小说搜索     点击排行榜   最新入库
首页 » 英文短篇小说 » Daybreak in Turkey » XVII. INTELLECTUAL RENAISSANCE
选择底色: 选择字号:【大】【中】【小】
XVII. INTELLECTUAL RENAISSANCE
关注小说网官方公众号(noveltingroom),原版名著免费领。
Education has accomplished1 more toward the regeneration of these lands than anything else. While it has been very broad, especially in the higher institutions, it has likewise been thoroughly2 permeated3 with Christianity. Though Robert College is not directly connected with any missionary5 society it “has exerted an incalculable influence for Christian4 life all over the empire. Among its graduates are many of the most prominent men in Bulgaria, and it is perhaps not too much to say that the nation really owes its existence to the influence exerted by President George Washburn and his associates. Its students have included representatives of twenty nationalities, and its Young Men’s Christian Association is unique among the college associations of the world in that it is divided into four departments according to the prevailing6 language spoken,—English, Greek, Armenian and Bulgarian.” The Syrian Protestant College at Beirut is likewise independent, though in closest sympathy and cooperation with the Presbyterian Board, North. Concerning the college, Mr. John R. Mott writes: “This is one of the three most important institutions in all Asia. In fact there is no college which has within one generation accomplished a greater work and which to-day has a larger opportunity. It has practically created the medical profession of the Levant. It has been the most influential8 factor of the East. It has been and is the center for genuine Christian and scientific literature in all that region. Fully9 one-fourth of the graduates of the collegiate department have entered Christian work either as preachers or as teachers in Christian schools.” In less degree the same results noted10 in the case of these two institutions are furnished by the records of the American Board’s colleges at Aintab, Harpoot, Samakov, Marsovan, and of its colleges for girls at Marash and Constantinople, as well as of the less ambitious Bishop11 Gobat School of the Church Missionary Society and the Beirut Female Seminary of the Presbyterians.

—Prof. Harlan P. Beach, F. R. G. S. etc.,
in “Geography and Atlas12 of Protestant Missions.”

[Pg 181]

It has already been stated that in 1820 throughout the Turkish empire there was practically no modern education. The few schools which did exist were almost entirely13 ecclesiastical, maintained for the purpose of teaching a few men to conduct religious services. This was largely true of all schools, whether Armenian, Greek, or Turkish. Nowhere in the country were there schools for girls, the idea prevailing generally that girls could not learn to read, even if they were worth educating. The great mass of the people were unable either to read or to write. Ignorance even in the capital was dense14, but it was much greater in the interior cities and towns. Often a large group of villages possessed15 not one person who could write or read a letter.

Argument is not required to show that no real reform could be introduced into the country without inaugurating some system of education. There must be produced readers and a literature if the intellectual and moral life of the people was to be raised. If the old Gregorian Church was to become enlightened in its belief and practise, there must be educated leaders as well as an intelligent laity16. For this reason the missionaries17 began with an effort to awaken18 the intellects of the people. The Lancasterian schools that were so popular for a period in the capital had their value and exerted a good influence. The school of Pashtimaljian sprang from the aroused desire of the people for education and the conviction of the leaders of the Church that only educated leaders could be wisely trusted and followed. [Pg 182] There were other schools supported and directed by the Armenians themselves, but springing largely from the persistent19 effort of the missionaries. Until 1839 it was hoped that all the work of modern education among the Armenians would be carried on by the Armenians themselves, so that the missionaries need not open schools of any kind.

As the zealous20 ecclesiastics21 became more and more suspicious, restrictive measures were applied22. It was observed that those who studied in the schools were among the leaders seeking to reform the errors which were destroying the spiritual influence of the Church. It soon became evident to the missionaries that they must take a direct part in the work of education. In 1840 Bebek Seminary for training the young men was opened. The head of this school was Cyrus Hamlin, who the year before had arrived at Constantinople, designated to this work. He was a man of rare qualifications for the task assigned him, knowing no fear, never disheartened in the face of insuperable obstacles, of tireless industry, practical wisdom and unbounded resourcefulness and devotion to the cause to which he had given his life.

The seminary at Bebek was begun just as the persecution23 of the evangelicals at the capital was becoming acute. Early in his career Dr. Hamlin was impressed with the fact that the school must succeed in the face of direct opposition24 from Russia. During his first year in the mission, while he was learning the Armenian language, his teacher was suddenly seized at the order of the Russian ambassador and deported25 to Siberia. Dr. Hamlin and Dr. Schauffler repaired to the Russian embassy and protested against the high-handed proceeding26. The ambassador haughtily27 replied, “My master, the emperor of Russia, will never allow [Pg 183] Protestantism to set its foot in Turkey.” Dr. Schauffler, bowing low to the ambassador, gave the reply which has become historic, “Your excellency, the kingdom of Christ, who is my Master, will never ask the emperor of all the Russias where it may set its foot.” From that day to this, the covert28 as well as open opposition of Russia to missionary work in Turkey and, most especially, to all educational work, has been unremittingly experienced. Consistently has Russia adhered to the policy thus outlined and the opposition from that source to-day is as bitter as at any other period.

Dr. Hamlin threw himself into the work of the seminary with all his intense and resourceful energy. Thwarted29 at a hundred points, he immediately changed his plans and appeared even to his persecutors to have gained the victory. For twenty years the work proceeded with emphasis upon industries when industrial persecutions were crushing the people, but always strenuous30, and always supremely31 Christian and evangelical. He saw that a vernacular32 training was not sufficient for the full equipment of the young men under his care to prepare them for positions of largest leadership. The Jesuit schools taught their pupils French so that all their graduates knew a European language. As yet the Armenian literature was very circumscribed33 and most inadequate34 to meet the intellectual and spiritual requirements of intelligent directors of a great national reform movement.

This was the opinion of Dr. Hamlin, shared, as he felt, by the great mass of the Armenian people. But he was not fully sustained in it by his colleagues in the mission. The American Board, under the leadership of its secretary, Dr. Anderson, had declared as its policy that mission schools should not teach English or any other language than the [Pg 184] vernacular to their pupils. To Dr. Hamlin this seemed such a backward step that he resigned from the Board and began to work and plan for higher education among young men. The story of the building of the now famous Robert College under an imperial irade from the sultan, and upon the most commanding site along the entire length of the Bosporus, is now so well known that it need not be repeated.

The college became a reality and the scheme of education conceived by Dr. Hamlin and carried out in Robert College represented, within forty years of the time of his resignation from the Board, the fundamental policy of all the higher educational work in the empire carried on in both missionary and independent institutions. For nearly a generation, however, in mission schools little was done in European languages, and most of the education given was imparted through the spoken language of the people.

As early as 1836, four years before the seminary at Bebek was begun, a high school was opened in Beirut in which both Arabic and English were taught. This school was apparently35 a great success, but four years later the pupils, because of their practical knowledge of English, became so useful to the English officers, then quartered in Beirut on account of political troubles, that the school was broken up. No doubt this unfortunate experience had much influence in leading the Board to endeavor to exclude English from mission schools. In 1848, a seminary upon the purely36 vernacular basis was opened in Beirut with a view to training its students for useful service among their own people. This school was continued until the change in policy by the Board and the mission, when the English language again took its place in the curriculum.

ROBERT COLLEGE, CONSTANTINOPLE

SYRIAN PROTESTANT COLLEGE, BEIRUT, SYRIA

[Pg 185] Whatever differences of opinion existed as to the place of English in the educational system of Turkey, there was practical unanimity37 in the belief that reform in the empire demanded the creation and maintenance of a system of schools which should include all grades, beginning with the primary. It was necessary to begin with the most rudimentary teaching before higher institutions could be sustained. The seminaries already referred to were not by any means colleges. They taught many studies of the lowest grades. As most of the pupils were mature in years, they made speedy progress and often astonished their teachers by their rapid advancement38 and clear grasp of abstruse39 subjects.

At every station where missionaries settled, schools sprang up and were at once widely patronized. In the large centers like Erzerum, Harpoot, Aintab and Marsovan, where the people were unusually intelligent and eager for an education, there was marked development and a rapid rise in the grade of the central schools. Colleges were not then developed, for there were no natives qualified40 to teach the studies of college grade, while there were no preparatory schools fitted to train students for college work. At that time the country itself was not in a condition to demand a college education. In the meantime Robert College was taking the lead in the higher education of men, although its work was then far inferior to the courses it now offers. Educators throughout the empire were closely watching the new institution upon the Bosporus, which became the pioneer and leader for the entire country.

When Dr. Hamlin was in the midst of his efforts to organize and construct a college for Turkey, the Rev7. Crosby H. Wheeler, also from [Pg 186] the state of Maine, was sent into Eastern Turkey as a missionary, and with designation to Harpoot. Dr. Wheeler, with energy similar to that of his fellow laborer41, stopped upon his way at Constantinople and became acquainted with the educational work there developing. He took direct issue with Dr. Hamlin upon the subject of the value of English, but agreed with him upon the place of education in the work of reform. Some years later, when the educational work at Harpoot was well established, Dr. Wheeler felt so keenly upon this subject that he gave public notice in the seminary, of which he was the principal, that any student who was known to be studying English, even by himself or by the aid of one or two resident Armenians who had studied at Constantinople under Dr. Hamlin, would be summarily expelled from the school.

Dr. Wheeler, with his keen vision and unconquerable energy, while an evangelistic missionary of unusual power, became the pioneer of education at Harpoot. Under his leadership, strongly seconded by Rev. Dr. H. N. Barnum, the seminary for young men at that place rapidly developed until in 1878 it was merged42 into Armenia College, afterwards changed to Euphrates College. It did not require many years for Dr. Wheeler to see that no broad education could be given in Turkey without the use of the English language, so that he became one of the most energetic and enthusiastic supporters of an English education for all students in the higher institutions of learning in the country. The other high schools in the eastern part of Turkey became preparatory schools for the college, which was heartily43 endorsed44 by the people themselves, as appears from the wide patronage45 it received.

The same process of growth that has been noted at Harpoot took place [Pg 187] also at Aintab, which is distant some eight days’ journey from Harpoot, upon the south side of the Taurus Mountains. In the meantime, the educational work at Beirut had made rapid strides, developing into a college which later became the largest and most influential educational institution in Syria and one of the most important in the Levant. This school early in its growth became detached from the mission Board and came under the control of a separate Board of Trustees in New York, and assumed the name of the Syrian Protestant College.

Space will not permit the mention in detail of Anatolia College at Marsovan, St. Paul’s Institute at Tarsus, and the International College at Smyrna. The last two named are of comparatively recent elevation46 to the grade of college, while the former has had a record of college work of a quarter of a century. The school for the Bulgarians was established at Samakov, which is now in Bulgaria. It is called the Collegiate and Theological Institute, and is calculated to do for the young men of Bulgaria and Macedonia what these other institutions are doing for Asiatic Turkey.

The Syrian Protestant College at Beirut was begun as an institution of higher learning in 1866 by Rev. Daniel Bliss47. What Dr. Hamlin was to Robert College and Dr. Wheeler to Euphrates College, and Dr. Tracy to Anatolia College, Dr. Bliss has been to this college in Syria. To-day with a campus of over forty acres, with five departments including medicine, pharmacy48 and a commercial course, and some seven hundred students in attendance from not less than fourteen nationalities, including Druses, Jews and Moslems, drawn50 from all parts of the Levant, from Persia and the Sudan, this college stands among the first in the empire for equipment and influence. [Pg 188]

Educational work for girls started more slowly and did not make such rapid progress as the work among young men. There was not at the beginning a manifest demand for the education of girls. Among all classes in the country was an inherent prejudice against the intellectual or social advancement of women. Intelligent men, not a few, were ready to argue that girls were incapable51 of learning to read, much less of acquiring a general education. It became necessary, therefore, to educate the men up to the idea that girls could learn and that it was worth while to educate them. In 1836 a school for girls was opened by the missionaries at Smyrna, then the most enlightened and advanced city in the empire. This passed out of the hands of the mission very quickly, being taken over with its forty pupils by the Armenian community. It was soon disbanded. In Constantinople, while no regular school had been opened for girls, a few of the most enlightened parents were providing instruction for their daughters by engaging as teacher for them one of the evangelical Armenians.

Under the impulse of the reform movement it was impossible to keep out schools for girls. These multiplied in the large cities first and then extended into the interior until they became almost as popular as the schools for young men. The Mission School for girls in Constantinople became the foremost institution of its kind in the empire. After passing through several changes, all in the line of progress, it became, nearly twenty years ago, the American College for Girls in Constantinople. It is to-day the most advanced school for the education of women in the Levant. Euphrates College at Harpoot has also a female department, while in Central Turkey at Marash there is now a collegiate school for young women as well as a similar institution at Smyrna. [Pg 189] These schools, for both boys and girls, are overcrowded with students and have been from the beginning. It has been impossible to keep pace by enlargement with the increasing desire on the part of the people for the education of their children.

The collegiate institutions are well scattered52 over the length and breadth of the country. The two colleges for boys which are the nearest together are St. Paul’s Institute at Tarsus and Central Turkey College at Aintab, and yet these are some four days’ journey apart. The students in Beirut speak Arabic for the most part; those in Marash and Aintab use Turkish; those at Harpoot, Armenian; at Marsovan and Smyrna, Armenian, Greek and Turkish; and those at the American College for Girls and at Robert College, both in Constantinople, use about all the languages of the empire. English is taught in all, and constitutes, in some of the institutions, the only common tongue; as, for instance, in Robert College there are seldom less than a dozen nationalities and languages represented among the students. The only language they all wish to master is English. This becomes, then, the common linguistic53 meeting-place of scholars in the Ottoman empire.

All but three of the American colleges here mentioned are incorporated under the laws of either New York or Massachusetts, and so are distinctively54 and legally American institutions. All of them have some kind of official recognition from the Sublime55 Porte or from the sultan himself. Below the colleges are schools for both boys and girls of a grade which admits to the collegiate courses. This is true of schools remote from any college where the pupils who cannot go to a distant part of the country for an education are numerous. [Pg 190]

Including the preparatory departments, there are not less than six thousand pupils studying in connection with these collegiate institutions, and all under Christian training. The grade in many respects, if not in all, is equal to that of the ordinary American college. In languages they all give the broadest courses. In Euphrates College, for instance, there are from six to eight languages taught, at least six of which are compulsory56. The courses of study are adapted to the needs of the country and with a view to training the students for the highest service to their own people. The college at Beirut has a medical department which is of great value to the country, drawing its students from every race.

When the direct collegiate work was entered upon, in every instance the theological schools were made separate departments or were entirely set apart by themselves. There are at the present time six distinct training-schools in Turkey which have for their object the preparation of young men for the gospel ministry57. Two of these, namely the schools at Beirut, and at Mardin, in northern Mesopotamia, train their pupils for work among Arabic speaking peoples; the one at Harpoot, for work among the Armenians, where the Armenian language is chiefly used, although some of its pupils speak Turkish; the one at Marash for Turkish speaking peoples; the one at Marsovan for those who speak Armenian, Turkish and Greek; and the one at Samakov, Bulgaria, for Bulgarians alone. Attempts have been made to unite this theological work, but the long distance separating the schools and the time and cost of the journey to and from them, the barriers of the different languages, and the restrictions58 put upon all native students in travel, have made it impracticable to do so up to the present time. [Pg 191]

In these institutions, by far the largest number of teachers are natives of Turkey, some of whom, after taking a course of study in their own country, have had postgraduate59 work in Europe or the United States. In each case, the president is an American who is usually assisted by one or more Americans. It is the policy of all these institutions to employ as many thoroughly equipped native teachers and professors as can be secured consistent with maintaining the high intellectual and moral tone of the schools.

In no case are these free schools. The students are charged tuition, room rent, and board, and they also purchase their own books and supplies. Some of these colleges secure from fees and payments by the pupils nearly three-fourths of the entire cost of conducting the institution. This is true of Robert College at Constantinople and Anatolia College at Marsovan, and others. In addition to the fees paid, the people of the country have contributed in some cases most liberally for the college plant. Aintab College is a marked instance of this. In recent years the early students who have prospered60 in business have given freely for the endowment of their Alma Mater, as in the case of Euphrates College at Harpoot. The willingness of the people to contribute for the support of these higher educational institutions demonstrates most unmistakably belief in their value.

Such numerous collegiate and theological institutions necessitate61 a large and ever increasing number of schools of lower grade all over the country. These have sprung up in nearly every village and are found in every town of size. They are for the most part entirely supported by the people themselves. The great value of the educational work done in Turkey by the missionaries does not lie alone in the schools of [Pg 192] different grades now controlled and directed by them; it also appears in the thirst for education which manifests itself in independent village, parochial, and city schools, with more or less modern equipment, and stretching from Persia to the Bosporus, from the Black Sea to Arabia. There is much yet to be desired in this respect, but much has already been accomplished.

This educational work has made no perceptible impression upon the Jews, for whose special awakening62 mission work in Turkey was first undertaken. The Greeks have slowly responded and many young men from that race are found in Robert College at Constantinople, in the International College at Smyrna and in Anatolia College in Marsovan. The race as a race, however, in Turkey has not taken up the cause of modern education with vigor63 and pressed it with moral earnestness. It is the Armenian race that has responded most fully to the call of modern learning. By far the largest number of students of any one race in the schools in Turkey are Armenians. They constitute as large a proportion of the pupils of Robert College as that of any other race. While they number probably less than one-tenth of the inhabitants of the empire, they furnish a large proportion of its student body.

These modern educational institutions in Turkey are a mighty64 force in reshaping the life, thought, customs and practises of the people of that country. Men and women from these schools are taking leading positions there in the learned professions as well as in commerce and trade. Large numbers of former students in the mission schools are now prosperous merchants and business men in Europe and America. Through these men of modern ideas Western machinery65 and the products of our factories are finding their way into that part of the East in increasing quantities while the products of Turkey are in exchange [Pg 193] brought to us. It is probably true, as has been frequently stated, that the money given from America for the establishment and support of American colleges in Turkey is far more than returned, with large interest, in the form of increased trade with that country.

While the Turks have not largely attended any of the schools mentioned, nor have they seemed awake to the needs of a modern education, nevertheless, through the influence of so many advanced schools in the country they have been compelled to improve their own schools. It is an interesting fact that recently a far greater number of Mohammedan pupils are applying for admission to these schools. Few of the Turkish schools have as yet been thoroughly modernized66; still, their entire educational system, if system it may be called, has felt the influence of the foreign schools. There have now and then been attempts at the organization of a Mohammedan college. These have for the most part proven egregious67 failures from the lack of preparatory schools to train students for the college and of teachers with proper training to carry on college work. They have also in cases, not a few, opened and conducted schools for girls, thus demonstrating their acceptance, in a measure at least, of the Christian doctrine68 of the equality of the sexes and the worth of womanhood. Many Moslem49 young men have been aroused to seek education in England or France.

点击收听单词发音收听单词发音  

1 accomplished UzwztZ     
adj.有才艺的;有造诣的;达到了的
参考例句:
  • Thanks to your help,we accomplished the task ahead of schedule.亏得你们帮忙,我们才提前完成了任务。
  • Removal of excess heat is accomplished by means of a radiator.通过散热器完成多余热量的排出。
2 thoroughly sgmz0J     
adv.完全地,彻底地,十足地
参考例句:
  • The soil must be thoroughly turned over before planting.一定要先把土地深翻一遍再下种。
  • The soldiers have been thoroughly instructed in the care of their weapons.士兵们都系统地接受过保护武器的训练。
3 permeated 5fe75f31bda63acdd5d0ee4bbd196747     
弥漫( permeate的过去式和过去分词 ); 遍布; 渗入; 渗透
参考例句:
  • The smell of leather permeated the room. 屋子里弥漫着皮革的气味。
  • His public speeches were permeated with hatred of injustice. 在他对民众的演说里,充满了对不公正的愤慨。
4 Christian KVByl     
adj.基督教徒的;n.基督教徒
参考例句:
  • They always addressed each other by their Christian name.他们总是以教名互相称呼。
  • His mother is a sincere Christian.他母亲是个虔诚的基督教徒。
5 missionary ID8xX     
adj.教会的,传教(士)的;n.传教士
参考例句:
  • She taught in a missionary school for a couple of years.她在一所教会学校教了两年书。
  • I hope every member understands the value of missionary work. 我希望教友都了解传教工作的价值。
6 prevailing E1ozF     
adj.盛行的;占优势的;主要的
参考例句:
  • She wears a fashionable hair style prevailing in the city.她的发型是这个城市流行的款式。
  • This reflects attitudes and values prevailing in society.这反映了社会上盛行的态度和价值观。
7 rev njvzwS     
v.发动机旋转,加快速度
参考例句:
  • It's his job to rev up the audience before the show starts.他要负责在表演开始前鼓动观众的热情。
  • Don't rev the engine so hard.别让发动机转得太快。
8 influential l7oxK     
adj.有影响的,有权势的
参考例句:
  • He always tries to get in with the most influential people.他总是试图巴结最有影响的人物。
  • He is a very influential man in the government.他在政府中是个很有影响的人物。
9 fully Gfuzd     
adv.完全地,全部地,彻底地;充分地
参考例句:
  • The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气,然后全部呼出。
  • They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。
10 noted 5n4zXc     
adj.著名的,知名的
参考例句:
  • The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
  • Jim is noted for arriving late for work.吉姆上班迟到出了名。
11 bishop AtNzd     
n.主教,(国际象棋)象
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。
  • Two years after his death the bishop was canonised.主教逝世两年后被正式封为圣者。
12 atlas vOCy5     
n.地图册,图表集
参考例句:
  • He reached down the atlas from the top shelf.他从书架顶层取下地图集。
  • The atlas contains forty maps,including three of Great Britain.这本地图集有40幅地图,其中包括3幅英国地图。
13 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。
14 dense aONzX     
a.密集的,稠密的,浓密的;密度大的
参考例句:
  • The general ambushed his troops in the dense woods. 将军把部队埋伏在浓密的树林里。
  • The path was completely covered by the dense foliage. 小路被树叶厚厚地盖了一层。
15 possessed xuyyQ     
adj.疯狂的;拥有的,占有的
参考例句:
  • He flew out of the room like a man possessed.他像着了魔似地猛然冲出房门。
  • He behaved like someone possessed.他行为举止像是魔怔了。
16 laity 8xWyF     
n.俗人;门外汉
参考例句:
  • The Church and the laity were increasingly active in charity work.教会与俗众越来越积极参与慈善工作。
  • Clergy and laity alike are divided in their views.神职人员和信众同样都观点各异。
17 missionaries 478afcff2b692239c9647b106f4631ba     
n.传教士( missionary的名词复数 )
参考例句:
  • Some missionaries came from England in the Qing Dynasty. 清朝时,从英国来了一些传教士。 来自《简明英汉词典》
  • The missionaries rebuked the natives for worshipping images. 传教士指责当地人崇拜偶像。 来自《现代汉英综合大词典》
18 awaken byMzdD     
vi.醒,觉醒;vt.唤醒,使觉醒,唤起,激起
参考例句:
  • Old people awaken early in the morning.老年人早晨醒得早。
  • Please awaken me at six.请于六点叫醒我。
19 persistent BSUzg     
adj.坚持不懈的,执意的;持续的
参考例句:
  • Albert had a persistent headache that lasted for three days.艾伯特连续头痛了三天。
  • She felt embarrassed by his persistent attentions.他不时地向她大献殷勤,使她很难为情。
20 zealous 0MOzS     
adj.狂热的,热心的
参考例句:
  • She made zealous efforts to clean up the classroom.她非常热心地努力清扫教室。
  • She is a zealous supporter of our cause.她是我们事业的热心支持者。
21 ecclesiastics 8e35e35ee875d37db44c85c23529c53f     
n.神职者,教会,牧师( ecclesiastic的名词复数 )
参考例句:
22 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。
23 persecution PAnyA     
n. 迫害,烦扰
参考例句:
  • He had fled from France at the time of the persecution. 他在大迫害时期逃离了法国。
  • Their persecution only serves to arouse the opposition of the people. 他们的迫害只激起人民对他们的反抗。
24 opposition eIUxU     
n.反对,敌对
参考例句:
  • The party leader is facing opposition in his own backyard.该党领袖在自己的党內遇到了反对。
  • The police tried to break down the prisoner's opposition.警察设法制住了那个囚犯的反抗。
25 deported 97686e795f0449007421091b03c3297e     
v.将…驱逐出境( deport的过去式和过去分词 );举止
参考例句:
  • They stripped me of my citizenship and deported me. 他们剥夺我的公民资格,将我驱逐出境。 来自《简明英汉词典》
  • The convicts were deported to a deserted island. 罪犯们被流放到一个荒岛。 来自《简明英汉词典》
26 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。
27 haughtily haughtily     
adv. 傲慢地, 高傲地
参考例句:
  • She carries herself haughtily. 她举止傲慢。
  • Haughtily, he stalked out onto the second floor where I was standing. 他傲然跨出电梯,走到二楼,我刚好站在那儿。
28 covert voxz0     
adj.隐藏的;暗地里的
参考例句:
  • We should learn to fight with enemy in an overt and covert way.我们应学会同敌人做公开和隐蔽的斗争。
  • The army carried out covert surveillance of the building for several months.军队对这座建筑物进行了数月的秘密监视。
29 thwarted 919ac32a9754717079125d7edb273fc2     
阻挠( thwart的过去式和过去分词 ); 使受挫折; 挫败; 横过
参考例句:
  • The guards thwarted his attempt to escape from prison. 警卫阻扰了他越狱的企图。
  • Our plans for a picnic were thwarted by the rain. 我们的野餐计划因雨受挫。
30 strenuous 8GvzN     
adj.奋发的,使劲的;紧张的;热烈的,狂热的
参考例句:
  • He made strenuous efforts to improve his reading. 他奋发努力提高阅读能力。
  • You may run yourself down in this strenuous week.你可能会在这紧张的一周透支掉自己。
31 supremely MhpzUo     
adv.无上地,崇高地
参考例句:
  • They managed it all supremely well. 这件事他们干得极其出色。
  • I consider a supremely beautiful gesture. 我觉得这是非常优雅的姿态。
32 vernacular ULozm     
adj.地方的,用地方语写成的;n.白话;行话;本国语;动植物的俗名
参考例句:
  • The house is built in a vernacular style.这房子按当地的风格建筑。
  • The traditional Chinese vernacular architecture is an epitome of Chinese traditional culture.中国传统民居建筑可谓中国传统文化的缩影。
33 circumscribed 7cc1126626aa8a394fa1a92f8e05484a     
adj.[医]局限的:受限制或限于有限空间的v.在…周围划线( circumscribe的过去式和过去分词 );划定…范围;限制;限定
参考例句:
  • The power of the monarchy was circumscribed by the new law. 君主统治的权力受到了新法律的制约。
  • His activities have been severely circumscribed since his illness. 自生病以来他的行动一直受到严格的限制。 来自《简明英汉词典》
34 inadequate 2kzyk     
adj.(for,to)不充足的,不适当的
参考例句:
  • The supply is inadequate to meet the demand.供不应求。
  • She was inadequate to the demands that were made on her.她还无力满足对她提出的各项要求。
35 apparently tMmyQ     
adv.显然地;表面上,似乎
参考例句:
  • An apparently blind alley leads suddenly into an open space.山穷水尽,豁然开朗。
  • He was apparently much surprised at the news.他对那个消息显然感到十分惊异。
36 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。
37 unanimity uKWz4     
n.全体一致,一致同意
参考例句:
  • These discussions have led to a remarkable unanimity.这些讨论导致引人注目的一致意见。
  • There is no unanimity of opinion as to the best one.没有一个公认的最好意见。
38 advancement tzgziL     
n.前进,促进,提升
参考例句:
  • His new contribution to the advancement of physiology was well appreciated.他对生理学发展的新贡献获得高度赞赏。
  • The aim of a university should be the advancement of learning.大学的目标应是促进学术。
39 abstruse SIcyT     
adj.深奥的,难解的
参考例句:
  • Einstein's theory of relativity is very abstruse.爱因斯坦的相对论非常难懂。
  • The professor's lectures were so abstruse that students tended to avoid them.该教授的课程太深奥了,学生们纷纷躲避他的课。
40 qualified DCPyj     
adj.合格的,有资格的,胜任的,有限制的
参考例句:
  • He is qualified as a complete man of letters.他有资格当真正的文学家。
  • We must note that we still lack qualified specialists.我们必须看到我们还缺乏有资质的专家。
41 laborer 52xxc     
n.劳动者,劳工
参考例句:
  • Her husband had been a farm laborer.她丈夫以前是个农场雇工。
  • He worked as a casual laborer and did not earn much.他当临时工,没有赚多少钱。
42 merged d33b2d33223e1272c8bbe02180876e6f     
(使)混合( merge的过去式和过去分词 ); 相融; 融入; 渐渐消失在某物中
参考例句:
  • Turf wars are inevitable when two departments are merged. 两个部门合并时总免不了争争权限。
  • The small shops were merged into a large market. 那些小商店合并成为一个大商场。
43 heartily Ld3xp     
adv.衷心地,诚恳地,十分,很
参考例句:
  • He ate heartily and went out to look for his horse.他痛快地吃了一顿,就出去找他的马。
  • The host seized my hand and shook it heartily.主人抓住我的手,热情地和我握手。
44 endorsed a604e73131bb1a34283a5ebcd349def4     
vt.& vi.endorse的过去式或过去分词形式v.赞同( endorse的过去式和过去分词 );在(尤指支票的)背面签字;在(文件的)背面写评论;在广告上说本人使用并赞同某产品
参考例句:
  • The committee endorsed an initiative by the chairman to enter discussion about a possible merger. 委员会通过了主席提出的新方案,开始就可能进行的并购进行讨论。 来自《简明英汉词典》
  • The government has broadly endorsed a research paper proposing new educational targets for 14-year-olds. 政府基本上支持建议对14 岁少年实行新教育目标的研究报告。 来自《简明英汉词典》
45 patronage MSLzq     
n.赞助,支援,援助;光顾,捧场
参考例句:
  • Though it was not yet noon,there was considerable patronage.虽然时间未到中午,店中已有许多顾客惠顾。
  • I am sorry to say that my patronage ends with this.很抱歉,我的赞助只能到此为止。
46 elevation bqsxH     
n.高度;海拔;高地;上升;提高
参考例句:
  • The house is at an elevation of 2,000 metres.那幢房子位于海拔两千米的高处。
  • His elevation to the position of General Manager was announced yesterday.昨天宣布他晋升总经理职位。
47 bliss JtXz4     
n.狂喜,福佑,天赐的福
参考例句:
  • It's sheer bliss to be able to spend the day in bed.整天都可以躺在床上真是幸福。
  • He's in bliss that he's won the Nobel Prize.他非常高兴,因为获得了诺贝尔奖金。
48 pharmacy h3hzT     
n.药房,药剂学,制药业,配药业,一批备用药品
参考例句:
  • She works at the pharmacy.她在药房工作。
  • Modern pharmacy has solved the problem of sleeplessness.现代制药学已经解决了失眠问题。
49 Moslem sEsxT     
n.回教徒,穆罕默德信徒;adj.回教徒的,回教的
参考例句:
  • Moslem women used to veil their faces before going into public.信回教的妇女出门之前往往用面纱把脸遮起来。
  • If possible every Moslem must make the pilgrimage to Mecca once in his life.如有可能,每个回教徒一生中必须去麦加朝觐一次。
50 drawn MuXzIi     
v.拖,拉,拔出;adj.憔悴的,紧张的
参考例句:
  • All the characters in the story are drawn from life.故事中的所有人物都取材于生活。
  • Her gaze was drawn irresistibly to the scene outside.她的目光禁不住被外面的风景所吸引。
51 incapable w9ZxK     
adj.无能力的,不能做某事的
参考例句:
  • He would be incapable of committing such a cruel deed.他不会做出这么残忍的事。
  • Computers are incapable of creative thought.计算机不会创造性地思维。
52 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。
53 linguistic k0zxn     
adj.语言的,语言学的
参考例句:
  • She is pursuing her linguistic researches.她在从事语言学的研究。
  • The ability to write is a supreme test of linguistic competence.写作能力是对语言能力的最高形式的测试。
54 distinctively Wu7z42     
adv.特殊地,区别地
参考例句:
  • "Public risks" is a recent term for distinctively high-tech hazards. “公共风险”是个特殊的高技术危害个人的一个最新术语。 来自英汉非文学 - 环境法 - 环境法
  • His language was natural, unaffected, distinctively vivid, humorous and strongly charming. 语言既朴实无华,又鲜明生动,幽默而富有艺术魅力。
55 sublime xhVyW     
adj.崇高的,伟大的;极度的,不顾后果的
参考例句:
  • We should take some time to enjoy the sublime beauty of nature.我们应该花些时间去欣赏大自然的壮丽景象。
  • Olympic games play as an important arena to exhibit the sublime idea.奥运会,就是展示此崇高理念的重要舞台。
56 compulsory 5pVzu     
n.强制的,必修的;规定的,义务的
参考例句:
  • Is English a compulsory subject?英语是必修课吗?
  • Compulsory schooling ends at sixteen.义务教育至16岁为止。
57 ministry kD5x2     
n.(政府的)部;牧师
参考例句:
  • They sent a deputation to the ministry to complain.他们派了一个代表团到部里投诉。
  • We probed the Air Ministry statements.我们调查了空军部的记录。
58 restrictions 81e12dac658cfd4c590486dd6f7523cf     
约束( restriction的名词复数 ); 管制; 制约因素; 带限制性的条件(或规则)
参考例句:
  • I found the restrictions irksome. 我对那些限制感到很烦。
  • a snaggle of restrictions 杂乱无章的种种限制
59 postgraduate ulMzNh     
adj.大学毕业后的,大学研究院的;n.研究生
参考例句:
  • I didn't put down that I had postgraduate degree.我没有写上我有硕士学位。
  • After college,Mary hopes to do postgraduate work in law school.大学毕业后, 玛丽想在法学院从事研究工作。
60 prospered ce2c414688e59180b21f9ecc7d882425     
成功,兴旺( prosper的过去式和过去分词 )
参考例句:
  • The organization certainly prospered under his stewardship. 不可否认,这个组织在他的管理下兴旺了起来。
  • Mr. Black prospered from his wise investments. 布莱克先生由于巧妙的投资赚了不少钱。
61 necessitate 5Gkxn     
v.使成为必要,需要
参考例句:
  • Your proposal would necessitate changing our plans.你的提议可能使我们的计划必须变更。
  • The conversion will necessitate the complete rebuilding of the interior.转变就必需完善内部重建。
62 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。
63 vigor yLHz0     
n.活力,精力,元气
参考例句:
  • The choir sang the words out with great vigor.合唱团以极大的热情唱出了歌词。
  • She didn't want to be reminded of her beauty or her former vigor.现在,她不愿人们提起她昔日的美丽和以前的精力充沛。
64 mighty YDWxl     
adj.强有力的;巨大的
参考例句:
  • A mighty force was about to break loose.一股巨大的力量即将迸发而出。
  • The mighty iceberg came into view.巨大的冰山出现在眼前。
65 machinery CAdxb     
n.(总称)机械,机器;机构
参考例句:
  • Has the machinery been put up ready for the broadcast?广播器材安装完毕了吗?
  • Machinery ought to be well maintained all the time.机器应该随时注意维护。
66 modernized 4754ec096b71366cfd27a164df163ef2     
使现代化,使适应现代需要( modernize的过去式和过去分词 ); 现代化,使用现代方法
参考例句:
  • By 1985 the entire railway network will have been modernized. 等到1985年整个铁路网就实现现代化了。
  • He set about rebuilding France, and made it into a brilliant-looking modernized imperialism. 他试图重建法国,使它成为一项表面华丽的现代化帝业。
67 egregious j8RyE     
adj.非常的,过分的
参考例句:
  • When it comes to blatant lies,there are none more egregious than budget figures.谈到公众谎言,没有比预算数字更令人震惊的。
  • What an egregious example was here!现摆着一个多么触目惊心的例子啊。
68 doctrine Pkszt     
n.教义;主义;学说
参考例句:
  • He was impelled to proclaim his doctrine.他不得不宣扬他的教义。
  • The council met to consider changes to doctrine.宗教议会开会考虑更改教义。


欢迎访问英文小说网

©英文小说网 2005-2010

有任何问题,请给我们留言,管理员邮箱:[email protected]  站长QQ :点击发送消息和我们联系56065533