In the preceding chapter we discussed Froebel's plays, and found that the playful spirit which pervades1 all the kindergarten exercises must not be regarded as trivial, since it has a philosophic2 motive3 and a definite, earnest purpose.
We discussed the meaning of childish play, and deplored4 the lack of good and worthy5 national nursery plays. Passing then to Froebel's "Mother-Play," we found that the very heart of his educational idea lies in the book, and that it serves as a guide for mothers whose babies are yet in their arms, as well as for those who have little children of four or five years under their care.
We found that in Froebel's plays the mirror is held up to universal life; that the child in playing them grows into unconscious sympathy with the natural, the human, the divine; that by "playing at" the life he longs to understand, he grows at last into a conscious realization6 of its mysteries—its truth, its meaning, its dignity, its purpose.
We discovered that the carefully chosen words of the kindergarten songs and games suggest thought to the child, the thought suggests gesture, the melody begets10 spiritual feeling.
We discussed the relation of body and mind; the effect of bodily attitudes on feeling and thought, as well as the moulding of the body by the indwelling mind.
Froebel's playthings are as significant as his plays. If you examine the materials he offers children in his "gifts and occupations," you cannot help seeing that they meet the child's natural wants in a truly wonderful manner, and that used in connection with conversations and stories and games they address and develop his love of movement and his love of rhythm; his desire to touch and handle, to play and work (to be busy), and his curiosity to know; his instincts of construction and comparison, his fondness for gardening and digging in the earth; his social impulse, and finally his religious feeling.
Froebel himself says if his educational materials are found useful, it cannot be because of their exterior11, which is as simple as possible, and contains nothing new; but their worth is to be found exclusively in their application. If you can work out his principles (or better ones still when we find better ones) by other means, pray do it if you prefer; since the object of the kindergartner is not to make Froebel an idol12, but an ideal. He seems to have found type-forms admirable for awaking the higher senses of the child, and unlike the usual scheme of object lessons, they tell a continued story. When the object-method first burst upon the enraptured13 sight of the teacher, this list of subjects appeared in a printed catalogue, showing the ground of study in a certain school for six months:—
"Tea, spiders, apple, hippopotamus14, cow, cotton, duck, sugar, rabbits, rice, lighthouse, candle, lead-pencil, pins, tiger, clothing, silver, butter-making, giraffe, onion, soda15!"
Such reckless heterogeneity16 as this is impossible with Froebel's educational materials, for even if they are given to the child without a single word, they carry something of their own logic17 with them.
They emphasize the gospel of doing, for Froebel believes in positives in teaching, not negatives; in stimulants18, not deterrents19. How inexpressibly tiresome20 is the everlasting21 "Don't!" in some households. Don't get in the fire, don't play in the water, don't tease the kitty, don't trouble the doggy, don't bother the lady, don't interrupt, don't contradict, don't fidget with your brother, and don't worry me now; while perhaps in this whole tirade22, not a word has been said of something to do.
Let sleeping faults lie as long as possible while we quietly oust23 them, little by little, by developing the good qualities. Surely the less we use deterrents the better, since they are often the child's first introduction to what is undesirable24 or wrong. I am quite sure they have something of that effect on grown people. The telling us not to do, and that we cannot, must not, do a certain thing surrounds it with a momentary25 fascination26. If your enemy suggests that there is a pot of Paris green on the piazza27, but you must not take a spoonful and dissolve it in a cup of honey and give it to your maiden28 aunt who has made her will in your favor, your innocent mind hovers29 for an instant over the murderous idea.
Froebel's play-materials come to the child when he has entered upon the war-path of getting "something to do." If legitimate30 means fail, then "let the portcullis fall;" the child must be busy.
The fly on the window-pane will be crushed, the kettle tied to the dog's tail, the curtains cut into snips31, the baby's hair shingled,— anything that his untiring hands may not pause an instant,—anything that his chubby32 legs may take his restless body over a circuit of a hundred miles or so before he is immured33 in his crib for the night.
The child of four or five years is still interested in objects, in the concrete. He wants to see and to hear, to examine and to work with his hands. How absurd then for us to make him fold his arms and keep his active fingers still; or strive to stupefy him with such an opiate as the alphabet. If we can possess our souls and primers in patience for a while, and feed his senses; if we will let him take in living facts and await the result; that result will be that when he has learned to perceive, compare, and construct, he will desire to learn words, for they tell him what others have seen, thought, and done. This reading and writing, what is it, after all, but the signs for things and thoughts? Logically we must first know things, then thoughts, then their records. The law of human progress is from physical activity to mental power, from a Hercules to a Shakespeare, and it is as true for each unit of humanity as it is for the race.
Everything in Froebel's playthings trains the child to quick, accurate observation. They help children to a fuller vision, they lead them to see. Did you ever think how many people there are who "having eyes, see not"?
Ruskin says, "Hundreds of people can talk for one who can think, but thousands can think for one who can see. To see clearly is poetry, prophecy, religion, all in one."
A gentleman who is trying to write the biography of a great man complained to me lately, that in consulting a dozen of his friends—men and women who had known him as preacher, orator34, reformer, and poet—so few of them had anything characteristic and fine to relate. "What," he said "is the use of trying to write biography with such mummies for witnesses! They would have seen just as much if they had had nothing but glass eyes in their heads."
What is education good for that does not teach the mind to observe accurately35 and define picturesquely36? To get at the essence of an object and clear away the accompanying rubbish, this is the only training that fits men and women to live with any profit to themselves or pleasure to others. What a biographer, for example, or at least what a witness for some other biographer, was latent in the little boy who, when told by his teacher to define a bat, said: "He's a nasty little mouse, with injy-rubber wings and shoe-string tail, and bites like the devil." There was an eye worth having! Agassiz himself could not have hit off better the salient characteristics of the little creature in question. Had that remarkable37 boy been brought into contact, for five minutes only, with Julius Caesar, who can doubt that the telling description he would have given of him would have come down through all the ages?
I do not mean to urge the adoption38 of any ultra-utilitarian standpoint in regard to playthings, or advise you rudely to enter the realm of early infancy39 and interfere40 with the baby's legitimate desires by any meddlesome41 pedagogic reasoning. Choose his toys wisely and then leave him alone with them. Leave him to the throng42 of emotional impressions they will call into being. Remember that they speak to his feelings when his mind is not yet open to reason. The toy at this period is surrounded with a halo of poetry and mystery, and lays hold of the imagination and the heart without awaking vulgar curiosity. Thrice happy age when one can hug one's white woolly lamb to one's bibbed breast, kiss its pink bead43 eyes in irrational44 ecstasy45, and manipulate the squeak46 in its foreground without desire to explore the cause thereof!
At this period the well-beloved toy, the dumb sharer of the child's joys and sorrows, becomes the nucleus47 of a thousand enterprises, each rendered more fascinating by its presence and sympathy. If the toy be a horse, they take imaginary journeys together, and the road is doubly delightful48 because never traveled alone. If it be a house, the child lives therein a different life for every day in the week; for no monarch49 alive is so all-powerful as he whose throne is the imagination. Little tin soldier, Shem, Ham, and Japhet from the Noah's Ark, the hornless cow, the tailless dog, and the elephant that won't stand up, these play their allotted50 parts in his innocent comedies, and meanwhile he grows steadily51 in sympathy and in comprehension of the ever-widening circle of human relationships. "When we have restored playthings to their place in education—a place which assigns them the principal part in the development of human sympathies, we can later on put in the hands of children objects whose impressions will reach their minds more particularly."
Dr. E. Seguin, our Commissioner52 of Education to the Universal Exhibition at Vienna, philosophizes most charmingly on children's toys in his Report (chapter on the Training of Special Senses). He says the vast array of playthings (separated by nationalities) left at first sight an impression of silly sameness; but that a second look "discovered in them particular characters, as of national idiosyncrasies; and a closer examination showed that these puerilities had sense enough in them, not only to disclose the movements of the mind, but to predict what is to follow."
He classifies the toys exhibited, and in so doing gives us delightful and valuable generalizations53, some of which I will quote:—
"Chinese and Japanese toys innumerable, as was to have been expected. Japanese toys much brighter, the dolls relieved in gold and gaudy54 colors, absolutely saucy55. The application of the natural and mechanical forces in their toys cannot fail to determine the taste of the next generation towards physical sciences.
"Chinese dolls are sober in color, meek56 in demeanor57, and comprehensive in mien…. The favorite Chinese toy remains58 the theatrical59 scene where the family is treated à la Molière.
"Persia sends beautiful toys, from which can be inferred a national taste for music, since most of their dolls are blowing instruments.
"Turkey, Egypt, Arabia, have sent no dolls. Do they make none, under the impression, correct in a low state of culture, that dolls for children become idols60 for men?
"The Finlanders and Laplanders, who are not troubled with such religious prejudices, give rosy61 cheeks and bodies as fat as seals to their dolls.
"The French toy represents the versatility62 of the nation, touching63 every topic, grave or grotesque64.
"From Berlin come long trains of artillery65, regiments66 of lead, horse and foot on moving tramways.
"From the Hartz and the Alps still issue those wooden herds67, more characteristic of the dull feelings of their makers68 than of the instincts of the animals they represent.
"The American toys justify69 the rule we have found good elsewhere, that their character both reveals and prefaces the national tendencies. With us, toys refer the mind and habits of children to home economy, husbandry, and mechanical labor70; and their very material is durable71, mainly wood and iron.
"So from childhood every people has its sympathies expressed or suppressed, and set deeper in its flesh and blood than scholastic72 ideas…. The children who have no toys seize realities very late, and never form ideals…. The nations rendered famous by their artists, artisans, and idealists have supplied their infants with many toys, for there is more philosophy and poetry in a single doll than in a thousand books…. If you will tell us what your children play with, we will tell you what sort of women and men they will be; so let this Republic make the toys which will raise the moral and artistic73 character of her children."
Froebel's educational toys do us one service, in that they preach a silent but impressive sermon on simplicity74.
It is easy to see that the hurlyburly of our modern life is not wholly favorable to the simple creed75 of childhood, "delight and liberty, when busy or at rest," but we might make it a little less artificial than we do, perhaps.
Every thoughtful person knows that the simple, natural playthings of the old-fashioned child, which are nothing more than pegs76 on which he hangs his glowing fancies, are healthier than our complicated modern mechanisms77, in which the child has only to "press the button" and the toy "does the rest."
The electric-talking doll, for example—imagine a generation of children brought up on that! And the toy-makers are not even content with this grand personage, four feet high, who says "Papa! Mamma!" She is passée already; they have begun to improve on her! An electrician described to me the other day a superb new altruistic78 doll, fitted to the needs of the present decade. You are to press a judiciously79 located button and ask her the test question, which is, if she will have some candy; whereupon with an angelic detached-movement-smile (located in the left cheek), she is to answer, "Give brother big piece; give me little piece!" If the thing gets out of order (and I devoutly80 hope it will), it will doubtless return to a state of nature, and horrify81 the bystanders by remarking, "Give me big piece! Give brother little piece!"
Think of having a gilded82 dummy83 like that given you to amuse yourself with! Think of having to play,—to play, forsooth, with a model of propriety84, a high-minded monstrosity like that! Doesn't it make you long for your dear old darkey doll with the raveled mouth, and the stuffing leaking out of her legs; or your beloved Arabella Clarinda with the broken nose, beautiful even in dissolution,—creatures "not too bright or good for human nature's daily food"? Banged, battered85, hairless, sharers of our mad joys and reckless sorrows, how we loved them in their simple ugliness! With what halos of romance we surrounded them! with what devotion we nursed the one with the broken head, in those early days when new heads were not to be bought at the nearest shop. And even if they could have been purchased for us, would we, the primitive86 children of those dear, dark ages, have ever thought of wrenching87 off the cracked blonde head of Ethelinda and buying a new, strange, nameless brunette head, gluing it calmly on Ethelinda's body, as a small acquaintance of mine did last week, apparently88 without a single pang89? Never! A doll had a personality in those times, and has yet, to a few simple backwoods souls, even in this day and generation. Think of Charles Kingsley's song,—"I once had a sweet little doll, dears." Can we imagine that as written about one of these modern monstrosities with eyeglasses and corsets and vinaigrettes?
"I once had a sweet little doll, dears,
The prettiest doll in the world,
Her face was so red and so white, dears,
And her hair was so charmingly curled;
But I lost my poor little doll, dears,
As I played on the heath one day,
And I sought for her more than a week, dears,
But I never could find where she lay.
"I found my poor little doll, dears,
As I played on the heath one day;
Folks say she is terribly changed, dears,
For her paint is all washed away;
And her arms trodden off by the cows, dears,
And her hair not the least bit curled;
Yet for old sake's sake she is still, dears,
The prettiest doll in the world."
Long live the doll!
"Dolly-o'diamonds, precious lamb,
Humming-bird, honey-pot, jewel, jam,
Darling delicate-dear-delight—
Angel-o'red, angel-o'white!"
"Take away the doll, you erase90 from the heart and head feelings, images, poetry, aspiration91, experience, ready for application to real life."
Every mother knows the development of tenderness and motherliness that goes on in her little girl through the nursing and petting and teaching and caring for her doll. There is a good deal of journalistic anxiety concerning the decline of mothers. Is it possible that fathers, too, are in any danger of decline? It is impossible to overestimate92 the sacredness and importance of the mother-spirit in the universe, but the father-spirit is not positively93 valueless (so far as it goes). The newspaper-pessimists talk comparatively little about developing that in the young male of the species. In three years' practical experience among the children of the poorer classes, and during all the succeeding years, when I have filled the honorary and honorable offices of general-utility woman, story-teller, song-singer, and playmaker-in-ordinary to their royal highnesses, some thousands of babies, I have been struck with the greater hardness of the small boys; a certain coarseness of fibre and lack of sensitiveness which makes them less susceptible94, at first, to gentle influences.
Once upon a time I set about developing this father spirit in a group of little gamins whose general attitude toward the weaker sex, toward birds and flowers and insects, toward beauty in distress95 and wounded sensibility, was in the last degree offensive. In the bird games we had always had a mother bird in the nest with the birdlings; we now introduced a father bird into the game. Though the children had been only a little time in the kindergarten, and were not fully9 baptized into the spirit of play, still the boys were generally willing to personate the father bird, since their delight in the active and manly96 occupation of flying about the room seeking worms overshadowed their natural repugnance97 to feeding the young. This accomplished98, we played "Master Rider," in which a small urchin99 capered100 about on a hobby horse, going through a variety of adventures, and finally returning with presents to wife and children. This in turn became a matter of natural experience, and we moved towards our grand coup101 d'état.
Once a week we had dolls' day, when all the children who owned them brought their dolls, and the exercises were ordered with the single view of amusing and edifying102 them. The picture of that circle of ragged103 children comes before me now and dims my eyes with its pathetic suggestions.
Such dolls! Five-cent, ten-cent dolls; dolls with soiled clothes and dolls in a highly indecorous state of nudity; dolls whose ruddy hues104 of health had been absorbed into their mothers' systems; dolls made of rags, dolls made of carrots, and dolls made of towels; but all dispensing105 odors of garlic in the common air. Maternal106 affection, however, pardoned all limitations, and they were clasped as fondly to maternal bosoms107 as if they had been imported from Paris.
"Bless my soul!" might have been the unspoken comment of these tiny mothers. "If we are only to love our offspring when handsome and well clothed, then the mother-heart of society is in a bad way!"
Dolls' day was the day for lullabies. I always wished I might gather a group of stony-hearted men and women in that room and see them melt under the magic of the scene. Perhaps you cannot imagine the union of garlic and magic, nevertheless, O ye of little faith, it may exist. The kindergarten cradle stood in the centre of the circle, and the kindergarten doll, clean, beautiful, and well dressed, lay inside the curtains, waiting to be sung to sleep with the other dolls. One little girl after another would go proudly to the "mother's chair" and rock the cradle, while the other children hummed their gentle lullabies. At this juncture108 even the older boys (when the influence of the music had stolen in upon their senses) would glance from side to side longingly109, as much as to say,—
"O Lord, why didst Thou not make thy servant a female, that he might dandle one of these interesting objects without degradation110!"
In such an hour I suddenly said, "Josephus, will you be the father this time?" and without giving him a second to think, we began our familiar lullaby. The radical111 nature, the full enormity, of the proposition did not (in that moment of sweet expansion) strike Josephus. He moved towards the cradle, seated himself in the chair, put his foot upon the rocker, and rocked the baby soberly, while my heart sang in triumph. After this the fathers as well as the mothers took part in all family games, and this mighty112 and much-needed reform had been worked through the magic of a fascinating plaything.
点击
收听单词发音
收听单词发音 |
1
pervades
|
|
| v.遍及，弥漫( pervade的第三人称单数 ) | |
参考例句： |
|
|
|
|
2
philosophic
|
|
| adj.哲学的，贤明的 | |
参考例句： |
|
|
|
|
3
motive
|
|
| n.动机，目的；adv.发动的，运动的 | |
参考例句： |
|
|
|
|
4
deplored
|
|
| v.悲叹，痛惜，强烈反对( deplore的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
5
worthy
|
|
| adj.(of)值得的，配得上的；有价值的 | |
参考例句： |
|
|
|
|
6
realization
|
|
| n.实现；认识到，深刻了解 | |
参考例句： |
|
|
|
|
7
symbolic
|
|
| adj.象征性的，符号的，象征主义的 | |
参考例句： |
|
|
|
|
8
symbolized
|
|
| v.象征，作为…的象征( symbolize的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
9
fully
|
|
| adv.完全地，全部地，彻底地；充分地 | |
参考例句： |
|
|
|
|
10
begets
|
|
| v.为…之生父( beget的第三人称单数 )；产生，引起 | |
参考例句： |
|
|
|
|
11
exterior
|
|
| adj.外部的，外在的；表面的 | |
参考例句： |
|
|
|
|
12
idol
|
|
| n.偶像，红人，宠儿 | |
参考例句： |
|
|
|
|
13
enraptured
|
|
| v.使狂喜( enrapture的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
14
hippopotamus
|
|
| n.河马 | |
参考例句： |
|
|
|
|
15
soda
|
|
| n.苏打水；汽水 | |
参考例句： |
|
|
|
|
16
heterogeneity
|
|
| n.异质性；多相性 | |
参考例句： |
|
|
|
|
17
logic
|
|
| n.逻辑(学)；逻辑性 | |
参考例句： |
|
|
|
|
18
stimulants
|
|
| n.兴奋剂( stimulant的名词复数 )；含兴奋剂的饮料；刺激物；激励物 | |
参考例句： |
|
|
|
|
19
deterrents
|
|
| 制止物( deterrent的名词复数 ) | |
参考例句： |
|
|
|
|
20
tiresome
|
|
| adj.令人疲劳的，令人厌倦的 | |
参考例句： |
|
|
|
|
21
everlasting
|
|
| adj.永恒的，持久的，无止境的 | |
参考例句： |
|
|
|
|
22
tirade
|
|
| n.冗长的攻击性演说 | |
参考例句： |
|
|
|
|
23
oust
|
|
| vt.剥夺，取代，驱逐 | |
参考例句： |
|
|
|
|
24
undesirable
|
|
| adj.不受欢迎的，不良的，不合意的，讨厌的；n.不受欢迎的人，不良分子 | |
参考例句： |
|
|
|
|
25
momentary
|
|
| adj.片刻的，瞬息的；短暂的 | |
参考例句： |
|
|
|
|
26
fascination
|
|
| n.令人着迷的事物，魅力，迷恋 | |
参考例句： |
|
|
|
|
27
piazza
|
|
| n.广场；走廊 | |
参考例句： |
|
|
|
|
28
maiden
|
|
| n.少女，处女；adj.未婚的，纯洁的，无经验的 | |
参考例句： |
|
|
|
|
29
hovers
|
|
| 鸟( hover的第三人称单数 )； 靠近（某事物）； （人）徘徊； 犹豫 | |
参考例句： |
|
|
|
|
30
legitimate
|
|
| adj.合法的，合理的，合乎逻辑的；v.使合法 | |
参考例句： |
|
|
|
|
31
snips
|
|
| n.（剪金属板的）铁剪，铁铗；剪下之物( snip的名词复数 )；一点点；零星v.剪( snip的第三人称单数 ) | |
参考例句： |
|
|
|
|
32
chubby
|
|
| adj.丰满的，圆胖的 | |
参考例句： |
|
|
|
|
33
immured
|
|
| v.禁闭，监禁( immure的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
34
orator
|
|
| n.演说者，演讲者，雄辩家 | |
参考例句： |
|
|
|
|
35
accurately
|
|
| adv.准确地，精确地 | |
参考例句： |
|
|
|
|
36
picturesquely
|
|
参考例句： |
|
|
|
|
37
remarkable
|
|
| adj.显著的，异常的，非凡的，值得注意的 | |
参考例句： |
|
|
|
|
38
adoption
|
|
| n.采用，采纳，通过；收养 | |
参考例句： |
|
|
|
|
39
infancy
|
|
| n.婴儿期；幼年期；初期 | |
参考例句： |
|
|
|
|
40
interfere
|
|
| v.(in)干涉，干预；(with)妨碍，打扰 | |
参考例句： |
|
|
|
|
41
meddlesome
|
|
| adj.爱管闲事的 | |
参考例句： |
|
|
|
|
42
throng
|
|
| n.人群，群众；v.拥挤，群集 | |
参考例句： |
|
|
|
|
43
bead
|
|
| n.念珠；(pl.)珠子项链；水珠 | |
参考例句： |
|
|
|
|
44
irrational
|
|
| adj.无理性的，失去理性的 | |
参考例句： |
|
|
|
|
45
ecstasy
|
|
| n.狂喜，心醉神怡，入迷 | |
参考例句： |
|
|
|
|
46
squeak
|
|
| n.吱吱声，逃脱；v.（发出）吱吱叫，侥幸通过；（俚）告密 | |
参考例句： |
|
|
|
|
47
nucleus
|
|
| n.核，核心，原子核 | |
参考例句： |
|
|
|
|
48
delightful
|
|
| adj.令人高兴的，使人快乐的 | |
参考例句： |
|
|
|
|
49
monarch
|
|
| n.帝王，君主，最高统治者 | |
参考例句： |
|
|
|
|
50
allotted
|
|
| 分配，拨给，摊派( allot的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
51
steadily
|
|
| adv.稳定地；不变地；持续地 | |
参考例句： |
|
|
|
|
52
commissioner
|
|
| n.（政府厅、局、处等部门）专员，长官，委员 | |
参考例句： |
|
|
|
|
53
generalizations
|
|
| 一般化( generalization的名词复数 )； 普通化； 归纳； 概论 | |
参考例句： |
|
|
|
|
54
gaudy
|
|
| adj.华而不实的；俗丽的 | |
参考例句： |
|
|
|
|
55
saucy
|
|
| adj.无礼的；俊俏的；活泼的 | |
参考例句： |
|
|
|
|
56
meek
|
|
| adj.温顺的，逆来顺受的 | |
参考例句： |
|
|
|
|
57
demeanor
|
|
| n.行为；风度 | |
参考例句： |
|
|
|
|
58
remains
|
|
| n.剩余物，残留物；遗体，遗迹 | |
参考例句： |
|
|
|
|
59
theatrical
|
|
| adj.剧场的，演戏的；做戏似的，做作的 | |
参考例句： |
|
|
|
|
60
idols
|
|
| 偶像( idol的名词复数 )； 受崇拜的人或物； 受到热爱和崇拜的人或物； 神像 | |
参考例句： |
|
|
|
|
61
rosy
|
|
| adj.美好的，乐观的，玫瑰色的 | |
参考例句： |
|
|
|
|
62
versatility
|
|
| n.多才多艺，多样性，多功能 | |
参考例句： |
|
|
|
|
63
touching
|
|
| adj.动人的，使人感伤的 | |
参考例句： |
|
|
|
|
64
grotesque
|
|
| adj.怪诞的，丑陋的；n.怪诞的图案，怪人（物） | |
参考例句： |
|
|
|
|
65
artillery
|
|
| n.(军)火炮，大炮；炮兵(部队) | |
参考例句： |
|
|
|
|
66
regiments
|
|
| （军队的）团( regiment的名词复数 )； 大量的人或物 | |
参考例句： |
|
|
|
|
67
herds
|
|
| 兽群( herd的名词复数 )； 牧群； 人群； 群众 | |
参考例句： |
|
|
|
|
68
makers
|
|
| n.制造者，制造商（maker的复数形式） | |
参考例句： |
|
|
|
|
69
justify
|
|
| vt.证明…正当(或有理)，为…辩护 | |
参考例句： |
|
|
|
|
70
labor
|
|
| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
参考例句： |
|
|
|
|
71
durable
|
|
| adj.持久的，耐久的 | |
参考例句： |
|
|
|
|
72
scholastic
|
|
| adj.学校的，学院的，学术上的 | |
参考例句： |
|
|
|
|
73
artistic
|
|
| adj.艺术(家)的，美术(家)的；善于艺术创作的 | |
参考例句： |
|
|
|
|
74
simplicity
|
|
| n.简单，简易；朴素；直率，单纯 | |
参考例句： |
|
|
|
|
75
creed
|
|
| n.信条；信念，纲领 | |
参考例句： |
|
|
|
|
76
pegs
|
|
| n.衣夹( peg的名词复数 )；挂钉；系帐篷的桩；弦钮v.用夹子或钉子固定( peg的第三人称单数 )；使固定在某水平 | |
参考例句： |
|
|
|
|
77
mechanisms
|
|
| n.机械( mechanism的名词复数 )；机械装置；[生物学] 机制；机械作用 | |
参考例句： |
|
|
|
|
78
altruistic
|
|
| adj.无私的，为他人着想的 | |
参考例句： |
|
|
|
|
79
judiciously
|
|
| adv.明断地，明智而审慎地 | |
参考例句： |
|
|
|
|
80
devoutly
|
|
| adv.虔诚地，虔敬地，衷心地 | |
参考例句： |
|
|
|
|
81
horrify
|
|
| vt.使恐怖，使恐惧，使惊骇 | |
参考例句： |
|
|
|
|
82
gilded
|
|
| a.镀金的，富有的 | |
参考例句： |
|
|
|
|
83
dummy
|
|
| n.假的东西；(哄婴儿的)橡皮奶头 | |
参考例句： |
|
|
|
|
84
propriety
|
|
| n.正当行为；正当；适当 | |
参考例句： |
|
|
|
|
85
battered
|
|
| adj.磨损的；v.连续猛击；磨损 | |
参考例句： |
|
|
|
|
86
primitive
|
|
| adj.原始的；简单的；n.原(始)人，原始事物 | |
参考例句： |
|
|
|
|
87
wrenching
|
|
| n.修截苗根，苗木铲根（铲根时苗木不起土或部分起土）v.（猛力地）扭( wrench的现在分词 )；扭伤；使感到痛苦；使悲痛 | |
参考例句： |
|
|
|
|
88
apparently
|
|
| adv.显然地；表面上，似乎 | |
参考例句： |
|
|
|
|
89
pang
|
|
| n.剧痛，悲痛，苦闷 | |
参考例句： |
|
|
|
|
90
erase
|
|
| v.擦掉；消除某事物的痕迹 | |
参考例句： |
|
|
|
|
91
aspiration
|
|
| n.志向，志趣抱负；渴望；(语)送气音；吸出 | |
参考例句： |
|
|
|
|
92
overestimate
|
|
| v.估计过高，过高评价 | |
参考例句： |
|
|
|
|
93
positively
|
|
| adv.明确地，断然，坚决地；实在，确实 | |
参考例句： |
|
|
|
|
94
susceptible
|
|
| adj.过敏的，敏感的；易动感情的，易受感动的 | |
参考例句： |
|
|
|
|
95
distress
|
|
| n.苦恼，痛苦，不舒适；不幸；vt.使悲痛 | |
参考例句： |
|
|
|
|
96
manly
|
|
| adj.有男子气概的；adv.男子般地，果断地 | |
参考例句： |
|
|
|
|
97
repugnance
|
|
| n.嫌恶 | |
参考例句： |
|
|
|
|
98
accomplished
|
|
| adj.有才艺的；有造诣的；达到了的 | |
参考例句： |
|
|
|
|
99
urchin
|
|
| n.顽童；海胆 | |
参考例句： |
|
|
|
|
100
capered
|
|
| v.跳跃，雀跃( caper的过去式和过去分词 ) | |
参考例句： |
|
|
|
|
101
coup
|
|
| n.政变；突然而成功的行动 | |
参考例句： |
|
|
|
|
102
edifying
|
|
| adj.有教训意味的，教训性的，有益的v.开导，启发( edify的现在分词 ) | |
参考例句： |
|
|
|
|
103
ragged
|
|
| adj.衣衫褴褛的，粗糙的，刺耳的 | |
参考例句： |
|
|
|
|
104
hues
|
|
| 色彩( hue的名词复数 )； 色调； 信仰； 观点 | |
参考例句： |
|
|
|
|
105
dispensing
|
|
| v.分配( dispense的现在分词 )；施与；配（药） | |
参考例句： |
|
|
|
|
106
maternal
|
|
| adj.母亲的，母亲般的，母系的，母方的 | |
参考例句： |
|
|
|
|
107
bosoms
|
|
| 胸部( bosom的名词复数 )； 胸怀； 女衣胸部（或胸襟）； 和爱护自己的人在一起的情形 | |
参考例句： |
|
|
|
|
108
juncture
|
|
| n.时刻，关键时刻，紧要关头 | |
参考例句： |
|
|
|
|
109
longingly
|
|
| adv. 渴望地 热望地 | |
参考例句： |
|
|
|
|
110
degradation
|
|
| n.降级；低落；退化；陵削；降解；衰变 | |
参考例句： |
|
|
|
|
111
radical
|
|
| n.激进份子，原子团，根号；adj.根本的，激进的，彻底的 | |
参考例句： |
|
|
|
|
112
mighty
|
|
| adj.强有力的；巨大的 | |
参考例句： |
|
|
|
| 欢迎访问英文小说网 |