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VII. ASCHAM. (1515-1568.)
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 § 1. Masters and scholars who sigh over what seem to them the intricacies and obscurities of modern grammars may find some consolation1 in thinking that, after all, matters might have been worse, and that our fate is enviable indeed compared with that of the students of Latin 400 years ago. Did the reader ever open the Doctrinale of Alexander de Villa2 Dei, which was the grammar in general use from the middle of the thirteenth to the end of the fifteenth century? (v. Appendix, p. 532). If so, he is aware how great a step towards simplicity3 was made by our grammatical reformers, Lily, Colet, and Erasmus. Indeed, those whom we now regard as the forgers of our chains were, in their own opinion and that of their contemporaries, the champions of freedom (Appendix, p. 533).
§ 2. I have given elsewhere (Appendix, p. 533) a remarkable4 passage from Colet, in which he recommends the leaving of rules, and the study of examples in good Latin authors. Wolsey also, in his directions to the masters of Ipswich School (dated 1528), proposes that the boys should be exercised in the eight parts of speech in the first form,[81] and should begin to speak Latin and translate from English into Latin in the second. If the masters think fit, they may also let the pupils read Lily’s Carmen Monitorium, or Cato’s Distichs. From the third upwards5 a regular course of classical authors was to be read, and Lily’s rules were to be introduced by degrees. “Although I confess such things are necessary,” writes Wolsey, “yet, as far as possible, we could wish them so appointed as not to occupy the more valuable part of the day.” Only in the sixth form, the highest but two, Lily’s syntax was to be begun. In these schools the boys’ time was wholly taken up with Latin, and the speaking of Latin was enforced even in play hours, so we see that anomalies in the accidence as taught in the As in pr?senti were not given till the boys had been some time using the language; and the syntax was kept till they had a good practical knowledge of the usages to which the rules referred.[43]
§ 3. But although there was a great stir in education throughout this century, and several English books were published about it, we come to 1570 before we find anything that has lived till now. We then have Roger Ascham’s Scholemaster, a posthumous6 work brought out by Ascham’s widow, and republished in 1571 and 1589. The book was[82] then lost sight of, but reappeared, with James Upton as editor, in 1711,[44] and has been regarded as an educational classic ever since. Dr. Johnson says “it contains perhaps the best advice that was ever given for the study of languages,” and Professor J. E. B. Mayor, who on this point is a higher authority than Dr. Johnson, declares that “this book sets forth7 the only sound method of acquiring a dead language.”
§ 4. With all their contempt for theory, English schoolmasters might have been expected to take an interest in one part of the history of education, viz., the history of methods. There is a true saying attributed by Marcel to Talleyrand, “Les Méthodes sont les ma?tres des ma?tres—Method is the master’s master.” The history of education shows us that every subject of instruction has been taught in various ways, and further, that the contest of methods has not uniformly ended in the survival of the fittest. Methods then might often teach the teachers, if the teachers cared to be taught; but till within the last half century or so an unintelligent traditional routine has sufficed for them. There has no doubt been a great change since men now old were at school, but in those days the main strength of the teaching was given to Latin, and the masters knew of no better method of starting boys in this language than making them learn by heart Lily’s, or as it was then called, the Eton Latin Grammar. If reason had had anything to do with teaching, this book would have been demolished8 by Richard Johnson’s Grammatical Commentaries published[83] in 1706; but worthless as Johnson proved it to be, the Grammar was for another 150 years treated by English schoolmasters as the only introduction to the Latin tongue. The books that have recently been published show a tendency to revert9 to methods set forth in Elizabeth’s reign10 in Ascham’s Scholemaster (1570) and William Kempe’s Education of Children (1588), but the innovators have not as a rule been drawn11 to these methods by historical inquiry12.
§ 5. There seem to be only three English writers on education who have caught the ear of other nations, and these are Ascham, Locke, and Herbert Spencer. Of a contemporary we do well to speak with the same reserve as of “present company,” but of the other two we may say that the choice has been somewhat capricious. Locke’s Thoughts perhaps deserves the reputation and influence it has always had, but in it he hardly does himself justice as a philosopher of the mind; and much of the advice which has been considered his exclusively, is to be found in his English predecessors13 whose very names are unknown except to the educational antiquarian. Ascham wrote a few pages on method which entitle him to mention in an account of methods of language-learning. He also wrote a great many pages about things in general which would have shared the fate of many more valuable but long forgotten books had he not had one peculiarity14 in which the other writers were wanting, that indescribable something which Matthew Arnold calls “charm.”
§ 6. Ascham has been very fortunate in his editors, Professor Arber and Professor Mayor, and the last editions[45][84] give everyone an opportunity of reading the Scholemaster. I shall therefore speak of nothing but the method.
§ 7. Latin is to be taught as follows:—First, let the child learn the eight parts of speech, and then the right joining together of substantives15 with adjectives, the noun with the verb, the relative with the antecedent. After the concords16 are learned, let the master take Sturm’s selection of Cicero’s Epistles, and read them after this manner: “first, let him teach the child, cheerfully and plainly, the cause and matter of the letter; then, let him construe17 it into English so oft as the child may easily carry away the understanding of it; lastly, parse18 it over perfectly19. This done, then let the child by and by both construe and parse it over again; so that it may appear that the child doubteth in nothing that his master has taught him before. After this, the child must take a paper book, and, sitting in some place where no man shall prompt him, by himself let him translate into English his former lesson. Then showing it to his master, let the master take from him his Latin book, and pausing an hour at the least, then let the child translate his own English into Latin again in another paper book. When the child bringeth it turned into Latin, the master must compare it with Tully’s book, and lay them both together, and where the child doth well, praise him,” where amiss point out why Tully’s use is better. Thus the child will easily acquire a knowledge of grammar, “and also the ground of almost all the rules that are so busily taught by the master, and so hardly learned by the scholar in all common schools.... We do not contemn20 rules, but we gladly teach rules; and teach them more plainly, sensibly, and orderly, than they be commonly taught in common schools. For when the master shall compare Tully’s book with the scholar’s translation,[85] let the master at the first lead and teach the scholar to join the rules of his grammar book with the examples of his present lesson, until the scholar by himself be able to fetch out of his grammar every rule for every example; and let the grammar book be ever in the scholars hand, and also used by him as a dictionary for every present use. This is a lively and perfect way of teaching of rules; where the common way used in common schools to read the grammar alone by itself is tedious for the master, hard for the scholar, cold and uncomfortable for them both.” And elsewhere Ascham says: “Yea, I do wish that all rules for young scholars were shorter than they be. For, without doubt, grammatica itself is sooner and surer learned by examples of good authors than by the naked rules of grammarians.”
§ 8. “As you perceive your scholar to go better on away, first, with understanding his lesson more quickly, with parsing21 more readily, with translating more speedily and perfectly than he was wont22; after, give him longer lessons to translate, and, withal, begin to teach him, both in nouns and verbs, what is proprium and what is translatum, what synonymum, what diversum, which be contraria, and which be most notable phrases, in all his lectures, as—
Proprium Rex sepultus est magnifice.
Translatum Cum illo principe, sepulta est et gloria et salus reipublic?.
Synonyma Ensis, gladius: laudare, pr?dicare.
Diversa Diligere, amare: calere, exardescere: inimicus, hostis.
Contraria Acerbum et luctuosum bellum, dulcis et l?ta pax.
Phrases Dare verba, adjicere obedientiam.”
Every lesson is to be thus carefully analysed, and entered under these headings in a third MS. book.
[86]
§ 9. Here Ascham leaves his method, and returns to it only at the beginning of Book II. He there supposes the first stage to be finished and “your scholar to have come indeed, first to a ready perfectness in translating, then to a ripe and skilful23 choice in marking out his six points.” He now recommends a course of Cicero, Terence, C?sar, and Livy which is to be read “a good deal at every lecture.” And the master is to give passages “put into plain natural English.” These the scholar shall “not know where to find” till he shall have tried his hand at putting them into Latin; then the master shall “bring forth the place in Tully.”
§ 10. In the Second Book of the Scholemaster, Ascham discusses the various branches of the study then common, viz.: 1. Translatio linguarum; 2. Paraphrasis; 3. Metaphrasis; 4. Epitome24; 5. Imitatio; 6. Declamatio. He does not lay much stress on any of these, except translatio and imitatio. Of the last he says: “All languages, both learned and mother-tongue, be gotten, and gotten only, by imitation. For, as ye use to hear, so ye use to speak; if ye hear no other, ye speak not yourself; and whom ye only hear, of them ye only learn.” But translation was his great instrument for all kinds of learning. “The translation,” he says, “is the most common and most commendable25 of all other exercises for youth; most common, for all your constructions in grammar schools be nothing else but translations, but because they be not double translations (as I do require) they bring forth but simple and single commodity: and because also they lack the daily use of writing, which is the only thing that breedeth deep root, both in the wit for good understanding and in the memory for sure keeping of all that is learned; most commendable also, and that by the judgment26 of all authors which entreat27 of these exercises.”
[87]
§ 11. After quoting Pliny,[46] he says: “You perceive how Pliny teacheth that by this exercise of double translating is learned easily, sensibly, by little and little, not only all the hard congruities28 of grammar, the choice of ablest words, the right pronouncing of words and sentences, comeliness29 of figures, and forms fit for every matter and proper for every tongue: but, that which is greater also, in marking daily and following diligently30 thus the footsteps of the best authors, like invention of arguments, like order in disposition31, like utterance32 in elocution, is easily gathered up; and hereby your scholar shall be brought not only to like eloquence33, but also to all true understanding and rightful judgment, both for writing and speaking.”
Again he says: “For speedy attaining34, I durst venture a good wager35 if a scholar in whom is aptness, love, diligence, and constancy, would but translate after this sort some little book in Tully (as De Senectute, with two Epistles, the first ‘Ad Quintum Fratrem,’ the other ‘Ad Lentulum’), that scholar, I say, should come to a better knowledge in the Latin tongue than the most part do that spend from five to six years in tossing all the rules of grammar in common schools.” After quoting the instance of Dion Pruss?us, who came to great learning and utterance by reading and following only two books, the Ph?do, and Demosthenes de[88] Falsa Legatione, he goes on: “And a better and nearer example herein may be our most noble Queen Elizabeth, who never took yet Greek nor Latin grammar in her hand after the first declining of a noun and a verb; but only by this double translating of Demosthenes and Isocrates daily, without missing, every forenoon, and likewise some part of Tully every afternoon, for the space of a year or two, hath attained36 to such a perfect understanding in both the tongues, and to such a ready utterance of the Latin, and that with such a judgment, as there be few now in both Universities or elsewhere in England that be in both tongues comparable with Her Majesty37.” Ascham’s authority is indeed not conclusive38 on this point, as he, in praising the Queen’s attainments39, was vaunting his own success as a teacher, and, moreover, if he flattered her he could plead prevailing40 custom. But we have, I believe, abundant evidence that Elizabeth was an accomplished41 scholar.
§ 12. Before I leave Ascham I must make one more quotation42, to which I shall more than once have occasion to refer. Speaking of the plan of double translation, he says: “Ere the scholar have construed43, parsed44, twice translated over by good advisement, marked out his six points by skilful judgment, he shall have necessary occasion to read over every lecture a dozen times at the least; which because he shall do always in order, he shall do it always with pleasure. And pleasure allureth love: love hath lust45 to labour; labour always obtaineth his purpose.”
§ 13. A good deal has been said, and perhaps something learnt, about the teaching of Latin since the days of Ascham. As far as I know the method which Ascham denounced, and which most English schoolmasters stuck to for more than two centuries longer, has now been abandoned. No one[89] thinks of making the beginner learn by heart all the Latin Grammar before he is introduced to the Latin language. To understand the machinery46 of which an account is given in the grammar, the learner must see it at work, and must even endeavour in a small way to work it himself. So it seems pretty well agreed that the information given in the grammar must be joined with some construing47 and some exercises from the very first. But here the agreement ends. Our teachers, consciously or in ignorance, follow one or more of a number of methodizers who have examined the problem of language-learning, such men as Ascham, Ratke, Comenius, Jacotot, Hamilton, Robertson, and Prendergast. These naturally divide themselves into two parties, which I have ventured to call “Rapid Impressionists,” and “Complete Retainers.” The first of these plunge48 the beginner into the language, and trust to the great mass of vague impressions clearing and defining themselves as he goes along. The second insist on his learning at the first a very small portion of the language, and mastering and retaining everything he learns. It will be seen that in the first stage of the course Ascham is a “Complete Retainer.” He does not talk, like Prendergast, of “mastery,” nor, like Jacotot, does he require the learner to begin every lesson at the beginning of the book: but he makes the pupil go over each lesson “a dozen times at the least,” before he may advance beyond it. As for his practice of double translation, for the advanced pupil it is excellent, but if it is required from the beginner, it leads to unintelligent memorizing. I think I shall be able to show later on that other methodizers have advanced beyond Ascham. (Infra, 246 n.)

点击收听单词发音收听单词发音  

1 consolation WpbzC     
n.安慰,慰问
参考例句:
  • The children were a great consolation to me at that time.那时孩子们成了我的莫大安慰。
  • This news was of little consolation to us.这个消息对我们来说没有什么安慰。
2 villa xHayI     
n.别墅,城郊小屋
参考例句:
  • We rented a villa in France for the summer holidays.我们在法国租了一幢别墅消夏。
  • We are quartered in a beautiful villa.我们住在一栋漂亮的别墅里。
3 simplicity Vryyv     
n.简单,简易;朴素;直率,单纯
参考例句:
  • She dressed with elegant simplicity.她穿着朴素高雅。
  • The beauty of this plan is its simplicity.简明扼要是这个计划的一大特点。
4 remarkable 8Vbx6     
adj.显著的,异常的,非凡的,值得注意的
参考例句:
  • She has made remarkable headway in her writing skills.她在写作技巧方面有了长足进步。
  • These cars are remarkable for the quietness of their engines.这些汽车因发动机没有噪音而不同凡响。
5 upwards lj5wR     
adv.向上,在更高处...以上
参考例句:
  • The trend of prices is still upwards.物价的趋向是仍在上涨。
  • The smoke rose straight upwards.烟一直向上升。
6 posthumous w1Ezl     
adj.遗腹的;父亡后出生的;死后的,身后的
参考例句:
  • He received a posthumous award for bravery.他表现勇敢,死后受到了嘉奖。
  • The legendary actor received a posthumous achievement award.这位传奇男星在过世后获得终身成就奖的肯定。
7 forth Hzdz2     
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。
8 demolished 3baad413d6d10093a39e09955dfbdfcb     
v.摧毁( demolish的过去式和过去分词 );推翻;拆毁(尤指大建筑物);吃光
参考例句:
  • The factory is due to be demolished next year. 这个工厂定于明年拆除。
  • They have been fighting a rearguard action for two years to stop their house being demolished. 两年来,为了不让拆除他们的房子,他们一直在进行最后的努力。
9 revert OBwzV     
v.恢复,复归,回到
参考例句:
  • Let us revert to the earlier part of the chapter.让我们回到本章的前面部分。
  • Shall we revert to the matter we talked about yesterday?我们接着昨天谈过的问题谈,好吗?
10 reign pBbzx     
n.统治时期,统治,支配,盛行;v.占优势
参考例句:
  • The reign of Queen Elizabeth lapped over into the seventeenth century.伊丽莎白王朝延至17世纪。
  • The reign of Zhu Yuanzhang lasted about 31 years.朱元璋统治了大约三十一年。
11 drawn MuXzIi     
v.拖,拉,拔出;adj.憔悴的,紧张的
参考例句:
  • All the characters in the story are drawn from life.故事中的所有人物都取材于生活。
  • Her gaze was drawn irresistibly to the scene outside.她的目光禁不住被外面的风景所吸引。
12 inquiry nbgzF     
n.打听,询问,调查,查问
参考例句:
  • Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
  • The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。
13 predecessors b59b392832b9ce6825062c39c88d5147     
n.前任( predecessor的名词复数 );前辈;(被取代的)原有事物;前身
参考例句:
  • The new government set about dismantling their predecessors' legislation. 新政府正着手废除其前任所制定的法律。 来自《简明英汉词典》
  • Will new plan be any more acceptable than its predecessors? 新计划比原先的计划更能令人满意吗? 来自《简明英汉词典》
14 peculiarity GiWyp     
n.独特性,特色;特殊的东西;怪癖
参考例句:
  • Each country has its own peculiarity.每个国家都有自己的独特之处。
  • The peculiarity of this shop is its day and nigth service.这家商店的特点是昼夜服务。
15 substantives 7e3fb7042d60d2583d26206dc0e080ac     
n.作名词用的词或词组(substantive的复数形式)
参考例句:
16 concords b922aad9d5bcc47b9212338ed0c27103     
n.和谐,一致,和睦( concord的名词复数 )
参考例句:
17 construe 4pbzL     
v.翻译,解释
参考例句:
  • He had tried to construe a passage from Homer.他曾尝试注释荷马著作的一段文字。
  • You can construe what he said in a number of different ways.他的话可以有好几种解释。
18 parse 9LHxp     
v.从语法上分析;n.从语法上分析
参考例句:
  • I simply couldn't parse what you just said.我完全无法对你刚说的话作语法分析。
  • It causes the parser to parse an NP.它调用分析程序分析一个名词短语。
19 perfectly 8Mzxb     
adv.完美地,无可非议地,彻底地
参考例句:
  • The witnesses were each perfectly certain of what they said.证人们个个对自己所说的话十分肯定。
  • Everything that we're doing is all perfectly above board.我们做的每件事情都是光明正大的。
20 contemn GZRyh     
v.蔑视
参考例句:
  • The wicked contemn God.恶人轻侮上帝。
  • I contemn the people who treat children so cruelly.我蔑视如此虐待孩子的人。
21 parsing dbc77665f51d780a776978e34f065af5     
n.分[剖]析,分解v.从语法上描述或分析(词句等)( parse的现在分词 )
参考例句:
  • A parsing program, or parser, is also called a recognizer. 分析过程又称作识别程序。 来自辞典例句
  • This chapter describes a technique for parsing using the bottom-up method. 本章介绍一种使用自底向上方法的分析技术。 来自辞典例句
22 wont peXzFP     
adj.习惯于;v.习惯;n.习惯
参考例句:
  • He was wont to say that children are lazy.他常常说小孩子们懒惰。
  • It is his wont to get up early.早起是他的习惯。
23 skilful 8i2zDY     
(=skillful)adj.灵巧的,熟练的
参考例句:
  • The more you practise,the more skilful you'll become.练习的次数越多,熟练的程度越高。
  • He's not very skilful with his chopsticks.他用筷子不大熟练。
24 epitome smyyW     
n.典型,梗概
参考例句:
  • He is the epitome of goodness.他是善良的典范。
  • This handbook is a neat epitome of everyday hygiene.这本手册概括了日常卫生的要点。
25 commendable LXXyw     
adj.值得称赞的
参考例句:
  • The government's action here is highly commendable.政府这样的行动值得高度赞扬。
  • Such carping is not commendable.这样吹毛求疵真不大好。
26 judgment e3xxC     
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 entreat soexj     
v.恳求,恳请
参考例句:
  • Charles Darnay felt it hopeless entreat him further,and his pride was touched besides.查尔斯-达尔内感到再恳求他已是枉然,自尊心也受到了伤害。
  • I entreat you to contribute generously to the building fund.我恳求您慷慨捐助建设基金。
28 congruities 3a2db64eba7a7c70e988aa2d474b278a     
n.适合,一致( congruity的名词复数 );全等
参考例句:
29 comeliness comeliness     
n. 清秀, 美丽, 合宜
参考例句:
  • Your comeliness is law with Mr. Wildeve. 你的美貌,对于韦狄先生,就是律令。
  • Her comeliness overwhelmed him. 她的清秀美丽使他倾倒。
30 diligently gueze5     
ad.industriously;carefully
参考例句:
  • He applied himself diligently to learning French. 他孜孜不倦地学法语。
  • He had studied diligently at college. 他在大学里勤奋学习。
31 disposition GljzO     
n.性情,性格;意向,倾向;排列,部署
参考例句:
  • He has made a good disposition of his property.他已对财产作了妥善处理。
  • He has a cheerful disposition.他性情开朗。
32 utterance dKczL     
n.用言语表达,话语,言语
参考例句:
  • This utterance of his was greeted with bursts of uproarious laughter.他的讲话引起阵阵哄然大笑。
  • My voice cleaves to my throat,and sob chokes my utterance.我的噪子哽咽,泣不成声。
33 eloquence 6mVyM     
n.雄辩;口才,修辞
参考例句:
  • I am afraid my eloquence did not avail against the facts.恐怕我的雄辩也无补于事实了。
  • The people were charmed by his eloquence.人们被他的口才迷住了。
34 attaining da8a99bbb342bc514279651bdbe731cc     
(通常经过努力)实现( attain的现在分词 ); 达到; 获得; 达到(某年龄、水平、状况)
参考例句:
  • Jim is halfway to attaining his pilot's licence. 吉姆就快要拿到飞行员执照了。
  • By that time she was attaining to fifty. 那时她已快到五十岁了。
35 wager IH2yT     
n.赌注;vt.押注,打赌
参考例句:
  • They laid a wager on the result of the race.他们以竞赛的结果打赌。
  • I made a wager that our team would win.我打赌我们的队会赢。
36 attained 1f2c1bee274e81555decf78fe9b16b2f     
(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)
参考例句:
  • She has attained the degree of Master of Arts. 她已获得文学硕士学位。
  • Lu Hsun attained a high position in the republic of letters. 鲁迅在文坛上获得崇高的地位。
37 majesty MAExL     
n.雄伟,壮丽,庄严,威严;最高权威,王权
参考例句:
  • The king had unspeakable majesty.国王有无法形容的威严。
  • Your Majesty must make up your mind quickly!尊贵的陛下,您必须赶快做出决定!
38 conclusive TYjyw     
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。
39 attainments 3f47ba9938f08311bdf016e1de15e082     
成就,造诣; 获得( attainment的名词复数 ); 达到; 造诣; 成就
参考例句:
  • a young woman of impressive educational attainments 一位学业成就斐然的年轻女子
  • He is a scholar of the highest attainments in this field. 他在这一领域是一位颇有造就的学者。
40 prevailing E1ozF     
adj.盛行的;占优势的;主要的
参考例句:
  • She wears a fashionable hair style prevailing in the city.她的发型是这个城市流行的款式。
  • This reflects attitudes and values prevailing in society.这反映了社会上盛行的态度和价值观。
41 accomplished UzwztZ     
adj.有才艺的;有造诣的;达到了的
参考例句:
  • Thanks to your help,we accomplished the task ahead of schedule.亏得你们帮忙,我们才提前完成了任务。
  • Removal of excess heat is accomplished by means of a radiator.通过散热器完成多余热量的排出。
42 quotation 7S6xV     
n.引文,引语,语录;报价,牌价,行情
参考例句:
  • He finished his speech with a quotation from Shakespeare.他讲话结束时引用了莎士比亚的语录。
  • The quotation is omitted here.此处引文从略。
43 construed b4b2252d3046746b8fae41b0e85dbc78     
v.解释(陈述、行为等)( construe的过去式和过去分词 );翻译,作句法分析
参考例句:
  • He considered how the remark was to be construed. 他考虑这话该如何理解。
  • They construed her silence as meaning that she agreed. 他们把她的沉默解释为表示赞同。 来自《简明英汉词典》
44 parsed c3732cbf21875cb12763787c984dd68d     
v.从语法上描述或分析(词句等)( parse的过去式和过去分词 )
参考例句:
  • You should never assume any of the scripts being parsed are valid. 你绝不能假设所有的脚本都正确的解释。 来自互联网
  • All text in an XML document will be parsed by the parser. XML文档中的所有文本都会被解析器解析。 来自互联网
45 lust N8rz1     
n.性(淫)欲;渴(欲)望;vi.对…有强烈的欲望
参考例句:
  • He was filled with lust for power.他内心充满了对权力的渴望。
  • Sensing the explorer's lust for gold, the chief wisely presented gold ornaments as gifts.酋长觉察出探险者们垂涎黄金的欲念,就聪明地把金饰品作为礼物赠送给他们。
46 machinery CAdxb     
n.(总称)机械,机器;机构
参考例句:
  • Has the machinery been put up ready for the broadcast?广播器材安装完毕了吗?
  • Machinery ought to be well maintained all the time.机器应该随时注意维护。
47 construing 799175f7df74d37d205570d0d4c482b7     
v.解释(陈述、行为等)( construe的现在分词 );翻译,作句法分析
参考例句:
  • I seldom railway bridge construing site so late. today, i worked overtime till 7:30 pm. 很少这么晚从铁路桥工地旁经过。今天是因为加班,加到了七点半。 来自互联网
48 plunge 228zO     
v.跳入,(使)投入,(使)陷入;猛冲
参考例句:
  • Test pool's water temperature before you plunge in.在你跳入之前你应该测试水温。
  • That would plunge them in the broil of the two countries.那将会使他们陷入这两国的争斗之中。


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