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CHAPTER VI THE SCHOOL OF THE FUTURE
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I should like to set down here briefly1 my dreams of a future school, in which the personality may receive a free and complete self-development. I purposely say "dreams," because I do not want any one to believe that I am pretending in the following outline to give a reformed programme for the present time.

My first dream is that the kindergarten and the primary school will be everywhere replaced by instruction at home.

Undoubtedly2 a great influence has proceeded from that whole movement which has resulted, among other things, in the Pestalozzi-Froebel kindergartens, and in institutions modelled after them. Better teachers have been produced by it; but what I regard as a great misfortune, is the increasing inclination3 to look upon the crèche, the kindergarten, and the school as the ideal scheme of[Pg 234] education. Every discussion dealing4 with the possibilities of women working in public life exalts6 the advantage of freeing the mother from the care of children, emancipating7 children from the improper8 care of their mothers, and giving women possibilities of work outside of the home. Mrs. Perkins Stetson proposes as a compromise, that every mother, pedagogically qualified9, shall take care of a group of children along with her own. But what her own children will receive under such conditions is sufficiently10 shown in the case of those poor children who grow up in educational institutions presided over by their parents; and also by the experience of the poor parents who are not able under these conditions to look after their own children.

The crèche and the kindergarten were and continue to be a blessing11 undoubtedly for those innumerable mothers who work outside of their homes and are badly prepared for their duties. Some type of kindergarten will perhaps be necessary under particular circumstances as a partial substitute for the home, as, for example, when a child has no companions to play with, or when the mother herself is disinclined or not able to educate the child. This incapacity is ordinarily the result of an[Pg 235] extremely nervous temperament12, caused by weak will or depression.

Mary Wollstonecraft's remarks, made more than a hundred years ago, still call for our approval. "If children are not physically13 murdered by their ignorant mothers, they are ruined psychically15 by the inability of the mother to bring them up. Mothers, in those first six years that determine the whole development of the child's character, turn them over to the hands of servants, whose authority is often undermined by the way in which they are treated. Then children are passed on to school to control the bad behaviour which the vigilance of the mother could have prevented, and which she controls with means that become the basis for all kinds of vices17." But because such cases are still frequent and because there will always be mothers incapable18 of bringing their children up, it would be a premature19 assumption to believe that the majority of women cannot be trained to become parents, if the development of the woman has this end in view. One of the tasks of the future is the creation of a generation of trained mothers, who among other things will emancipate20 children from the kindergarten system. Children are handled in crowds from two and[Pg 236] three years up, they are made to appear before the public in crowds, made to work on the one plan, made to do the same petty, idiotic21, and useless tasks. In this way, we believe at the present time that we are forming men, while actually we are only training units. Any one who remembers how, as a child, he played on the beach or in the wood, in a big nursery or in an old-fashioned attic22, or has seen other children playing in these surroundings, will know how such unrestrained play deepens the soul, increases the capacity for invention, and stimulates23 the imagination a hundredfold more than children's games and occupations devised by the arrangement, and promoted by the interference, of elder persons. Adults are accustomed to amuse children in crowds, a custom which comes from intellectual vulgarity, instead of leaving them alone to amuse themselves. Besides this system encourages children to produce what they do not need, and leads them to imagine that they are working by so doing. Children should be taught to despise all the numerous unnecessary things which put life on a false level and make it artificial. They should be taught to try to simplify it, to aim for its supreme25 values; this should be the end of education. The kin[Pg 237]dergarten system is, on the contrary, one of the most effective means to produce the weak dilletante and the self-satisfied average man.

If there is any further need for the kindergarten in the near or distant future, let it be a place where children may have the same freedom as cats or dogs, to play by themselves, and for themselves, to think out something of their own, where they can be provided with means to carry out their own plans, where they have companions to play with them. A sensible woman may be near at hand to look on or to supervise, but only to interfere24 when the children are likely to hurt themselves. Let her draw something for them occasionally, tell them a story, or teach them an amusing game, but otherwise let her be apparently26 quite passive and yet untiringly active in the observation of the traits of character and of disposition27 which play of this free type reveals. In like manner the mother should observe the play of children, their treatment of their companions at play, their inclinations28, and collect as much material as she can but interfere as little directly as possible. The mother finally by this constant, many-sided, strenuous29, yet passive kind of observation gets a knowledge of the child that is partially30 exact. One being[Pg 238] never learns to know another being entirely31, not even when that being has received its life from the other, not even when that life is daily renewed by the other being, in order to reach the full happiness of spiritual motherhood. It has been well said that as people regard the birth of a child as the sign of physical maturity32, the education of a child is regarded as a sign of psychical14 maturity. But through lack in psychological insight, most parents remain their whole life immature33. They can have the best principles, the most zealous34 fidelity36 to duty, combined with absolute blindness to the nature of children, the real causes of their actions, and the different combinations of different characteristics.

Take some examples of the worst blunders of this type; the small child is often called vain who studies, full of interest, his own identity in the glass; the child who, from fear or confusion at a hard or incomprehensible question, does not answer or obey is called stubborn; the child that cannot explain his actions in those small things which adults every day entirely forget is looked upon as lying; and even before the child has a conception of the right of property, when he pilfers37, he is called thievish. The child who says that he[Pg 239] knows that he is naughty, and wants to be naughty, is called obdurate38 and impertinent, while this statement is really a self-confession and shows a character to which one may appeal with the best results. The child, sunk in thought, who forgets the small things of daily life, people call thoughtless. Even when a child is really selfish and is really lying or lazy, these characteristics are treated as if they were something individual, while actually they are caused often by some serious fault which must be dealt with. These characteristics can proceed from a good quality which may be destroyed, if the fault is not treated suitably.

But even parents who now observe their children with more psychological insight than was used in earlier times are not able to study them, if their children go to school and kindergarten at an early age. This want of insight produces mistakes which often cause deep antagonisms39 between children and their parents, the sort of thing which now embitters40 so many households. Only fathers and mothers who reverence41 the individuality of their children, and combine with this feeling a careful observation of them through their whole life, are able to avoid this typical fault of our own time. People expect to gather grapes from[Pg 240] thistles, instead of being satisfied with haws. Parents must see that they cannot create where there is no material to be created. But they must be capable of developing the characteristics which they discover in the nature of their children. This work they must undertake with optimism and resignation, for it represents the teaching of real psychological study. This will stop those efforts, painful alike for children and parents, that are applied42 in directions which offer no reward to effort.

But the study of the psychology43 of the child, begun at its birth, continued in its play, its work, its rest, means a daily comparative study, and requires the undivided attention of one person. It can only be done by a person who has charge of but a few children; in a crowd it is impossible. It is all the more impossible because children in a crowd resemble one another more or less; and this makes observation more difficult.

The kindergarten is only a factory. Children learn in it to model, instead of making mud pies according to their own taste. This process is typical of what these small atoms of humanity go through themselves. From the first floor of the factory the objects that have been turned out there are sent to the next floor[Pg 241] above, the school; and from this they then go out put up in packages.

The aim of school training is to carry out, with all its might, production by quantities that expresses the demands of our time in all spheres. The invention of individual school methods may reduce the influence of "canned education."

As long as there are large cities, poor children in them must be able to obtain the possibilities of country children. Their playthings must be made out of the world which surrounds them. The obligations of their own home must supply them with work. This is altogether different from the play work of the kindergarten that has no connection with the seriousness of reality. A wise mother or teacher will adopt from the kindergarten system just so much as will enable her to teach children to observe nature and their surroundings; will take from it what enables her to make them combine their activity with some useful end; their amusement with some kind of knowledge.

The Froebel dictum, "Let us live for the children," must be changed into a more significant phrase, "Let us allow the children to live." This, among other things, means "let them be[Pg 242] emancipated44 from the burden of learning by heart," from the forms of system, from the pressure of the crowd, in those years while the quiet, secret work of the soul is as vital for them as the growing of the seed in the earth. The kindergarten system is opposed to this; it is forcing up the seed to life on a plate, where it looks very pretty, but only for the time being.

The school with its esprit de corps45 opens the way public lack of conscience. Modern society manages thus to reproduce the crimes of every past period; manages too, to reproduce them through men who are conscientious46 in their own private life. For those without consciences, who lead criminal movements, would never be able to put the masses of people in motion, unless they were just masses and nothing more; unless they were made to follow collective laws of honour, collective patriotic47 feelings, collective conceptions of duty. The child learns to be obedient to his school, to be loyal to his comrades, just as later on in life he learns these qualities as they are presented in his university, his student society, and his profession. All of this he learns sooner than to reverence his conscience, his feeling of right, his individual impulse. He learns to[Pg 243] wink48 at, pardon, and disguise the sins committed by his own circle of companions, his own club, and his own country.

This is the way the world produces its "Dreyfus Affairs," its Transvaal Wars. If the aim is to create men and not masses, we should follow the educational programme of the great statesman Stein—"to develop all those impulses on which the value and strength of mankind depend." This is only possible when the child is taught, at the earliest age, the freedom and danger of his own choice, the right and responsibility of his own will, the conditions and duties of being put to the test himself. All of these elements of character are unconsciously opposed by the kindergarten; the home alone can develop them. The highest result of education is to bring the individual into contact with his own conscience. This does not mean that the individual cannot experience by degrees the happiness and the necessity of being a factor in the service of the whole, first in his home, then among his companions and in his country, and finally in the world. The difference is this: in the first case the man is a living cell, co-operating and building up living forms; in the other he is a piece of cut stone used in artificial construction.[Pg 244]

Both for the development of individuality, as well as for the cultivation49 of the emotions, the home is to be preferred to the kindergarten and to the school. In the limited small circle of the home the emotional element can be deepened and tenderness can be developed, by the acts called for in the realities of domestic life. The kindergarten first, and then the school, free children from their natural individual obligations and put in their place demands that can only be fulfilled en masse. The child enters into a number of superficial relations. This situation tends to make his emotions superficial; here is the great danger of beginning school life at a tender age. On the other hand a one-sided home life brings with it the danger of concentrating the emotions to an excess. Education at home in the years when the emotions become harmonious50 and receive their decisive training is just as important for the child as is later on a pleasant sociable51 life with others of the same age, after the twelfth year is passed. All intellectual cultivation done according to the most excellent method, all social feelings, are worthless unless they have as their basis an individual development of the emotions. Somewhere in our body we must have a heart, to act as a[Pg 245] real balance against our head. Only the man who has learnt to love a few, deep enough to die for them, is able to live profitably for the many.

I should like to see not only the kindergarten but the preparatory school transferred to the home. There things can be considered that are never taken into account in a general school. The child need not have the nourishment52 he does not want, and which he does not need, at the time he now generally receives it. In the home school, one child can put off reading to a later age, another can be taught reading early. The desire for action in one child can be satisfied; the book-hunger of the other encouraged. Bodily development, the desire to make a real acquaintance with external nature can be considered in home work, play, and out-of-door activities. Then we can begin to teach when the child himself asks for teaching; that is, when he wishes to hear or do something in which knowledge alone can assist him. The child can twice as easily learn at ten years, under these conditions, what he now learns at eight; at eight what he now learns at six, if he comes to his study with developed powers of observation and an eager desire for action. Schools can never attain53 a[Pg 246] full insight into the peculiar54 character of personality, into the ways in which knowledge must be placed before different individuals, into the right time for taking a subject or giving it up. The home school must be considered the ideal method where the child studies with a small group of well-selected companions. Individuality can be considered, plans of study and courses can be neglected. Through such neglect only, is a real living instruction possible. The advantages the modern school has over the home are hardly worth discussing. The order of the school, its method, system, and discipline, so much praised by its advocates as advantages, are, from my point of view, nothing but disadvantages. Habits of fulfilling duties, or work, orderly and punctual activity, that belong to a sound education, can be attained55 in the home school through far less artificial means. Of course it is urged as another advantage of the school that the school child becomes a member of a small community where he learns social duties. But the home is the natural community where the child, in full seriousness, learns the real social duties of readiness to help, and readiness to act, while the present-day school artificially re[Pg 247]places that domestic social education, of which the child is now robbed by studies at school and preparation at home. The real value of school life among companions can be had from the home school without its ordinary dangers. These dangers are not only evil influences, but, more than anything else, that collective process of reaching a standard of stupidity, due to the pressure of public opinion that comes from association in masses. The fear of common opinion, of being laughed at, is created in the receptive years of childhood, so open to such influences. The slightest deviation57 in dress, or taste, is criticised unsparingly. If an investigation58 were conducted on the sufferings of children through the tyranny of their fellows, a tyranny which sometimes takes harsher, sometimes milder forms, it would upset the prejudice that the usefulness of the school in this respect cannot be replaced.

Besides there is the levelling pressure of a uniform discipline, which stunts59 personality from above, while life with school companions restricts it on all sides. Every criticism on this formal pedantry60 is met with the answer, "In a school it is absolutely impossible to permit children to do what can be done in the household; only fancy if all children in the[Pg 248] school were to sharpen their lead pencils or erase61 words in their exercises." There is no need to insist further on this point. Hundreds of petty rules must exist, we are told, for the sake of discipline. And even if the rules could be reduced to a fourth of their present cubic contents, even the best schools would still feel the pressure of uniformity. The more this pressure is resisted by individuals, so much the better.

Education in the first years must aim to strengthen individuality. The whole of biographical literature supplies an almost uniform proof of the importance of not commencing too early the levelling social education of the school. Early attendance at school is one of the reasons why we so frequently meet, as Dumas says, so many clever children, and so many stupid adults.

Almost all great men and women, who have thought and created for themselves, have received either no education in school at all, or have gone to school at a rather later period, with longer or shorter interruptions, or have been trained in different schools. In most cases it was an accident, some living point of view, a book read in secret, a personal choice of subject that gave these exceptional be[Pg 249]ings their training. In this respect Goethe's education was ideal, considered apart from some pedantry due to his father's influence. At his mother's work-table he learnt to know the Bible; French he learnt from a theatrical62 company; English from a language master, in company with his father; Italian, because he heard his sister being taught the language; mathematics from a friend in the household, a study which Goethe applied immediately, first in cardboard diagrams, later in architectural drawings. His essays he prepared in the form of a correspondence in different languages between different relatives, scattered63 in various parts of the world. Geography he eagerly studied in books of travel in order to be able to give his narrative64 local colour. He knocked about with his father, learnt to observe different kinds of handwork, and also to try himself small experiments of his own skill.

But some one may say, all men are not geniuses, and accordingly the majority without distinct talent need the school. Is it possible that the connection between originality65 and irregular attendance at school is merely accidental? How often does the school sin in its watering down of originality! As for unori[Pg 250]ginal people, the argument urged here is an application of the biblical axiom, that from him who has nothing even the little will be taken away. I mean the individual who has no distinct personality will be forced in the school to give up the little that he can call his own. The old-fashioned school where a few subjects were learnt by heart, where the teachers were often badly prepared, where the students could go to sleep or pretend to learn, where the courses were simple and attention concentrated on Latin, seems barbarous to us. But it had less danger for the personality than the present-day school with its thorough preparation, its interest in readings, its perfected methods, its capital instructors66 who take every little stone out of the student's road, and prepare as much delightful67 intellectual nourishment as possible, sometimes even in a cooked-up form. This "good school" with its over-insistence on versatility68 is responsible for the nervousness of our day. Its general intellectual apathy69 has caused the negativeness of our times.

The quietest, most obedient child is thought the best pupil, that is, the most impersonal70 individual is the model. So we see how the school confuses its conception of values. The[Pg 251] more the soul and body are passive, are willing to be controlled and receptive, so much the better are the results from the school standpoint. Mischievous71 children, obstinate72 characters, one-sided and original natures, are always martyrs73 at school because of their desire for action, their spirit of opposition74, their so-called "stupidity." Only the easy-going, amiable75, commonly endowed natures can keep some of their own individual tendencies, slip through the school, and at the same time get good certificates of industry, moral character, order, and progress. In the first-class modern school, the mobile structure of personality is forced into shape—or rather it is knocked about by wind and waves, like a pebble76 on the seashore. It is struck by one wave after another, day by day, term by term; on they come—forty-five minutes for religious instruction, the same period for history, then French, then sloyd, then natural history; the next day new subjects in new, small doses. In the afternoon, there is preparation at home, and writing exercises, previously77 arranged and marked out, then corrected with care, and the prepared readings made the basis of questioning by the most approved methods, the mother having at home first gone over them[Pg 252] with the child. These powerful billows stupefy the brain, and take the edge off the souls of both teacher and scholar. Even the most active teachers move along fettered78 by requirements and prejudices, unconditional79 necessities and methodical principles. Only occasionally is a soul saved from this fate by total skepticism. Some exalt5 this pettifogging professionalism to a plan of salvation80, others are untiringly busy in changing details, in discussing minor81 improvements. Every real thoroughgoing reform affecting the principle, not the methods alone, goes to pieces, because it conflicts with the system supported by the state. It fails, through the obedient acceptance of the system on the part of parents, through the incapacity of teachers to look at the whole results of the system, through their disinclination to all radical82 methods of improvement.

The school, like the home and society, in general should aim to fight more vigorously and more successfully the influences belittling83 life, and should further its development towards ever higher forms. This end is opposed by the modern schools. It is a gross mistake to hold up their excellent material and their number as proofs of popular culture. How[Pg 253] the people are educated in the schools, how the material is used, what subjects are pursued in them are the momentous84 questions.

Goethe's saying that "fortune is the development of our capacities" is as applicable to children as to adults. What these capacities are can be determined85 soon in the case of the talented child; his future can be secured by obtaining for him the possibility of such a development. But there are common capacities, proper to every normal human being, and from their development, fortune too can be the outcome. Among such capacities is memory, which modern man has nearly destroyed. "We throw ashes," says Max Muller, "every day on the glowing coals of memory while men of past ages could retain in their minds the treasures of our present literature." To these capacities belong, among others, power of thought, not in the sense of philosophic86 thinking, but in the simpler use of the word, gifts of observation, ability to draw conclusions and to exercise judgment87. Of the common universal human faculties88 the emotions suffer most at the hand of the modern school.

One of the fundamentally wrong pedagogical assumptions, is that mathematics and grammar develop the understanding. This[Pg 254] is only true after a higher stage is reached in these courses. But there is no one who seriously maintains that, so far as nature or man is concerned, he has used directly or indirectly89, in a single observation, conclusion, or exercise of judgment, the theses, hypotheses, statements, problems, the rules and exceptions, of mathematics and grammar, with which his childish brain was burdened. I have heard from mathematicians90 and philologians the same heresy91 that I am proclaiming, that mathematics and grammar, when they are not pursued as sciences, must be reduced to a minimum. Provided a person has mathematical talent, the study of mathematics is naturally agreeable, through the development of a capacity in a certain direction. If one has the gift for languages, the same is true of linguistic92 study. But without such special talent, these subjects have no educational value, because the powers of observation, drawing conclusions, exercising judgment, are just as undeveloped as they were before the mathematical problem was solved or the grammatical rules learned.

Life—the life of nature and of man—this alone is the preparation for life. What the world of nature and the world of man offers[Pg 255] in the way of living forms, objects of beauty, types of work, processes of development, can, by natural history, geography, history, art, and literature, give real value to memory; can teach the understanding to observe, to judge and distinguish; can train the feeling to become intense, and through its intensity93 combine the varying material in that unity56 which alone is education. In brief, real things are what the home and school should offer children in broad, rich, and warm streams. But the streams should not be taken off in canals and dammed up by methods, systems, divisions of courses, and examinations.

I never read a pedagogical discussion without the fine words "self-activity, individual development, freedom of choice," suggesting to me the music which accompanies the sacrificial feasts of cannibals. The moment these words are used, limitations and reservations are introduced by their advocates. Their proposed application is ludicrously insignificant94, in contrast with the great principle in the name of which they urge these changes. And so the pupil continues to be sacrificed to educational ideals, pedagogical systems, and examination requirements, that they refuse to abandon. The everlasting95 sin of the school[Pg 256] against children is to be always talking about the child.

The sloyd system (manual dexterity96, handwork, artistic97 production) has certain good results on children. Accordingly the sloyd must be introduced into the school, and all must be made to share the advantages of this training; but there are children for whom the sloyd is as inappropriate and as useless a requirement as learning Latin. The child who wants to devote himself to his books should be no more forced to take up the sloyd, than the child who is happy with his planing table should be dragged to literature.

All talk about "harmonious training" must be given the place where it belongs—in the pedagogical culinary science. Certainly harmonious development is the finest result of man's training, but it is only to be attained by his own choice. It implies a harmony between the real capacities of the individual, not a harmony worked up from a pedagogical formula. The results from the school kneading trough with its mince-meat processes are something quite different.

Isolated98 reforms in the modern school have no significance; they will continue to have none, until we prepare for the great revolu[Pg 257]tion, which will smash to pieces the whole present system and will leave not one stone of it upon another. Undoubtedly a "Deluge99" of pedagogy must come, in which the ark need only contain Montaigne, Rousseau, Spencer, and the modern literature of the psychology of the child. When the ark comes to dry land man need not build schools but only plant vineyards where teachers will be employed to bring the ripe grapes to the children, who now get only a taste of the juice of culture in a thin watery100 mixture.

The school has only one great end, to make itself unnecessary, to allow life and fortune, which is another way of saying self-activity, to take the place of system and method.

From the kindergarten period on the child is now, as has been said, a material moulded, sometimes by hostile, sometimes by friendly hands. The mildest, the apparently freest methods produce uniformity by insisting on the same work, the same impression, the same regulations, day by day, year by year. Besides in the school, classes are never arranged according to the child's temperament and tendency, but according to his age and knowledge. So he is condemned101 in deadly tedious[Pg 258]ness to waste an infinite amount of time while he is waiting for others.

The very earliest period of instruction should use the power the child has for observation and work. These capacities should be made the means of his education, the standard for using his own observation. If the power of observation is vigorous, no general rules are to be drawn102, but only particular ones. One child must read, play, or do handwork in a different degree to another. One can at an early age, the other only at a later period, take advantage of the education to be obtained from going to museums or from travel (the best of all travel is tramping). The indispensable elements will be reduced to their lowest measure; for what any one man needs to be able to do, in order to find himself at home in life, is not considerable. The minimum is to read well, to spell properly, to write with both hands, to copy simple objects, so that one learns picture writing just as alphabet writing. This skill is quite different from artistic gifts. Besides there must be instruction in looking at things geometrically, the four simple rules of arithmetic and decimal fractions, as much geography as will help one to use a map and a time-table, as much know[Pg 259]ledge of nature as will give one a fundamental conception of the simplest requirements of hygiene103; and finally, the English language, in order to put one in touch with the increasing intercourse104 in the great world. Through these requirements the child will be endowed with what he needs, in order to find himself at home in the world of books and of life. Let there be added to these the ability to darn a stocking, sew on a button, and thread a needle.

Only the indispensable should be the obligatory105 foundation of further culture, which is only the trimming on a simple garment. The trimming receives its entire value because the individual has prepared it himself; it must not be made by a machine according to a model prepared in a factory.

What is mentioned here supplies the same basis for all, but children should be able to throw themselves into the pastoral life of the Old Testament106, into the life of the Greek and Scandinavian gods and heroes, into the life of popular legends and national history; but this should be done only through the books which they get for their amusement. At the present time all of these things are made pure subjects of study!

Assume, then, that this foundation is laid.[Pg 260] The school of the future, which will be a school for all, will advance general education, but the plan it follows will be adapted to every individual. In the school of my dreams there will be no report books, no rewards, no examinations; at graduation time examinations will be arranged for but they will be oral. In them detailed107 knowledge will not be considered; education as a whole will determine the decision of the examiners, who will personally accompany the children in the open air in order to become quietly acquainted with what they know of mankind, of past and present history.

And the education which will make the training aim at this end will be diametrically opposed to that given by the teacher of the present day. The teacher will be required to make his own observations, he will guide the scholar in the choice of books, and show him how to work. But he will not give first his own observation, judgment, and knowledge in the form of lectures, preparations, and experiments. Occasionally he will without giving notice ask for an oral or written account of work, and so ascertain108 how thoroughly109 the scholar has gone into the subject. At another time, when he knows that the scholar is pre[Pg 261]pared for it, he will give a general treatment, a comprehensive review of the subject, a stimulating110 and stirring impression, as a reward for independent work. Finally, when the scholar wishes it, he will examine him formally, but his real work will be to teach the scholar to make his own observations, to solve his own problems, to find his own aids to study in books, dictionaries, maps, etc., to fight his way through his own difficulties to victory and so reach the only moral reward for his trouble with broadened insight and increased strength.

The scholar who sits down and listens to, or looks at, the demonstration111 or experiment of the teacher does not learn to observe, nor does he whose exercise book is corrected with painful accuracy learn to write; nor does the one who pedantically112 carries out the system of models in the sloyd system learn to make articles fit for every-day use. The student must make his investigations113 himself, he must find the mistakes himself when their presence is indicated to him, he must himself think out the objects brought before him. Above all, the separate errors must not be corrected except when they are so constant and serious that they waste time. But the scholar himself must try to find out the correct and com[Pg 262]plete method of work and of expression. This is what training, what education is.

Text-books will be attractive and virile114, the "Reader" will disappear, the complete books in the original (the text may be revised if it is filled with confusing details) will be placed in the hands of children. The school library will be the largest, most beautiful, and important room; lending books in the schools will be an essential part of the curriculum.

The future school of my dreams will be surrounded by large gardens, where, as in already-existing schools in some places, the feeling for beauty will be directly encouraged. The individual scholars will arrange the flowers in the school and at home. They will take them home in order to adorn115 the window garden, and every schoolroom in winter will have a garden of this kind. This will be the natural method of making the simplest of all esthetic116 enjoyments118 a universal need. But taste must not be developed by instruction in the art of arranging flowers; this is to be attained only by pointing out those that have been arranged in the most beautiful way. In this as in all other things, self-help is essential.

Natural dexterity will be attained by book-binding, turning, and other kinds of[Pg 263] handwork, also by gardening and play. Such training has far greater educational value than the systematic119 types. The purposelessness and the uniformity of these are the terror of youth. Gymnastics should only be used on days when the weather makes bodily exercise in the open air impossible; they can certainly be made more living by being connected with physiology120 and hygiene, just as mathematics can be made real by being combined with handwork and drawing. But nothing can equal the value of movement in the open air.

Besides its garden, the future school will have its hall. Outside it will have a playground for dancing and really free play—I mean the kind of play where children, after they have learnt the game, are left to themselves. Games constantly accompanied by a teacher make play a parody121.

The development of beauty will become the aim of physical instruction as it once was with the Greeks, not simply physical strength.

Through different kinds of hand and garden work, the child will be spared from a number of requirements in mathematics and physics, because he will in many things make discoveries himself. In the methods of school[Pg 264] drudgery122 the child learns that a seed grows by warmth and moisture. In real training, the child himself sows the seed and sees what happens to it; this system is followed I believe in many schools, but only as proofs of a given abstract statement. The mistake of the modern school is really just here; it illustrates123 its course of instruction by, as it were, over-charging the child's attention, instead of giving him time and opportunity to originate for himself.

In the future school-building, there will be no class-rooms at all, but different halls with ample material provided for different subjects, and, by the side of them, rooms for work where each scholar will have a place assigned to him for private study. Common examinations will only take place when several scholars are ready and willing, anxious to be examined on the same subject; and each student can ask for the examination independent of the rest.

In every room, on the outside of the building, architecture and decoration will form a beautiful whole; and the artistic objects, detached from the building, for the adornment124 of the school will be partly originals, partly casts and copies of famous originals.

The sense for art will not be awakened126 by[Pg 265] direct artistic instruction, either in the school or when visiting museums. Classes can perhaps get such knowledge when taken around museums; but love for art can only be gained when the scholar is surrounded by art; when he can absorb it in peace and freedom. Let this quiet progress be anticipated by instruction—I don't mean the admiring criticism of the teacher himself, which he in passing expresses without explanation or questioning—and the inevitable127 result is troubling the water of a living well. Interference here, as in all other cases, destroys the individual pleasure of discovery. Constantly being taken about really impairs128 the capacity for seeing for oneself. In art, in literature, and in religion, all instruction is a mistake until the young mind has chosen some part of it as an object to be known. Knowledge destroys, feeling creates, life. But the roots of feeling are easily injured.

As to visits to museums under the direction of a teacher, they are only of use when the scholar has previously made, on his own account, his own discoveries. To these he should be stimulated129 by the teacher. When occupied in the study of Greek history, he will be asked for a description of Greek sculpture[Pg 266] that is to be found in such and such a museum. When lectures are given on the Dutch War of Independence, Dutch pictures will be described. Only after the scholar has used his own eyes, and formed his own judgments130, will a synthesis of his experiences under external guidance be of use. The same holds good of natural-history, historical, and ethnographical museums. Taking children around in herds131 produces very slight results unless they have been put in the way of noticing things by themselves.

Among the books of the school, the best literature in the original and in good accessible translations should be found. Works should be at hand capable of giving aid to those who have artistic interests. There is no greater fault in modern education than the care spent in selecting books for different ages. This is essentially132 an individual matter, and can only be decided133 by the choice of the child himself. A general crusade against all children's books, and freedom for the young to read great literature, is essential to the sound development of the modern child. What is too old for him may be set aside according to the taste of the child himself. Suppose at the age of ten years, the child is absorbed in Faust (I know[Pg 267] such cases); the child then gets at this age an impression for life that does not prevent him receiving from the same poem another impression at twenty years, or again another at thirty or forty years. The so-called dangers in standard literature are, for the child, almost nil134. Incidents that excite adults, his calm feelings pass over entirely. And even if children reach the emotional period of youth, only rarely does the plain downright expression of a great mind about natural things stain the imagination, falsify reality, and spoil taste. It is the modern romance, women's novels, just as much as French novels, that do this.

Children cannot in these days, even if parents are unreasonable135 enough to wish it, be kept in ignorance. Crude or stolen impurity136 gets a greater power over a mind that has not absorbed respect for the absolute seriousness of natural processes. This reverence is sure to come from education, and through the impressions of standard literature and first-class art.

Veiling this subject is apt to lead astray and to vulgarise. To those who can be harmed in this way the Bible is as suggestive as any of the crudities of modern literature. In the temperament which quietly accepts natural[Pg 268] things as a matter of course, is laid the foundation of real purity, and only through real purity can life, like art and literature, become great and sound.

In the works of great minds, one meets an infinite world in which the erotic element is only one factor. This gives them great repose137. Moreover imagination must have nourishment outside of itself; otherwise it will live upon its own product. Its nourishment should be what is most readable. The child's mind should be first fed on legends and then on great literature. This should be all the more insisted on because great literature often remains138 unread, when modern literature in its varied139 types begins later on to be absorbing.

To be able to use one's eyes in the worlds of nature, man, and art, to be able to read good things—these are the two great ends to which home and school education should direct their course. If the child has these capacities, he can learn almost everything else himself. I may remark in passing, that a sound development of the imagination has not only an ?sthetic but an ethical140 significance. It is really the foundation for active sympathy all round. Numerous cruelties are committed now by[Pg 269] people who have not sufficient imagination to see how their acts affect others.

In my dreamed-of school, founded along these lines, there is perfect freedom in selecting subjects. The school offers the subjects, but it forces no one to take them. English, German, French, natural science, mathematics, history, and geography are taught. The mother tongue is practiced fluently in speaking, reading, and writing. But in this case grammar is superfluous141 both for general education and for using a language; it belongs to scientific study, not to general culture. Grammar should be applied in the case of foreign languages, only so far as it is absolutely necessary to appreciate the literature. This is the sole aim general culture has in view. Those who wish to speak the languages fluently, and write them correctly, must attain facility by continual study. Those who have mastered the literature very easily learn the rest. Those who are familiar with the literature of a foreign language, write it, even with the mistakes they make, better than the person who has put together a perfectly142 correct composition according to grammatical rules. After the child, in his language study, has made enough progress to understand a fairly[Pg 270] easy book, he ought to work through one book after another, with the help of a dictionary and explain in his own language extempore what he reads. In this way is laid the foundation of a knowledge of literature, not the ready-made opinions of the histories of literature. Both in their own and in foreign literatures, the young must be lead to reality, not, as now, to its copy; to the sea, not to the water pipe. While the teacher is directing the study of language, he should try at the same time to help the scholar to a definite choice of books, and his choice should if possible be brought into relation with other subjects. So he will recommend literature connected with historical, scientific, or geographical143 study. Afterwards he will give a general analysis, and will read a passage aloud, or will encourage the scholar to read some favorite poem. But all poetry mongering—such as hacking144 a poem to pieces by divisions into strophies and sections—is to be forbidden.

Since childhood is the best time for securing the familiar use of languages, after parents and teachers agree which scholars shall take up languages, children so selected will study English and French, each for two years successively, then let them have two years of Ger[Pg 271]man, or reverse this arrangement. In this way a language will always be studied with other subjects, never three languages together. It is really only possible to take in a language, as a possession to be kept through the future, and never lost, by giving to it alone two years of really thorough study.

Scholars who want to continue their drawing or learn any kind of handwork, can combine it with the study of the main subjects. Chorus singing should be practised every day for the whole year, indoors and in the open air. It should be treated as a means of expressing the feelings, not as an introduction for developing musical capacities, though for that matter singing can give a lead to the discovery of musical talent.

As to the four principal subjects, history, geography, natural science, and mathematics, they should not be studied at the same time. The shallow multiplicity of the present system is a burden to all; it works like the "water torture" on talented individuals. It wears out their desire to learn, their initiative, their individuality, their joy of living. Those under this torture never get a breathing spell, are never able to do thorough work, and so become superficial.[Pg 272]

In my ideal school, mathematics will be learnt in winter, as it is suitable for the cold and clear winter air. In spring and in autumn, nature, out of doors, in nature itself, will be studied, not each department of nature as a special subject. An insight into geology, botany, and the animal world will be attained in their close natural union. The scholar will learn separate objects through the actual observation of life. In the text-book of life they will gain in its broad outlines a combined sketch145 of what they have acquired through intellectual processes. On rainy days they will construct for themselves in writing and in drawing a general sketch of what they have seen. General culture does not mean knowing the number of stamens or the number of articulations of a hundred flowers or skeletons. What educates and acts on the feelings and imagination, on thought and character, too, for that matter, is observing and combining natural phenomena146; the ability to follow the laws of life and development in the natural world about us. The last member in the scheme of development is man. So the study of man from the standpoint of physiology and hygiene, should come last; consideration for the psychology of the child, urges too, that[Pg 273] the foundation for the knowledge of organic nature, physics, and chemistry, should complete the educational structure.

As in natural sciences we are beginning to give up false methods, and make the student return to the same subject, with a broader point of view, in the same way the child should at certain periods devote his attention to history and geography, and then leave them entirely alone. The endless circle, the drudgery, the repetitions, all looking to examinations as the end, will with the examinations be abolished. It is a matter of experience that the small details of all subjects slip from the memory two months after examinations. Most educated men have no recollection of the detailed knowledge they acquired in school, while the general impressions of that period still influence soul, heart, character, and will. This experience will be used, not as is done now, simply recognised as a common one.

In my school the scholar interested in history will apply himself to it in the winter months; will read works about it, while others are devoting themselves to mathematics or geography. In spring these two classes of students can share in the excursions without active participation147 in the studies, while those who are[Pg 274] inclined to natural science will draw, make collections, and use the microscope. One group can by studying geography bring themselves into contact with the life of nature and the life of man. So they will be led next year to study history in winter and to take part in science study during the spring and autumn. All these different combinations are to be thought out by parents, teachers, and scholars; they can only be indicated here. The final principle is that only two subjects can be studied at the same time. After the scholar has acquired from these all the education he can absorb at this stage, these subjects will be dismissed and taken up again by those who wish to specialise in one direction or the other. Instead of the separation of subjects that divides interest and strength in our present schools, in the new ones the chief aim will be concentration. In history, the space devoted148 to work will be limited to the amount demanded by present-day culture. History will then be the only subject suitable for general intellectual training,—the history of man's development. It will bring out the great principles of ethnography and sociology, of political economy, the lives of great men, the history of the church, art, and literature.[Pg 275] In scientific study and in teaching mathematics, the men prominent in science and in discovery will find a place. Geography brings up points of view related to almost every study, and experience already acquired gives good reason for making this subject the centre of all instruction.

What are the results of the present-day school? Exhausted149 brain power, weak nerves, limited originality, paralysed initiative, dulled power of observing surrounding facts, idealism blunted under the feverish150 zeal35 of getting a position in the class—a wild chase in which parents and children regard the loss of a year as a great misfortune. After the examinations have been passed and the year gone by, the best students realise the need of beginning their studies in a living way at almost every point. The majority of students are unable to read even a paper with any real profit, and those who are given a book in a foreign language to which they have devoted innumerable hours, very seldom understand it completely, unless the language instruction of the school has been supplemented at home. The incapacity to observe for one's self, to get at the bottom of what is observed and reflect upon it, is constantly more remarkable151, as a result[Pg 276] of the preparation system at school, even when this is aided by the mothers hearing lessons at home. The late Professor Key said that it was his experience, as teacher in a medical institution, that scholars in school were incapable of seeing, thinking, or working. I have heard the same observation made in Stockholm lately in a government office, that the young men were incapable of taking up practical duties in which they should have shown the knowledge they were supposed to have after the fine examination they had passed. The system then does not serve even secondary ends; to all the higher aims of human existence it is directly opposed.

In the course of a hundred years or so, experience of this sort will cause the downfall of the system. Then, perhaps, these dreamed-of schools will arise. In them, the youth will learn first of all to observe and to love life, and their own powers will be consciously cultivated as the highest values in life. By mixing children of all classes together, the upper class, provided it still exists, will get that "colouring of earnest character which it now lacks," as Almquist said long ago; the lower classes will get the polish, that general cultivation they now lack. Through these schools,[Pg 277] where common training is given to all, the natural circulation between all classes will be furthered. The aristocrat's son and the workingman's son will change places, if nature has made the first adapted for the position of the second, and vice16 versa. Through these schools the country child will always be able to grow up in the country, and need not be sent for educational purposes into the city, provided there are still great cities. Finally boys and girls will enjoy in them all the advantages of co-education, without the particular capacities of each being forced into the uniformity of a common examination system.

After the children all over the country have been educated to about fifteen years of age, in such real common schools, some working more with the brain, others with their hands, the application schools will begin—schools for classical studies, for exact, for social or ?sthetic sciences; for handicrafts and handwork; for different professions and state positions; schools with different principles and methods, schools which can produce manifold differing forms of training and individuality. Education then, instead of being as now, the creator of servile souls, the devotees of formalism, or of characters who hate all forms in a spirit of[Pg 278] revolt, will bring fresh personal powers to intellectual and material culture alike, to the sciences and the inventive faculties, to artistic talent and to the whole art of life. It will awaken125 and encourage capacity to find out new scientific methods, to think youthful thoughts, to make clever discoveries. Educated human beings will apply to the whole sphere of culture their experience in their own experiments, their own activity, their own efforts; for all of which the school and the home will have already laid the foundation.

In the school, the painful restlessness of the present "to get somewhere" will disappear entirely. In the calm, profound atmosphere of my school, the young generation will be trained to believe that the most important thing for man is not to do something, but to be something. It may be harsh to say that common natures are reckoned by what they do, noble natures by what they are; yet it is a deep truth, forgotten in this century of activity, in this age of woman. But it is bound to be remembered in the century of contemplation, in the century of the child.

These principles will be applied, too, perhaps, in the field of practical work. Machines and electricity accomplish work that can give[Pg 279] no creative enjoyment117; handwork will be again a portion of man's happiness; we shall live through a second Renaissance152, the renewal153 of the personal joy which the man of earlier times experienced when the artistic moulding, when the rich, coloured tapestry154, the beautiful piece of carving155 came from his own hand. The present school system leads to the fabrication of unnecessary articles by the dozen. It does not lead to a true love and appreciation156 of professional work, that love and appreciation from which, in the great period of art, artistic production organically arose.

The present system, in all fields of study, limits the natural capacity of the child in the concentration, the combination, and development of its powers. When it produces its best results, it turns children at the close of their school years into pocket encyclopedias157, representing humanity's progress and knowledge. Only when such results as these cease to be called a harmonious development, will it be conceded that the school can and should have no other meaning than to give the child a preparation for continuing, through his whole life, the work of training and education. Only then will the school become a place where individuals get learning to last a lifetime, not[Pg 280] as now, even when the best face is put upon it—where they are impoverished158 for life. Through the victory of these convictions alone will each individual get his rights at school; both the person who does not want to study, as well as the one who does. Consideration will be given to the individual who has to have books as means of training and to the other case where the activity of the eye and hand is required as a means to the same end. It will be a place for the person with practical talent and for the theorist, for the realist as well as for the idealist. Both classes can freely do what they can do best; the members of each class will often feel tempted159 to test their powers by doing what the other class is able to do. One-sidedness will be corrected naturally, not, as it is now, mercilessly flattened160 out through the steam-roller methods of the "harmonious ideal of training."

To supply workers in these future schools, new normal schools must be provided. Patented pedagogy will give place to a type of teaching which considers the individual. Only the person who naturally or by training can play with children, live with children, learn from children, is fond of children, will be placed in the school to develop there for him[Pg 281]self his individual methods. Positions will be given only after a year's trial. When this period is passed the teachers will not be tested by the examiner alone, one who has followed the instruction given by them during the year, but the children themselves will also be heard from on this question. Of course, no absolute value can be assigned to the judgment of children, but nevertheless it has a really great importance. The instinct of the child chooses with astonishing accuracy what is first-class. But what, in the case of the child, has this character? This question has been answered by Goethe, "The greatest fortune of the earth's children is personality alone."

At the present time objectivity in instruction is exalted161, but every great educator has achieved success by being entirely subjective162. The teacher should be a lover of truth. Therefore he should never force a resisting object to serve his own views. As a result of this attitude, the more subjective he is, the better. The fuller and richer he communicates to the children the essence and power of his own view of life and his own character, so much the more will he forward their real development, provided, however, that he does not force upon them his opinions with the claim of infallibility.[Pg 282] In this as in all other matters, the young should be allowed to exercise free choice.

The teachers of both sexes in my school will have short hours of work, a long time to rest, and a large salary; that is, they will have the possibility of a continuous development. The limit of their service will be twenty years. After this period, they will become members of a school jury composed of parents and teachers, or they will assist in final examinations, as censors163. These will be conducted as indicated above, in such a way that each censor164 shall pass a summer either at home or abroad, in company with young people, not more than five in number. By living with them the censor will be able to measure their capacity for absorbing an education; he can direct them in the choice of a profession. By a "Socratic" communication of practical wisdom, he will supply a substitute for the Confirmation165 Instruction which will no longer be given. The psychological value of this instruction is not to be actually found in what one learns from it, but in the direction of the mind to the serious questions and pursuits of life, in the awakening166 of ethical self-development, which is the factor of supreme importance in passing from childhood to youth. In this way[Pg 283] the young will be initiated167 into the art of life. I mean by this the art of making one's own personality, one's own existence, an object of artistic interest and pursuit. The initiation168 will be conducted by a wise man, or by a woman who has kept her youthfulness, so that she understands the joys and pains of the young, their play and their seriousness, their dreams and aspirations169, their faults and their dangers—leaders who can give indirect suggestions how young people should play their own melodies in the orchestra of life.

My school will not come into existence while governments make their greatest sacrifices for militarism. Only when this tendency is overcome, a point in development will be reached, where one can see that the dearest school programme is also the cheapest. People will realise that strong manly170 brains and heart have the greatest social value. I have already said that this is no reform plan for the present that I am outlining here, only a dream for the future. But in our wonderful existence dreams are becoming at last actual realities.

点击收听单词发音收听单词发音  

1 briefly 9Styo     
adv.简单地,简短地
参考例句:
  • I want to touch briefly on another aspect of the problem.我想简单地谈一下这个问题的另一方面。
  • He was kidnapped and briefly detained by a terrorist group.他被一个恐怖组织绑架并短暂拘禁。
2 undoubtedly Mfjz6l     
adv.确实地,无疑地
参考例句:
  • It is undoubtedly she who has said that.这话明明是她说的。
  • He is undoubtedly the pride of China.毫无疑问他是中国的骄傲。
3 inclination Gkwyj     
n.倾斜;点头;弯腰;斜坡;倾度;倾向;爱好
参考例句:
  • She greeted us with a slight inclination of the head.她微微点头向我们致意。
  • I did not feel the slightest inclination to hurry.我没有丝毫着急的意思。
4 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。
5 exalt 4iGzV     
v.赞扬,歌颂,晋升,提升
参考例句:
  • She thanked the President to exalt her.她感谢总统提拔她。
  • His work exalts all those virtues that we,as Americans,are taught to hold dear.他的作品颂扬了所有那些身为美国人应该珍视的美德。
6 exalts 37067d3b07eafeeb2e1df29e5c78dcce     
赞扬( exalt的第三人称单数 ); 歌颂; 提升; 提拔
参考例句:
  • How the thought exalts me in my own eyes! 这种思想在我自己的眼睛里使我身价百倍啊!
  • Fancy amuses; imagination expands and exalts us. 幻想使人乐,想象则使我们开阔和升华。
7 emancipating 1780fcd67a8dbe796f00c235492ec020     
v.解放某人(尤指摆脱政治、法律或社会的束缚)( emancipate的现在分词 )
参考例句:
  • Innovation requires emancipating our minds, seeking truth from facts and keeping pace with the times. 创新就要不断解放思想、实事求是、与时俱进。 来自汉英非文学 - 十六大报告
  • The harmonious society is important content of Marx's mankind emancipating thought. 和谐社会是马克思人类解放思想中的重要内容。 来自互联网
8 improper b9txi     
adj.不适当的,不合适的,不正确的,不合礼仪的
参考例句:
  • Short trousers are improper at a dance.舞会上穿短裤不成体统。
  • Laughing and joking are improper at a funeral.葬礼时大笑和开玩笑是不合适的。
9 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。
10 sufficiently 0htzMB     
adv.足够地,充分地
参考例句:
  • It turned out he had not insured the house sufficiently.原来他没有给房屋投足保险。
  • The new policy was sufficiently elastic to accommodate both views.新政策充分灵活地适用两种观点。
11 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。
12 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。
13 physically iNix5     
adj.物质上,体格上,身体上,按自然规律
参考例句:
  • He was out of sorts physically,as well as disordered mentally.他浑身不舒服,心绪也很乱。
  • Every time I think about it I feel physically sick.一想起那件事我就感到极恶心。
14 psychical 8d18cc3bc74677380d4909fef11c68da     
adj.有关特异功能现象的;有关特异功能官能的;灵魂的;心灵的
参考例句:
  • Conclusion: The Liuhe-lottery does harm to people, s psychical health and should be for bidden. 结论:“六合彩”赌博有害人们心理卫生,应予以严禁。 来自互联网
15 psychically fc357bf48bf180a8211df7ef346ab03a     
adv.精神上
参考例句:
  • Shouldn't you psychically know when you're annoying someone? 难道你不知道你什么时候讨人厌吗? 来自电影对白
  • Auras can be seen physically, or sensed psychically, or both. 从身体上能够看见光环,或从心理上感觉到它,或者二者都可以。 来自互联网
16 vice NU0zQ     
n.坏事;恶习;[pl.]台钳,老虎钳;adj.副的
参考例句:
  • He guarded himself against vice.他避免染上坏习惯。
  • They are sunk in the depth of vice.他们堕入了罪恶的深渊。
17 vices 01aad211a45c120dcd263c6f3d60ce79     
缺陷( vice的名词复数 ); 恶习; 不道德行为; 台钳
参考例句:
  • In spite of his vices, he was loved by all. 尽管他有缺点,还是受到大家的爱戴。
  • He vituperated from the pulpit the vices of the court. 他在教堂的讲坛上责骂宫廷的罪恶。
18 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。
19 premature FPfxV     
adj.比预期时间早的;不成熟的,仓促的
参考例句:
  • It is yet premature to predict the possible outcome of the dialogue.预言这次对话可能有什么结果为时尚早。
  • The premature baby is doing well.那个早产的婴儿很健康。
20 emancipate mjEzb     
v.解放,解除
参考例句:
  • This new machine will emancipate us from the hard work.这部新机器将把我们从繁重劳动中解放出来。
  • To emancipate all mankind,we will balk at no sacrifice,even that of our lives.为了全人类的解放,即使牺牲生命也在所不惜。
21 idiotic wcFzd     
adj.白痴的
参考例句:
  • It is idiotic to go shopping with no money.去买东西而不带钱是很蠢的。
  • The child's idiotic deeds caused his family much trouble.那小孩愚蠢的行为给家庭带来许多麻烦。
22 attic Hv4zZ     
n.顶楼,屋顶室
参考例句:
  • Leakiness in the roof caused a damp attic.屋漏使顶楼潮湿。
  • What's to be done with all this stuff in the attic?顶楼上的材料怎么处理?
23 stimulates 7384b1562fa5973e17b0984305c09f3e     
v.刺激( stimulate的第三人称单数 );激励;使兴奋;起兴奋作用,起刺激作用,起促进作用
参考例句:
  • Exercise stimulates the body. 运动促进身体健康。 来自《简明英汉词典》
  • Alcohol stimulates the action of the heart. 酒刺激心脏的活动。 来自《现代英汉综合大词典》
24 interfere b5lx0     
v.(in)干涉,干预;(with)妨碍,打扰
参考例句:
  • If we interfere, it may do more harm than good.如果我们干预的话,可能弊多利少。
  • When others interfere in the affair,it always makes troubles. 别人一卷入这一事件,棘手的事情就来了。
25 supreme PHqzc     
adj.极度的,最重要的;至高的,最高的
参考例句:
  • It was the supreme moment in his life.那是他一生中最重要的时刻。
  • He handed up the indictment to the supreme court.他把起诉书送交最高法院。
26 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。
27 disposition GljzO     
n.性情,性格;意向,倾向;排列,部署
参考例句:
  • He has made a good disposition of his property.他已对财产作了妥善处理。
  • He has a cheerful disposition.他性情开朗。
28 inclinations 3f0608fe3c993220a0f40364147caa7b     
倾向( inclination的名词复数 ); 倾斜; 爱好; 斜坡
参考例句:
  • She has artistic inclinations. 她有艺术爱好。
  • I've no inclinations towards life as a doctor. 我的志趣不是行医。
29 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。
30 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。
31 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。
32 maturity 47nzh     
n.成熟;完成;(支票、债券等)到期
参考例句:
  • These plants ought to reach maturity after five years.这些植物五年后就该长成了。
  • This is the period at which the body attains maturity.这是身体发育成熟的时期。
33 immature Saaxj     
adj.未成熟的,发育未全的,未充分发展的
参考例句:
  • Tony seemed very shallow and immature.托尼看起来好像很肤浅,不夠成熟。
  • The birds were in immature plumage.这些鸟儿羽翅未全。
34 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。
35 zeal mMqzR     
n.热心,热情,热忱
参考例句:
  • Revolutionary zeal caught them up,and they joined the army.革命热情激励他们,于是他们从军了。
  • They worked with great zeal to finish the project.他们热情高涨地工作,以期完成这个项目。
36 fidelity vk3xB     
n.忠诚,忠实;精确
参考例句:
  • There is nothing like a dog's fidelity.没有什么能比得上狗的忠诚。
  • His fidelity and industry brought him speedy promotion.他的尽职及勤奋使他很快地得到晋升。
37 pilfers 67db887aa339a2a0559a9a17fcfd80da     
v.偷窃(小东西),小偷( pilfer的第三人称单数 );偷窃(一般指小偷小摸)
参考例句:
38 obdurate N5Dz0     
adj.固执的,顽固的
参考例句:
  • He is obdurate in his convictions.他执着于自己所坚信的事。
  • He remained obdurate,refusing to alter his decision.他依然固执己见,拒不改变决定。
39 antagonisms 6dfb1d9af48ee2db78f993b6cb89e237     
对抗,敌对( antagonism的名词复数 )
参考例句:
  • The fundamental antagonisms in such an arrangement were obvious. 在这样一种安排中,基本矛盾很明显。
  • The antagonisms between the two empires and systems were mortal. 这两个帝国和两种制度之间,有着不共戴天的仇恨。
40 embitters 43250f23868ae68b37585f37002d69ea     
v.使怨恨,激怒( embitter的第三人称单数 )
参考例句:
41 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。
42 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。
43 psychology U0Wze     
n.心理,心理学,心理状态
参考例句:
  • She has a background in child psychology.她受过儿童心理学的教育。
  • He studied philosophy and psychology at Cambridge.他在剑桥大学学习哲学和心理学。
44 emancipated 6319b4184bdec9d99022f96c4965261a     
adj.被解放的,不受约束的v.解放某人(尤指摆脱政治、法律或社会的束缚)( emancipate的过去式和过去分词 )
参考例句:
  • Slaves were not emancipated until 1863 in the United States. 美国奴隶直到1863年才获得自由。
  • Women are still struggling to be fully emancipated. 妇女仍在为彻底解放而斗争。 来自《简明英汉词典》
45 corps pzzxv     
n.(通信等兵种的)部队;(同类作的)一组
参考例句:
  • The medical corps were cited for bravery in combat.医疗队由于在战场上的英勇表现而受嘉奖。
  • When the war broke out,he volunteered for the Marine Corps.战争爆发时,他自愿参加了海军陆战队。
46 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。
47 patriotic T3Izu     
adj.爱国的,有爱国心的
参考例句:
  • His speech was full of patriotic sentiments.他的演说充满了爱国之情。
  • The old man is a patriotic overseas Chinese.这位老人是一位爱国华侨。
48 wink 4MGz3     
n.眨眼,使眼色,瞬间;v.眨眼,使眼色,闪烁
参考例句:
  • He tipped me the wink not to buy at that price.他眨眼暗示我按那个价格就不要买。
  • The satellite disappeared in a wink.瞬息之间,那颗卫星就消失了。
49 cultivation cnfzl     
n.耕作,培养,栽培(法),养成
参考例句:
  • The cultivation in good taste is our main objective.培养高雅情趣是我们的主要目标。
  • The land is not fertile enough to repay cultivation.这块土地不够肥沃,不值得耕种。
50 harmonious EdWzx     
adj.和睦的,调和的,和谐的,协调的
参考例句:
  • Their harmonious relationship resulted in part from their similar goals.他们关系融洽的部分原因是他们有着相似的目标。
  • The room was painted in harmonious colors.房间油漆得色彩调和。
51 sociable hw3wu     
adj.好交际的,友好的,合群的
参考例句:
  • Roger is a very sociable person.罗杰是个非常好交际的人。
  • Some children have more sociable personalities than others.有些孩子比其他孩子更善于交际。
52 nourishment Ovvyi     
n.食物,营养品;营养情况
参考例句:
  • Lack of proper nourishment reduces their power to resist disease.营养不良降低了他们抵抗疾病的能力。
  • He ventured that plants draw part of their nourishment from the air.他大胆提出植物从空气中吸收部分养分的观点。
53 attain HvYzX     
vt.达到,获得,完成
参考例句:
  • I used the scientific method to attain this end. 我用科学的方法来达到这一目的。
  • His painstaking to attain his goal in life is praiseworthy. 他为实现人生目标所下的苦功是值得称赞的。
54 peculiar cinyo     
adj.古怪的,异常的;特殊的,特有的
参考例句:
  • He walks in a peculiar fashion.他走路的样子很奇特。
  • He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。
55 attained 1f2c1bee274e81555decf78fe9b16b2f     
(通常经过努力)实现( attain的过去式和过去分词 ); 达到; 获得; 达到(某年龄、水平、状况)
参考例句:
  • She has attained the degree of Master of Arts. 她已获得文学硕士学位。
  • Lu Hsun attained a high position in the republic of letters. 鲁迅在文坛上获得崇高的地位。
56 unity 4kQwT     
n.团结,联合,统一;和睦,协调
参考例句:
  • When we speak of unity,we do not mean unprincipled peace.所谓团结,并非一团和气。
  • We must strengthen our unity in the face of powerful enemies.大敌当前,我们必须加强团结。
57 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。
58 investigation MRKzq     
n.调查,调查研究
参考例句:
  • In an investigation,a new fact became known, which told against him.在调查中新发现了一件对他不利的事实。
  • He drew the conclusion by building on his own investigation.他根据自己的调查研究作出结论。
59 stunts d1bd0eff65f6d207751b4213c4fdd8d1     
n.惊人的表演( stunt的名词复数 );(广告中)引人注目的花招;愚蠢行为;危险举动v.阻碍…发育[生长],抑制,妨碍( stunt的第三人称单数 )
参考例句:
  • He did all his own stunts. 所有特技都是他自己演的。
  • The plane did a few stunts before landing. 飞机着陆前做了一些特技。 来自《简明英汉词典》
60 pedantry IuTyz     
n.迂腐,卖弄学问
参考例句:
  • The book is a demonstration of scholarship without pedantry.这本书表现出学术水平又不故意卖弄学问。
  • He fell into a kind of pedantry.他变得有点喜欢卖弄学问。
61 erase woMxN     
v.擦掉;消除某事物的痕迹
参考例句:
  • He tried to erase the idea from his mind.他试图从头脑中抹掉这个想法。
  • Please erase my name from the list.请把我的名字从名单上擦去。
62 theatrical pIRzF     
adj.剧场的,演戏的;做戏似的,做作的
参考例句:
  • The final scene was dismayingly lacking in theatrical effect.最后一场缺乏戏剧效果,叫人失望。
  • She always makes some theatrical gesture.她老在做些夸张的手势。
63 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。
64 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。
65 originality JJJxm     
n.创造力,独创性;新颖
参考例句:
  • The name of the game in pop music is originality.流行音乐的本质是独创性。
  • He displayed an originality amounting almost to genius.他显示出近乎天才的创造性。
66 instructors 5ea75ff41aa7350c0e6ef0bd07031aa4     
指导者,教师( instructor的名词复数 )
参考例句:
  • The instructors were slacking on the job. 教员们对工作松松垮垮。
  • He was invited to sit on the rostrum as a representative of extramural instructors. 他以校外辅导员身份,被邀请到主席台上。
67 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。
68 versatility xiQwT     
n.多才多艺,多样性,多功能
参考例句:
  • Versatility is another of your strong points,but don't overdo it by having too many irons in the fire.你还有一个长处是多才多艺,但不要揽事太多而太露锋芒。
  • This versatility comes from a dual weather influence.这种多样性是由于双重的气候影响而形成的。
69 apathy BMlyA     
n.漠不关心,无动于衷;冷淡
参考例句:
  • He was sunk in apathy after his failure.他失败后心恢意冷。
  • She heard the story with apathy.她听了这个故事无动于衷。
70 impersonal Ck6yp     
adj.无个人感情的,与个人无关的,非人称的
参考例句:
  • Even his children found him strangely distant and impersonal.他的孩子们也认为他跟其他人很疏远,没有人情味。
  • His manner seemed rather stiff and impersonal.他的态度似乎很生硬冷淡。
71 mischievous mischievous     
adj.调皮的,恶作剧的,有害的,伤人的
参考例句:
  • He is a mischievous but lovable boy.他是一个淘气但可爱的小孩。
  • A mischievous cur must be tied short.恶狗必须拴得短。
72 obstinate m0dy6     
adj.顽固的,倔强的,不易屈服的,较难治愈的
参考例句:
  • She's too obstinate to let anyone help her.她太倔强了,不会让任何人帮她的。
  • The trader was obstinate in the negotiation.这个商人在谈判中拗强固执。
73 martyrs d8bbee63cb93081c5677dc671dc968fc     
n.martyr的复数形式;烈士( martyr的名词复数 );殉道者;殉教者;乞怜者(向人诉苦以博取同情)
参考例句:
  • the early Christian martyrs 早期基督教殉道者
  • They paid their respects to the revolutionary martyrs. 他们向革命烈士致哀。 来自《现代汉英综合大词典》
74 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。
75 amiable hxAzZ     
adj.和蔼可亲的,友善的,亲切的
参考例句:
  • She was a very kind and amiable old woman.她是个善良和气的老太太。
  • We have a very amiable companionship.我们之间存在一种友好的关系。
76 pebble c3Rzo     
n.卵石,小圆石
参考例句:
  • The bird mistook the pebble for egg and tried to hatch it.这只鸟错把卵石当蛋,想去孵它。
  • The pebble made a ripple on the surface of the lake.石子在湖面上激起一个涟漪。
77 previously bkzzzC     
adv.以前,先前(地)
参考例句:
  • The bicycle tyre blew out at a previously damaged point.自行车胎在以前损坏过的地方又爆开了。
  • Let me digress for a moment and explain what had happened previously.让我岔开一会儿,解释原先发生了什么。
78 fettered ztYzQ2     
v.给…上脚镣,束缚( fetter的过去式和过去分词 )
参考例句:
  • We reverence tradition but will not be fettered by it. 我们尊重传统,但不被传统所束缚。 来自《现代汉英综合大词典》
  • Many people are fettered by lack of self-confidence. 许多人都因缺乏自信心而缩手缩脚。 来自《现代汉英综合大词典》
79 unconditional plcwS     
adj.无条件的,无限制的,绝对的
参考例句:
  • The victorious army demanded unconditional surrender.胜方要求敌人无条件投降。
  • My love for all my children is unconditional.我对自己所有孩子的爱都是无条件的。
80 salvation nC2zC     
n.(尤指基督)救世,超度,拯救,解困
参考例句:
  • Salvation lay in political reform.解救办法在于政治改革。
  • Christians hope and pray for salvation.基督教徒希望并祈祷灵魂得救。
81 minor e7fzR     
adj.较小(少)的,较次要的;n.辅修学科;vi.辅修
参考例句:
  • The young actor was given a minor part in the new play.年轻的男演员在这出新戏里被分派担任一个小角色。
  • I gave him a minor share of my wealth.我把小部分财产给了他。
82 radical hA8zu     
n.激进份子,原子团,根号;adj.根本的,激进的,彻底的
参考例句:
  • The patient got a radical cure in the hospital.病人在医院得到了根治。
  • She is radical in her demands.她的要求十分偏激。
83 belittling f2b71888b429fab9345a28d38fc35bfe     
使显得微小,轻视,贬低( belittle的现在分词 )
参考例句:
  • We must be realistic in our self-estimation, neither being conceited nor belittling ourselves. 我们对自己的估计应该实事求是, 不要自高自大,也不要妄自菲薄。
  • I find it belittling to be criticized by someone so much younger than me. 有个比我年轻许多的人批评了我,我觉得是小看了我。
84 momentous Zjay9     
adj.重要的,重大的
参考例句:
  • I am deeply honoured to be invited to this momentous occasion.能应邀出席如此重要的场合,我深感荣幸。
  • The momentous news was that war had begun.重大的新闻是战争已经开始。
85 determined duszmP     
adj.坚定的;有决心的
参考例句:
  • I have determined on going to Tibet after graduation.我已决定毕业后去西藏。
  • He determined to view the rooms behind the office.他决定查看一下办公室后面的房间。
86 philosophic ANExi     
adj.哲学的,贤明的
参考例句:
  • It was a most philosophic and jesuitical motorman.这是个十分善辩且狡猾的司机。
  • The Irish are a philosophic as well as a practical race.爱尔兰人是既重实际又善于思想的民族。
87 judgment e3xxC     
n.审判;判断力,识别力,看法,意见
参考例句:
  • The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
  • He's a man of excellent judgment.他眼力过人。
88 faculties 066198190456ba4e2b0a2bda2034dfc5     
n.能力( faculty的名词复数 );全体教职员;技巧;院
参考例句:
  • Although he's ninety, his mental faculties remain unimpaired. 他虽年届九旬,但头脑仍然清晰。
  • All your faculties have come into play in your work. 在你的工作中,你的全部才能已起到了作用。 来自《简明英汉词典》
89 indirectly a8UxR     
adv.间接地,不直接了当地
参考例句:
  • I heard the news indirectly.这消息我是间接听来的。
  • They were approached indirectly through an intermediary.通过一位中间人,他们进行了间接接触。
90 mathematicians bca28c194cb123ba0303d3afafc32cb4     
数学家( mathematician的名词复数 )
参考例句:
  • Do you suppose our mathematicians are unequal to that? 你以为我们的数学家做不到这一点吗? 来自英汉文学
  • Mathematicians can solve problems with two variables. 数学家们可以用两个变数来解决问题。 来自哲学部分
91 heresy HdDza     
n.异端邪说;异教
参考例句:
  • We should denounce a heresy.我们应该公开指责异端邪说。
  • It might be considered heresy to suggest such a notion.提出这样一个观点可能会被视为异端邪说。
92 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。
93 intensity 45Ixd     
n.强烈,剧烈;强度;烈度
参考例句:
  • I didn't realize the intensity of people's feelings on this issue.我没有意识到这一问题能引起群情激奋。
  • The strike is growing in intensity.罢工日益加剧。
94 insignificant k6Mx1     
adj.无关紧要的,可忽略的,无意义的
参考例句:
  • In winter the effect was found to be insignificant.在冬季,这种作用是不明显的。
  • This problem was insignificant compared to others she faced.这一问题与她面临的其他问题比较起来算不得什么。
95 everlasting Insx7     
adj.永恒的,持久的,无止境的
参考例句:
  • These tyres are advertised as being everlasting.广告上说轮胎持久耐用。
  • He believes in everlasting life after death.他相信死后有不朽的生命。
96 dexterity hlXzs     
n.(手的)灵巧,灵活
参考例句:
  • You need manual dexterity to be good at video games.玩好电子游戏手要灵巧。
  • I'm your inferior in manual dexterity.论手巧,我不如你。
97 artistic IeWyG     
adj.艺术(家)的,美术(家)的;善于艺术创作的
参考例句:
  • The picture on this screen is a good artistic work.这屏风上的画是件很好的艺术品。
  • These artistic handicrafts are very popular with foreign friends.外国朋友很喜欢这些美术工艺品。
98 isolated bqmzTd     
adj.与世隔绝的
参考例句:
  • His bad behaviour was just an isolated incident. 他的不良行为只是个别事件。
  • Patients with the disease should be isolated. 这种病的患者应予以隔离。
99 deluge a9nyg     
n./vt.洪水,暴雨,使泛滥
参考例句:
  • This little stream can become a deluge when it rains heavily.雨大的时候,这条小溪能变作洪流。
  • I got caught in the deluge on the way home.我在回家的路上遇到倾盆大雨。
100 watery bU5zW     
adj.有水的,水汪汪的;湿的,湿润的
参考例句:
  • In his watery eyes there is an expression of distrust.他那含泪的眼睛流露出惊惶失措的神情。
  • Her eyes became watery because of the smoke.因为烟熏,她的双眼变得泪汪汪的。
101 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。
102 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。
103 hygiene Kchzr     
n.健康法,卫生学 (a.hygienic)
参考例句:
  • Their course of study includes elementary hygiene and medical theory.他们的课程包括基础卫生学和医疗知识。
  • He's going to give us a lecture on public hygiene.他要给我们作关于公共卫生方面的报告。
104 intercourse NbMzU     
n.性交;交流,交往,交际
参考例句:
  • The magazine becomes a cultural medium of intercourse between the two peoples.该杂志成为两民族间文化交流的媒介。
  • There was close intercourse between them.他们过往很密。
105 obligatory F5lzC     
adj.强制性的,义务的,必须的
参考例句:
  • It is obligatory for us to obey the laws.我们必须守法。
  • It is obligatory on every citizen to safeguard our great motherland.保卫我们伟大的祖国是每一个公民应尽的义务。
106 testament yyEzf     
n.遗嘱;证明
参考例句:
  • This is his last will and testament.这是他的遗愿和遗嘱。
  • It is a testament to the power of political mythology.这说明,编造政治神话可以产生多大的威力。
107 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。
108 ascertain WNVyN     
vt.发现,确定,查明,弄清
参考例句:
  • It's difficult to ascertain the coal deposits.煤储量很难探明。
  • We must ascertain the responsibility in light of different situtations.我们必须根据不同情况判定责任。
109 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。
110 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。
111 demonstration 9waxo     
n.表明,示范,论证,示威
参考例句:
  • His new book is a demonstration of his patriotism.他写的新书是他的爱国精神的证明。
  • He gave a demonstration of the new technique then and there.他当场表演了这种新的操作方法。
112 pedantically cb67b0e63200635d2e515105389b0bca     
参考例句:
113 investigations 02de25420938593f7db7bd4052010b32     
(正式的)调查( investigation的名词复数 ); 侦查; 科学研究; 学术研究
参考例句:
  • His investigations were intensive and thorough but revealed nothing. 他进行了深入彻底的调查,但没有发现什么。
  • He often sent them out to make investigations. 他常常派他们出去作调查。
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 adorn PydzZ     
vt.使美化,装饰
参考例句:
  • She loved to adorn herself with finery.她喜欢穿戴华丽的服饰。
  • His watercolour designs adorn a wide range of books.他的水彩设计使许多图书大为生色。
116 esthetic 3tfzcU     
adj.美学的,审美的;悦目的,雅致的
参考例句:
  • That armchair is comfortable but not very esthetic.那张扶手椅坐起来舒服,但不太美观。
  • There are physical distance and esthetic distance between the esthetic subject and the object.审美的主客体之间有物理距离和心理距离。
117 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。
118 enjoyments 8e942476c02b001997fdec4a72dbed6f     
愉快( enjoyment的名词复数 ); 令人愉快的事物; 享有; 享受
参考例句:
  • He is fond of worldly enjoyments. 他喜爱世俗的享乐。
  • The humanities and amenities of life had no attraction for him--its peaceful enjoyments no charm. 对他来说,生活中的人情和乐趣并没有吸引力——生活中的恬静的享受也没有魅力。
119 systematic SqMwo     
adj.有系统的,有计划的,有方法的
参考例句:
  • The way he works isn't very systematic.他的工作不是很有条理。
  • The teacher made a systematic work of teaching.这个教师进行系统的教学工作。
120 physiology uAfyL     
n.生理学,生理机能
参考例句:
  • He bought a book about physiology.他买了一本生理学方面的书。
  • He was awarded the Nobel Prize for achievements in physiology.他因生理学方面的建树而被授予诺贝尔奖。
121 parody N46zV     
n.打油诗文,诙谐的改编诗文,拙劣的模仿;v.拙劣模仿,作模仿诗文
参考例句:
  • The parody was just a form of teasing.那个拙劣的模仿只是一种揶揄。
  • North Korea looks like a grotesque parody of Mao's centrally controlled China,precisely the sort of system that Beijing has left behind.朝鲜看上去像是毛时代中央集权的中国的怪诞模仿,其体制恰恰是北京方面已经抛弃的。
122 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。
123 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
124 adornment cxnzz     
n.装饰;装饰品
参考例句:
  • Lucie was busy with the adornment of her room.露西正忙着布置她的房间。
  • Cosmetics are used for adornment.化妆品是用来打扮的。
125 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。
126 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》
127 inevitable 5xcyq     
adj.不可避免的,必然发生的
参考例句:
  • Mary was wearing her inevitable large hat.玛丽戴着她总是戴的那顶大帽子。
  • The defeat had inevitable consequences for British policy.战败对英国政策不可避免地产生了影响。
128 impairs 866bc0da43dd90e04b6073750ff1e87c     
v.损害,削弱( impair的第三人称单数 )
参考例句:
  • Smoking impairs our health. 吸烟会损害我们的健康。 来自《简明英汉词典》
  • Almost anything that impairs liver function can cause hepatitis. 任何有损于肝功能的因素,几乎都会引起肝炎。 来自辞典例句
129 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。
130 judgments 2a483d435ecb48acb69a6f4c4dd1a836     
判断( judgment的名词复数 ); 鉴定; 评价; 审判
参考例句:
  • A peculiar austerity marked his judgments of modern life. 他对现代生活的批评带着一种特殊的苛刻。
  • He is swift with his judgments. 他判断迅速。
131 herds 0a162615f6eafc3312659a54a8cdac0f     
兽群( herd的名词复数 ); 牧群; 人群; 群众
参考例句:
  • Regularly at daybreak they drive their herds to the pasture. 每天天一亮他们就把牲畜赶到草场上去。
  • There we saw herds of cows grazing on the pasture. 我们在那里看到一群群的牛在草地上吃草。
132 essentially nntxw     
adv.本质上,实质上,基本上
参考例句:
  • Really great men are essentially modest.真正的伟人大都很谦虚。
  • She is an essentially selfish person.她本质上是个自私自利的人。
133 decided lvqzZd     
adj.决定了的,坚决的;明显的,明确的
参考例句:
  • This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
  • There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。
134 nil 7GgxO     
n.无,全无,零
参考例句:
  • My knowledge of the subject is practically nil.我在这方面的知识几乎等于零。
  • Their legal rights are virtually nil.他们实际上毫无法律权利。
135 unreasonable tjLwm     
adj.不讲道理的,不合情理的,过度的
参考例句:
  • I know that they made the most unreasonable demands on you.我知道他们对你提出了最不合理的要求。
  • They spend an unreasonable amount of money on clothes.他们花在衣服上的钱太多了。
136 impurity b4Kye     
n.不洁,不纯,杂质
参考例句:
  • The oxygen reacts vigorously with the impurity in the iron.氧气与铁中的杂质发生剧烈的化学反应。
  • The more general impurity acid corrosion faster.一般来说杂质越多酸蚀速度越快。
137 repose KVGxQ     
v.(使)休息;n.安息
参考例句:
  • Don't disturb her repose.不要打扰她休息。
  • Her mouth seemed always to be smiling,even in repose.她的嘴角似乎总是挂着微笑,即使在睡眠时也是这样。
138 remains 1kMzTy     
n.剩余物,残留物;遗体,遗迹
参考例句:
  • He ate the remains of food hungrily.他狼吞虎咽地吃剩余的食物。
  • The remains of the meal were fed to the dog.残羹剩饭喂狗了。
139 varied giIw9     
adj.多样的,多变化的
参考例句:
  • The forms of art are many and varied.艺术的形式是多种多样的。
  • The hotel has a varied programme of nightly entertainment.宾馆有各种晚间娱乐活动。
140 ethical diIz4     
adj.伦理的,道德的,合乎道德的
参考例句:
  • It is necessary to get the youth to have a high ethical concept.必须使青年具有高度的道德观念。
  • It was a debate which aroused fervent ethical arguments.那是一场引发强烈的伦理道德争论的辩论。
141 superfluous EU6zf     
adj.过多的,过剩的,多余的
参考例句:
  • She fined away superfluous matter in the design. 她删去了这图案中多余的东西。
  • That request seemed superfluous when I wrote it.我这样写的时候觉得这个请求似乎是多此一举。
142 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。
143 geographical Cgjxb     
adj.地理的;地区(性)的
参考例句:
  • The current survey will have a wider geographical spread.当前的调查将在更广泛的地域范围內进行。
  • These birds have a wide geographical distribution.这些鸟的地理分布很广。
144 hacking KrIzgm     
n.非法访问计算机系统和数据库的活动
参考例句:
  • The patient with emphysema is hacking all day. 这个肺气肿病人整天不断地干咳。
  • We undertook the task of hacking our way through the jungle. 我们负责在丛林中开路。
145 sketch UEyyG     
n.草图;梗概;素描;v.素描;概述
参考例句:
  • My sister often goes into the country to sketch. 我姐姐常到乡间去写生。
  • I will send you a slight sketch of the house.我将给你寄去房屋的草图。
146 phenomena 8N9xp     
n.现象
参考例句:
  • Ade couldn't relate the phenomena with any theory he knew.艾德无法用他所知道的任何理论来解释这种现象。
  • The object of these experiments was to find the connection,if any,between the two phenomena.这些实验的目的就是探索这两种现象之间的联系,如果存在着任何联系的话。
147 participation KS9zu     
n.参与,参加,分享
参考例句:
  • Some of the magic tricks called for audience participation.有些魔术要求有观众的参与。
  • The scheme aims to encourage increased participation in sporting activities.这个方案旨在鼓励大众更多地参与体育活动。
148 devoted xu9zka     
adj.忠诚的,忠实的,热心的,献身于...的
参考例句:
  • He devoted his life to the educational cause of the motherland.他为祖国的教育事业贡献了一生。
  • We devoted a lengthy and full discussion to this topic.我们对这个题目进行了长时间的充分讨论。
149 exhausted 7taz4r     
adj.极其疲惫的,精疲力尽的
参考例句:
  • It was a long haul home and we arrived exhausted.搬运回家的这段路程特别长,到家时我们已筋疲力尽。
  • Jenny was exhausted by the hustle of city life.珍妮被城市生活的忙乱弄得筋疲力尽。
150 feverish gzsye     
adj.发烧的,狂热的,兴奋的
参考例句:
  • He is too feverish to rest.他兴奋得安静不下来。
  • They worked with feverish haste to finish the job.为了完成此事他们以狂热的速度工作着。
151 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。
152 renaissance PBdzl     
n.复活,复兴,文艺复兴
参考例句:
  • The Renaissance was an epoch of unparalleled cultural achievement.文艺复兴是一个文化上取得空前成就的时代。
  • The theme of the conference is renaissance Europe.大会的主题是文艺复兴时期的欧洲。
153 renewal UtZyW     
adj.(契约)延期,续订,更新,复活,重来
参考例句:
  • Her contract is coming up for renewal in the autumn.她的合同秋天就应该续签了。
  • Easter eggs symbolize the renewal of life.复活蛋象征新生。
154 tapestry 7qRy8     
n.挂毯,丰富多采的画面
参考例句:
  • How about this artistic tapestry and this cloisonne vase?这件艺术挂毯和这个景泰蓝花瓶怎么样?
  • The wall of my living room was hung with a tapestry.我的起居室的墙上挂着一块壁毯。
155 carving 5wezxw     
n.雕刻品,雕花
参考例句:
  • All the furniture in the room had much carving.房间里所有的家具上都有许多雕刻。
  • He acquired the craft of wood carving in his native town.他在老家学会了木雕手艺。
156 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。
157 encyclopedias a88b1e8f5e10dbff92d83626a0e989f5     
n.百科全书, (某一学科的)专科全书( encyclopedia的名词复数 )
参考例句:
  • However, some encyclopedias can be found on the Web. 同时,一些百科全书能也在网络上找到。 来自互联网
  • Few people think of encyclopedias as creative enterprises; but they are. 鲜少有人想到百科全书是创意的工作,但它确实是。 来自互联网
158 impoverished 1qnzcL     
adj.穷困的,无力的,用尽了的v.使(某人)贫穷( impoverish的过去式和过去分词 );使(某物)贫瘠或恶化
参考例句:
  • the impoverished areas of the city 这个城市的贫民区
  • They were impoverished by a prolonged spell of unemployment. 他们因长期失业而一贫如洗。 来自《简明英汉词典》
159 tempted b0182e969d369add1b9ce2353d3c6ad6     
v.怂恿(某人)干不正当的事;冒…的险(tempt的过去分词)
参考例句:
  • I was sorely tempted to complain, but I didn't. 我极想发牢骚,但还是没开口。
  • I was tempted by the dessert menu. 甜食菜单馋得我垂涎欲滴。
160 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。
161 exalted ztiz6f     
adj.(地位等)高的,崇高的;尊贵的,高尚的
参考例句:
  • Their loveliness and holiness in accordance with their exalted station.他们的美丽和圣洁也与他们的崇高地位相称。
  • He received respect because he was a person of exalted rank.他因为是个地位崇高的人而受到尊敬。
162 subjective mtOwP     
a.主观(上)的,个人的
参考例句:
  • The way they interpreted their past was highly subjective. 他们解释其过去的方式太主观。
  • A literary critic should not be too subjective in his approach. 文学评论家的看法不应太主观。
163 censors 0b6e14d26afecc4ac86c847a7c99de15     
删剪(书籍、电影等中被认为犯忌、违反道德或政治上危险的内容)( censor的第三人称单数 )
参考例句:
  • The censors eviscerated the book to make it inoffensive to the President. 审查员删去了该书的精华以取悦于总统。
  • The censors let out not a word. 检察官一字也不发。
164 censor GrDz7     
n./vt.审查,审查员;删改
参考例句:
  • The film has not been viewed by the censor.这部影片还未经审查人员审查。
  • The play was banned by the censor.该剧本被查禁了。
165 confirmation ZYMya     
n.证实,确认,批准
参考例句:
  • We are waiting for confirmation of the news.我们正在等待证实那个消息。
  • We need confirmation in writing before we can send your order out.给你们发送订购的货物之前,我们需要书面确认。
166 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。
167 initiated 9cd5622f36ab9090359c3cf3ca4ddda3     
n. 创始人 adj. 新加入的 vt. 开始,创始,启蒙,介绍加入
参考例句:
  • He has not yet been thoroughly initiated into the mysteries of computers. 他对计算机的奥秘尚未入门。
  • The artist initiated the girl into the art world in France. 这个艺术家介绍这个女孩加入巴黎艺术界。
168 initiation oqSzAI     
n.开始
参考例句:
  • her initiation into the world of marketing 她的初次涉足营销界
  • It was my initiation into the world of high fashion. 这是我初次涉足高级时装界。
169 aspirations a60ebedc36cdd304870aeab399069f9e     
强烈的愿望( aspiration的名词复数 ); 志向; 发送气音; 发 h 音
参考例句:
  • I didn't realize you had political aspirations. 我没有意识到你有政治上的抱负。
  • The new treaty embodies the aspirations of most nonaligned countries. 新条约体现了大多数不结盟国家的愿望。
170 manly fBexr     
adj.有男子气概的;adv.男子般地,果断地
参考例句:
  • The boy walked with a confident manly stride.这男孩以自信的男人步伐行走。
  • He set himself manly tasks and expected others to follow his example.他给自己定下了男子汉的任务,并希望别人效之。


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