[30]In planning a visit to a Casa dei Bambini, you can be sure of only one thing, not, however, an inconsiderable thing, and that is that all the children will be happily absorbed in some profitable undertaking3. It never fails. There are no “blue Mondays.” Rain or shine outdoors, inside the big room there always blows across the heart of the visitor a fine, tonic4 breath of free, and hence, never listless life. On days in winter when the sirocco blows, the debilitating5 wind from Africa, which reduces the whole population of Rome to inert6 and melancholy7 passivity, the children in the Casa are perhaps not quite so briskly energetic as usual in their self-imposed task of teaching and governing themselves, but they are by far the most briskly energetic Romans in the city.
It is all so interesting to them, they cannot stop to be bored or naughty. Just as one of our keen, hungry-minded Yankee school-teachers, turned loose for the first time in an historic European city, throws herself with such fervor8 into the exploration of all its fascinating and informing sights that she is astonished to hear later that it was one of the hottest and most trying summers ever known, so these equally hungry-minded, healthy children fling themselves upon the fascinating and informing wonders of the world about them with such ardor9 that they are always astonished when the long, happy day is done.
The freedom accorded them is absolute, the only rule being that they must not hurt or annoy others, a rule which, after the first brief chaos10 at the beginning,[31] when the school is being organized, is always respected with religious care by these little citizens; although to call a Montessori school a “little republic” and the children “little citizens,” gives much too formal an idea of the free-and-easy, happily unforced and natural relations of the children with each other. The phrase Casa dei Bambini is being translated everywhere nowadays by English-speaking people as “The House of Childhood,” whereas its real meaning, both linguistic11 and spiritual, is, “The Children’s Home.”
That is what it is, a real home for children, where everything is arranged for their best interests, where the furniture is the right size for them, where there are no adult occupations going on to be interrupted and hindered by the mere12 presence of the children, where there are no rules made solely13 to facilitate life for grown-ups, where children, without incurring14 the reproach (expressed or tacit) of disturbing their elders, can freely and joyously15, and if they please, noisily, develop themselves by action from morning to night. With the removal by this simple means of most of the occasions for friction16 in the life of little children, it is amazing to see how few, how negligibly few occasions there are for naughtiness. The great question of discipline which so absorbs us all, solves itself, melts into thin air, becomes non-existent. Each child gives himself the severest sort of self-discipline by his interest in his various undertakings17. He learns self-control as a by-product18 of his healthy[32] absorption in some fascinating pursuit, or as a result of his instinctive19 imitation of older children.
For instance, no adult was obliged to shout commandingly to the little-girl waitress not to drop her soup-tureen to brush the fly from her nose. She was so filled with the pride of her responsible position that she obeyed the same inner impulse towards self-control which induces adult self-sacrifice. On the other hand, the buttoning boy did not refrain by a similar, violent effort of his will from snatching the blocks from the arithmetical children. It simply never occurred to him, so happily absorbed was he in his own task.
I asked, of course, the question which obsesses20 every new observer in a Children’s Home, “But what do you do, with all this fine theory of absolute freedom, when a child is naughty? Sometimes, even if not often, you surely must encounter the kicking, screaming, snatching, hair-pulling ‘bad’ child!” I was told then that the health of such a child is looked into at once, such perverted21 violence being almost certainly the result of deranged22 physical condition. If nothing pathological can be discovered, he is treated as a morally sick child, given a little table by himself, from which he can look on at the cheerful, ordered play of the schoolroom, allowed any and all toys he desires, petted, soothed23, indulged, pitied, but (of course this is the vital point) severely24 let alone by the other children, who are told that he is “sick” and so cannot play with them until he gets[33] well. This quiet isolation25, with its object-lesson of good-natured play among the other children, has a hypnotically calming effect, the child’s “naughtiness” for very lack of food to feed upon, or resistance to blow its flames, disappears and dies away.
This, I say, was the explanation given me at first, but later, when I came to know more intimately the little group of Montessori enthusiasts26 in Rome, I learned more about the matter. One of my Montessori friends told me laughingly, “We found that nobody would believe us at all when we told the simple truth, when we said that we never, literally27 never, do encounter that hypothetical, ferociously28 naughty, small child. They look at us with such an obvious incredulity that, for the honor of the system, we had to devise some expedient29. So we ransacked30 our memories for one or two temporary examples of ‘badness’ which we met at first before the system was well organized, and remembered how we had dealt with them. Now, when people ask us what we do when the children begin to scratch and kick each other, instead of insisting that children as young as ours, when properly interested, never do these things, we tell them the old story of our device of years ago.”
I have said that the real translation for Casa dei Bambini is The Children’s Home, and I feel like insisting upon this rendering31, which gives us so much more idea of the character of the institution. At least, from now on, in this book, that English phrase will be used from time to time to designate a Montessori[34] school. It is, for instance, their very own home not only in the sense that it is a place arranged specially32 for their comfort and convenience, but furthermore a place for which they feel that steadying sense of responsibility which is one of the greatest moral advantages of a home over a boarding-house, a moral advantage of home life which children in ordinary circumstances are rarely allowed to share with their elders. They are boarders (though gratuitous33 ones) with their father and mother, and, as a natural consequence, they have the remote, detached, unsympathetic aloofness35 from the problem of running the house which is characteristic of the race of boarders.
In the Casa dei Bambini this is quite different. Because it is their home and not a school, the hours are very long, practically all the day being spent there. The children have the responsibility not only for their own persons, but for the care of their Home. They arrive early in the morning and betake themselves at once to the small washstands with pitchers36 and bowls of just the size convenient for them to handle. Here they make as complete a morning toilet as anyone could wish, washing their faces, necks, hands, and ears (and behind the ears!), brushing their teeth, making manful efforts to comb their hair, cleaning their finger-nails with scrupulous37 care, and helping38 each other with fraternal sympathy. It is astonishing (for anyone who had the illusion that she knew child-nature) to note the contrast between the vivid purposeful attention they bestow39 on all these processes[35] when they are allowed to do them for themselves, and the bored, indifferent impatience40 we all know so well when it is our adult hands which are doing all the work. The big ones (of five and six) help the little ones, who, eager to be “big ones” in their turn, struggle to learn as quickly as possible how to do things for themselves.
After the morning toilet of the children is finished, it is the turn of the schoolroom. The fresh-faced, shining-eyed children scatter41 about the big room, with tiny brushes and dust-pans and little brooms. They attack the corners where dust lurks42, they dust off all the furniture with soft cloths, they water the plants, they pick up any litter which may have accumulated, they learn the habit of really examining a room to see if it is in order or not. One natural result of this daily training in close observation of a room is a much greater care in the use of it during the day, a result the importance of which can be certified43 by any mother who has to “pick up” after a family of small children.
After the room is fresh and clean, the “order of exercises” is very flexible, varying according to circumstances, the weather, the desire of the children. They may perhaps sing a hymn44 together before dispersing45 to their different self-chosen exercises with the apparatus46. Sometimes the teacher gives them some exercises in manners, showing them how to rise gracefully47 and quietly from their little chairs, how to say good-morning; how to give and receive politely[36] some object; how to carry things safely across the room, etc., etc. Sometimes they all sit about the teacher and have a talk with her, an exercise in ordinary well-bred conversation which is sadly needed by our American children, who are seldom, at least as young as this, trained to express themselves in any but trivial requests, or, as in the kindergarten, in repeating stories. The teacher questions the children about the happenings of their lives, about anything of more general interest which they may have observed, or on any topic which excites a general interest which they may have observed. Of course, because she is a Montessori teacher she does as little of this talking as possible herself, confining herself to brief remarks which may draw out the children. Such conversation is of the greatest help to the fluency48 and correctness of speech and to an early enriching of the vocabulary, all important factors in the release of the child from the prison of his baby limitations. The habit of listening while others talk acquired in these general morning conversations is also of incalculable value, as is attested49 by the proverbial rarity of the good listener even among adults.
Of course the main business of the day is the use of the apparatus, the different Montessori exercises, and these soon occupy the attention of all the children. With intervals50 of outdoor play in the courtyard garden, care of the plants there, the morning progresses till the lunch hour, which has been described. After this, or indeed, whenever they feel[37] sleepy, the smaller children take their naps, and they do not go home until five or six o’clock in the afternoon, having back of them a peaceful, harmonious51 day, every instant of which has been actively52, happily, and profitably employed, and which has been full from morning till night of goodwill53 and comradeship.
From time to time it happens that a new brother or sister is introduced into this big family, with its régime of perfect freedom from unnecessary restraint. The behavior of children who are brought into the school after the beginning of the school-year is naturally extremely various, since they are allowed then, as always, to express with perfect liberty their own individualities. Some join at once, of their own accord, in one or another of the interesting “games” they see being played by the other children already initiated54, and in half an hour are indistinguishable from the older inhabitants of that little world, drawing their fingers alternately over sandpaper and smooth wood to learn the difference between “rough” and “smooth,” or delightedly matching the different-colored spools55 of silk. Others, naturally shy ones, naturally reserved ones, those who have been rendered suspicious by injudicious home treatment, or those who have naturally slow mental machines, hold aloof34 for a time. They are allowed to do this as long as they please. They are welcomed once smilingly, and then left to their own devices.
I remember, in the Via Giusti school, seeing for[38] several days in succession a tiny girl, not more than three, with wide, shy, fawn-eyes, sitting idle at a little table, in the middle of the morning, with all her wraps on. When I inquired the meaning of this very unusual sight, the Directress told me that, apparently56, the child had something of the wild-animal terror of being caught in a trap, and had indicated, terrified, when her mother, on the first morning, tried to take off her cap and cloak, that she wished to be free at any moment to make her escape from these new and untried surroundings. So her wraps were not removed, she was allowed to sit near the door, which was kept ajar, and not a look or gesture from the Directress disturbed the reassuring58 isolation in which that baby, by slow degrees, found herself and learned her first lesson of the big world. I think she sat thus for three whole days, at first starting nervously59 if anyone chanced to approach her, with the painful, apprehensive60 glare of the constitutionally timid child, but little by little conquering herself.
One day she reached over shyly for a buttoning frame, left on the next table by a child who had wandered off to other joys. She sat with this some time, looking about suspiciously to see if some adult were meditating61 that condescending62 swoop63 of patronizing congratulation which is so offensive to the self-respecting pride of a naturally reserved personality. No one noticed her. Still glancing up with frequent suspicious starts, she began trying to insert the buttons in the buttonholes, and then, by degrees, lost[39] herself, forgot entirely64 the tragic65 self-consciousness which had embittered66 her little life, and with a real “Montessori face,” a countenance67 of ardent68, happy, self-forgetting interest in overcoming obstacles, she set definitely to work. After a time, finding that her cape57 impeded69 her motions, she flung it off, taking unconsciously the step into which, three days before, only superior physical force could have coerced70 her.
I watched her through the winter with much interest, her reticent71, self-contained nature always marking her off from the other little ones more or less, and I rejoiced to see that all the natural manifestations72 of her differing individuality were religiously respected by the wise Directress. It was not long before she was trotting73 freely about the room choosing her activities with lively delight, and looking on with friendly, though never very intimate, interest at the doings of the other children. But it was months before she cared to join at all in enterprises undertaken in common by the majority of the pupils, the rollicking file, for instance, which stamped about lustily in time to the music. She watched them, half-astonished, half-disapproving, wholly contented74 with her own permitted aloofness, like a slim little greyhound watching the light-hearted, heavy-footed antics of a litter of Newfoundland puppies. At least one person who saw her thanked Heaven many times that a kind Providence75 had saved her from well-meaning adult efforts to make her over according to the[40] Newfoundland pattern. Hers was a rare individuality, the integrity of which was being preserved entire for the future leavening76 of an all-too-uniform civilization. For although the Montessori school furnishes the best possible practical training for democracy, inasmuch as every child learns speedily first the joys of self-dependence77 and then the self-abnegating pleasure of serving others, it is also preparing the greatest possible amelioration of our present-day democracy, by counteracting78 that bad, but apparently not inevitable79, tendency of democracy to a dead level of uniform and characterless mediocrity. The Casa dei Bambini proves in actual practice that even the best interests of the sacred majority do not demand that powerful and differing individualities be forced into a common mould, but only guided into the higher forms of their own natural activities.
This brief digression is an illustration of the way in which every thoughtful observer in a Montessori school falls from time to time into a brown study which takes him far afield from the busy babies before him. No greater tribute to the broadly human and universal foundation of the system could be presented than this inevitable tendency in visitors to see in the differing childish activities the unchaining of great natural forces for good which have been kept locked and padlocked by our inertia80, our short-sightedness, our lack of confidence in human nature, and our deep-rooted and unfounded prejudice about childhood, our[41] instinctive, mistaken, harsh conviction that it will be industrious81, law-abiding, and self-controlled only under pressure from the outside.
It must be admitted that there is one variety of child who is the mortal terror of Montessori teachers. This is not the violently insubordinate child, because his violence and insubordination at home only indicate a strong nature which requires nothing but proper activities to turn it to powerful and energetic life. No, what reduces a Montessori teacher to despair is a child like one I saw in a school for the children of the wealthy, a beautiful, exquisitely82 attired83 little fairy of four, whose lovely, healthful body had been cared for with the most scientific exactitude by trained nurses, governesses, and nurse-maids, and the very springs of whose natural initiative and invention seemed to have been broken by the debilitating ministrations of all those caretakers. It is significant that the teacher of this school admitted to me that she found her carefully-reared pupils generally more listless, more selfish, harder to reach, and harder to stimulate84 than poor children; but the least prosperous of us need not think that because we cannot afford nurse-maids our children will fare better than those of millionaires, for one too devoted85 mother can equal a regiment86 of servants in crushing out a child’s initiative, his natural desire for self-dependence, his self-respect, and his natural instinct for self-education.
The great point of vantage of a Montessori school[42] over an ordinary school in dealing87 with these morally starved children of too prosperous parents, is that it catches them younger, before the pernicious habit of passive dependence has continued long enough entirely to wreck88 their natural instincts. Beside the beautiful child of four with the sapped and weakened will-power mentioned above, was an equally beautiful, exquisitely dressed little tot of just three, whose glowing face of happy energy provided the most welcome contrast to the saddening mental torpor89 of the older child, who, though naturally in every way a normal little girl, stood hopelessly apathetic90 before all the fascinating lures91 to her invention which the Montessori apparatus spread before her. The little girl of three, without a word from the teacher, regulated for herself a busy, profitable, happy, purposeful life, getting out one piece of apparatus after another, “playing” with it until her fresh interest was gone, putting it away, and falling with equal ardor upon something else. The older child regarded her with the curious passive wonder of a Hindu when he sees us Occidentals getting our fun out of dancing and engaging in various active sports ourselves instead of reclining upon pillows to watch other people paid thus to exert themselves. She was given a choice of geometric insets, and provided with colored pencils and a big sheet of paper, baits which not even an idiot child can resist, and, sitting uninventive before this delightful92 array, remarked with a polite indifference93 that she was used to having people draw pictures[43] for her. The poor child had acquired the habit of having somebody else do even her playing.
In the face of this melancholy sight, I was comforted by the teacher’s hopeful assurance that the child had made some advance since the beginning of the school, and showed some signs that intellectual activity was awakening94 naturally under the well-nigh irresistible95 stimulus96 of the Montessori apparatus.
One exception to the general truth that the children in a Montessori school do not take concerted action is in the “lesson of silence.” This is often mentioned in accounts of the Casa dei Bambini, but it is so important that it may perhaps be here described again. It originated as a lesson for one of the senses, hearing, but though it undoubtedly97 is an excellent exercise for the ears it has a moral effect which is more important. It is certainly to visitors one of the most impressive of all the impressive sights to be seen in the Children’s Home.
One may be moving about between the groups of busy children, or sitting watching their lively animation98 or listening to the cheerful hum of their voices, when one feels a curious change in the atmosphere like the hush99 which falls on a forest when the sun suddenly goes behind a cloud. If it is the first time one has seen this “lesson,” the effect is startling. A quick glance around shows that the children have stopped playing as well as talking, and are sitting motionless at their tables, their eyes on the blackboard[44] where in large letters is written “Silenzio” (Silence). Even the little ones who cannot read, follow the example of the older ones, and not only sit motionless, but look fixedly100 at the magic word. The Directress is visible now, standing101 by the blackboard in an attitude and with an expression of tranquillity102 which is as calming to see as the meditative103 impassivity of a Buddhist104 priest. The silence becomes more and more intense. To untrained ears it seems absolute, but an occasional faint gesture or warning smile from the Directress shows that a little hand has moved almost but not quite inaudibly, or a chair has creaked.
At first the children smile in answer, but soon, under the hypnotic peace of the hush which lasts minute after minute, even this silent interchange of loving admonition and response ceases. It is now evident from the children’s trance-like immobility that they no longer need to make an effort to be motionless. They sit quiet, rapt in a vague, brooding reverie, their busy brains lulled105 into repose106, their very souls looking out from their wide, vacant eyes. This expression of utter peace, which I never before saw on a child’s face except in sleep, has in it something profoundly touching107. In that matter-of-fact, modern schoolroom, as solemnly as in shadowy cathedral aisles108, falls for an instant a veil of contemplation, between the human soul and the external realities of the world.
And then a real veil of twilight109 falls to intensify[45] the effect. The Directress goes quietly about from window to window, closing the shutters110. In the ensuing twilight, the children bow their heads on their clasped hands in the attitude of prayer. The Directress steps through the door into the next room and a slow voice, faint and clear, comes floating back, calling a child’s name.
“El...e...na!”
A child lifts her head, opens her eyes, rises as silently as a little spirit, and with a glowing face of exaltation, tiptoes out of the room, flinging herself joyously into the waiting arms.
The summons comes again, “Vit...to...ri...o!”
A little boy lifts his head from his desk, showing a face of sweet, sober content at being called, and goes silently across the big room, taking his place by the side of the Directress. And so it goes until perhaps fifteen children are clustered happily about the teacher. Then, as informally and naturally as it began, the “game” is over. The teacher comes back into the room with her usual quiet, firm step; light pours in at the windows; the mystic word is erased111 from the blackboard. The visitor is astonished to see that only six or seven minutes have passed since the beginning of this new experience. The children smile at each other, and begin to play again, perhaps a little more quietly than before, perhaps more gently, certainly with the shining eyes of devout112 believers who have blessedly lost themselves in an instant of rapt and self-forgetting devotion.
[46]And, in a sense, they too have been to church. This modern scientific Roman woman-doctor, who probably never heard of William Penn, has rediscovered the mystic joys of his sect113, and has appropriated to her system one of the most beneficial elements of the Quaker Meeting.
Before seeing this “lesson of silence” one does not realize that there is a lack in the world of the Casa dei Bambini. After seeing it one feels instantly that it is an essential element, this brief period of perfect repose from the mental activity which, though unstimulated, is practically incessant114; this brief excursion away from all the restless, shifting, rapid things of the world into the region of peace and calm and immobility. And yet who of us, without seeing this in actual practice, would ever have dreamed that little children would care for such an exercise, would submit to it for an instant, much less throw themselves into it with all the ardor of little Yogis, and emerge from it sweeter, more obedient, calmed, and gentler as from a tranquilizing prayer? Sometimes, once in a day is not enough for them, and later they ask of their own accord to have this experience repeated. Their pleasure in it is inexpressible. The expression which comes over their little faces when, in the midst of their busy play, they feel the first hush fall about them is something never to be forgotten.
It makes one feel a sort of envy of these children who are so much better understood than we were at their age. And the fact that our own hearts are[47] somehow calmed and refreshed by this bath of silent peace makes one wonder if we are not all of us still children enough to benefit by many of the habits of life taught there, to profit by the adaptation to our adult existence of some of the principles underlying115 this scheme of education for babies.
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dynamite
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| n./vt.(用)炸药(爆破) | |
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interfere
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| v.(in)干涉，干预；(with)妨碍，打扰 | |
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undertaking
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| n.保证，许诺，事业 | |
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tonic
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| n./adj.滋补品，补药，强身的，健体的 | |
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debilitating
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inert
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melancholy
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fervor
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ardor
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chaos
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linguistic
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mere
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solely
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| adv.仅仅，唯一地 | |
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incurring
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| 遭受，招致，引起( incur的现在分词 ) | |
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joyously
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| ad.快乐地, 高兴地 | |
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friction
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| n.摩擦，摩擦力 | |
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undertakings
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| 企业( undertaking的名词复数 )； 保证； 殡仪业； 任务 | |
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by-product
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instinctive
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obsesses
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| v.时刻困扰( obsess的第三人称单数 )；缠住；使痴迷；使迷恋 | |
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perverted
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deranged
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soothed
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severely
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isolation
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enthusiasts
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literally
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ferociously
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expedient
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ransacked
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rendering
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specially
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gratuitous
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| adj.无偿的，免费的；无缘无故的，不必要的 | |
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aloof
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aloofness
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pitchers
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scrupulous
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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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bestow
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| v.把…赠与，把…授予；花费 | |
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impatience
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41
scatter
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| vt.撒，驱散，散开；散布/播；vi.分散，消散 | |
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42
lurks
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| n.潜在，潜伏；（lurk的复数形式）vi.潜伏，埋伏（lurk的第三人称单数形式） | |
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43
certified
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| a.经证明合格的；具有证明文件的 | |
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44
hymn
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| n.赞美诗，圣歌，颂歌 | |
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45
dispersing
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| adj. 分散的 动词disperse的现在分词形式 | |
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46
apparatus
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| n.装置，器械；器具，设备 | |
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47
gracefully
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| ad.大大方方地；优美地 | |
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48
fluency
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| n.流畅，雄辩，善辩 | |
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49
attested
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| adj.经检验证明无病的，经检验证明无菌的v.证明( attest的过去式和过去分词 )；证实；声称…属实；使宣誓 | |
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50
intervals
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| n.[军事]间隔( interval的名词复数 )；间隔时间；[数学]区间；（戏剧、电影或音乐会的）幕间休息 | |
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51
harmonious
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| adj.和睦的，调和的，和谐的，协调的 | |
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52
actively
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| adv.积极地，勤奋地 | |
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53
goodwill
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| n.善意，亲善，信誉，声誉 | |
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54
initiated
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| n. 创始人 adj. 新加入的 vt. 开始，创始，启蒙，介绍加入 | |
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55
spools
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| n.（绕线、铁线、照相软片等的）管( spool的名词复数 )；络纱；纺纱机；绕圈轴工人v.把…绕到线轴上（或从线轴上绕下来）( spool的第三人称单数 )；假脱机（输出或输入） | |
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56
apparently
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| adv.显然地；表面上，似乎 | |
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57
cape
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| n.海角，岬；披肩，短披风 | |
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58
reassuring
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| a.使人消除恐惧和疑虑的，使人放心的 | |
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59
nervously
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| adv.神情激动地，不安地 | |
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60
apprehensive
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| adj.担心的，恐惧的，善于领会的 | |
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61
meditating
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| a.沉思的，冥想的 | |
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62
condescending
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| adj.谦逊的,故意屈尊的 | |
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63
swoop
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| n.俯冲，攫取；v.抓取，突然袭击 | |
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64
entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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65
tragic
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| adj.悲剧的，悲剧性的，悲惨的 | |
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66
embittered
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| v.使怨恨，激怒( embitter的过去式和过去分词 ) | |
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67
countenance
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| n.脸色，面容；面部表情；vt.支持，赞同 | |
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68
ardent
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| adj.热情的，热烈的，强烈的，烈性的 | |
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69
impeded
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| 阻碍，妨碍，阻止( impede的过去式和过去分词 ) | |
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70
coerced
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| v.迫使做( coerce的过去式和过去分词 )；强迫；（以武力、惩罚、威胁等手段）控制；支配 | |
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71
reticent
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| adj.沉默寡言的；言不如意的 | |
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72
manifestations
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| n.表示，显示（manifestation的复数形式） | |
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73
trotting
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| 小跑，急走( trot的现在分词 )； 匆匆忙忙地走 | |
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74
contented
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| adj.满意的，安心的，知足的 | |
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75
providence
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| n.深谋远虑，天道，天意；远见；节约；上帝 | |
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76
leavening
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| n.酵母，发酵，发酵物v.使（面团）发酵( leaven的现在分词 )；在…中掺入改变的因素 | |
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77
dependence
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| n.依靠，依赖；信任，信赖；隶属 | |
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78
counteracting
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| 对抗，抵消( counteract的现在分词 ) | |
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79
inevitable
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| adj.不可避免的，必然发生的 | |
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80
inertia
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| adj.惰性，惯性，懒惰，迟钝 | |
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81
industrious
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| adj.勤劳的，刻苦的，奋发的 | |
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82
exquisitely
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| adv.精致地；强烈地；剧烈地；异常地 | |
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83
attired
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| adj.穿着整齐的v.使穿上衣服，使穿上盛装( attire的过去式和过去分词 ) | |
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84
stimulate
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| vt.刺激，使兴奋；激励，使…振奋 | |
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85
devoted
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| adj.忠诚的，忠实的，热心的，献身于...的 | |
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86
regiment
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| n.团，多数，管理；v.组织，编成团，统制 | |
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87
dealing
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| n.经商方法，待人态度 | |
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88
wreck
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| n.失事，遇难；沉船；vt.(船等)失事，遇难 | |
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89
torpor
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| n.迟钝；麻木；（动物的）冬眠 | |
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90
apathetic
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| adj.冷漠的，无动于衷的 | |
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91
lures
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| 吸引力，魅力（lure的复数形式） | |
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92
delightful
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| adj.令人高兴的，使人快乐的 | |
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93
indifference
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| n.不感兴趣，不关心，冷淡，不在乎 | |
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94
awakening
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| n.觉醒，醒悟 adj.觉醒中的；唤醒的 | |
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95
irresistible
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| adj.非常诱人的，无法拒绝的，无法抗拒的 | |
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96
stimulus
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| n.刺激，刺激物，促进因素，引起兴奋的事物 | |
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97
undoubtedly
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| adv.确实地，无疑地 | |
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98
animation
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| n.活泼，兴奋，卡通片／动画片的制作 | |
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99
hush
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| int.嘘，别出声；n.沉默，静寂；v.使安静 | |
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100
fixedly
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| adv.固定地；不屈地，坚定不移地 | |
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101
standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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102
tranquillity
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| n. 平静, 安静 | |
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103
meditative
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| adj.沉思的，冥想的 | |
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104
Buddhist
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| adj./n.佛教的，佛教徒 | |
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105
lulled
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| vt.使镇静，使安静（lull的过去式与过去分词形式） | |
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106
repose
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| v.(使)休息；n.安息 | |
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107
touching
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| adj.动人的，使人感伤的 | |
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108
aisles
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| n. (席位间的)通道, 侧廊 | |
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109
twilight
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| n.暮光，黄昏；暮年，晚期，衰落时期 | |
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110
shutters
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| 百叶窗( shutter的名词复数 )； （照相机的）快门 | |
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111
erased
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| v.擦掉( erase的过去式和过去分词 )；抹去；清除 | |
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112
devout
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| adj.虔诚的，虔敬的，衷心的 (n.devoutness) | |
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113
sect
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| n.派别，宗教，学派，派系 | |
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114
incessant
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| adj.不停的，连续的 | |
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115
underlying
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| adj.在下面的，含蓄的，潜在的 | |
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