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CHAPTER V.
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Elements to Seek in Choice of Material.
In “The Choice of Books” Frederic Harrison has said: “The most useful help to reading is to know what we shall not read, ... what we shall keep from that small cleared spot in the overgrown jungle of information which we can call our ordered patch of fruit-bearing knowledge.”[24]
Now, the same statement applies to our stories, and, having busied myself, during the last chapter, with “clearing my small spot” by cutting away a mass of unfruitful growth, I am now going to suggest what would be the best kind of seed to sow in the patch which I have “reclaimed from the Jungle.”
Again I repeat that I have no wish to be dogmatic, and that in offering suggestions as to the stories to be told, I am only catering1 for a group of normal school-children. My list of subjects does not pretend to cover the whole ground of children's needs, and just as I exclude the abnormal or unusual child from the scope of my warning in subjects to avoid, so do I also exclude that child from the limitation in choice of subjects to be sought, because you can offer almost any subject to the unusual child, especially if you stand in close relation to him and know his powers of apprehension3. In this matter, age has very little to say: it is a question of the stage of development.
Experience has taught me that for the group of
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 normal children, almost irrespective of age, the first kind of story suitable will contain an appeal to conditions to which they are accustomed. The reason of this is obvious: the child, having limited experience, can only be reached by this experience, until his imagination is awakened4 and he is enabled to grasp through this faculty5 what he has not actually passed through. Before this awakening6 has taken place he enters the realm of fiction (represented in the story) by comparison with his personal experience. Every story and every point in the story mean more as that experience widens, and the interest varies, of course, with temperament7, quickness of perception, power of visualising and of concentration.
In “The Marsh8 King's Daughter,” H. C. Andersen says:
“The Storks9 have a great many stories which they tell their little ones, all about the bogs10 and marshes11. They suit them to their age and capacity. The young ones are quite satisfied with Kribble, Krabble, or some such nonsense, and find it charming; but the elder ones want something with more meaning.”
One of the most interesting experiments to be made in connection with this subject is to tell the same story at intervals12 of a year or six months to some individual child.[25] The different incidents in the story which appeal to it (and you must watch it closely, to be sure the interest is real, and not artificially stimulated13 by any suggestion on your part) will mark its mental development and the gradual awakening of its imagination. This experiment is a very delicate one, and will not be infallible, because children are secretive and the appreciation14 is often (unconsciously) simulated,
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 or concealed15 through shyness or want of articulation16. But it is, in spite of this, a deeply interesting and helpful experiment.
To take a concrete example: let us suppose the story of Andersen's Tin Soldier told to a child of five or six years. At the first recital17, the point which will interest the child most will be the setting up of the tin soldiers on the table, because he can understand this by means of his own experience, in his own nursery: it is an appeal to conditions to which he is accustomed and for which no exercise of the imagination is needed, unless we take the effect of memory to be, according to Queyrat, retrospective imagination.
The next incident that appeals is the unfamiliar18 behaviour of the toys, but still in familiar surroundings; that is to say, the unusual activities are carried on in the safe precincts of the nursery—in the usual atmosphere of the child.
I quote from the text:
“Late in the evening the other soldiers were put in their box, and the people of the house went to bed. Now was the time for the toys to play; they amused themselves with paying visits, fighting battles and giving balls. The tin soldiers rustled19 about in their box, for they wanted to join the games, but they could not get the lid off. The nut-crackers turned somersaults, and the pencil scribbled20 nonsense on the slate21.”
Now, from this point onwards in the story, the events will be quite outside the personal experience of the child, and there will have to be a real stretch of imagination to appreciate the thrilling and blood-curdling adventures of the little tin soldier, namely, the terrible sailing down the gutter22 under the bridge, the meeting with the fierce rat who demands the soldier's passport, the horrible sensation in the fish's body, etc.
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 Last of all, perhaps, will come the appreciation of the best qualities of the hero: his modesty23, his dignity, his reticence24, his courage and his constancy: he seems to combine all the qualities of the best soldier with those of the best civilian25, without the more obvious qualities which generally attract first. As for the love-story, we must not expect any child to see its tenderness and beauty, though the individual child may intuitively appreciate these qualities, but it is not what we wish for or work for at this period of child-life.
This method could be applied26 to various stories. I have chosen the Tin Soldier because of its dramatic qualities and because it is marked off (probably quite unconsciously on the part of Andersen) into periods which correspond to the child's development.
In Eugene Field's exquisite27 little poem of “The Dinkey Bird” we find the objects familiar to the child in unusual places, so that some imagination is needed to realise that “big red sugar-plums are clinging to the cliffs beside that sea”; but the introduction of the fantastic bird and the soothing28 sound of the Amfalula Tree are new and delightful29 sensations, quite out of the child's personal experience.
Another such instance is to be found in Mrs. W. K. Clifford's story of Master Willie. The abnormal behaviour of familiar objects, such as a doll, leads from the ordinary routine to the paths of adventure. This story is to be found in a little book called “Very Short Stories,” a most interesting collection for teachers and children.
We now come to the second element we should seek in material—namely, the element of the unusual, which we have already anticipated in the story of the Tin Soldier.
This element is necessary in response to the demand
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 of the child who expressed the needs of his fellow-playmates when he said: “I want to go to the place where the shadows are real.” This is the true definition of “Faerie” lands, and is the first sign of real mental development in the child when he is no longer content with the stories of his own little deeds and experiences, when his ear begins to appreciate sounds different from the words in his own everyday language, and when he begins to separate his own personality from the action of the story.
George Goschen says[26]:
“What I want for the young are books and stories which do not simply deal with our daily life. I like the fancy (even) of little children to have some larger food than images of their own little lives, and I confess I am sorry for the children whose imaginations are not sometimes stimulated by beautiful Fairy Tales which carry them to worlds different from those in which their future will be passed.... I hold that what removes them more or less from their daily life is better than what reminds them of it at every step.”
It is because of the great value of leading children to something beyond the limited circle of their own lives that I deplore30 the twaddling boarding-school stories written for girls and the artificially-prepared Public School stories for boys. Why not give them the dramatic interest of a larger stage? No account of a cricket match, or a football triumph, could present a finer appeal to boys and girls than the description of the Peacestead in the “Heroes of Asgaard”:
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“This was the playground of the Æsir, where they practised trials of skill one with another and held tournaments and sham31 fights. These last were always conducted in the gentlest and most honourable32 manner; for the strongest law of the Peacestead was, that no angry blow should be struck, or spiteful word spoken upon the sacred field.”
For my part, I would unhesitatingly give to boys and girls an element of strong romance in the stories which are told them even before they are twelve. Miss Sewell says:
“The system that keeps girls in the schoolroom reading simple stories, without reading Scott and Shakespeare and Spenser, and then hands them over to the unexplored recesses33 of the Circulating Library, has been shown to be the most frivolizing that can be devised.” She sets forward the result of her experience that a good novel, especially a romantic one, read at twelve or fourteen, is really a beneficial thing.
At present many of the children from the elementary schools get their first idea of love (if one can give it such a name) from vulgar pictures displayed in the shop windows, or jokes on marriage culled34 from the lowest type of paper, or the proceedings35 of a divorce-court.
What an antidote37 to such representation might be found in the story of
Hector and Andromache,
Siegfreid and Brunhild,
Dido and Æneas,
Orpheus and Eurydice,
St. Francis and St. Clare.
One of the strongest elements we should introduce into our stories for children of all ages is that which calls forth38 love of beauty. And the beauty should stand out, not necessarily only in delineation39 of noble qualities in our heroes and heroines, but in beauty and strength of language and form.
In this latter respect the Bible stories are of such
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 inestimable value—all the greater because a child is familiar with the subject, and the stories gain fresh significance from the spoken or winged word as compared with the mere40 reading. Whether we should keep to the actual text is a matter of individual experience. Professor R. G. Moulton, whose interpretations41 of the Bible Stories are so well known both in England and the States, does not always confine himself to the actual text, but draws the dramatic elements together, rejecting what seems to him to break the narrative42, but introducing the actual language where it is the most effective. Those who have heard him will realise the success of his method.
There is one Bible story which can be told with scarcely any deviation43, and that is the story of Nebuchadnezzar and the Golden Image. Thus, I think it wise, if the children are to succeed in partially44 visualizing45 the story, that they should have some idea of the dimensions of the Golden Image as it would stand out in a vast plain. It might be well to compare those dimensions with some building with which the child is familiar. In London the matter is easy, as the height will compare, roughly speaking, with that of Westminster Abbey. The only change in the text I should adopt is to avoid the constant enumeration46 of the list of rulers and the musical instruments. In doing this, I am aware that I am sacrificing something of beauty in the rhythm,—on the other hand, for narrative purpose, the interest is not broken. The first time the announcement is made, that is, by the Herald47, it should be in a perfectly48 loud, clear and toneless voice, such as you would naturally use when shouting through a trumpet49 to a vast concourse of people scattered50 over a wide plain; reserving all the dramatic tone of voice for the passage where Nebuchadnezzar is
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 making the announcement to the three men by themselves. I can remember Professor Moulton saying that all the dramatic interest of the story is summed up in the words “But if Not....” This suggestion is a very helpful one, for it enables us to work up gradually to this point, and then, as it were, unwind, until we reach the words of Nebuchadnezzar's dramatic recantation.
In this connection, it is a good plan occasionally during the story hour to introduce really good poetry which, delivered in a dramatic manner (far removed, of course, from the melodramatic), might give children their first love of beautiful form in verse. And I do not think it necessary to wait for this. Even the normal child of seven (though there is nothing arbitrary in the suggestion of this age) will appreciate the effect—if only on the ear—of beautiful lines well spoken. Mahomet has said, in his teaching advice: “Teach your children poetry: it opens the mind, lends grace to wisdom and makes heroic virtues51 hereditary52.”
To begin with the youngest children of all, here is a poem which contains a thread of story, just enough to give a human interest:
MILKING-TIME.
When the cows come home, the milk is coming,
Honey's made when the bees are humming.
Duck, Drake on the rushy lake,
And the deer live safe in the breezy brake,
And timid, funny, pert little bunny
Winks53 his nose, and sits all sunny.
Christina Rossetti.
Now, in comparing this poem with some of the
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 doggerel verse offered to small children, one is struck with the literary superiority in the choice of words. Here, in spite of the simplicity54 of the poem, there is not the ordinary limited vocabulary, nor the forced rhyme, nor the application of a moral, by which the artist falls from grace.
Again, in Eugene Field's “Hushaby Lady,” the language of which is most simple, the child is carried away by the beauty of the sound.
I remember hearing some poetry repeated by the children in one of the elementary schools in Sheffield which made me feel that they had realised romantic possibilities which would prevent their lives from ever becoming quite prosaic55 again, and I wish that this practice were more usual. There is little difficulty with the children. I can remember, in my own experience as a teacher in London, making the experiment of reading or repeating passages from Milton and Shakespeare to children from nine to eleven years of age, and the enthusiastic way they responded by learning those passages by heart. I have taken, with several sets of children, such passages from Milton as “Echo Song,” “Sabrina,” “By the rushy fringed Bank,” “Back, shepherds, back,” from Comus, “May Morning,” “Ode to Shakespeare,” “Samson on his blindness,” etc. I even ventured on several passages from Paradise Lost, and found “Now came still evening on” a particular favourite with the children.
It seemed even easier to interest them in Shakespeare, and they learned quite readily and easily many passages from “As You Like It,” “Merchant of Venice,” “Julius Cæsar”; from “Richard II,” “Henry IV,” and “Henry V.”
The method I should recommend in the introduction
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 of both poets occasionally into the Story-hour would be threefold.
First, to choose passages which appeal for beauty of sound or beauty of mental vision called up by those sounds: such as, “Tell me where is Fancy bred,” Titania's Lullaby, “How sweet the moonlight sleeps upon this bank.”
Secondly56, passages for sheer interest of content, such as the Trial Scene from “The Merchant of Venice,” or the Forest Scene in “As You Like It.”
Thirdly, for dramatic and historical interest, such as, “Men at some time are masters of their fates,” the whole of Mark Antony's speech, and the scene with Imogen and her foster-brothers in the Forest.
It may not be wholly out of place to add here that the children learned and repeated these passages themselves, and that I offered them the same advice as I do to all Story-tellers. I discussed quite openly with them the method I considered best, trying to make them see that simplicity of delivery was not only the most beautiful but the most effective means to use; and, by the end of a few months, when they had been allowed to experiment and express themselves, they began to see that mere ranting57 was not force, and that a sense of reserve power is infinitely58 more impressive and inspiring than mere external presentation.
I encouraged them to criticise59 each other for the common good, and sometimes I read a few lines with over-emphasis and too much gesture, which they were at liberty to point out, so that they might avoid the same error.
A very good collection of poems for this purpose of narrative is to be found in:
Mrs. P. A. Barnett's series of Song and Story,
Published by A. and C. Black.
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And for older children:
The Call of the Homeland, Anthology.
Edited by Dr. Scott and Miss Katharine Wallas, Published by Blackie and Son.
Also in a collection published (I believe) in Boston by Miss Agnes Repplier.
Golden Numbers.
(K. D. Wiggin and N. A. Smith).
It will be realised from the scanty60 number of examples offered in this section that it is only a side issue, a mere suggestion of an occasional alternative for the Story-hour, as likely to develop the imagination.
I think it is well to have a good number of stories illustrating61 the importance of common sense and resourcefulness. For this reason I consider that stories treating of the ultimate success of the youngest son are very admirable for the purpose, because the youngest child, who begins by being considered inferior to the elder ones, triumphs in the end, either from resourcefulness, or from common sense, or from some high quality, such as kindness to animals, courage in overcoming difficulties, etc.[27]
Thus we have the story of Cinderella. The cynic might imagine that it was the diminutive62 size of her foot that ensured her success: the child does not realise any advantage in this, but, though the matter need not be pressed, the story leaves us with the impression that Cinderella had been patient and industrious63, forbearing with her sisters. We know that she was strictly64 obedient to her godmother, and in order to be this she
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 makes her dramatic exit from the ball which is the beginning of her triumph. There are many who might say that these qualities do not meet with reward in life and that they end in establishing a habit of drudgery65, but, after all, we must have poetic66 justice in a Fairy Story, occasionally, at any rate.
Another such story is “Jesper and the Hares.” Here, however, it is not at first resourcefulness that helps the hero, but sheer kindness of heart, which prompts him first to help the ants, and then to show civility to the old woman, without for a moment expecting any material benefit from such actions. At the end, he does win by his own ingenuity68 and resourcefulness, and if we regret that his trickery has such wonderful results, we must remember that the aim was to win the princess for herself, and that there was little choice left him. I consider the end of this story to be one of the most remarkable69 I have found in my long years of browsing70 among Fairy Tales. I should suggest stopping at the words: “The Tub is full,” as any addition seems to destroy the subtlety71 of the story.[28]
Another story of this kind, admirable for children from six years and upwards72, is “What the Old Man does is always Right.” Here, perhaps, the entire lack of common sense on the part of the hero would serve rather as a warning than a stimulating73 example, but the conduct of the wife in excusing the errors of her foolish husband is a model of resourcefulness.
In the story of “Hereafter—this”[29] we have just the converse74: a perfectly foolish wife shielded by a most patient and forbearing husband, whose tolerance75 and common sense save the situation.
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One of the most important elements to seek in our choice of stories is that which tends to develop, eventually, a fine sense of humour in a child. I purposely use the word “eventually,” because I realise first that humour has various stages, and that seldom, if ever, can you expect an appreciation of fine humour from a normal child, that is, from an elemental mind. It seems as if the rough-and-tumble element were almost a necessary stage through which children must pass—a stage, moreover, which is normal and healthy; but up to now we have quite unnecessarily extended the period of elephantine fun, and though we cannot control the manner in which children are catered76 for along this line in their homes, we can restrict the folly77 of appealing too strongly or too long to this elemental faculty in our schools. Of course, the temptation is strong, because the appeal is so easy. But there is a tacit recognition that horse-play and practical jokes are no longer considered an essential part of a child's education. We note this in the changed attitude in the schools, taken by more advanced educationists, towards bullying78, fagging, hazing79, etc. As a reaction, then, from more obvious fun, there should be a certain number of stories which make appeal to a more subtle element, and in the chapter on the questions put to me by teachers on various occasions, I speak more in detail about the educational value of a finer humour in our stories.
At some period there ought to be presented in our stories the superstitions80 connected with the primitive81 history of the race, dealing82 with the Fairy (proper), giants, dwarfs83, gnomes84, nixies, brownies and other elemental beings. Andrew Lang says:
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 “Without our savage85 ancestors we should have had no poetry. Conceive the human race born into the world in its present advanced condition, weighing, analysing, examining everything. Such a race would have been destitute86 of poetry and flattened87 by common sense. Barbarians88 did the dreaming of the world.”
But it is a question of much debate among educationists what should be the period of the child's life in which these stories are to be presented. I myself was formerly89 of opinion that they belonged to the very primitive age of the individual, just as they belong to the primitive age of the race, but experience in telling stories has taught me to compromise.
Some people maintain that little children, who take things with brutal90 logic91, ought not to be allowed the Fairy Tale in its more limited form of the Supernatural; whereas, if presented to older children, this material can be criticised, catalogued and (alas92!) rejected as worthless, or retained with flippant toleration.
Now, whilst recognising a certain value in this point of view, I am bound to admit that if we regulate our stories entirely93 on this basis, we lose the real value of the Fairy Tale element—it is the one element which causes little children to wonder, simply because no scientific analysis of the story can be presented to them. It is somewhat heartrending to feel that Jack94 and the Bean-Stalk and stories of that ilk are to be handed over to the critical youth who will condemn95 the quick growth of the tree as being contrary to the order of nature, and wonder why Jack was not playing football in the school team instead of climbing trees in search of imaginary adventures.
A wonderful plea for the telling of early superstitions to children is to be found in an old Indian Allegory called “The Blazing Mansion96.”
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“An old man owned a large, rambling97 mansion—the pillars were rotten, the galleries tumbling down, the thatch98 dry and combustible99, and there was only one door. Suddenly, one day, there was a smell of fire: the old man rushed out. To his horror he saw that the thatch was aflame, the rotten pillars were catching100 fire one by one, and the rafters were burning like tinder. But inside, the children went on amusing themselves quite happily. The distracted father said: ‘I will run in and save my children. I will seize them in my strong arms, I will bear them harmless through the falling rafters and the blazing beams.’ Then the sad thought came to him that the children were romping101 and ignorant. ‘If I say the house is on fire, they will not understand me. If I try to seize them, they will romp67 about and try to escape. Alas! not a moment to be lost!’ Suddenly a bright thought flashed across the old man's mind. ‘My children are ignorant,’ he said; ‘they love toys and glittering playthings. I will promise them playthings of unheard-of beauty. Then they will listen.’
So the old man shouted: ‘Children, come out of the house and see these beautiful toys! Chariots with white oxen, all gold and tinsel. See these exquisite little antelopes103. Whoever saw such goats as these? Children, children, come quickly, or they will all be gone!’
Forth from the blazing ruin the children came in hot haste. The word ‘plaything’ was almost the only word they could understand.
Then the Father, rejoiced that his offspring was freed from peril104, procured105 for them one of the most beautiful chariots ever seen: the chariot had a canopy106 like a pagoda107: it had tiny rails and balustrades and rows of jingling108 bells. Milk-white oxen drew the
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chariot. The children were astonished when they were placed inside.”
(From the “Thabagata.”)
Perhaps, as a compromise, one might give the gentler superstitions to very small children, and leave such a blood-curdling story as Bluebeard to a more robust109 age.
There is one modern method which has always seemed to me much to be condemned110, and that is the habit of changing the end of a story, for fear of alarming the child. This is quite indefensible. In doing this we are tampering111 with folk-lore and confusing stages of development.
Now, I know that there are individual children that, at a tender age, might be alarmed at such a story, for instance, as Little Red Riding-Hood; in which case, it is better to sacrifice the “wonder stage” and present the story later on.
I live in dread112 of finding one day a bowdlerized form of “Bluebeard” (prepared for a junior standard), in which, to produce a satisfactory finale, all the wives come to life again, and “live happily for ever after” with Bluebeard and each other!
And from this point it seems an easy transition to the subject of legends of different kinds. Some of the old country legends in connection with flowers are very charming for children, and as long as we do not tread on the sacred ground of the Nature Students, we may indulge in a moderate use of such stories, of which a few will be found in the Story Lists.
With regard to the introduction of legends connected with saints into the school curriculum, my chief plea is the element of the unusual which they contain, and an appeal to a sense of mysticism and wonder which
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 is a wise antidote to the prosaic and commercial tendencies of to-day. Though many of the actions of the saints may be the result of a morbid113 strain of self-sacrifice, at least none of them were engaged in the sole occupation of becoming rich: their ideals were often lofty and unselfish; their courage high, and their deeds noble. We must be careful, in the choice of our legends, to show up the virile114 qualities rather than to dwell on the elements of horror in details of martyrdom, or on the too-constantly recurring115 miracles, lest we should defeat our own ends. For the children might think lightly of the dangers to which the saints were exposed if they find them too often preserved at the last moment from the punishment they were brave enough to undergo. For one or other of these reasons, I should avoid the detailed116 history of St. Juliana, St. Vincent, St. Quintin, St. Eustace, St. Winifred, St. Theodore, St. James the More, St. Katharine, St. Cuthbert, St. Alphage, St. Peter of Milan, St. Quirine and Juliet, St. Alban and others.
The danger of telling children stories connected with sudden conversions117 is that they are apt to place too much emphasis on the process, rather than the goal to be reached. We should always insist on the splendid deeds performed after a real conversion118—not the details of the conversion itself; as, for instance, the beautiful and poetical119 work done by St. Christopher when he realised what work he could do most effectively.
On the other hand, there are many stories of the saints dealing with actions and motives120 which would appeal to the imagination and are not only worthy121 of imitation, but are not wholly outside the life and experience even of the child.[30]
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Having protested against the elephantine joke and the too-frequent use of exaggerated fun, I now endeavour to restore the balance by suggesting the introduction into the school curriculum of a few purely122 grotesque123 stories which serve as an antidote to sentimentality or utilitarianism. But they must be presented as nonsense, so that the children may use them for what they are intended, as pure relaxation125. Such a story is that of “The Wolf and the Kids.” I have had serious objections offered to this story by several educational people, because of the revenge taken by the goat on the wolf, but I am inclined to think that if the story is to be taken as anything but sheer nonsense, it is surely sentimental124 to extend our sympathy towards a caller who has devoured126 six of his hostess' children. With regard to the wolf being cut open, there is not the slightest need to accentuate127 the physical side. Children accept the deed as they accept the cutting off of a giant's head, because they do not associate it with pain, especially if the deed is presented half-humorously. The moment in the story where their sympathy is aroused is the swallowing of the kids, because the children do realise the possibility of being disposed of in the mother's absence. (Needless to say, I never point out the moral of the kids' disobedience to the mother in opening the door.) I have always noticed a moment of breathlessness even in a grown-up audience when the wolf swallows the kids, and that the recovery of them “all safe and sound, all huddled128 together” is quite as much appreciated by the adult audience as by the children, and is worth the tremor129 caused by the wolf's summary action.
I have not always been able to impress upon the teachers that this story must be taken lightly. A very earnest young student came to me once after I had
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 told it, and said in an awestruck voice: “Do you Correlate?” Having recovered from the effect of this word, which she carefully explained, I said that as a rule I preferred to keep the story apart from the other lessons, just an undivided whole, because it had effects of its own which were best brought about by not being connected with other lessons.[31] She frowned her disapproval130 and said: “I am sorry, because I thought I would take The Goat for my Nature Study lesson, and then tell your story at the end.” I thought of the terrible struggle in the child's mind between his conscientious131 wish to be accurate and his dramatic enjoyment132 of the abnormal habits of a goat who went out with scissors, needle and thread; but I have been most careful since to repudiate133 any connection with Nature Study in this and a few other stories in my répertoire.
One might occasionally introduce one of Edward Lear's “Book of Nonsense.” For instance:
There was an Old Man of Cape102 Horn,
Who wished he had never been born;
So he sat in a chair till he died of despair,
That dolorous134 Man of Cape Horn.
Now, except in case of very young children, this could not possibly be taken seriously. The least observant normal boy or girl would recognise the hollowness of the pessimism135 that prevents a man from at least an attempt to rise from his chair.
The following I have chosen as repeated with
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 intense appreciation and much dramatic vigour136 by a little boy just five years old:
There was an Old Man who said, “Hush!
I perceive a young bird in this bush!”
When they said, “Is it small?” he replied, “Not at all!
It is four times as big as the bush!”[32]
One of the most desirable of all elements to introduce into our stories is that which encourages kinship with animals. With very young children this is easy, because in those early years when the mind is not clogged137 with knowledge, the sympathetic imagination enables them to enter into the feelings of animals. Andersen has an illustration of this point in his “Ice Maiden”:
“Children who cannot talk yet can understand the language of fowls138 and ducks quite well, and cats and dogs speak to them quite as plainly as Father and Mother; but that is only when the children are very small, and then even Grandpapa's stick will become a perfect horse to them that can neigh and, in their eyes, is furnished with legs and a tail. With some children this period ends later than with others, and of such we are accustomed to say that they are very backward, and that they have remained children for a long time. People are in the habit of saying strange things.”
Felix Adler says: “Perhaps the chief attraction of Fairy Tales is due to their representing the child as living in brotherly friendship with nature and all creatures. Trees, flowers, animals, wild and tame, even the stars are represented as comrades of children. That animals are only human beings in disguise is an axiom in the Fairy Tales. Animals are humanised, that is,
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 the kinship between animal and human life is still keenly felt; and this reminds us of those early animistic interpretations of nature which subsequently led to doctrines139 of metempsychosis.”[33]
I think that beyond question the finest animal stories are to be found in the Indian Collections, of which I furnish a list in the Appendix.
With regard to the development of the love of nature through the telling of the stories, we are confronted with a great difficult in the elementary schools, because so many of the children have never been out of the towns, have never seen a daisy, a blade of grass and scarcely a tree, so that in giving, in form of a story, a beautiful description of scenery, you can make no appeal to the retrospective imagination, and only the rarely gifted child will be able to make pictures whilst listening to a style which is beyond his everyday use. Nevertheless, once in a way, when the children are in a quiet mood, not eager for action but able to give themselves up to the pure joy of sound, then it is possible to give them a beautiful piece of writing in praise of Nature, such as the following, taken from The Divine Adventure, by Fiona Macleod:
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“Then he remembered the ancient wisdom of the Gael and came out of the Forest Chapel140 and went into the woods. He put his lip to the earth, and lifted a green leaf to his brow, and held a branch to his ear, and because he was no longer heavy with the sweet clay of mortality, though yet of human clan141 he heard that which we do not hear, and saw that which we do not see, and knew that which we do not know. All the green life was his. In that new world, he saw the lives of trees, now pale green, now of woodsmoke blue, now of amethyst142; the gray lives of stone; breaths of the grass and reed, creatures of the air, delicate and wild as fawns143, or swift and fierce and terrible, tigers, of that undiscovered wilderness144, with birds almost invisible but for their luminous145 wings, and opalescent146 crests147.”
The value of this particular passage is the mystery pervading148 the whole picture, which forms so beautiful an antidote to the eternal explaining of things. I think it of the highest importance for children to realise that the best and most beautiful things cannot be expressed in everyday language and that they must content themselves with a flash here and there of the beauty which may come later. One does not enhance the beauty of the mountain by pulling to pieces some of the earthy clogs149: one does not increase the impression of a vast ocean by analysing the single drops of water. But at a reverent150 distance one gets a clear impression of the whole, and can afford to leave the details in the shadow.
In presenting such passages (and it must be done very sparingly) experience has taught me that we should take the children into our confidence by telling them frankly151 that nothing exciting is going to happen, so that they will be free to listen to the mere words. A very interesting experiment might occasionally be made by asking the children some weeks afterwards to tell you in their own words what pictures were made on their minds. This is a very different thing from allowing the children to reproduce the passage at once, the danger of which proceeding36 I speak of later in detail. (See Chapter on Questions.)
We now come to the question as to what proportion of Dramatic Excitement we should present in the stories for a normal group of children. Personally, I
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 should like, while the child is very young (I mean in mind, not in years) to exclude the element of dramatic excitement, but though this may be possible for the individual child, it is quite Utopian to hope we can keep the average child free from what is in the atmosphere. Children crave152 for excitement, and unless we give it to them in legitimate153 form, they will take it in any riotous154 form it presents itself, and if from our experience we can control their mental digestion155 by a moderate supply of what they demand, we may save them from devouring156 too eagerly the raw material they can so easily find for themselves.
There is a humorous passage bearing on this question in the story of the small Scotch157 boy, when he asks leave of his parents to present the pious158 little book—a gift to himself from his Aunt—to a little sick friend, hoping probably that the friend's chastened condition will make him more lenient159 towards this mawkish160 form of literature. The parents expostulate, pointing out to their son how ungrateful he is, and how ungracious it would be to part with his Aunt's gift. Then the boy can contain himself no longer. He bursts out, unconsciously expressing the normal attitude of children at a certain stage of development: “It's a daft book ony way; there's naebody gets kilt en't. I like stories about folk getting their heids cut off, or stabbit through and through, wi' swords an' spears. An' there's nae wile161 beasts. I like Stories about black men gettin' ate up, an' white men killin' lions and tigers an' bears an'——”
Then, again, we have the passage from George Eliot's “Mill on the Floss”:
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“Oh, dear! I wish they would not fight at your school, Tom. Didn't it hurt you?”
“Hurt me? No,” said Tom, putting up the hooks again, taking out a large pocket-knife, and slowly opening the largest blade, which he looked at meditatively162 as he rubbed his finger along it. Then he added:
“I gave Spooner a black eye—that's what he got for wanting to leather me. I wasn't going to go halves because anybody leathered me.”
“Oh! how brave you are, Tom. I think you are like Samson. If there came a lion roaring at me, I think you'd fight him, wouldn't you, Tom?”
“How can a lion come roaring at you, you silly thing? There's no lions only in the shows.”
“No, but if we were in the lion countries—I mean in Africa where it's very hot, the lions eat people there. I can show it you in the book where I read it.”
“Well, I should get a gun and shoot him.”
“But if you hadn't got a gun?—we might have gone out, you know, not thinking, just as we go out fishing, and then a great lion might come towards us roaring, and we could not get away from him. What should you do, Tom?”
Tom paused, and at last turned away contemptuously, saying: “But the lion isn't coming. What's the use of talking?”
This passage illustrates163 also the difference between the highly-developed imagination of the one and the stodgy164 prosaical temperament of the other. Tom could enter into the elementary question of giving his school-fellow a black eye, but could not possibly enter into the drama of the imaginary arrival of a lion. He was sorely in need of Fairy Stories.
It is for this element we have to cater2, and we cannot shirk our responsibilities.
William James says: “Living things, moving things or things that savour of danger or blood, that
85
 have a dramatic quality, these are the things natively interesting to childhood, to the exclusion165 of almost everything else, and the teacher of young children (until more artificial interests have grown up) will keep in touch with his pupils by constant appeal to such matters as those.”[34]
Of course the savour of danger and blood is only one of the things to which we should appeal, but I give the whole passage to make the point clearer.
This is one of the most difficult parts of our selection, namely, how to present enough excitement for the child and yet include enough constructive166 element which will satisfy him when the thirst for “blugginess” is slaked167.
And here I should like to say that, whilst wishing to encourage in children great admiration168 and reverence169 for the courage and other fine qualities which have been displayed in times of war, and which have mitigated170 its horrors, I think we should show that some of the finest moments in these heroes' lives had nothing to do with their profession as soldiers. Thus we have the well-known story of Sir Philip Sidney and the soldier; the wonderful scene where Roland drags the bodies of his dead friends to receive the blessing171 of the archbishop after the battle of Roncevalles[35]; and of Napoleon sending the sailor back to England. There is a moment in the story of Gunnar when he pauses in the midst of the slaughter172 of his enemies, and says, “I wonder if I am less brave than others, because I kill men less willingly than they.”
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And in the “Njal's Burning” from Andrew Lang's “Book of Romance” we have the words of the boy Thord when his grandmother, Bergthora, urges him to go out of the burning house.
“You promised me when I was little, grandmother, that I never should go from you till I wished it of myself. And I would rather die with you than live after you.”
Here the moral courage is so splendidly shown; none of these heroes feared to die in battle or in open single fight, but to face a death by fire for higher considerations is a point of view worth presenting to the child.
In spite of all the dramatic excitement roused by the conduct of our soldiers and sailors,[36] should we not try to offer also in our stories the romance and excitement of saving as well as taking life?
I would have quite a collection dealing with the thrilling adventures of the Life-Boat and the Fire Brigade, of which I hope to present examples in the final Story List.
Finally, we ought to include a certain number of stories dealing with Death, especially with children who are of an age to realise that it must come to all, and that this is not a calamity173 but a perfectly natural and simple thing. At present the child in the street invariably connects death with sordid174 accidents. I think they should have stories of Death coming in heroic form, as when a man or woman dies for a great cause, in which he has opportunity of admiring courage, devotion and unselfishness; or of Death coming as a result of treachery, such as we find in the death of Baldur, of Siegfried, and of others, so that children may learn to abhor175 such deeds; but also a fair proportion of stories dealing with death that
87
 comes naturally, when our work is done and our strength gone, which has no more tragedy than the falling of a leaf from the tree. In this way we can give children the first idea that the individual is so much less than the whole.
Quite small children often take Death very naturally. A boy of five met two of his older companions at the school door. They said sadly and solemnly: “We have just seen a dead man!” “Well,” said the little philosopher, “that's all right. We've all got to die when our work's done.”
In one of the Buddha176 stories which I reproduce at the end of this book, the little Hare (who is, I think, a symbol of nervous Individualism) constantly says: “Suppose the Earth were to fall in, what would become of me?”
As an antidote to the ordinary attitude towards death, I commend an episode from a German folk-lore story called “Unlucky John,” which is included in the list of stories recommended at the end of this book.
The following sums up in poetic form some of the material necessary for the wants of a child:
THE CHILD.
The little new soul has come to Earth,
He has taken his staff for the Pilgrim's way.
His sandals are girt on his tender feet,
And he carries his scrip for what gifts he may.
What will you give to him, Fate Divine?
What for his scrip on the winding177 road?
A crown for his head, or a laurel wreath?
A sword to wield178, or is gold his load?
88
What will you give him for weal or woe179?
What for the journey through day and night?
Give or withhold180 from him power and fame,
But give to him love of the earth's delight.
Let him be lover of wind and sun
And of falling rain; and the friend of trees;
With a singing heart for the pride of noon,
And a tender heart for what twilight181 sees.
Let him be lover of you and yours—
The Child and Mary; but also Pan,
And the sylvan182 gods of the woods and hills,
And the god that is hid in his fellow-man.
Love and a song and the joy of earth,
These be the gifts for his scrip to keep
Till, the journey ended, he stands at last
In the gathering183 dark, at the gate of sleep.
Ethel Clifford.
And so our stories should contain all the essentials for the child's scrip on the road of life, providing the essentials and holding or withholding184 the non-essentials. But, above all, let us fill the scrip with gifts that the child need never reject, even when he passes through “the gate of sleep.”

点击收听单词发音收听单词发音  

1 catering WwtztU     
n. 给养
参考例句:
  • Most of our work now involves catering for weddings. 我们现在的工作多半是承办婚宴。
  • Who did the catering for your son's wedding? 你儿子的婚宴是由谁承办的?
2 cater ickyJ     
vi.(for/to)满足,迎合;(for)提供饮食及服务
参考例句:
  • I expect he will be able to cater for your particular needs.我预计他能满足你的特殊需要。
  • Most schools cater for children of different abilities.大多数学校能够满足具有不同天资的儿童的需要。
3 apprehension bNayw     
n.理解,领悟;逮捕,拘捕;忧虑
参考例句:
  • There were still areas of doubt and her apprehension grew.有些地方仍然存疑,于是她越来越担心。
  • She is a girl of weak apprehension.她是一个理解力很差的女孩。
4 awakened de71059d0b3cd8a1de21151c9166f9f0     
v.(使)醒( awaken的过去式和过去分词 );(使)觉醒;弄醒;(使)意识到
参考例句:
  • She awakened to the sound of birds singing. 她醒来听到鸟的叫声。
  • The public has been awakened to the full horror of the situation. 公众完全意识到了这一状况的可怕程度。 来自《简明英汉词典》
5 faculty HhkzK     
n.才能;学院,系;(学院或系的)全体教学人员
参考例句:
  • He has a great faculty for learning foreign languages.他有学习外语的天赋。
  • He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。
6 awakening 9ytzdV     
n.觉醒,醒悟 adj.觉醒中的;唤醒的
参考例句:
  • the awakening of interest in the environment 对环境产生的兴趣
  • People are gradually awakening to their rights. 人们正逐渐意识到自己的权利。
7 temperament 7INzf     
n.气质,性格,性情
参考例句:
  • The analysis of what kind of temperament you possess is vital.分析一下你有什么样的气质是十分重要的。
  • Success often depends on temperament.成功常常取决于一个人的性格。
8 marsh Y7Rzo     
n.沼泽,湿地
参考例句:
  • There are a lot of frogs in the marsh.沼泽里有许多青蛙。
  • I made my way slowly out of the marsh.我缓慢地走出这片沼泽地。
9 storks fd6b10fa14413b1c399913253982de9b     
n.鹳( stork的名词复数 )
参考例句:
  • Meg and Jo fed their mother like dutiful young storks. 麦格和裘像一对忠实的小鹳似地喂她们的母亲。 来自辞典例句
  • They believe that storks bring new babies to the parents' home. 他们相信白鹤会给父母带来婴儿。 来自互联网
10 bogs d60480275cf60a95a369eb1ebd858202     
n.沼泽,泥塘( bog的名词复数 );厕所v.(使)陷入泥沼, (使)陷入困境( bog的第三人称单数 );妨碍,阻碍
参考例句:
  • Whenever It'shows its true nature, real life bogs to a standstill. 无论何时,只要它显示出它的本来面目,真正的生活就陷入停滞。 来自名作英译部分
  • At Jitra we went wading through bogs. 在日得拉我们步行着从泥水塘里穿过去。 来自辞典例句
11 marshes 9fb6b97bc2685c7033fce33dc84acded     
n.沼泽,湿地( marsh的名词复数 )
参考例句:
  • Cows were grazing on the marshes. 牛群在湿地上吃草。
  • We had to cross the marshes. 我们不得不穿过那片沼泽地。 来自《简明英汉词典》
12 intervals f46c9d8b430e8c86dea610ec56b7cbef     
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
参考例句:
  • The forecast said there would be sunny intervals and showers. 预报间晴,有阵雨。
  • Meetings take place at fortnightly intervals. 每两周开一次会。
13 stimulated Rhrz78     
a.刺激的
参考例句:
  • The exhibition has stimulated interest in her work. 展览增进了人们对她作品的兴趣。
  • The award has stimulated her into working still harder. 奖金促使她更加努力地工作。
14 appreciation Pv9zs     
n.评价;欣赏;感谢;领会,理解;价格上涨
参考例句:
  • I would like to express my appreciation and thanks to you all.我想对你们所有人表达我的感激和谢意。
  • I'll be sending them a donation in appreciation of their help.我将送给他们一笔捐款以感谢他们的帮助。
15 concealed 0v3zxG     
a.隐藏的,隐蔽的
参考例句:
  • The paintings were concealed beneath a thick layer of plaster. 那些画被隐藏在厚厚的灰泥层下面。
  • I think he had a gun concealed about his person. 我认为他当时身上藏有一支枪。
16 articulation tewyG     
n.(清楚的)发音;清晰度,咬合
参考例句:
  • His articulation is poor.他发音不清楚。
  • She spoke with a lazy articulation.她说话慢吞吞的。
17 recital kAjzI     
n.朗诵,独奏会,独唱会
参考例句:
  • She is going to give a piano recital.她即将举行钢琴独奏会。
  • I had their total attention during the thirty-five minutes that my recital took.在我叙述的35分钟内,他们完全被我吸引了。
18 unfamiliar uk6w4     
adj.陌生的,不熟悉的
参考例句:
  • I am unfamiliar with the place and the people here.我在这儿人地生疏。
  • The man seemed unfamiliar to me.这人很面生。
19 rustled f68661cf4ba60e94dc1960741a892551     
v.发出沙沙的声音( rustle的过去式和过去分词 )
参考例句:
  • He rustled his papers. 他把试卷弄得沙沙地响。 来自《简明英汉词典》
  • Leaves rustled gently in the breeze. 树叶迎着微风沙沙作响。 来自《简明英汉词典》
20 scribbled de374a2e21876e209006cd3e9a90c01b     
v.潦草的书写( scribble的过去式和过去分词 );乱画;草草地写;匆匆记下
参考例句:
  • She scribbled his phone number on a scrap of paper. 她把他的电话号码匆匆写在一张小纸片上。
  • He scribbled a note to his sister before leaving. 临行前,他给妹妹草草写了一封短信。
21 slate uEfzI     
n.板岩,石板,石片,石板色,候选人名单;adj.暗蓝灰色的,含板岩的;vt.用石板覆盖,痛打,提名,预订
参考例句:
  • The nominating committee laid its slate before the board.提名委员会把候选人名单提交全体委员会讨论。
  • What kind of job uses stained wood and slate? 什么工作会接触木头污浊和石板呢?
22 gutter lexxk     
n.沟,街沟,水槽,檐槽,贫民窟
参考例句:
  • There's a cigarette packet thrown into the gutter.阴沟里有个香烟盒。
  • He picked her out of the gutter and made her a great lady.他使她脱离贫苦生活,并成为贵妇。
23 modesty REmxo     
n.谦逊,虚心,端庄,稳重,羞怯,朴素
参考例句:
  • Industry and modesty are the chief factors of his success.勤奋和谦虚是他成功的主要因素。
  • As conceit makes one lag behind,so modesty helps one make progress.骄傲使人落后,谦虚使人进步。
24 reticence QWixF     
n.沉默,含蓄
参考例句:
  • He breaks out of his normal reticence and tells me the whole story.他打破了平时一贯沈默寡言的习惯,把事情原原本本都告诉了我。
  • He always displays a certain reticence in discussing personal matters.他在谈论个人问题时总显得有些保留。
25 civilian uqbzl     
adj.平民的,民用的,民众的
参考例句:
  • There is no reliable information about civilian casualties.关于平民的伤亡还没有确凿的信息。
  • He resigned his commission to take up a civilian job.他辞去军职而从事平民工作。
26 applied Tz2zXA     
adj.应用的;v.应用,适用
参考例句:
  • She plans to take a course in applied linguistics.她打算学习应用语言学课程。
  • This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。
27 exquisite zhez1     
adj.精美的;敏锐的;剧烈的,感觉强烈的
参考例句:
  • I was admiring the exquisite workmanship in the mosaic.我当时正在欣赏镶嵌画的精致做工。
  • I still remember the exquisite pleasure I experienced in Bali.我依然记得在巴厘岛所经历的那种剧烈的快感。
28 soothing soothing     
adj.慰藉的;使人宽心的;镇静的
参考例句:
  • Put on some nice soothing music.播放一些柔和舒缓的音乐。
  • His casual, relaxed manner was very soothing.他随意而放松的举动让人很快便平静下来。
29 delightful 6xzxT     
adj.令人高兴的,使人快乐的
参考例句:
  • We had a delightful time by the seashore last Sunday.上星期天我们在海滨玩得真痛快。
  • Peter played a delightful melody on his flute.彼得用笛子吹奏了一支欢快的曲子。
30 deplore mmdz1     
vt.哀叹,对...深感遗憾
参考例句:
  • I deplore what has happened.我为所发生的事深感愤慨。
  • There are many of us who deplore this lack of responsibility.我们中有许多人谴责这种不负责任的做法。
31 sham RsxyV     
n./adj.假冒(的),虚伪(的)
参考例句:
  • They cunningly played the game of sham peace.他们狡滑地玩弄假和平的把戏。
  • His love was a mere sham.他的爱情是虚假的。
32 honourable honourable     
adj.可敬的;荣誉的,光荣的
参考例句:
  • I don't think I am worthy of such an honourable title.这样的光荣称号,我可担当不起。
  • I hope to find an honourable way of settling difficulties.我希望设法找到一个体面的办法以摆脱困境。
33 recesses 617c7fa11fa356bfdf4893777e4e8e62     
n.壁凹( recess的名词复数 );(工作或业务活动的)中止或暂停期间;学校的课间休息;某物内部的凹形空间v.把某物放在墙壁的凹处( recess的第三人称单数 );将(墙)做成凹形,在(墙)上做壁龛;休息,休会,休庭
参考例句:
  • I could see the inmost recesses. 我能看见最深处。 来自《简明英汉词典》
  • I had continually pushed my doubts to the darker recesses of my mind. 我一直把怀疑深深地隐藏在心中。 来自《简明英汉词典》
34 culled 14df4bc70f6bf01d83bf7c2929113cee     
v.挑选,剔除( cull的过去式和过去分词 )
参考例句:
  • The herd must be culled. 必须有选择地杀掉部分牧畜。 来自辞典例句
  • The facts were culled from various sources. 这些事实是从各方收集到的。 来自辞典例句
35 proceedings Wk2zvX     
n.进程,过程,议程;诉讼(程序);公报
参考例句:
  • He was released on bail pending committal proceedings. 他交保获释正在候审。
  • to initiate legal proceedings against sb 对某人提起诉讼
36 proceeding Vktzvu     
n.行动,进行,(pl.)会议录,学报
参考例句:
  • This train is now proceeding from Paris to London.这次列车从巴黎开往伦敦。
  • The work is proceeding briskly.工作很有生气地进展着。
37 antidote 4MZyg     
n.解毒药,解毒剂
参考例句:
  • There is no known antidote for this poison.这种毒药没有解药。
  • Chinese physicians used it as an antidote for snake poison.中医师用它来解蛇毒。
38 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。
39 delineation wxrxV     
n.记述;描写
参考例句:
  • Biography must to some extent delineate characters.传记必须在一定程度上描绘人物。
  • Delineation of channels is the first step of geologic evaluation.勾划河道的轮廓是地质解译的第一步。
40 mere rC1xE     
adj.纯粹的;仅仅,只不过
参考例句:
  • That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
  • It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。
41 interpretations a61815f6fe8955c9d235d4082e30896b     
n.解释( interpretation的名词复数 );表演;演绎;理解
参考例句:
  • This passage is open to a variety of interpretations. 这篇文章可以有各种不同的解释。 来自《简明英汉词典》
  • The involved and abstruse passage makes several interpretations possible. 这段艰涩的文字可以作出好几种解释。 来自《现代汉英综合大词典》
42 narrative CFmxS     
n.叙述,故事;adj.叙事的,故事体的
参考例句:
  • He was a writer of great narrative power.他是一位颇有记述能力的作家。
  • Neither author was very strong on narrative.两个作者都不是很善于讲故事。
43 deviation Ll0zv     
n.背离,偏离;偏差,偏向;离题
参考例句:
  • Deviation from this rule are very rare.很少有违反这条规则的。
  • Any deviation from the party's faith is seen as betrayal.任何对党的信仰的偏离被视作背叛。
44 partially yL7xm     
adv.部分地,从某些方面讲
参考例句:
  • The door was partially concealed by the drapes.门有一部分被门帘遮住了。
  • The police managed to restore calm and the curfew was partially lifted.警方设法恢复了平静,宵禁部分解除。
45 visualizing d9a94ee9dc976b42816302d5ab042d9c     
肉眼观察
参考例句:
  • Nevertheless, the Bohr model is still useful for visualizing the structure of an atom. 然而,玻尔模型仍有利于使原子结构形象化。
  • Try to strengthen this energy field by visualizing the ball growing stronger. 通过想象能量球变得更强壮设法加强这能量场。
46 enumeration 3f49fe61d5812612c53377049e3c86d6     
n.计数,列举;细目;详表;点查
参考例句:
  • Predictive Categoriesinclude six categories of prediction, namely Enumeration, Advance Labeling, Reporting,Recapitulation, Hypotheticality, and Question. 其中预设种类又包括列举(Enumeration)、提前标示(Advance Labeling)、转述(Reporting)、回顾(Recapitulation)、假设(Hypotheticality)和提问(Question)。 来自互联网
  • Here we describe a systematic procedure which is basically "enumeration" in nature. 这里介绍一个本质上是属于“枚举法”的系统程序。 来自辞典例句
47 herald qdCzd     
vt.预示...的来临,预告,宣布,欢迎
参考例句:
  • In England, the cuckoo is the herald of spring.在英国杜鹃鸟是报春的使者。
  • Dawn is the herald of day.曙光是白昼的先驱。
48 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。
49 trumpet AUczL     
n.喇叭,喇叭声;v.吹喇叭,吹嘘
参考例句:
  • He plays the violin, but I play the trumpet.他拉提琴,我吹喇叭。
  • The trumpet sounded for battle.战斗的号角吹响了。
50 scattered 7jgzKF     
adj.分散的,稀疏的;散步的;疏疏落落的
参考例句:
  • Gathering up his scattered papers,he pushed them into his case.他把散乱的文件收拾起来,塞进文件夹里。
51 virtues cd5228c842b227ac02d36dd986c5cd53     
美德( virtue的名词复数 ); 德行; 优点; 长处
参考例句:
  • Doctors often extol the virtues of eating less fat. 医生常常宣扬少吃脂肪的好处。
  • She delivered a homily on the virtues of family life. 她进行了一场家庭生活美德方面的说教。
52 hereditary fQJzF     
adj.遗传的,遗传性的,可继承的,世袭的
参考例句:
  • The Queen of England is a hereditary ruler.英国女王是世袭的统治者。
  • In men,hair loss is hereditary.男性脱发属于遗传。
53 winks 1dd82fc4464d9ba6c78757a872e12679     
v.使眼色( wink的第三人称单数 );递眼色(表示友好或高兴等);(指光)闪烁;闪亮
参考例句:
  • I'll feel much better when I've had forty winks. 我打个盹就会感到好得多。
  • The planes were little silver winks way out to the west. 飞机在西边老远的地方,看上去只是些很小的银色光点。 来自辞典例句
54 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。
55 prosaic i0szo     
adj.单调的,无趣的
参考例句:
  • The truth is more prosaic.真相更加乏味。
  • It was a prosaic description of the scene.这是对场景没有想象力的一个描述。
56 secondly cjazXx     
adv.第二,其次
参考例句:
  • Secondly,use your own head and present your point of view.第二,动脑筋提出自己的见解。
  • Secondly it is necessary to define the applied load.其次,需要确定所作用的载荷。
57 ranting f455c2eeccb0d93f31e63b89e6858159     
v.夸夸其谈( rant的现在分词 );大叫大嚷地以…说教;气愤地)大叫大嚷;不停地大声抱怨
参考例句:
  • Mrs. Sakagawa stopped her ranting. 坂川太太戛然中断悲声。 来自辞典例句
  • He was ranting about the murder of his dad. 他大叫她就是杀死他父亲的凶手。 来自电影对白
58 infinitely 0qhz2I     
adv.无限地,无穷地
参考例句:
  • There is an infinitely bright future ahead of us.我们有无限光明的前途。
  • The universe is infinitely large.宇宙是无限大的。
59 criticise criticise     
v.批评,评论;非难
参考例句:
  • Right and left have much cause to criticise government.左翼和右翼有很多理由批评政府。
  • It is not your place to criticise or suggest improvements!提出批评或给予改进建议并不是你的责任!
60 scanty ZDPzx     
adj.缺乏的,仅有的,节省的,狭小的,不够的
参考例句:
  • There is scanty evidence to support their accusations.他们的指控证据不足。
  • The rainfall was rather scanty this month.这个月的雨量不足。
61 illustrating a99f5be8a18291b13baa6ba429f04101     
给…加插图( illustrate的现在分词 ); 说明; 表明; (用示例、图画等)说明
参考例句:
  • He upstaged the other speakers by illustrating his talk with slides. 他演讲中配上幻灯片,比其他演讲人更吸引听众。
  • Material illustrating detailed structure of graptolites has been etched from limestone by means of hydrofluoric acid. 表明笔石详细构造的物质是利用氢氟酸从石灰岩中侵蚀出来。
62 diminutive tlWzb     
adj.小巧可爱的,小的
参考例句:
  • Despite its diminutive size,the car is quite comfortable.尽管这辆车很小,但相当舒服。
  • She has diminutive hands for an adult.作为一个成年人,她的手显得非常小。
63 industrious a7Axr     
adj.勤劳的,刻苦的,奋发的
参考例句:
  • If the tiller is industrious,the farmland is productive.人勤地不懒。
  • She was an industrious and willing worker.她是个勤劳肯干的员工。
64 strictly GtNwe     
adv.严厉地,严格地;严密地
参考例句:
  • His doctor is dieting him strictly.他的医生严格规定他的饮食。
  • The guests were seated strictly in order of precedence.客人严格按照地位高低就座。
65 drudgery CkUz2     
n.苦工,重活,单调乏味的工作
参考例句:
  • People want to get away from the drudgery of their everyday lives.人们想摆脱日常生活中单调乏味的工作。
  • He spent his life in pointlessly tiresome drudgery.他的一生都在做毫无意义的烦人的苦差事。
66 poetic b2PzT     
adj.富有诗意的,有诗人气质的,善于抒情的
参考例句:
  • His poetic idiom is stamped with expressions describing group feeling and thought.他的诗中的措辞往往带有描写群体感情和思想的印记。
  • His poetic novels have gone through three different historical stages.他的诗情小说创作经历了三个不同的历史阶段。
67 romp ZCPzo     
n.欢闹;v.嬉闹玩笑
参考例句:
  • The child went for a romp in the forest.那个孩子去森林快活一把。
  • Dogs and little children romped happily in the garden.狗和小孩子们在花园里嬉戏。
68 ingenuity 77TxM     
n.别出心裁;善于发明创造
参考例句:
  • The boy showed ingenuity in making toys.那个小男孩做玩具很有创造力。
  • I admire your ingenuity and perseverance.我钦佩你的别出心裁和毅力。
69 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。
70 browsing 509387f2f01ecf46843ec18c927f7822     
v.吃草( browse的现在分词 );随意翻阅;(在商店里)随便看看;(在计算机上)浏览信息
参考例句:
  • He sits browsing over[through] a book. 他坐着翻阅书籍。 来自《简明英汉词典》
  • Cattle is browsing in the field. 牛正在田里吃草。 来自《简明英汉词典》
71 subtlety Rsswm     
n.微妙,敏锐,精巧;微妙之处,细微的区别
参考例句:
  • He has shown enormous strength,great intelligence and great subtlety.他表现出充沛的精力、极大的智慧和高度的灵活性。
  • The subtlety of his remarks was unnoticed by most of his audience.大多数听众都没有觉察到他讲话的微妙之处。
72 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。
73 stimulating ShBz7A     
adj.有启发性的,能激发人思考的
参考例句:
  • shower gel containing plant extracts that have a stimulating effect on the skin 含有对皮肤有益的植物精华的沐浴凝胶
  • This is a drug for stimulating nerves. 这是一种兴奋剂。
74 converse 7ZwyI     
vi.谈话,谈天,闲聊;adv.相反的,相反
参考例句:
  • He can converse in three languages.他可以用3种语言谈话。
  • I wanted to appear friendly and approachable but I think I gave the converse impression.我想显得友好、平易近人些,却发觉给人的印象恰恰相反。
75 tolerance Lnswz     
n.宽容;容忍,忍受;耐药力;公差
参考例句:
  • Tolerance is one of his strengths.宽容是他的一个优点。
  • Human beings have limited tolerance of noise.人类对噪音的忍耐力有限。
76 catered 89d616ab59cbf00e406e8778a3dcc0fc     
提供饮食及服务( cater的过去式和过去分词 ); 满足需要,适合
参考例句:
  • We catered for forty but only twenty came. 我们准备了40客饭菜,但只来了20个人。
  • They catered for everyone regardless of social rank. 他们为所有人服务而不计较其社会地位。
77 folly QgOzL     
n.愚笨,愚蠢,蠢事,蠢行,傻话
参考例句:
  • Learn wisdom by the folly of others.从别人的愚蠢行动中学到智慧。
  • Events proved the folly of such calculations.事情的进展证明了这种估计是愚蠢的。
78 bullying f23dd48b95ce083d3774838a76074f5f     
v.恐吓,威逼( bully的现在分词 );豪;跋扈
参考例句:
  • Many cases of bullying go unreported . 很多恐吓案件都没有人告发。
  • All cases of bullying will be severely dealt with. 所有以大欺小的情况都将受到严肃处理。 来自《简明英汉词典》
79 hazing 3c42c132508159bdf3cad7a5f8483067     
n.受辱,被欺侮v.(使)笼罩在薄雾中( haze的现在分词 );戏弄,欺凌(新生等,有时作为加入美国大学生联谊会的条件)
参考例句:
  • With labor, the hazing period ends. 费了好大力气,痛苦的时期终于过了。 来自互联网
  • A high-gloss paint surface is one that directly reflects light with minimum hazing or diffusion. 高度光洁的漆表面可以直接反射光源。 来自互联网
80 superstitions bf6d10d6085a510f371db29a9b4f8c2f     
迷信,迷信行为( superstition的名词复数 )
参考例句:
  • Old superstitions seem incredible to educated people. 旧的迷信对于受过教育的人来说是不可思议的。
  • Do away with all fetishes and superstitions. 破除一切盲目崇拜和迷信。
81 primitive vSwz0     
adj.原始的;简单的;n.原(始)人,原始事物
参考例句:
  • It is a primitive instinct to flee a place of danger.逃离危险的地方是一种原始本能。
  • His book describes the march of the civilization of a primitive society.他的著作描述了一个原始社会的开化过程。
82 dealing NvjzWP     
n.经商方法,待人态度
参考例句:
  • This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
  • His fair dealing earned our confidence.他的诚实的行为获得我们的信任。
83 dwarfs a9ddd2c1a88a74fc7bd6a9a0d16c2817     
n.侏儒,矮子(dwarf的复数形式)vt.(使)显得矮小(dwarf的第三人称单数形式)
参考例句:
  • Shakespeare dwarfs other dramatists. 莎士比亚使其他剧作家相形见绌。 来自《简明英汉词典》
  • The new building dwarfs all the other buildings in the town. 新大楼使城里所有其他建筑物都显得矮小了。 来自辞典例句
84 gnomes 4d2c677a8e6ad6ce060d276f3fcfc429     
n.矮子( gnome的名词复数 );侏儒;(尤指金融市场上搞投机的)银行家;守护神
参考例句:
  • I have a wonderful recipe: bring two gnomes, two eggs. 我有一个绝妙的配方:准备两个侏儒,两个鸡蛋。 来自互联网
  • Illusions cast by gnomes from a small village have started becoming real. 53侏儒对一个小村庄施放的幻术开始变为真实。 来自互联网
85 savage ECxzR     
adj.野蛮的;凶恶的,残暴的;n.未开化的人
参考例句:
  • The poor man received a savage beating from the thugs.那可怜的人遭到暴徒的痛打。
  • He has a savage temper.他脾气粗暴。
86 destitute 4vOxu     
adj.缺乏的;穷困的
参考例句:
  • They were destitute of necessaries of life.他们缺少生活必需品。
  • They are destitute of common sense.他们缺乏常识。
87 flattened 1d5d9fedd9ab44a19d9f30a0b81f79a8     
[医](水)平扁的,弄平的
参考例句:
  • She flattened her nose and lips against the window. 她把鼻子和嘴唇紧贴着窗户。
  • I flattened myself against the wall to let them pass. 我身体紧靠着墙让他们通过。
88 barbarians c52160827c97a5d2143268a1299b1903     
n.野蛮人( barbarian的名词复数 );外国人;粗野的人;无教养的人
参考例句:
  • The ancient city of Rome fell under the iron hooves of the barbarians. 古罗马城在蛮族的铁蹄下沦陷了。 来自《简明英汉词典》
  • It conquered its conquerors, the barbarians. 它战胜了征服者——蛮族。 来自英汉非文学 - 历史
89 formerly ni3x9     
adv.从前,以前
参考例句:
  • We now enjoy these comforts of which formerly we had only heard.我们现在享受到了过去只是听说过的那些舒适条件。
  • This boat was formerly used on the rivers of China.这船从前航行在中国内河里。
90 brutal bSFyb     
adj.残忍的,野蛮的,不讲理的
参考例句:
  • She has to face the brutal reality.她不得不去面对冷酷的现实。
  • They're brutal people behind their civilised veneer.他们表面上温文有礼,骨子里却是野蛮残忍。
91 logic j0HxI     
n.逻辑(学);逻辑性
参考例句:
  • What sort of logic is that?这是什么逻辑?
  • I don't follow the logic of your argument.我不明白你的论点逻辑性何在。
92 alas Rx8z1     
int.唉(表示悲伤、忧愁、恐惧等)
参考例句:
  • Alas!The window is broken!哎呀!窗子破了!
  • Alas,the truth is less romantic.然而,真理很少带有浪漫色彩。
93 entirely entirely     
ad.全部地,完整地;完全地,彻底地
参考例句:
  • The fire was entirely caused by their neglect of duty. 那场火灾完全是由于他们失职而引起的。
  • His life was entirely given up to the educational work. 他的一生统统献给了教育工作。
94 jack 53Hxp     
n.插座,千斤顶,男人;v.抬起,提醒,扛举;n.(Jake)杰克
参考例句:
  • I am looking for the headphone jack.我正在找寻头戴式耳机插孔。
  • He lifted the car with a jack to change the flat tyre.他用千斤顶把车顶起来换下瘪轮胎。
95 condemn zpxzp     
vt.谴责,指责;宣判(罪犯),判刑
参考例句:
  • Some praise him,whereas others condemn him.有些人赞扬他,而有些人谴责他。
  • We mustn't condemn him on mere suppositions.我们不可全凭臆测来指责他。
96 mansion 8BYxn     
n.大厦,大楼;宅第
参考例句:
  • The old mansion was built in 1850.这座古宅建于1850年。
  • The mansion has extensive grounds.这大厦四周的庭园广阔。
97 rambling MTfxg     
adj.[建]凌乱的,杂乱的
参考例句:
  • We spent the summer rambling in Ireland. 我们花了一个夏天漫游爱尔兰。
  • It was easy to get lost in the rambling house. 在布局凌乱的大房子里容易迷路。
98 thatch FGJyg     
vt.用茅草覆盖…的顶部;n.茅草(屋)
参考例句:
  • They lit a torch and set fire to the chapel's thatch.他们点着一支火把,放火烧了小教堂的茅草屋顶。
  • They topped off the hut with a straw thatch. 他们给小屋盖上茅草屋顶。
99 combustible yqizS     
a. 易燃的,可燃的; n. 易燃物,可燃物
参考例句:
  • Don't smoke near combustible materials. 别在易燃的材料附近吸烟。
  • We mustn't take combustible goods aboard. 我们不可带易燃品上车。
100 catching cwVztY     
adj.易传染的,有魅力的,迷人的,接住
参考例句:
  • There are those who think eczema is catching.有人就是认为湿疹会传染。
  • Enthusiasm is very catching.热情非常富有感染力。
101 romping 48063131e70b870cf3535576d1ae057d     
adj.嬉戏喧闹的,乱蹦乱闹的v.嬉笑玩闹( romp的现在分词 );(尤指在赛跑或竞选等中)轻易获胜
参考例句:
  • kids romping around in the snow 在雪地里嬉戏喧闹的孩子
  • I found the general romping in the living room with his five children. 我发现将军在客厅里与他的五个小孩嬉戏。 来自《现代英汉综合大词典》
102 cape ITEy6     
n.海角,岬;披肩,短披风
参考例句:
  • I long for a trip to the Cape of Good Hope.我渴望到好望角去旅行。
  • She was wearing a cape over her dress.她在外套上披着一件披肩。
103 antelopes ca529013a9640792629d32a14a98d705     
羚羊( antelope的名词复数 ); 羚羊皮革
参考例句:
  • One jump, and you're out, and we'll run for it like antelopes.' 你只要一跳就出来了,我们可以像羚羊那样飞快地逃掉。”
  • Most antelopes can withhold their young for weeks, even months. 绝大部分羚羊能把分娩期推迟几个星期,甚至几个月。
104 peril l3Dz6     
n.(严重的)危险;危险的事物
参考例句:
  • The refugees were in peril of death from hunger.难民有饿死的危险。
  • The embankment is in great peril.河堤岌岌可危。
105 procured 493ee52a2e975a52c94933bb12ecc52b     
v.(努力)取得, (设法)获得( procure的过去式和过去分词 );拉皮条
参考例句:
  • These cars are to be procured through open tender. 这些汽车要用公开招标的办法购买。 来自《现代汉英综合大词典》
  • A friend procured a position in the bank for my big brother. 一位朋友为我哥哥谋得了一个银行的职位。 来自《用法词典》
106 canopy Rczya     
n.天篷,遮篷
参考例句:
  • The trees formed a leafy canopy above their heads.树木在他们头顶上空形成了一个枝叶茂盛的遮篷。
  • They lay down under a canopy of stars.他们躺在繁星点点的天幕下。
107 pagoda dmtzDh     
n.宝塔(尤指印度和远东的多层宝塔),(印度教或佛教的)塔式庙宇
参考例句:
  • The ancient pagoda is undergoing repairs.那座古塔正在修缮中。
  • The pagoda is reflected upside down in the water.宝塔影子倒立在水里。
108 jingling 966ec027d693bb9739d1c4843be19b9f     
叮当声
参考例句:
  • A carriage went jingling by with some reclining figure in it. 一辆马车叮当驶过,车上斜倚着一个人。 来自英汉文学 - 嘉莉妹妹
  • Melanie did not seem to know, or care, that life was riding by with jingling spurs. 媚兰好像并不知道,或者不关心,生活正马刺丁当地一路驶过去了呢。
109 robust FXvx7     
adj.强壮的,强健的,粗野的,需要体力的,浓的
参考例句:
  • She is too tall and robust.她个子太高,身体太壮。
  • China wants to keep growth robust to reduce poverty and avoid job losses,AP commented.美联社评论道,中国希望保持经济强势增长,以减少贫困和失业状况。
110 condemned condemned     
adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词
参考例句:
  • He condemned the hypocrisy of those politicians who do one thing and say another. 他谴责了那些说一套做一套的政客的虚伪。
  • The policy has been condemned as a regressive step. 这项政策被认为是一种倒退而受到谴责。
111 tampering b4c81c279f149b738b8941a10e40864a     
v.窜改( tamper的现在分词 );篡改;(用不正当手段)影响;瞎摆弄
参考例句:
  • Two policemen were accused of tampering with the evidence. 有两名警察被控篡改证据。 来自《简明英汉词典》
  • As Harry London had forecast, Brookside's D-day caught many meter-tampering offenders. 正如哈里·伦敦预见到的那样,布鲁克赛德的D日行动抓住了不少非法改装仪表的人。 来自辞典例句
112 dread Ekpz8     
vt.担忧,忧虑;惧怕,不敢;n.担忧,畏惧
参考例句:
  • We all dread to think what will happen if the company closes.我们都不敢去想一旦公司关门我们该怎么办。
  • Her heart was relieved of its blankest dread.她极度恐惧的心理消除了。
113 morbid u6qz3     
adj.病的;致病的;病态的;可怕的
参考例句:
  • Some people have a morbid fascination with crime.一些人对犯罪有一种病态的痴迷。
  • It's morbid to dwell on cemeteries and such like.不厌其烦地谈论墓地以及诸如此类的事是一种病态。
114 virile JUrzR     
adj.男性的;有男性生殖力的;有男子气概的;强有力的
参考例句:
  • She loved the virile young swimmer.她爱上了那个有男子气概的年轻游泳运动员。
  • He wanted his sons to become strong,virile,and athletic like himself.他希望他的儿子们能长得像他一样强壮、阳刚而又健美。
115 recurring 8kLzK8     
adj.往复的,再次发生的
参考例句:
  • This kind of problem is recurring often. 这类问题经常发生。
  • For our own country, it has been a time for recurring trial. 就我们国家而言,它经过了一个反复考验的时期。
116 detailed xuNzms     
adj.详细的,详尽的,极注意细节的,完全的
参考例句:
  • He had made a detailed study of the terrain.他对地形作了缜密的研究。
  • A detailed list of our publications is available on request.我们的出版物有一份详细的目录备索。
117 conversions 2cf788b632004c0776c820c40534398d     
变换( conversion的名词复数 ); (宗教、信仰等)彻底改变; (尤指为居住而)改建的房屋; 橄榄球(触地得分后再把球射中球门的)附加得分
参考例句:
  • He kicked a penalty goal and two conversions, ie in Rugby football. 他一次罚球得分,两次触地后射门得分(在橄榄球赛中)。
  • Few of the intermediates or enzymes involved in these conversions have been isolated from higher plants. 在这些转变中包含的少数中间产物或酶已经从高等植物中分离出来。
118 conversion UZPyI     
n.转化,转换,转变
参考例句:
  • He underwent quite a conversion.他彻底变了。
  • Waste conversion is a part of the production process.废物处理是生产过程的一个组成部分。
119 poetical 7c9cba40bd406e674afef9ffe64babcd     
adj.似诗人的;诗一般的;韵文的;富有诗意的
参考例句:
  • This is a poetical picture of the landscape. 这是一幅富有诗意的风景画。 来自《简明英汉词典》
  • John is making a periphrastic study in a worn-out poetical fashion. 约翰正在对陈腐的诗风做迂回冗长的研究。 来自辞典例句
120 motives 6c25d038886898b20441190abe240957     
n.动机,目的( motive的名词复数 )
参考例句:
  • to impeach sb's motives 怀疑某人的动机
  • His motives are unclear. 他的用意不明。
121 worthy vftwB     
adj.(of)值得的,配得上的;有价值的
参考例句:
  • I did not esteem him to be worthy of trust.我认为他不值得信赖。
  • There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。
122 purely 8Sqxf     
adv.纯粹地,完全地
参考例句:
  • I helped him purely and simply out of friendship.我帮他纯粹是出于友情。
  • This disproves the theory that children are purely imitative.这证明认为儿童只会单纯地模仿的理论是站不住脚的。
123 grotesque O6ryZ     
adj.怪诞的,丑陋的;n.怪诞的图案,怪人(物)
参考例句:
  • His face has a grotesque appearance.他的面部表情十分怪。
  • Her account of the incident was a grotesque distortion of the truth.她对这件事的陈述是荒诞地歪曲了事实。
124 sentimental dDuzS     
adj.多愁善感的,感伤的
参考例句:
  • She's a sentimental woman who believes marriage comes by destiny.她是多愁善感的人,她相信姻缘命中注定。
  • We were deeply touched by the sentimental movie.我们深深被那感伤的电影所感动。
125 relaxation MVmxj     
n.松弛,放松;休息;消遣;娱乐
参考例句:
  • The minister has consistently opposed any relaxation in the law.部长一向反对法律上的任何放宽。
  • She listens to classical music for relaxation.她听古典音乐放松。
126 devoured af343afccf250213c6b0cadbf3a346a9     
吞没( devour的过去式和过去分词 ); 耗尽; 津津有味地看; 狼吞虎咽地吃光
参考例句:
  • She devoured everything she could lay her hands on: books, magazines and newspapers. 无论是书、杂志,还是报纸,只要能弄得到,她都看得津津有味。
  • The lions devoured a zebra in a short time. 狮子一会儿就吃掉了一匹斑马。
127 accentuate 4I2yX     
v.着重,强调
参考例句:
  • She has beautiful eyes, so we should accentuate them in the makeup.她眼睛很美丽,我们在化妆时应该突出她的眼睛。
  • Mrs Obamas speeches rarely accentuate the positive.奥巴马夫人的演讲很少强调美国积极的一面。
128 huddled 39b87f9ca342d61fe478b5034beb4139     
挤在一起(huddle的过去式与过去分词形式)
参考例句:
  • We huddled together for warmth. 我们挤在一块取暖。
  • We huddled together to keep warm. 我们挤在一起来保暖。
129 tremor Tghy5     
n.震动,颤动,战栗,兴奋,地震
参考例句:
  • There was a slight tremor in his voice.他的声音有点颤抖。
  • A slight earth tremor was felt in California.加利福尼亚发生了轻微的地震。
130 disapproval VuTx4     
n.反对,不赞成
参考例句:
  • The teacher made an outward show of disapproval.老师表面上表示不同意。
  • They shouted their disapproval.他们喊叫表示反对。
131 conscientious mYmzr     
adj.审慎正直的,认真的,本着良心的
参考例句:
  • He is a conscientious man and knows his job.他很认真负责,也很懂行。
  • He is very conscientious in the performance of his duties.他非常认真地履行职责。
132 enjoyment opaxV     
n.乐趣;享有;享用
参考例句:
  • Your company adds to the enjoyment of our visit. 有您的陪同,我们这次访问更加愉快了。
  • After each joke the old man cackled his enjoyment.每逢讲完一个笑话,这老人就呵呵笑着表示他的高兴。
133 repudiate 6Bcz7     
v.拒绝,拒付,拒绝履行
参考例句:
  • He will indignantly repudiate the suggestion.他会气愤地拒绝接受这一意见。
  • He repudiate all debts incurred by his son.他拒绝偿还他儿子的一切债务。
134 dolorous k8Oym     
adj.悲伤的;忧愁的
参考例句:
  • With a broken-hearted smile,he lifted a pair of dolorous eyes.带著伤心的微笑,他抬起了一双痛苦的眼睛。
  • Perhaps love is a dolorous fairy tale.也许爱情是一部忧伤的童话。
135 pessimism r3XzM     
n.悲观者,悲观主义者,厌世者
参考例句:
  • He displayed his usual pessimism.他流露出惯有的悲观。
  • There is the note of pessimism in his writings.他的著作带有悲观色彩。
136 vigour lhtwr     
(=vigor)n.智力,体力,精力
参考例句:
  • She is full of vigour and enthusiasm.她有热情,有朝气。
  • At 40,he was in his prime and full of vigour.他40岁时正年富力强。
137 clogged 0927b23da82f60cf3d3f2864c1fbc146     
(使)阻碍( clog的过去式和过去分词 ); 淤滞
参考例句:
  • The narrow streets were clogged with traffic. 狭窄的街道上交通堵塞。
  • The intake of gasoline was stopped by a clogged fuel line. 汽油的注入由于管道阻塞而停止了。
138 fowls 4f8db97816f2d0cad386a79bb5c17ea4     
鸟( fowl的名词复数 ); 禽肉; 既不是这; 非驴非马
参考例句:
  • A great number of water fowls dwell on the island. 许多水鸟在岛上栖息。
  • We keep a few fowls and some goats. 我们养了几只鸡和一些山羊。
139 doctrines 640cf8a59933d263237ff3d9e5a0f12e     
n.教条( doctrine的名词复数 );教义;学说;(政府政策的)正式声明
参考例句:
  • To modern eyes, such doctrines appear harsh, even cruel. 从现代的角度看,这样的教义显得苛刻,甚至残酷。 来自《简明英汉词典》
  • His doctrines have seduced many into error. 他的学说把许多人诱入歧途。 来自《现代汉英综合大词典》
140 chapel UXNzg     
n.小教堂,殡仪馆
参考例句:
  • The nimble hero,skipped into a chapel that stood near.敏捷的英雄跳进近旁的一座小教堂里。
  • She was on the peak that Sunday afternoon when she played in chapel.那个星期天的下午,她在小教堂的演出,可以说是登峰造极。
141 clan Dq5zi     
n.氏族,部落,宗族,家族,宗派
参考例句:
  • She ranks as my junior in the clan.她的辈分比我小。
  • The Chinese Christians,therefore,practically excommunicate themselves from their own clan.所以,中国的基督徒简直是被逐出了自己的家族了。
142 amethyst ee0yu     
n.紫水晶
参考例句:
  • She pinned a large amethyst brooch to her lapel.她在翻领上别了一枚大大的紫水晶饰针。
  • The exquisite flowers come alive in shades of amethyst.那些漂亮的花儿在紫水晶的映衬下显得格外夺目。
143 fawns a9864fc63c4f2c9051323de695c0f1d6     
n.(未满一岁的)幼鹿( fawn的名词复数 );浅黄褐色;乞怜者;奉承者v.(尤指狗等)跳过来往人身上蹭以示亲热( fawn的第三人称单数 );巴结;讨好
参考例句:
  • He fawns on anyone in an influential position. 他向一切身居要职的人谄媚。 来自辞典例句
  • The way Michael fawns on the boss makes heave. 迈克讨好老板的样子真叫我恶心。 来自互联网
144 wilderness SgrwS     
n.杳无人烟的一片陆地、水等,荒漠
参考例句:
  • She drove the herd of cattle through the wilderness.她赶着牛群穿过荒野。
  • Education in the wilderness is not a matter of monetary means.荒凉地区的教育不是钱财问题。
145 luminous 98ez5     
adj.发光的,发亮的;光明的;明白易懂的;有启发的
参考例句:
  • There are luminous knobs on all the doors in my house.我家所有门上都安有夜光把手。
  • Most clocks and watches in this shop are in luminous paint.这家商店出售的大多数钟表都涂了发光漆。
146 opalescent uIFxK     
adj.乳色的,乳白的
参考例句:
  • Her skin was flawless and seemed opalescent.她的皮肤洁白无瑕,好象乳色的。
  • The east glowed opalescent.东方泛起乳白色。
147 crests 9ef5f38e01ed60489f228ef56d77c5c8     
v.到达山顶(或浪峰)( crest的第三人称单数 );到达洪峰,达到顶点
参考例句:
  • The surfers were riding in towards the beach on the crests of the waves. 冲浪者们顺着浪头冲向岸边。 来自《简明英汉词典》
  • The correspondent aroused, heard the crash of the toppled crests. 记者醒了,他听见了浪头倒塌下来的轰隆轰隆声。 来自辞典例句
148 pervading f19a78c99ea6b1c2e0fcd2aa3e8a8501     
v.遍及,弥漫( pervade的现在分词 )
参考例句:
  • an all-pervading sense of gloom 无处不在的沮丧感
  • a pervading mood of fear 普遍的恐惧情绪
149 clogs 3cdbdaf38822ad20011f2482625f97fb     
木屐; 木底鞋,木屐( clog的名词复数 )
参考例句:
  • Clogs are part of the Netherlands national costume. 木屐是荷兰民族服装的一部分。
  • Clogs are part of the Dutch traditional costume. 木屐是荷兰传统装束的一部分。
150 reverent IWNxP     
adj.恭敬的,虔诚的
参考例句:
  • He gave reverent attention to the teacher.他恭敬地听老师讲课。
  • She said the word artist with a gentle,understanding,reverent smile.她说作家一词时面带高雅,理解和虔诚的微笑。
151 frankly fsXzcf     
adv.坦白地,直率地;坦率地说
参考例句:
  • To speak frankly, I don't like the idea at all.老实说,我一点也不赞成这个主意。
  • Frankly speaking, I'm not opposed to reform.坦率地说,我不反对改革。
152 crave fowzI     
vt.渴望得到,迫切需要,恳求,请求
参考例句:
  • Many young children crave attention.许多小孩子渴望得到关心。
  • You may be craving for some fresh air.你可能很想呼吸呼吸新鲜空气。
153 legitimate L9ZzJ     
adj.合法的,合理的,合乎逻辑的;v.使合法
参考例句:
  • Sickness is a legitimate reason for asking for leave.生病是请假的一个正当的理由。
  • That's a perfectly legitimate fear.怀有这种恐惧完全在情理之中。
154 riotous ChGyr     
adj.骚乱的;狂欢的
参考例句:
  • Summer is in riotous profusion.盛夏的大地热闹纷繁。
  • We spent a riotous night at Christmas.我们度过了一个狂欢之夜。
155 digestion il6zj     
n.消化,吸收
参考例句:
  • This kind of tea acts as an aid to digestion.这种茶可助消化。
  • This food is easy of digestion.这食物容易消化。
156 devouring c4424626bb8fc36704aee0e04e904dcf     
吞没( devour的现在分词 ); 耗尽; 津津有味地看; 狼吞虎咽地吃光
参考例句:
  • The hungry boy was devouring his dinner. 那饥饿的孩子狼吞虎咽地吃饭。
  • He is devouring novel after novel. 他一味贪看小说。
157 scotch ZZ3x8     
n.伤口,刻痕;苏格兰威士忌酒;v.粉碎,消灭,阻止;adj.苏格兰(人)的
参考例句:
  • Facts will eventually scotch these rumours.这种谣言在事实面前将不攻自破。
  • Italy was full of fine views and virtually empty of Scotch whiskey.意大利多的是美景,真正缺的是苏格兰威士忌。
158 pious KSCzd     
adj.虔诚的;道貌岸然的
参考例句:
  • Alexander is a pious follower of the faith.亚历山大是个虔诚的信徒。
  • Her mother was a pious Christian.她母亲是一个虔诚的基督教徒。
159 lenient h9pzN     
adj.宽大的,仁慈的
参考例句:
  • The judge was lenient with him.法官对他很宽大。
  • It's a question of finding the means between too lenient treatment and too severe punishment.问题是要找出处理过宽和处罚过严的折中办法。
160 mawkish 57Kzf     
adj.多愁善感的的;无味的
参考例句:
  • A sordid,sentimental plot unwinds,with an inevitable mawkish ending.一段灰暗而感伤的情节慢慢展开,最后是一个不可避免的幼稚可笑的结局。
  • There was nothing mawkish or funereal about the atmosphere at the weekend shows.在周末的发布会上并没有任何多愁善感或者死寂气氛。
161 wile PgcwT     
v.诡计,引诱;n.欺骗,欺诈
参考例句:
  • The music wiled him from his study.诱人的音乐使他无心学习下去。
  • The sunshine wiled me from my work.阳光引诱我放下了工作。
162 meditatively 1840c96c2541871bf074763dc24f786a     
adv.冥想地
参考例句:
  • The old man looked meditatively at the darts board. 老头儿沉思不语,看着那投镖板。 来自英汉文学
  • "Well,'said the foreman, scratching his ear meditatively, "we do need a stitcher. “这--"工头沉思地搔了搔耳朵。 "我们确实需要一个缝纫工。 来自英汉文学 - 嘉莉妹妹
163 illustrates a03402300df9f3e3716d9eb11aae5782     
给…加插图( illustrate的第三人称单数 ); 说明; 表明; (用示例、图画等)说明
参考例句:
  • This historical novel illustrates the breaking up of feudal society in microcosm. 这部历史小说是走向崩溃的封建社会的缩影。
  • Alfred Adler, a famous doctor, had an experience which illustrates this. 阿尔弗莱德 - 阿德勒是一位著名的医生,他有过可以说明这点的经历。 来自中级百科部分
164 stodgy 4rsyU     
adj.易饱的;笨重的;滞涩的;古板的
参考例句:
  • It wasn't easy to lose puppy fat when Mum fed her on stodgy home cooking.母亲给她吃易饱的家常菜,她想减掉婴儿肥可是很难。
  • The gateman was a stodgy fellow of 60.看门人是个六十岁的矮胖子。
165 exclusion 1hCzz     
n.拒绝,排除,排斥,远足,远途旅行
参考例句:
  • Don't revise a few topics to the exclusion of all others.不要修改少数论题以致排除所有其他的。
  • He plays golf to the exclusion of all other sports.他专打高尔夫球,其他运动一概不参加。
166 constructive AZDyr     
adj.建设的,建设性的
参考例句:
  • We welcome constructive criticism.我们乐意接受有建设性的批评。
  • He is beginning to deal with his anger in a constructive way.他开始用建设性的方法处理自己的怒气。
167 slaked 471a11f43e136d5e6058d2a4ba9c1442     
v.满足( slake的过去式和过去分词 )
参考例句:
  • I slaked my thirst with three cans of Coke. 我喝了3罐可乐解渴。 来自辞典例句
  • We returned to the barn and slaked our thirst with tea. 我们回到谷仓,饮茶解渴。 来自辞典例句
168 admiration afpyA     
n.钦佩,赞美,羡慕
参考例句:
  • He was lost in admiration of the beauty of the scene.他对风景之美赞不绝口。
  • We have a great admiration for the gold medalists.我们对金牌获得者极为敬佩。
169 reverence BByzT     
n.敬畏,尊敬,尊严;Reverence:对某些基督教神职人员的尊称;v.尊敬,敬畏,崇敬
参考例句:
  • He was a bishop who was held in reverence by all.他是一位被大家都尊敬的主教。
  • We reverence tradition but will not be fettered by it.我们尊重传统,但不被传统所束缚。
170 mitigated 11f6ba011e9341e258d534efd94f05b2     
v.减轻,缓和( mitigate的过去式和过去分词 )
参考例句:
  • The cost of getting there is mitigated by Sydney's offer of a subsidy. 由于悉尼提供补助金,所以到那里的花费就减少了。 来自辞典例句
  • The living conditions were slightly mitigated. 居住条件稍有缓解。 来自辞典例句
171 blessing UxDztJ     
n.祈神赐福;祷告;祝福,祝愿
参考例句:
  • The blessing was said in Hebrew.祷告用了希伯来语。
  • A double blessing has descended upon the house.双喜临门。
172 slaughter 8Tpz1     
n.屠杀,屠宰;vt.屠杀,宰杀
参考例句:
  • I couldn't stand to watch them slaughter the cattle.我不忍看他们宰牛。
  • Wholesale slaughter was carried out in the name of progress.大规模的屠杀在维护进步的名义下进行。
173 calamity nsizM     
n.灾害,祸患,不幸事件
参考例句:
  • Even a greater natural calamity cannot daunt us. 再大的自然灾害也压不垮我们。
  • The attack on Pearl Harbor was a crushing calamity.偷袭珍珠港(对美军来说)是一场毁灭性的灾难。
174 sordid PrLy9     
adj.肮脏的,不干净的,卑鄙的,暗淡的
参考例句:
  • He depicts the sordid and vulgar sides of life exclusively.他只描写人生肮脏和庸俗的一面。
  • They lived in a sordid apartment.他们住在肮脏的公寓房子里。
175 abhor 7y4z7     
v.憎恶;痛恨
参考例句:
  • They abhor all forms of racial discrimination.他们憎恶任何形式的种族歧视。
  • They abhor all the nations who have different ideology and regime.他们仇视所有意识形态和制度与他们不同的国家。
176 Buddha 9x1z0O     
n.佛;佛像;佛陀
参考例句:
  • Several women knelt down before the statue of Buddha and prayed.几个妇女跪在佛像前祈祷。
  • He has kept the figure of Buddha for luck.为了图吉利他一直保存着这尊佛像。
177 winding Ue7z09     
n.绕,缠,绕组,线圈
参考例句:
  • A winding lane led down towards the river.一条弯弯曲曲的小路通向河边。
  • The winding trail caused us to lose our orientation.迂回曲折的小道使我们迷失了方向。
178 wield efhyv     
vt.行使,运用,支配;挥,使用(武器等)
参考例句:
  • They wield enormous political power.他们行使巨大的政治权力。
  • People may wield the power in a democracy.在民主国家里,人民可以行使权力。
179 woe OfGyu     
n.悲哀,苦痛,不幸,困难;int.用来表达悲伤或惊慌
参考例句:
  • Our two peoples are brothers sharing weal and woe.我们两国人民是患难与共的兄弟。
  • A man is well or woe as he thinks himself so.自认祸是祸,自认福是福。
180 withhold KMEz1     
v.拒绝,不给;使停止,阻挡
参考例句:
  • It was unscrupulous of their lawyer to withhold evidence.他们的律师隐瞒证据是不道德的。
  • I couldn't withhold giving some loose to my indignation.我忍不住要发泄一点我的愤怒。
181 twilight gKizf     
n.暮光,黄昏;暮年,晚期,衰落时期
参考例句:
  • Twilight merged into darkness.夕阳的光辉融于黑暗中。
  • Twilight was sweet with the smell of lilac and freshly turned earth.薄暮充满紫丁香和新翻耕的泥土的香味。
182 sylvan prVwR     
adj.森林的
参考例句:
  • Venerable oaks forms a sylvan archway.古老的栎树形成一条林荫拱道。
  • They lived in a sylvan retreat.他们住在一个林中休养地。
183 gathering ChmxZ     
n.集会,聚会,聚集
参考例句:
  • He called on Mr. White to speak at the gathering.他请怀特先生在集会上讲话。
  • He is on the wing gathering material for his novels.他正忙于为他的小说收集资料。
184 withholding 7eXzD6     
扣缴税款
参考例句:
  • She was accused of withholding information from the police. 她被指控对警方知情不报。
  • The judge suspected the witness was withholding information. 法官怀疑见证人在隐瞒情况。


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