong enough to return to the work so near her heart, and her great comfort was in the thought that with Miss Buss’ oversight27 it must go on successfully. On the occasion of a presentation to Mrs. Grey of a beautiful casket, with an address from the Girls’ Public Day-school Company, Miss Shirreff writes thus to Miss Buss—
“We are both of us touched to the heart’s core by your letter. Such words from one who has herself been so brave and so successful a pioneer in the cause of woman’s education are the highest testimonial we could receive, and we value them as such. And a large debt we owe to you also, for all the practical organizations of our schools we learnt from you....
“I may honestly say that the receipt of that address, and the additional gratification of seeing yours and Miss Beale’s name attached to it, gave my sister the only real pleasure she has felt during the weary months of this year. The less she hopes ever to 279regain her power of work the more she values that testimony29 to the worth of her past work.
“We have had, of course, much passing enjoyment30 in the beautiful scenery we have dwelt amongst, but there is a dark shadow over all. It is not perhaps reasonable, when sixty is long passed, to mourn that an active career is stopped short, but you know better than any one how, in dealing31 with education, one must still feel that no one worker can be spared—do we not know how all the best are over-worked?”
“The aims of the society were mainly to provide for the professional training of teachers above the elementary. This training included both theoretical knowledge and practical skill. Unendowed as the society was, it was necessary to create a guarantee fund, and this was done by a few friends, while Miss Buss, sparing no pains to induce teachers to avail themselves of the advantages offered, contributed also from the first in money. At length, after the tentative stage of providing lectures for teachers, the council of the society were fortunate enough to secure from the Rev. Wm. Rogers the use of some rooms in Skinner Street, Bishopsgate, which served as a college for students, and leave for their students to practise teaching in the large and interesting girls’ school which now, thanks to the Dulwich Endowment Fund, lately available, is handsomely housed in Spital Square, E. In 1878, however, when the Training College opened, the school was in other and less convenient buildings. These have now disappeared, to make way for the Great Eastern Railway’s vast extension.
“Miss Alice Lushington was, in 1878, appointed principal of the college, and held the post till 1880, when Miss Agnes J. Ward became principal. Miss Buss lost no opportunity of urging the development of the work. She was indefatigable34 in her attendance at council meetings, and eager to show her strong appreciation35 of professional training by appointing as mistresses in her school those who had gone through a course partly theoretical and partly practical. Towards the end of 1880, owing to her strong feeling that the society should possess its own practising school, the council acquired the lease of No. 1, Fitzroy Square, and there, in January, 1881, under the headmistress-ship of Miss Lawford (now of the Camden School for Girls), a day school was opened and named 280after Mrs. Wm. Grey. In 1885, it became the chief practising school of the society which in that year transferred the Training College to Fitzroy Street from Bishopsgate. From that year, also, the college was called “The Maria Grey Training College.” Miss Buss was at that time desirous of affiliating36 the college to her schools; but after mature consideration the council held that it was better to pursue a more independent course, and wait until they could establish their work on a permanent foundation. This they accomplished37 in 1892, when their large College for Teachers, Day School for Girls, and Kindergarten were all transferred to Brondesbury, where they are finally located in a building which cost ￡13,000. This sum was collected by the energy and devotion of the council, and in this heavy task of collecting a fund for a work the value of which only experts could be expected fully28 to appreciate, Miss Buss took for years an active part. Her name on the council was of signal use in certain directions, notably38 in the matter of the Pfeiffer bequest39. The sum of ￡4000 finally obtained by the college from the trustees enabled the council to complete their building and start their important work under Miss Alice Woods as principal. The council thus provided for pupils from three years old upwards40, in surroundings at once adequate and suitable. Miss Buss’ strong faith in the importance of the council’s work, to education at large, her strenuous41 support in its early years of trial, her generous recognition and appraisement42 of the efforts of the staff, were as helpful as they were unflagging.”
The feeling of the council at the great loss which they sustained in the removal of one who had done so much for the college, is given in the minute which recorded that loss—
“It was moved by the Rev. T. W. Sharpe, chairman, seconded by J. G. Fitch, Esq., and carried unanimously: That the council of the Maria Grey Training College, in tendering an expression of their deepest sympathy with the family of the late Frances Mary Buss, desire to place on record their sense of the irreparable loss which the cause of education in general, and of women’s education in particular, has sustained by her lamented43 death; the council have also to deplore44, on their own account, the loss of a highly valued colleague, whose long and active co-operation in their work of training women-teachers for secondary schools contributed largely to the success already attained45, and to whose 281practical experience and wide-minded aims the council looked for still further support in the future.”
Nothing could show more distinctly the rapid growth of interest among women in higher education than a comparison of the help given to Mrs. Grey for the Training College with that given to Miss Davies and to Miss Buss for Girton and for the North London Collegiate School. Only a single decade had elapsed. In 1871, it was so hard to get even ￡10 donations, that the gift of ￡1000 to Girton from Madame Bodichon and from Miss E. A. Manning, and Miss Ewart’s ￡1000 for the Camden School, shine out like beacon-lights. In 1881, for the Training College, we are dazzled by the general blaze: Lady Farrer, Mrs. Pennington, and Mrs. Winckworth give each ￡1000, and Miss Ewart and Miss Soames each ￡500. Mr. Tomlinson also adds ￡1000, which, with ￡4000 from the Emily Pfeiffer Bequest, gives the college its start free from debt.
I have no record of Miss Buss’ gifts, but there is no doubt about her having done a fair share in this movement so specially46 interesting to her. When the Maria Grey College was safe, and pursuing its successful course, a fresh departure was originated by Miss Buss. It was hardly to be expected that graduates of Girton and Newnham would come to London to be trained, and it therefore seemed desirable to offer training at Cambridge.
On April 6, 1885, Miss Buss writes to me—
“I am begging for help towards starting an experiment at Cambridge for a class for training the Girton and Newnham students as teachers before they enter their profession. They will not go to Bishopsgate, but we (herself and Mrs. Bryant) think they may be induced to stay in Cambridge for a time.
“Cambridge is willing, and a suitable lady is ready. A house for seven students can be had. Mrs. Bryant is to harangue47 the Tripos students on the duty of fitting themselves for their work, and I am promised help to the extent of ￡50, but we must raise 282￡200, and Cambridge cannot do this. I think, if we can induce the students to be trained, their fees will cover expenses, but we must guarantee at least ￡100 to Miss Hughes, the mistress.
“Will you (or can you, rather, with your other claims) help? Can you tell me where to apply for more? I have these promises: F. M. B. ￡10 (for three years), Miss Soames ￡10, Mrs. Bryant ￡10, Mr. Brooke Lambert ￡5, Mr. T. W. Sharpe ￡5, Mrs. Micholls ￡5, and Miss Behrens ￡5.”
My name was added to this list, and I find another letter dated April 1, 1891, when Miss Buss writes again—
“Do you know any one who, for the sake of education, would buy a house in Cambridge, and let it at once to the committee of the Teachers’ Training College? It would be a safe investment, and the committee could certainly pay four per cent. A splendid opportunity of getting three adjoining and connected houses offers. The college is successful, but the Cambridge people are poor, in one sense, as they are given to plain living and high thinking rather than to money making! Of course it would be easier if the three houses, each at ￡1200, could be got, but the committee would probably take one, and the others might be got by leaving a mortgage on them.
“I hardly think it right to take one myself, as I have No. 202 on me till the end of the year; and the leases of 87 and 89, in King Henry’s Road, and the house 85 next door, and this will probably be on my hands till the end of my life.”
In October of the same year, she sent out a letter to her friends bringing forward a scheme to secure a suitable building by starting a company to raise the necessary capital in ￡10 shares, to pay four per cent. She mentions that she and Mrs. Bryant are ready to put down their names for ￡750 between them, and asks for more names, before the first meeting of the committee, with an earnestness which could not be refused. In the end, however, illness prevented further effort on her part, and the work was done by others. Mrs. Bryant gives some interesting details—
283“My personal knowledge of her work in this field has to do with the history of the Cambridge Training College. We were much exercised in mind by the fact that the women educated at the Universities persisted in neglecting professional training. Either they despised it, or they could not afford it, or they did not like it, and could get entrance into the schools without it. Miss Buss, in her straightforward48 practical way, wondered that they did not see their own need of it; she thought it so obvious that a person undertaking49 a delicate task ought to learn as much as possible about the ways in which it is and can be done. I also wondered at the absence of desire in well-trained minds to get at a theory of their art founded on a knowledge of its bottom sciences. There, however, was the fact, and there was serious danger that the credit of training as a practical success would be impaired50 by the flow into the Training College of the less, and the avoidance of it by the more educated women. Of course we could convert and persuade the able North London girls, but these were only a handful comparatively, and after three years at college they were naturally not so docile51 to our ideas. Could anything be done to avert52 this growing danger that the teaching profession should fall into the two classes of those who were highly educated and not trained, and of those who were trained but not highly educated.
“We used to discuss the fact and its causes. Vis inertia53 certainly had much to do with it. The Head-masters’ Conference had passed resolutions in favour of training, but they had not raised a finger to support the Training College intended to supply them with masters. The head-mistresses, in larger numbers, believed, but it was not always convenient to insist on training as a necessary qualification in their intending mistresses. How was this inertia to be overcome, unless an enthusiastic belief could be awakened54 in the young intending teachers?
“Such a belief was far from forthcoming. Indeed, our chief stumbling-block lay in the distrust with which the ordinary academic mind was apt to look on the ideal of training. At the bottom of it lay, no doubt, a prejudice against the methods of the elementary training colleges, and an unexamined fear that all training must be more or less of that type. Otherwise it seemed to be for the most part a vague distrust inarticulate, unargumentative, but strong. On the other hand, there were leaders of thought in the universities who believed that there was a great work to be done in the development of educational theory and practice. In witness of their faith, Cambridge had not only instituted a teachers’ 284examination, but had established courses of lectures on teaching which were at that time barely attended.
“So the idea naturally shaped itself that training should be carried out under University influences, that this would insure for it the influence of the soundest theoretic ideas, and also that it might benefit by subjection to the criticism of the academic mind. A closer contact between the Training College and the Women’s Colleges at Cambridge would tend certainly, we thought, to better understanding and mutual55 adaptation. The practical thing, then, to be done was to establish a Training College for Women at Cambridge.
“Miss Clough, Mrs. Verrall, and Dr. James Ward were heartily in favour of the establishment of such a college, and several other Cambridge friends, including the present Bishop33 of Stepney, so well known at Cambridge as Canon Browne, and Miss Welsh of Girton, approved the proposal from the first. We held preliminary consultations56, Mrs. Verrall acting57 as secretary, while Miss Buss representing the school-mistresses, and Dr. Ward the University, formed a powerful combination of enthusiasm and conviction in favour of the attempt. There were many difficulties; we were not rich in money-bags, and everything depended on finding the right person to act as principal. But there was a student at Newnham who took the first place in the Moral Science Tripos, known to Miss Clough as an able woman, to Miss Beale as a gifted teacher, and to Dr. Ward as a talented pupil, and the matter was settled by the acceptance of the principalship by Miss E. P. Hughes in June, 1885. In the September of that year, the college was opened in a few small cottages near Newnham. A guarantee fund was formed, and Miss Buss guaranteed ￡100. Students came, though of University students but a few, and by the zealous58 economy and good management of Miss Hughes the college paid its way. In 1887, it was moved into better houses in Queen Anne’s Terrace, and this year it has at last, after ten years, moved into suitable college buildings. Miss Buss never ceased to take the keenest interest in its success, though of late years she was not able to take an active part. It will always be a matter of deep regret to those of us who knew how dear its progress was to her that she never even saw the new building. From time to time she had hoped to pay another visit to Cambridge when she was stronger in health.
“Referring to ‘Miss Buss’ earliest attempts to start the training college,’ Dr. Ward writes saying how he remembers the regularity59 of her attendance at the earlier meetings of the committee, and ‘her anxiety to get Newnham and Girton interested.’ She brought 285the scheme for the college before the Head-mistress’ Association, secured their interest and an arrangement by which a representative on the college council was to be appointed by them. Miss Conolly for several years was the representative.”
Miss Hughes adds some interesting memories of the help given by Miss Buss and Miss Clough, as she says—
“One of the most useful parts of my education at Cambridge was the opportunity of talking over this educational experiment with these pioneers. I shall never forget their patience under the difficulties that were always springing up, their wise foresight60 to prevent such difficulties, their earnest desire not to make unnecessary enemies, and, at the same time, their persistent61 intention to carry out the experiment. I remember the wonderful insight into character which Miss Buss showed, and how quick she was to note the strength and value of each additional member of the committee. She had her own views, clear and definite, and for some of them she was ready to fight; but she was quite reasonable and ready to be persuaded that the special conditions of Cambridge required special arrangements. When a beginning at last seemed possible my heart so failed me that I felt unfit for the post, and had almost decided not to apply for it. Miss Buss came from London to talk it over, and I then realized how much her heart was set on the scheme, and how much she had thought about it.... When we began, Miss Buss came often to see us, keenly interested in all our doings and in the many and great difficulties that tried even my optimism. I should certainly have given up in despair but for her help and advice....
“I have found few persons, few women especially, who are capable of seeing a subject in its right perspective, grasping its fundamental points and being full of enthusiasm, but without spending time and energy in elaborating its details. Miss Buss had this unusual power to an unusual extent, and, in addition to this, she had a strong interest in details when they were brought before her notice. I was struck with the marked difference between her treatment of work for which she was responsible and that in which she was interested but not finally responsible. In her own school she was not only interested in every detail, but felt herself responsible for it. Sometimes, indeed, those who loved her wished that she could have realized that her own strength and energy were far more valuable to the school than were the details on which 286these were spent. On the other hand, I think one of the best lessons she ever taught me was the vast importance of looking after every detail one’s self. Her attitude towards our own college was quite different; and, interested as she was in every detail, however small, she always seemed to realize the two or three important points which must never be lost sight of, and to be perfectly62 willing to allow others to settle the detail. I mention this because it was suggested to me when she helped to start this college that she was so accustomed to be responsible for every detail in her own large institution that she would probably wish to exercise the same management in our college. Nothing could be further from the truth, for she always knew the line beyond which help and suggestion ceased to be real help....
“The college, however poor in one sense, is rich in memories of her interest in it. She made so many visits in early days, chatted with the students, sent us books and pictures, and loved us and believed in us with a love and faith which will go far to make us what she hoped we might become!
“What I owe to her personally I cannot put into words. Her belief in me was a constant inspiration, and her love for me a constant comfort. My life is infinitely63 richer because I have known and loved her, and I am hoping to pay interest on the heavy debt I owe her by holding out occasionally a helping hand to other teachers.
“I often think that we cannot yet realize the vast difference it has made to our development of secondary education for girls that our pioneers were large-hearted, unselfish women like Miss Buss, Miss Clough, and Miss Davies. We are passing on to new times and new difficulties, having lost many of the old leaders, but the memory of their wise words and brave deeds is still with us, and I do not think that English teachers will ever forget the life of Frances Mary Buss.”
Note.—At the opening of the new buildings of the Cambridge Teachers’ College, by the Marquis of Ripon, on October 19, 1895, fullest recognition was given by all the speakers to Miss Buss’ share in the origination of this work. The ceremony began by the planting of trees to the memory of Miss Buss and of Miss Clough, by the Rev. S. Buss and Miss B. A. Clough; followed by the “Hymn of Work,” which has for motto—
“We work not for school, but for life;
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ward
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| n.守卫，监护，病房，行政区，由监护人或法院保护的人（尤指儿童）；vt.守护，躲开 | |
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inaugural
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| adj.就职的；n.就职典礼 | |
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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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posterity
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| n.后裔，子孙，后代 | |
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wards
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| 区( ward的名词复数 )； 病房； 受监护的未成年者； 被人照顾或控制的状态 | |
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heartily
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| adv.衷心地，诚恳地，十分，很 | |
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helping
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| n.食物的一份&adj.帮助人的，辅助的 | |
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scholastic
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| adj.学校的，学院的，学术上的 | |
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requisite
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| adj.需要的，必不可少的；n.必需品 | |
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pharmaceutical
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| adj.药学的，药物的；药用的，药剂师的 | |
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supreme
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| adj.极度的，最重要的；至高的，最高的 | |
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candidly
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| adv.坦率地，直率而诚恳地 | |
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avowed
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| adj.公开声明的，承认的v.公开声明，承认( avow的过去式和过去分词) | |
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decided
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| adj.决定了的，坚决的；明显的，明确的 | |
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originality
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| n.创造力，独创性；新颖 | |
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Founder
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| n.创始者，缔造者 | |
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remarkable
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| adj.显著的，异常的，非凡的，值得注意的 | |
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rev
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| v.发动机旋转，加快速度 | |
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remains
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| n.剩余物，残留物；遗体，遗迹 | |
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benevolent
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| adj.仁慈的，乐善好施的 | |
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registration
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| n.登记，注册，挂号 | |
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piazza
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| n.广场；走廊 | |
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sanguine
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| adj.充满希望的，乐观的，血红色的 | |
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imposing
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| adj.使人难忘的，壮丽的，堂皇的，雄伟的 | |
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forsake
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| vt.遗弃，抛弃；舍弃，放弃 | |
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embarrassment
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| n.尴尬；使人为难的人(事物)；障碍；窘迫 | |
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oversight
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| n.勘漏，失察，疏忽 | |
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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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testimony
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| n.证词；见证，证明 | |
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enjoyment
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| n.乐趣；享有；享用 | |
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dealing
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| n.经商方法，待人态度 | |
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sketch
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| n.草图；梗概；素描；v.素描；概述 | |
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bishop
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| n.主教，（国际象棋）象 | |
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indefatigable
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| adj.不知疲倦的，不屈不挠的 | |
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appreciation
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| n.评价；欣赏；感谢；领会，理解；价格上涨 | |
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affiliating
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| 使隶属于，接纳…为成员( affiliate的现在分词 )； 加入，与…有关，为…工作 | |
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accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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notably
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| adv.值得注意地，显著地，尤其地，特别地 | |
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bequest
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| n.遗赠；遗产，遗物 | |
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upwards
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| adv.向上，在更高处...以上 | |
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strenuous
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| adj.奋发的，使劲的；紧张的；热烈的，狂热的 | |
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appraisement
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| n.评价，估价；估值 | |
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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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deplore
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| vt.哀叹，对...深感遗憾 | |
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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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specially
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| adv.特定地；特殊地；明确地 | |
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harangue
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| n.慷慨冗长的训话，言辞激烈的讲话 | |
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straightforward
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| adj.正直的，坦率的；易懂的，简单的 | |
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undertaking
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| n.保证，许诺，事业 | |
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impaired
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| adj.受损的；出毛病的；有（身体或智力）缺陷的v.损害，削弱( impair的过去式和过去分词 ) | |
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docile
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| adj.驯服的，易控制的，容易教的 | |
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avert
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| v.防止，避免；转移(目光、注意力等) | |
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inertia
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| adj.惰性，惯性，懒惰，迟钝 | |
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awakened
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| v.（使）醒( awaken的过去式和过去分词 )；（使）觉醒；弄醒；（使）意识到 | |
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mutual
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| adj.相互的，彼此的；共同的，共有的 | |
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consultations
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| n.磋商（会议）( consultation的名词复数 )；商讨会；协商会；查找 | |
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acting
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| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
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zealous
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| adj.狂热的，热心的 | |
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regularity
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| n.规律性，规则性；匀称，整齐 | |
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foresight
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| n.先见之明，深谋远虑 | |
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persistent
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| adj.坚持不懈的，执意的；持续的 | |
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perfectly
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| adv.完美地，无可非议地，彻底地 | |
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infinitely
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| adv.无限地，无穷地 | |
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toil
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| vi.辛劳工作，艰难地行动；n.苦工，难事 | |
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eternity
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| n.不朽，来世；永恒，无穷 | |
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