Education.

Education.
Plans for the Instruction of Boys in Large Numbers.1
(April and May, 1824.)

This is the work of a very ingenious man, and records the most original experiment in Education which in this country at least has been attempted since the date of those communicated by the Edgeworths. We say designedly ‘in this country;’ because to compare it with some continental¹ schemes which have been only recently made known to the English public (and not fully² made known even yet) would impose upon us a minute review of those schemes, which would be, first, disproportionate to our limits—secondly³, out of its best situation, because it would be desirable to examine those schemes separately for the direct purpose of determining their own absolute value, and not indirectly⁴ and incidentally for the purpose of a comparison. The Madras system, again, is excluded from the comparison—not so much for the reason alleged⁵ (pp. 123-5), by the author before us—as though that system were essentially⁶ different from his own in its purpose and application: the purpose of the Madras system is not exclusively economy of expense, but in combination with that purpose a far greater accuracy (and therefore reality) in the knowledge communicated than could be obtained on the old systems; on this account therefore the possible application of the Madras system is not simply to the education of the poor, though as yet the actual application of it may have been chiefly to them, but also to the education of the rich; and in fact it is well known that the Madras system (so far from being essentially a system for the poor) has been adopted in some of the great classical schools of the kingdom.2 The difference is more logically stated thus—that the Madras system regards singly the quality of the knowledge given, and (with a view to that) the mode of giving it: whereas the system, which we are going to review, does not confine its view to man as a being capable of knowledge, but extends it to man as a being capable of action, moral or prudential: it is therefore a much more comprehensive system. The system before us does not exclude the final purpose of the Madras system: on the contrary, it is laudably solicitous⁸ for the fullest and most accurate communication of knowledge, and suggests many hints for the attainment¹⁰ of that end as just and as useful as they are enlightened. But it does not stop here: it goes further, and contemplates¹¹ the whole man with a reference to his total means of usefulness and happiness in life. And hence, by the way, it seems to us essential—that the whole child should on this system be surrendered to the school; i. e. that there should be no day-scholars; and this principle we shall further on endeavour to establish on the evidence of a case related by the author himself.3 On the whole therefore we have designedly stated our general estimate of the author’s system with a reference to that of the Edgeworths; not only because it has the same comprehensiveness of object, and is in some degree a further expansion of their method and their principles; but also because the author himself strikingly resembles the Edgeworths in style and composition of mind; with this single difference perhaps, that the good sense and perception of propriety¹² (of what in French would be called les convenances), which in both is the characteristic merit (and, when it comes into conflict with any higher quality, the characteristic defect),—in him is less coloured by sarcastic¹³ and contemptuous feelings; which in all cases are unamiable feelings, and argue some defect of wisdom and magnanimity; but, when directed (as in the Edgeworths they sometimes are) against principles in human nature which lie far beyond the field of their limited philosophy, recoil¹⁴ with their whole strength upon those who utter them. It is upon this consideration of his intellectual affinity¹⁵ with the Edgeworths that we are the less disposed to marvel¹⁶ at his estimate of their labours: that, for instance, at p. 192 he styles their work on education ‘inestimable,’ and that at p. 122, though he stops short of proposing ‘divine honours’ to Miss Edgeworth, the course of his logic⁷ nevertheless binds¹⁷ him to mean that on Grecian principles such honours are ‘due to her.’ So much for the general classification and merits of the author, of whom we know nothing more than—that, from his use of the Scotticisms—‘succumb,’—‘compete,’—and ‘in place of’ for ‘instead of’ he ought to be a Scotchman: now then for his system.

Of this we may judge by two criteria—experimentally by its result, or à priori by its internal aptitude¹⁹ for attaining²⁰ its ends. Now as to the result, it must be remembered that—even if the author of any system could be relied on as an impartial²¹ witness to its result—yet, because the result of a system of education cannot express itself in any one insulated fact, it will demand as much judgment²² to abstract from any limited experience what really is the result as would have sufficed to determine its merits à priori without waiting for any result. Consequently, as it would be impossible to exonerate²³ ourselves from the necessity of an elaborate act of judgment by any appeal to the practical test of the result—seeing that this result would again require an act of judgment hardly less elaborate for its satisfactory settlement than the à priori examination which it had been meant to supersede,—we may as well do that at first which we must do in the end; and, relying upon our own understandings, say boldly that the system is good or bad because on this argument it is evidently calculated to do good or on that argument to do evil, than blindly pronounce—it is good or it is bad, because it has produced—or has failed of producing—such and such effects; even if those effects were easy to collect. In fact, for any conclusive²⁵ purpose of a practical test, the experience is only now beginning to accumulate: and here we may take occasion to mention that we had ourselves been misinformed as to the duration of the experiment; for a period of four years, we were told, a school had existed under the system here developed: but this must be a mistake, founded perhaps on a footnote at p. 83 which says—‘The plan has now been in operation more than four years:’ but the plan there spoken of is not the general system, but a single feature of it—viz. the abolition²⁷ of corporal punishment: in the text this plan had been represented as an immature²⁸ experiment, having then ‘had a trial of nine months’ only: and therefore, as more than three years nine months had elapsed from that time to the publication of the book, a note is properly added declaring that the experiment had succeeded, and that the author could ‘not imagine any motive²⁹ strong enough to force him back to the old practice.’ The system generally however must have existed now (i. e. November 1823) for nearly eight years at the least: so much is evident from a note at p. 79, where a main regulation of the system is said to have been established ‘early in 1816.’ Now a period of seven or eight years must have been sufficient to carry many of the senior pupils into active life, and to carry many of the juniors even into situations where they would be brought into close comparison with the pupils of other systems. Consequently, so much experience as is involved in the fact of the systems outliving such a comparison—and in the continued approbation³⁰ of its founder³¹, who is manifestly a very able and a conscientious³² man,—so much experience, we say, may be premised for the satisfaction of those who demand practical tests. For ourselves, we shall abide³³ rather in our valuation of the system by the internal evidence of its composition as stated and interpreted by its author. An abstract of all that is essential in this statement we shall now lay before our readers.

What is the characteristic difference, in the fewest possible words, of this system as opposed to all others? We nowhere find this stated in a pointed³⁴ manner: the author has left it rather to be collected from his general exposition; and therefore we conceive that we shall be entitled to his thanks by placing it in a logical, if possible in an antithetic, shape. In order to this, we ask—what is a school? A school is a body of young persons more or less perfectly³⁵ organised—which, by means of a certain constitution or system of arrangements (A), aims at attaining a certain object (B). Now in all former schemes of education this A stood to B the positive quantity sought in the relation of a logical negative (i. e. of a negation³⁶ of quantity = 0), or even of a mathematic negative (i. e. of-x):—but on this new system of the author before us (whom, for the want of a better name, we shall call the Experimentalist) A for the first time bears to B the relation of a positive quantity. The terms positive and negative are sufficiently³⁷ opposed to each other to confer upon our contradistinction of this system from all others a very marked and antithetic shape; and the only question upon it, which arises, is this—are these terms justified³⁸ in their application to this case? That they are, will appear thus:—Amongst the positive objects (or B) of every school, even the very worst, we must suppose the culture of morals to be one: a mere³⁹ day-school may perhaps reasonably confine its pretensions⁴⁰ to the disallowance⁴² of anything positively⁴³ bad; because here the presumption⁴⁴ is that the parents undertake the management of their children excepting in what regards their intellectual education: but, wherever the heads of a school step into the full duties of a child’s natural guardians⁴⁵, they cannot absolve⁴⁶ themselves from a responsibility for his morals. Accordingly, this must be assumed of course to exist amongst the positive objects of every boarding-school. Yet so far are the laws and arrangements of existing schools from at all aiding and promoting this object, that their very utmost pretension⁴¹ is—that they do not injure it. Much injustice⁴⁷ and oppression, for example, take place in the intercourse⁴⁸ of all boys with each other; and in most schools ‘the stern edict against bearing tales,’ causes this to go unredressed (p. 78): on the other hand, in a school where a system of nursery-like surveillance was adopted, and ‘every trifling⁵⁰ injury was the subject of immediate⁵¹ appeal to the supreme⁵² power’ (p. 80), the case was still worse. ‘The indulgence of this querulousness increased it beyond all endurance. Before the master had time to examine the justice of one complaint, his attention was called away to redress⁴⁹ another; until, wearied with investigation⁵³ into offences which were either too trifling or too justly provoked for punishment, he treated all complainants with harshness, heard their accusations⁵⁴ with incredulity, and thus tended, by a first example, to the re-establishment of the old system.’ The issue in any case was—that, apart from what nature and the education of real life did for the child’s morals, the school education did nothing at all except by the positive moral instruction which the child might draw from his lessons—i. e. from B. But as to A, i. e. the school arrangements, either at best their effect was = 0; or possibly, by capricious interference for the regulation of what was beyond their power to regulate, they actually disturbed the moral sense (i. e. their effect was =-x). Now, on the new system of our Experimentalist, the very laws and regulations, which are in any case necessary to the going on of a school, have such an origin and are so administered as to cultivate the sense of justice and materially to enlarge the knowledge of justice. These laws emanate⁵⁵ from the boys themselves, and are administered by the boys. That is to say, A (which on the old system is at best a mere blank, or negation, and sometimes even an absolute negative with regard to B) thus becomes a positive agent in relation to B—i. e. to one of the main purposes of the school. Again, to descend⁵⁶ to an illustration of a lower order, in most schools arithmetic is one part of B: now on the new system it is so contrived⁵⁷ that what is technically⁵⁸ termed calling over, which on any system is a necessary arrangement for the prevention of mischief⁵⁹, and which usually terminates there (i. e. in an effect = 0), becomes a positive means of cultivating an elementary rule of arithmetic in the junior students—and an attention to accuracy in all: i. e. here again, from being simply = 0, A becomes = + x in relation to B. A school in short, on this system, burns its own smoke: The mere negative conditions of its daily goings on, the mere waste products of its machinery⁶⁰, being converted into the positive pabulum of its life and motion. Such then, we affirm, is the brief abstract—antithetically expressed—of the characteristic principle by which the system under review is distinguished⁶¹ from all former systems. In relation to B (which suppose 20 x) A, which heretofore was =-x, or at best = 0, now becomes = + x, or + 2 x, or 3 x, as it may happen. In this lies the merit of the conception: what remains⁶² to be inquired—is in what degree, and upon what parts of B, it attains⁶³ this conversion⁶⁴ of A into a positive quantity: and this will determine the merit of the execution. Let us now therefore turn to the details of the book.

The book may be properly distributed into two parts: the first of which from page 1 to page 125 inclusively (comprehending the three first chapters) unfolds and reviews the system: all that remains from page 126 to page 218 inclusively (i. e. to the end)— comprehending four chapters—may be considered as a second or miscellaneous part, treating of some general topics in the business of education, but with a continual reference to the principles laid down in the first part. An appendix, of twenty pages, contains a body of illustrative documents. The first of the three chapters, composing what we have called the first part, is entitled Outline of the System: and, as it is very brief, we shall extract it nearly entire.

‘A schoolmaster being a governor as well as a teacher, we must consider the boys both as a community and as a body of pupils. The principle of our government is to leave, as much as possible, all power in the hands of the boys themselves: To this end we permit them to elect a committee, which enacts⁶⁵ the laws of the school, subject however to the veto of the head master. We have also courts of justice for the trial of both civil and criminal causes, and a vigorous police for the preservation⁶⁶ of order. Our rewards consist of a few prizes given at the end of each half year to those whose exertions⁶⁷ have obtained for them the highest rank in the school; and certain marks which are gained from time to time by exertions of talent and industry. These marks are of two kinds: the most valuable, called premial4 marks, will purchase a holiday; the others are received in liquidation⁶⁹ of forfeits⁷⁰. Our punishments5 are fine and imprisonment⁷¹. Impositions, public disgrace, and corporeal⁷³ pain, have been for some years discarded among us. To obtain rank is an object of great ambition among the boys; with us it is entirely⁷⁴ dependent on the state of their acquirements; and our arrangements according to excellence⁷⁵ are so frequent—that no one is safe, without constant exertion⁶⁸, from losing his place. The boys learn almost every branch of study in classes, that the master may have time for copious⁷⁶ explanations; it being an object of great anxiety with us, that the pupil should be led to reason upon all his operations. Economy of time is a matter of importance with us: we look upon all restraint as an evil, and to young persons as a very serious evil: we are therefore constantly in search of means for ensuring the effective employment of every minute which is spent in the school-room, that the boys may have ample time for exercise in the open air. The middle state between work and play is extremely unfavourable to the habits6 of the pupil: we have succeeded, by great attention to order and regularity⁷⁸, in reducing it almost to nothing. We avoid much confusion by accustoming⁸⁰ the boys to march; which they do with great precision, headed by a band of young performers7 from their own body.’

Such is the outline of the system as sketched⁸¹ by the author himself: to us however it appears an insufficient⁸² outline even for ‘the general reader’ to whom it is addressed: without having ‘any intention of reducing the system to practice,’ the most general reader, if he asks for any information at all, will ask for more than this. We shall endeavour therefore to draw up an account of the plan somewhat less meagre, by separating the important from the trivial details. For this purpose we shall begin—1. with the GOVERNMENT of the school; i. e. with an account of the legislative⁸³, the executive, and the judicial⁸⁴ powers, where lodged—held by what tenure—and how administered. The legislative power is vested in a committee of boys elected by the boys themselves. The members are elected monthly; the boy, who ranks highest in the school, electing one member; the two next in rank another; the three next a third; and so on. The head-master as well as all the under-masters are members by virtue⁸⁵ of their office. This arrangement might seem likely to throw a dangerous weight in the deliberations of the ‘house’ into the hands of the executive power, especially as the head-master might pursue Queen Anne’s policy under the Tory ministers—and, by introducing the fencing-master—the dancing-master—the riding-master, &c. under the unconstitutional equivocation⁸⁶ of the word ‘teachers,’ carry a favourite measure in the teeth of the patriotic⁸⁷ party. Hitherto however the reigning⁸⁸ sovereign has shown so laudable a desire to strengthen those checks upon his own authority which make him a limited monarch—that ‘only one teacher has been in the habit of attending the committee’s meetings’ (p. 5): and, where any teacher himself happens to be interested in the question before the house (e. g. in a case of appeal from any decision of his), ‘it has lately been the etiquette’ for that one who does attend to decline voting. Thus we see that the liberty of the subject is on the growth: which is a sure argument that it has not been abused. In fact, as a fresh proof of the eternal truth—that in proportion as human beings are honourably⁸⁹ confided⁹¹ in, they will in the gross become worthy⁹² of confidence, it will give pleasure to the reader to be informed that, though this committee ‘has the formation of all the laws and regulations of the school (excepting such as determine the hours of attendance and the regular amount of exercises to be performed),’ yet ‘the master’s assent⁹³ has never even in a single instance been withheld⁹⁴ or even delayed.’ ‘I do not remember,’ says Sir William Temple in 1683 to his son, ‘ever to have refused anything you have desired of me; which I take to be a greater compliment to you than to myself; since for a young man to make none but reasonable desires is yet more extraordinary than for an old man to think them so.’ A good arrangement has been adopted for the purpose of combining the benefits of mature deliberation with the vigour⁹⁵ and dispatch necessary for sudden emergencies: by a standing²⁴ order of the committee a week’s notice must be given before a new law can be introduced for discussion: in cases of urgency therefore a sort of orders of council are passed by a sub-committee composed of two principal officers for the time being: these may of course be intercepted⁹⁶ in limine by the veto of the master; and they may be annulled⁹⁷ by the general committee: in any case they expire in a fortnight: and thus not only is a present necessity met, but also an opportunity gained for trying the effect of a law before it is formally proposed. The executive body, exclusively of its standing members the upper and lower masters, is composed of a sheriff (whose duties are to levy⁹⁸ fines imposed by the court of justice, and to imprison⁷² on non-payment)—of a magistrate⁹⁹, and of two constables¹⁰⁰. All these officers are elected every month by the committee immediately after its own election. The magistrate is bound, in conjunction with his constables, to detect all offences committed in the school: petty cases of dispute he decides himself, and so far becomes a judicial officer: cases beyond his own jurisdiction¹⁰¹ he sends to the attorney-general, directing him to draw an impeachment¹⁰² against the offending party: he also enforces all penalties below a certain amount. Of the judicial body we shall speak a little more at length. The principal officers of the court are the judge who is elected monthly by the committee, and the attorney-general who is appointed at the same time by the master. The court assembles every week: and the jury, consisting of six, is ‘chosen by lot from among the whole number of qualified¹⁰⁴ boys:’ disqualifications arise in three ways; on account of holding a judicial office, on account of conviction by the court within the preceding month, and on account of youth (or, what we presume to be tantamount, being ‘in certain lower classes’). The jury choose their own foreman. The attorney-general and the accused party, if the case be penal¹⁰³, and each disputant, if civil, has a peremptory¹⁰⁵ challenge of three, and an unlimited¹⁰⁶ right of challenge for cause. The judge decides upon the validity of the objections. Such is the constitution of the court: its forms of proceeding¹⁰⁷ we cannot state in fewer words than those of the Experimentalist, which we shall therefore quote: ‘The officers of the court and the jury having taken their seats, the defendant¹⁰⁸ (when the cause is penal) is called to the bar by the crier of the court, and placed between the constables. The clerk of the court then reads the indictment¹⁰⁹, at the close of which the defendant is asked if he object to any of the jury—when he may make his challenges (as before stated). The same question is put to the attorney-general. A short time is then allowed the defendant to plead guilty, if he be so disposed: he is asked no question however that he may not be induced to tell a falsehood: but, in order to encourage an acknowledgment of the fault, when he pleads guilty—a small deduction¹¹⁰ is made from the penalty appointed by the law for the offence. The consequence is—that at least five out of six of those who are justly accused acknowledge the offence in the first instance. If the defendant be determined¹¹¹ to stand his trial, the attorney-general opens the case and the trial proceeds. The defendant may either plead his own cause, or employ a school-fellow as counsel—which he sometimes does. The judge takes notes of the evidence, to assist him in delivering his charge to the jury: in determining the sentence he is guided by the regulations enacted¹¹² by the committee, which affix¹¹³ punishments varying with the magnitude of the offence and the age of the defendant, but invest the judge with the power of increasing or diminishing the penalty to the extent of one-fourth.’ A copy of the sentence is laid before the master, who has of course ‘the power of mitigation or pardon.’ From the decision of the court there lies an appeal to the committee, which is thus not only the legislative body, but also the supreme court of judicature. Two such appeals however are all that have yet occurred: both were brought by the attorney-general—of course therefore against verdicts of acquittal; and both verdicts were reversed. Fresh evidence however was in both cases laid before the committee in addition to that which had been heard in the court below; and on this as well on other grounds there was good reason to acquit¹¹⁴ the jury of all partiality. Whilst appeals have thus been so rare from the verdicts of juries, appeals from the decisions of the magistrate, and even from those of the teachers, have been frequent: generally indeed the decisions have been affirmed by the committee; and, when they have been reversed, in all but two cases the reversal has met with the sanction of the teachers as a body. Even in these two (where, by the way, the original decision was only modified and not annulled); the Experimentalist is himself of opinion (p. 12) that the non-concurrence¹¹⁵ of the teachers may possibly have been owing to a partiality on their side. So far indeed as his experience had then extended, the Experimentalist tells us (p. 79) that ‘one solitary¹¹⁶ instance only’ had occurred in which the verdict of the jury did not coincide with his own opinion. This judgment, deliberately¹¹⁷ pronounced by so competent a judge, combined with the entire acquiescence¹¹⁸ in the verdict of the jury which is argued by the non-existence of any appeals except on the side of the crown (and then only in two instances), is a very striking attestation¹¹⁹ to the spirit of conscientious justice developed in the students by this confidence in their incorruptible integrity. ‘Great,’ says the Experimentalist, ‘great, but of course unexpressed, anxiety has more than once been felt by us—lest the influence of a leading boy, which in every school must be considerable, should overcome the virtue of the jury: but our fears have been uniformly relieved, and the hopes of the offender¹²⁰ crushed, by the voice of the foreman pronouncing, in a shrill¹²¹ but steady tone, the awful word—Guilty!’ Some persons, who hate all innovations, will pronounce all this ‘mummery,’ which is a very compendious¹²² piece of criticism. For ourselves, though we cannot altogether agree with the Experimentalist, who seems to build too much on an assumption that nature and increasing intercourse with human life contribute nothing of themselves without any artificial discipline to the evolution and culture of the sense of justice and to the power of the understanding for discovering where justice lies, yet thus much is evident, 1. That the intellectual faculties¹²³ must be sharpened by the constant habit of discriminating¹²⁴ the just and the unjust in concrete cases such as a real experience of life produces; 2. That the moral sense must be deepened, if it were only by looking back upon so large a body of decisions, and thus measuring as it were, by the resistance which they had often overcome arising out of their own immediate interest, the mightiness¹²⁵ of the conscientious power within which had compelled them to such decisions; 3. That all sorts of forensic¹²⁶ ability is thus cherished; and much ability indeed of larger application: thus the logical faculty¹²⁷ of abstracting the essential from the accidental is involved in the summing up of the judge; in the pleadings for and against are involved the rhetorical arts of narrating¹²⁹ facts perspicuously—of arranging arguments in the best order of meeting (therefore of remembering) the counter-arguments; of solving sophisms; of disentangling misrepresentations—of weighing the value of probabilities—to say nothing of elocution and the arts of style and diction which even the records of the court and the committee (as is urged at p. 105) must tend to cultivate: 4. (to descend to a humbler use) that in this way the master is absolved¹³⁰ from the grievous waste of time in administering justice, which on the old system was always imperfect justice that it might waste but little time, and which yet wasted much time though it was imperfect justice. The author’s own moral of this innovation is as follows (p. 76); and with this we shall leave the subject: ‘We shall be disappointed if the intelligent reader have not already discovered that by the establishment of a system of legislation and jurisprudence wherein the power of the master is bounded by general rules, and the duties of the scholar accurately¹³¹ defined, and where the boys are called upon to examine and decide upon the conduct of their fellows, we have provided a course of instruction in the great code of morality which is likely to produce far more powerful and lasting¹³² effects than any quantity of mere precept¹³³.’

We now pass to the other characteristics of the new system, which seem to lie chiefly in what relates to economy of time, rewards and punishments, the motives¹³⁴ to exertion, and voluntary labour. For, as to the musical performances (which occur more than twenty times a day), we see no practical use in them except that they regulate the marching; and the marching it is said teaches to measure time: and measuring time accurately contributes ‘to the order and celerity with which the various evolutions of the school are performed,’ and also the conquest of ‘serious impediments of speech.’ But the latter case not occurring (we presume) very frequently, and marching accurately not being wholly dependant¹³⁵ on music,—it appears to us that a practice, which tends to throw an air of fanciful trifling over the excellent good sense of the system in other respects, would be better omitted. Division into classes again, though insisted on by the Experimentalist (see pp. 290, 291) in a way which would lead us to suppose it a novelty in his own neighbourhood, is next to universal in England; and in all the great grammar schools has been established for ages. All that distinguishes this arrangement in his use of it—is this, that the classes are variable: that is, the school forms by different combinations according to the subject of study; the boys, who study Greek together, are not the same who study arithmetic together. Dismissing therefore these two arrangements as either not characteristic or not laudably characteristic, we shall make a brief exposition of the others. 1. Economy of Time:—‘We have been startled at the reflection’ (says the Experimentalist)—‘that if, by a faulty arrangement, one minute be lost to sixty of our boys, the injury sustained would be equal to the waste of an hour by a single individual.’ Hence, as the Experimentalist justly argues, the use of classes; by means of which ten minutes spent by the tutor in explaining a difficult point to a class of ten boys become equal to 100 minutes distributed amongst them severally. Great improvement in the economising of time was on this system derived¹³⁶ from exacting¹³⁸ ‘an almost superstitious¹³⁹ punctuality’ of the monitor, whose duty it is to summon the school to all its changes of employment by ringing a bell. It is worthy of notice, but to us not at all surprising, that—‘when the duty of the monitor was easy, and he had time for play, the exact moment for ringing the bell was but seldom observed: but when, as the system grew more complex, he was more constantly in requisition, it was found that with increased labour came increased perfection: and the same boy who had complained of the difficulty of being punctual when he had to ring the bell only ten times in the day, found his duty comparatively easy when his memory was taxed to a four-fold amount. It is amusing to see what a living timepiece the giddiest boy will become during his week of office. The succession of monitors gradually infuses a habit, and somewhat of a love of punctuality, into the body scholastic¹⁴⁰ itself. The masters also cannot think of being absent when the scholars are waiting for them: and thus the nominal¹⁴¹ and the real hours of attendance become exactly the same.’—2. Motives to Exertion. ‘After furnishing the pupil with the opportunity of spending his time to the greatest advantage, our next case was to examine how we had supplied him with motives‘ for so spending it (p. 92). These are ranged under five heads,—‘Love of knowledge—love of employment—emulation—hope of reward—and fear of punishment,’—and according to what the Experimentalist rightly thinks ‘their order of excellence.’ The three last, he alleges¹⁴², are stimuli¹⁴³; and of necessity lose their power by constant use. Love of employment, though a more durable¹⁴⁴ motive, leaves the pupil open to the attractions of any other employment that may chance to offer itself in competition with knowledge. Love of knowledge for its own sake therefore is the mainspring relied on; insomuch that the Experimentalist gives it as his opinion (p. 96) that ‘if it were possible for the pupil to acquire a love of knowledge, and that only during the time he remained at school, he would have done more towards insuring a stock of knowledge in maturer age than if he had been the recipient¹⁴⁵ of as much learning as ever was infused into the passive school-boy’ by any means which fell short of generating such a principle of exertion. We heartily¹⁴⁶ agree with him: and we are further of opinion that this love needs not to be generated as an independent birth previously¹⁴⁷ to our commencing the labour of tuition, but that every system of tuition in proportion as it approaches to a good one will inevitably¹⁴⁸ involve the generation of this love of knowledge concurrently¹⁴⁹ with the generation of knowledge itself. Most melancholy¹⁵⁰ are the cases which have come under our immediate notice of good faculties wholly lost to their possessor and an incurable¹⁵¹ disgust for literature and knowledge founded to our certain knowledge solely¹⁵² on the stupidity and false methods of the teacher, who alike in what he knew or did not know was incapable¹⁵³ of connecting one spark of pleasurable feeling with any science, by leading his pupils’ minds to re-act upon the knowledge he attempted to convey. Being thus important, how shall a love of knowledge be created? According to the Experimentalist, first of all (p. 97—to the word ‘zest’ in p. 107) by combining the sense of obvious utility with all the elementary exercises of the intellect:—secondly (from p. 108—to the word ‘rock’ in p. 114) by matching the difficulties of the learner exactly with his capacity:—thirdly (from p. 114—to the word ‘attention’ in p. 117) by connecting with the learner’s progress the sense of continual success:—fourthly (from p. 117—to the word ‘co-operation’ in p. 121) by communicating clear, vivid and accurate conceptions. The first means is illustrated¹⁵⁴ by a reference to the art of learning a language—to arithmetic—to surveying, and to the writing of ‘themes.’ Can any boy, for instance, reconcile himself to the loathsome¹⁵⁵ effort of learning ‘Propria quæ maribus‘ by any [but] the dimmest sense of its future utility? No, we answer with the Experimentalist: and we go farther even than the Experimentalist is disposed to do (p. 98); for we deny the existence of any future utility. We, the reviewer of this book, at eight years of age, though even then passionately¹⁵⁶ fond of study and disdainful of childish sports, passed some of the most wretched and ungenial days of our life in ‘learning by heart,’ as it is called (oh! most ironical¹⁵⁷ misnomer¹⁵⁸!), Propria quæ maribus, ‘Quæ genus,’ and ‘As in præsenti,’ a three-headed monster worse than Cerberus: we did learn them ad unguem; and to this hour their accursed barbarisms cling to our memory as ineradicably as the golden lines of Æschylus or Shakspeare. And what was our profit from all this loathsome labour, and the loathsome heap of rubbish thus deposited in the memory? Attend, if you please, good reader: the first professes¹⁶⁰ to teach the irregularities of nouns as to gender¹⁶¹ (i. e. which nouns having a masculine termination are yet feminine, &c.), the second to teach the irregularities of nouns as to number (i. e. which want the singular, which the plural¹⁶²), the third to teach the irregularities of verbs (i. e. their deviations¹⁶³ from the generic¹⁶⁵ forms of the preterite and the supine): this is what they profess¹⁵⁹ to teach. Suppose then their professions realised, what is the result? Why that you have laboriously¹⁶⁷ anticipated a case of anomaly which, if it do actually occur, could not possibly cost more trouble to explain at the time of its occurrence than you are thus premising. This is as if a man should sit down to cull¹⁶⁸ all the difficult cases of action which could ever occur to him in his relations of son, father, citizen, neighbour, public functionary¹⁶⁹, &c. under the plea that he would thus have got over the labour of discussion before the case itself arrived. Supposing that this could be accomplished¹⁷⁰, what would it effect but to cancel a benevolent¹⁷¹ arrangement of providence¹⁷² by which the difficulties of life are distributed with tolerable equality throughout its whole course, and obstinately¹⁷³ to accumulate them all upon a particular period. Sufficient for the day is its own evil: dispatch your business as it arises, and every day clears itself: but suffer a few months of unaudited accounts, or of unanswered letters, to accumulate; and a mountain of arrears¹⁷⁴ is before you which years seem insufficient to get rid of. This sort of accumulation arises in the shape of arrears: but any accumulation of trouble out of its proper place,—i. e. of a distributed trouble into a state of convergement,—no matter whether in the shape of needless anticipation¹⁷⁵ or needless procrastination¹⁷⁶, has equally the practical effect of converting a light trouble (or none at all) into a heavy and hateful one. The daily experience of books, actual intercourse with Latin authors, is sufficient to teach all the irregularities of that language: just as the daily experience of an English child leads him without trouble into all the anomalies of his own language. And, to return to the question which we put—‘What was our profit from all this loathsome labour?’ In this way it was, viz. in the way of actual experience that we, the reviewer of this book, did actually in the end come to the knowledge of those irregularities which the three elegant poems in question profess to communicate. Mark this, reader: the logic of what we are saying—is first, that, if they did teach what they profess, they would attain⁹ that end by an artificial means far more laborious¹⁶⁶ than the natural means: and secondly, that in fact they do not attain their end. The reason of this—is partly the perplexed¹⁷⁷ and barbarous texture¹⁷⁸ of the verse, which for metrical purposes, i. e. to keep the promise of metre to the mere technical scansion, is obliged to abandon all those natural beauties of metre in the fluent connection of the words, in the rhythmus, cadence¹⁷⁹, cæsura, &c. which alone recommend metre as a better or more rememberable form for conveying knowledge than prose: prose, if it has no music, at any rate does not compel the most inartificial writer to dislocate, and distort it into non-intelligibility. Another reason is, that ‘As in præsenti‘ and its companions, are not so much adapted to the reading as to the writing of Latin. For instance, I remember (we will suppose) this sequence of ‘tango tetigi‘ from the ‘As in P.’ Now, if I am reading Latin I meet either with the tense ‘tango,’ or the tense ‘tetigi.’ In the former case, I have no difficulty; for there is as yet no irregularity: and therefore it is impertinent to offer assistance: in the latter case I do find a difficulty, for, according to the models of verbs which I have learned in my grammar, there is no possible verb which could yield tetigi: for such a verb as tetigo even ought to yield tetixi: here therefore I should be glad of some assistance; but just here it is that I obtain none: for, because I remember ‘tango tetigi‘ in the direct order, it is quite contrary to the laws of association which govern the memory in such a case, to suppose that I remember the inverted¹⁸⁰ order of tetigi tango—any more than the forward repetition of the Lord’s prayer ensures its backward repetition. The practical applicability of ‘As in præsenti‘ is therefore solely to the act of writing Latin: for, having occasion to translate the words ‘I touched’ I search for the Latin equivalent to the English word touch—find that it is tango, and then am reminded (whilst forming the preterite) that tango makes not tanxi but ‘tetigi.’ Such a use therefore I might by possibility derive¹³⁷ from my long labours: meantime even here the service is in all probability doubly superfluous¹⁸²: for, by the time that I am called on to write Latin at all, experience will have taught me that tango makes tetigi; or, supposing that I am required to write Latin as one of the earliest means for gaining experience, even in that case the very same dictionary which teaches me what is Latin for ‘touch‘ teaches me what is the irregular preterite and supine of tango. And thus the ‘upshot’ (to use a homely¹⁸³ word) of the whole business—is that an effort of memory, so great as to be capable otherwise directed of mastering a science, and secondly (because directed to an unnatural¹⁸⁴ composition, viz. an arrangement of metre, which is at once the rudest and the most elaborately artificial), so disgusting as that no accession of knowledge could compensate¹⁸⁵ the injury thus done to the simplicity¹⁸⁶ of the child’s understanding, by connecting pain and a sense of unintelligible¹⁸⁸ mystery with his earliest steps in knowledge,—all this hyperbolical apparatus¹⁸⁹ and machinery is worked for no one end or purpose that is not better answered by a question to his tutor, by consulting his dictionary, or by the insensible progress of daily experience. Even this argument derived from its utter uselessness does not however weigh so much with us as the other argument derived from the want of common-sense, involved in the wilful¹⁹⁰ forestalling¹⁹¹ and artificial concentrating into one long rosary of anomalies, what else the nature of the case has by good luck dispersed¹⁹² over the whole territory of the Latin language. To be consistent, a tutor should take the same proleptical course with regard to the prosody¹⁹³ of the Latin language: every Latin hyperdissyllable is manifestly accentuated¹⁹⁵ according to the following law: if the penultimate be long, that syllable¹⁹⁴ inevitably claims the accent; if short, inevitably it rejects it—i. e. gives it to the ante-penultimate. The determining syllable is therefore the penultimate; and for the due reading of Latin the sole question is about the quantity of the penultimate. According to the logic therefore which could ever have introduced ‘As in præsenti,’ the tutor ought to make his pupils commit to memory every individual word in which the quantity was not predetermined by a mechanical rule—(as it is e. g. in the gen. plural [=o]rum, of the second declension, the [=e]runt of the third per. plurals¹⁹⁶ of the preterite, &c., or the cases where the vowel¹⁹⁷ is long by position). But what man of sense would forbear to cry out in such a case—‘Leave the poor child to his daily reading: practice, under correct tuition, will give him insensibly and without effort all that you would thus endeavour to communicate through a most Herculean exertion.’ Whom has it cost any trouble to learn the accentuation of his own language? How has he learned that? Simply by copying others—and so much without effort, that the effort (and a very great effort) would have been not to copy them. In that way let him learn the quantity of Latin and Greek penultimates. That Edmund Burke could violate the quantity of the word ‘Vectigal’ was owing to his tutor’s ignorance, who had allowed him so to read it; that Lord North, and every other Etonian in the house, knew better—was owing not to any disproportionate effort of memory directed to that particular word, as though they had committed to memory a rule enjoining¹⁹⁸ them to place the accent on the penultimate of the word vectigal: their knowledge no more rested on such an anticipation by express rules of their own experience, than Burke’s ignorance of the quantity on the want of such anticipation; the anticipation was needless—coming from a tutor who knew the quantity, and impossible—coming from a tutor who knew it not. At this moment a little boy (three years old) is standing by our table, and repeatedly using the word mans for men: his sister (five years old), at his age, made the very same mistake: but she is now correcting her brother’s grammar, which just at this moment he is stoutly¹⁹⁹ defending—conceiving his dignity involved in the assertion of his own impeccability. Now whence came the little girl’s error and its correction? Following blindly the general analogy of the language, she formed her plural by adding an s to the singular: afterwards everybody about her became a daily monitor—a living Propria quæ maribus, as she is in her turn to her brother, instructing her that this particular word ‘man‘ swerved²⁰⁰, as to this one particular point, from the general analogy of the language. But the result is just as inevitable²⁰¹ from daily intercourse with Latin books, as to the parallel anomalies in that language. In proportion as any case of anomaly could escape the practical regulation of such an intercourse, just in that proportion it must be a rare case, and less important to be known: whatsoever²⁰² the future experience will be most like to demand, the past experience will be most likely to have furnished. All this we urge not against the Eton grammar in particular: on the contrary, as grammars go, we admire the Eton grammar;8 and love it with a filial partiality from early associations (always excepting, however, the three lead-mines of the Eton grammar, ‘Propria quæ maribus,’ &c. of which it is not extravagant²⁰³ to say, that the author, though possibly a good sort of a man in his way, has undoubtedly²⁰⁴ caused more human suffering than Nero, Robespierre, or any other enemy of the human race). Our opposition²⁰⁵ is to the general principle, which lies at the root of such treatises²⁰⁶ as the three we have been considering: it will be observed that, making a proper allowance for the smallness of the print, these three bodies of absurd anticipations²⁰⁷ of exceptions, are collectively about equal in quantity, and virtually for the effort to the memory far more than equal, to the whole body of the rules contained in the Accidence and the Syntax: i. e. that which exits on account of many thousand cases is put on the same level of value and burthen to the memory, as that which exists on account of itself alone. Here lies the original sin of grammars, the mortal taint²⁰⁸ on which they all demand regeneration: whosoever would show himself a great artist in the profound but as yet infant art of teaching, should regard all arbitrary taxes upon the memory with the same superstition²⁰⁹ that a wise lawgiver should regard the punishment of death: the lawgiver, who sets out with little knowledge (and therefore little veneration) of human nature, is perpetually invoking²¹⁰ the thunders of the law to compensate the internal weakness of his own laws: and the same spirit of levity²¹¹ disposes inefficient²¹² teachers to put in motion the weightiest machinery of the mind for the most trifling purposes: but we are convinced that this law should be engraven on the title page of all elementary books—that the memory is degraded, if it be called in to deliver any individual fact, or any number of individual facts, or for any less purpose than that of delivering a comprehensive law, by means of which the understanding is to produce the individual cases of knowledge wanted. Wherever exceptions or insulated cases are noticed, except in notes, which are not designed to be committed to memory, this rule is violated; and the Scotch¹⁸ expression for particularising, viz. condescending²¹³ upon, becomes applicable in a literal sense: when the Eton grammar, e. g. notices Deus as deviating²¹⁴ in the vocative case from the general law for that declension, the memory is summoned to an unreasonable²¹⁵ act of condescension—viz. to load itself almost as heavily for one particular word in one particular case, as it had done by the whole type of that declension (i. e. the implicit¹⁸⁷ law for all words contained under it, which are possibly some thousands). But how then would we have such exceptions learnt, if not by an act of the memory? Precisely²¹⁶, we answer, as the meanings of all the words in the language are learned: how are they learned? They are known, and they are remembered: but how? Not by any act or effort of the memory: they are deposited in the memory from daily intercourse with them: just as the daily occurrences of our lives are recorded in our memories: not through any exertion on our part, or in consequence of previous determination on our parts that we will remember them: on the contrary, we take no pains about them, and often would willingly forget them: but they stay there in spite of us, and are pure depositions²¹⁷, settlings, or sediments²¹⁸, with or without our concurrence, from the stream of our daily experience.—Returning from this long excursus on arbitrary taxations of the memory suggested to us by the mention of ‘Propria quæ maribus,’ which the Experimentalist objects to as disgusting to children before they have had experience of the cases in which it furnishes assistance (but which we have objected to as in any case barren of all power to assist), we resume the course of our analysis. We left the Experimentalist insisting on the benefit of directing the studies of children into such channels as that the practical uses of their labours may become apprehensible to themselves—as the first mode of producing a love of knowledge. In some cases he admits that the pupil must pass through ‘dark defiles,’ confiding²¹⁹ blindly in his tutor’s ‘assurance that he will at last emerge into light:’ but still contends that in many cases it is possible, and where possible—right, that he should ‘catch a glimpse of the promised land.’ Thus, for example, to construe²²⁰ the language he is learning—is an act of ‘some respectability in his eyes’ and its uses apparent: meantime the uses of the grammar are not so apparent until experience has brought him acquainted with the real cases to which it applies. On this account,—without laying aside the grammar, let him be advanced to the dignity of actual translation upon the very minimum of grammatical knowledge which will admit of it. Again, in arithmetic, it is the received practice to commence with ‘abstract numbers:’ but, instead of risking injury to the child’s intellect and to his temper by thus calling upon him to add together ‘long rows of figures’ to which no meaning is attached, he is taught ‘to calculate all the various little problems which may be constructed respecting his tops and marbles, their price, and their comparative value.’ Here the Experimentalist turns aside for about a page (from ‘while,’ p. 101—to ‘practicable,’ p. 102) to ‘acknowledge his obligations to what is called Mental Arithmetic—that is, calculation without the employment of written symbols.’ Jedediah Buxton’s preternatural powers in this way have been long published to the world, and may now be found recorded in Encyclopædias: the Experimentalist refers also to the more recent cases of Porson and the American youth Zerah Colborn: amongst his own pupils it appears (p. 54) that this exercise is practised in the morning twilight²²¹, which for any other study would not furnish sufficient light: he does not pretend to any very splendid marvels²²²: but the following facts, previously recited at pp. 16 and 17, he thinks may astonish ‘those who have not estimated the combined power of youth, ardour, and practice.’ The lower classes calculate, purely²²³ by the mind without any help from pen or pencil, questions respecting interest; determine whether a given year be bissextile or not, &c. &c. The upper classes determine the age of the moon at any given time, the day of the week which corresponds with any day of any month, and year, and Easter Sunday for a given year. They will square any number not exceeding a thousand, extract the square root of a number of not more than five places, determine the space through which a body falls in a given time, the circumference²²⁴ and areas of circles from their diameters, and solve many problems in mensuration: they practise also Mental Algebra²²⁵, &c. In mental, no less than in written, Arithmetic, ‘by assimilating the questions to those which actually occur in the transactions of life,’ the pupil is made sensible that he is rising into the usefulness and respectability of real business. The imitative principle of man is thus made to blend with the motive derived from the sense of utility. The same blended feelings, combined with the pleasurable influences of open air, are relied upon for creating the love of knowledge in the practice of surveying. In this operation so large an aggregate²²⁶ of subsidiary knowledge is demanded,—of arithmetic, for instance—of mensuration—of trigonometry, together with ‘the manual facility of constructing maps and plans,’ that a sudden revelation is made to the pupils of the uses and indispensableness of many previous studies which hitherto they had imperfectly appreciated; they also ‘exercise their discretion²²⁷ in choosing points of observation; they learn expertness in the use, and care in the preservation of instruments: and, above all,—from this feeling that they are really at work, they acquire that sobriety and steadiness of conduct in which the elder school-boy is so often inferior to his less fortunate neighbour, who has been removed at an early age to the accompting-house.’—The value of the sense of utility the Experimentalist brings home forcibly to every reader’s recollections, by reminding him of the many cases in which a sudden desire for self-education breaks out in a few months after the close of an inefficient education: ‘and what,’ he asks, ‘produces the change? The experience, however short, of the utility of acquisitions, which were perhaps lately despised.’ Better then ‘to spare the future man many moments of painful retrospection,’ by educing⁷⁹ this sense of utility, ‘while the time and opportunity of improvement remain unimpaired.’ Finally, the sense of utility is connected with the peculiar²²⁸ exercises in composition; ‘a department of education which we confess’ (says the Experimentalist) ‘has often caused us considerable uneasiness;’ an uneasiness which we, on our part, look upon as groundless. For starting ourselves from the same point with the Experimentalist and the authority he alleges—viz. that the matter of a good theme or essay altogether transcends²²⁹ the reflective powers and the opportunities for observing of a raw school-boy,—we yet come to a very different practical conclusion. The act of composition cannot, it is true, create thoughts in a boy’s head unless they exist previously. On this consideration, let all questions of general speculation²³⁰ be dismissed from school exercises: especially questions of moral speculation, which usually furnish the thesis of a school-boy’s essay: let us have no more themes on Justice—on Ambition—on Benevolence—on the Love of Fame, &c.: for all theses such as these, which treat moral qualities as pure abstractions, are stripped of their human interest: and few adults even could write endurably upon such subjects in such a shape; though many might have written very pleasingly and judiciously²³¹ upon a moral case—i. e. on a moral question in concreto. Grant that a school-boy has no independent thoughts of any value; yet every boy has thoughts dependent upon what he has read—thoughts involved in it—thoughts derived from it: but these he will (cæteris paribus) be more or less able to express, as he has been more or less accustomed to express them. The unevolved thoughts which pass through the youngest—the rudest—the most inexperienced brain, are innumerable; not detached—voluntary thoughts, but thoughts inherent in what is seen, talked of, experienced, or read of. To evolve these, to make them apprehensible by others, and often even to bring them within their own consciousness, is very difficult to most people; and at times to all people: and the power, by which this difficulty is conquered, admits of endless culture: and, amongst the modes of culture, is that of written composition. The true value of this exercise lies in the necessity which it imposes of forming distinct ideas—of connecting them—of disposing them into such an arrangement as that they can be connected—of clothing them in words—and many more acts of the mind: both analytic²³² and synthetic²³³. All that is necessary is—to determine for the young composer his choice of matter: require him therefore to narrate²³⁴ an interesting story which he has formerly²³⁵ read; to rehearse the most interesting particulars of a day’s excursion: in the case of more advanced students, let them read one of the English state trials, where the evidence is of a complex character (as the trials on Titus Oates’s plot), or a critical dissertation²³⁶ on some interesting question, or anything in short which admits of analysis—of abstraction—of expansion—or exhibition in an altered shape. Subjects for all this are innumerable; and, according to the selection made, more or less opportunity is given for collecting valuable knowledge: but this purpose is collateral²³⁷ to the one we are speaking of: the direct purpose is to exercise the mind in unravelling²³⁸ its own thoughts, which else lie huddled²³⁹ and tangled²⁴⁰ together in a state unfit for use, and but dimly developed to the possessor’s own consciousness.—The three other modes of producing a love of knowledge, which the Experimentalist relies on, viz. the proportioning the difficulties to the capacity of the learner, the pleasure of success, and the communication of clear, vivid, and accurate conceptions, are treated with good sense—but not with any great originality²⁴¹: the last indeed (to speak scholastically) contains the other three eminenter: for he, who has once arrived at clear conceptions in relation to the various objects of his study, will not fail to generate for himself the pleasure of success; and so of the rest. But the power of communicating ‘accurate conceptions’ involves so many other powers, that it is in strictness but another name for the faculty of teaching in general. We fully agree with the Experimentalist (at p. 118), that the tutor would do well ‘to provide himself with the various weights commonly spoken of, and the measures of content and of length; to portion off upon his play-ground a land-chain, a rood,’ &c. to furnish ‘maps’ tracing ‘the routes of armies;’ ‘plates exhibiting the costumes’ of different nations: and more especially we agree with him (at p. 135) that in teaching the classics the tutor should have at hand ‘plates or drawings of ships, temples, houses, altars, domestic and sacred utensils²⁴², robes, and of every object of which they are likely to read.’ ‘It is,’ as he says, ‘impossible to calculate the injury which the minds of children suffer from the habit of receiving imperfect ideas:’ and it is discreditable in the highest degree to the majority of good classical scholars that they have no accurate knowledge of the Roman calendar, and no knowledge at all of the classical coinage, &c.: not one out of every twenty scholars can state the relation of the sestertius to the denarius, of the Roman denarius to the Attic²⁴³ drachma, or express any of them in English money. All such defects are weighty: but they are not adequate illustrations of the injury which arises from inaccurate²⁴⁴ ideas in its most important shape. It is a subject however which we have here no room to enlarge upon.

Rewards and Punishments.—It has already been mentioned that corporal punishments are entirely abolished;9 and upon the same principle all such disgrace as ‘would destroy self-respect.’ ‘Expulsion even has been resorted to, rather than a boy should be submitted to treatment which might lead himself and his school-fellows to forget that he was a gentleman.’ In this we think the Experimentalist very wise: and precisely upon this ground it was that Mr. Coleridge in his lectures at the Royal Institution attacked Mr. Lancaster’s system, which deviated²⁴⁵ from the Madras system chiefly in the complexity²⁴⁶ of the details, and by pressing so cruelly in its punishments upon the principle of shame. ‘Public disgrace’ (as the Experimentalist alleges, p. 83) ‘is painful exactly in proportion to the good feeling of the offender:’ and thus the good are more heavily punished than the bad. Confinement²⁴⁷, and certain disabilities, are the severest punishments: but the former is ‘as rare as possible; both because it is attended with unavoidable disgrace’ (but what punishment is wholly free from this objection?) ‘and because, unlike labour, it is pain without any utility’ (p. 183). The ordinary punishments therefore consist in the forfeiture²⁴⁸ of rewards, which are certain counters obtained by various kinds of merit. These are of two classes, penal (so called from being received as forfeits) and premial, which are obtained by a higher degree of merit, and have higher powers attached to them. Premial counters will purchase holidays, and will also purchase rank (which on this system is of great importance). A conflict is thus created between pleasure and ambition, which generally terminates in favour of the latter: ‘a boy of fourteen, although constantly in the possession of marks sufficient to obtain a holiday per week, has bought but three-quarters of a day’s relaxation²⁴⁹ during the whole of the last year. The same boy purchased his place on the list by a sacrifice of marks sufficient to have obtained for him twenty-six half-holidays.’ The purchase of rank, the reader must remember, is no way objectionable—considering the means by which the purchase-money is obtained. One chief means is by study during the hours of leisure—i. e. by voluntary labour: this is treated of (rather out of its place) in Chap. VII., which ought to be considered as belonging to the first part of the work, viz. to the exposition of the system. Voluntary labour took its rise from the necessity of furnishing those boys, who had no chance of obtaining rank through their talents, with some other means of distinguishing themselves: this is accomplished in two modes: first, by giving rewards for industry exerted out of school hours, and receiving these rewards as the price of rank; making no other stipulation²⁵⁰ than one, in addition to its being ‘tolerably well executed’—viz. that it shall be in a state of completion. The Experimentalist comments justly at p. 187, on ‘the mental dissipation in which persons of talent often indulge’ as being ‘destructive beyond what can readily be imagined’ and as leading to ‘a life of shreds²⁵¹ and patches.’ ‘We take care’ (says he) ‘to reward no boy for fragments, whatever may be their excellence. We know nothing of his exertions until they come before us in a state of completion.’ Hence, besides gaining the ‘habit of finishing’ in early youth, the boy has an interest also in gaining the habit of measuring his own powers: for he knows ‘that he can receive neither fame nor profit by instalments;’ and therefore ‘undertakes nothing which he has not a rational hope of accomplishing.’10 A second mode of preventing rank from being monopolised by talents is by flinging the school into various arrangements, one of which is founded on ‘propriety of manners and general good conduct.’

We have thus gone through a pretty full analysis, and a very accurate one, of the new system as contained in the three first chapters. Of the five miscellaneous chapters, the seventh or last but one (on voluntary labour), has been interwoven with our analysis; and the eighth, which contains a comparison of public and private education, we do not purpose to notice; the question is very sensibly discussed; but it is useless to discuss any question like this, which is a difficult problem only because it is an unlimited problem. Let the parent satisfy himself about the object he has in view for his child, and let him consider the particular means which he has at his disposal for securing a good private education, and he may then determine it for himself. As far as the attainment of knowledge is concerned,—it is always possible to secure a good public education, and not always possible to secure a good private one. Where either is possible indifferently, the comparison will proceed upon more equal grounds: and inquiry²⁵² may then be made about the child’s destination in future life: for many destinations a public education being much more eligible²⁵³ than for others. Under a perfect indetermination of everything relating to the child—the question is as indeterminable as—whether it is better to go to the Bank through Holborn or through the Strand²⁵⁴: the particular case being given, it may then be possible to answer the question; previously it is impossible.——Three chapters therefore remain, viz.—Chap. IV. on Languages; Chap. V. on Elocution; and Chap. VI. on Penmanship.

Chap. IV. On the best method of acquiring Languages.—The Experimentalist had occasion to observe ‘that, in the Welsh towns which are frequented by the English, even the children speak both languages with fluency:’ this fact, contrasted with the labour and pain entailed²⁵⁵ upon the boy who is learning Latin (to say nothing of the eventual²⁵⁶ disgust to literature which is too often the remote consequence), and the drudgery²⁵⁷ entailed upon the master who teaches Latin,—and fortified²⁵⁸ by the consideration, that in the former instance the child learns to speak a new language, but in the latter only to read it,—first drew his attention to the natural mode of learning languages, i. e. learning them from daily use. This mode never fails with living languages: but how is it to be applied²⁵⁹ to dead languages? The Experimentalist retorts by asking what is essential to this mode? Partly the necessity which the pupil is laid under of using the language daily for the common intercourse of life, and partly his hearing it spoken by those who thoroughly²⁶⁰ understand it. ‘Stimulus to exertion then, and good models, are the great advantages of this mode of instruction:’ and these, he thinks, are secured even for a dead language by his system: the first by the motives to exertion which have already been unfolded; and the second by the acting¹²⁸ of Latin dramas (which had been previously noticed in his Exposition of the system). But a third imitation of the natural method he places in the use of translations, ‘which present the student with a dictionary both of words and phrases arranged in the order in which he wants them,’ and in an abstinence from all use of the grammar, until the learner himself shall come to feel the want of it; i. e. using it with reference to an experience already accumulated, and not as an anticipation of an experience yet to come. The ordinary objection to the use of translations—that they produce indolent habits, he answers thus: ‘We teach by the process of construing²⁶¹; and therefore, even with the translation before him, the scholar will have a task to perform in matching the English, word by word, with the language which he is learning.’ For this natural method of learning languages he alleges the authority of Locke, of Ascham, and of Pestalozzi. The best method, with those who have advanced to some degree of proficiency²⁶², he considers that of double translations—i. e. a translation first of all into the mother tongue of the learner, and a re-translation of this translation back into the language of the original. These, with the help of extemporaneous²⁶³ construing, i. e. construing any passage at random²⁶⁴ with the assistance of a master who supplies the meaning of the unknown words as they arise (a method practised, it seems, by Le Febvre the father of Madame Dacier, by others before his time, and by Condillac since)—compose the chief machinery which he employs for the communication of dead languages.

Chap. V. On Elocution.—In this chapter there is not much which is very important. To read well, the Experimentalist alleges, presupposes so much various knowledge, especially of that kind which is best acquired by private reading, and therefore most spares the labour of the tutor, that it ought reasonably to bestow²⁶⁵ high rank in the school. Private reading is most favourable⁷⁷ to the rapid collection of an author’s meaning: but for reading well—this is not sufficient: two great constituents²⁶⁶ of that art remain to be acquired—Enunciation and Inflection. These are best learned by Recitation. Thus far there is no great novelty: the most interesting part of the chapter is what relates to Stammering²⁶⁷. This defect is held by the Experimentalist to result from inattention to rhythmus: so much he thinks has been proved by Mr. Thelwall. Whatsoever therefore compels the pupil to an efficient perception of time and measure, as for example, marching and music (p. 32), he resorts to for its correction. Stammerers, he observes, can all sing: let them be taught to sing therefore, if not otherwise corrigible: and from this let them descend to recitative: then to the recitation of verses distinguished by the simplicity of their rhythmus, marching at the same time and marking the accented syllables²⁶⁸ by the tread of the foot; from this to the recitation of more difficult verses; from that to measured prose; thence to ordinary prose; and lastly to narrative²⁶⁹ and dialogue.

Chap. VI. Of Penmanship.—This is a subject on which we profess no experience which could warrant us in contradicting a writer who should rest his innovations solely upon that ground: but the writer before us does not rely on the practical issue of his own experiment (he does not even tell us what that issue was), but on certain à priori arguments, which we conceive to be ill-reasoned. The amount of the chapter is this—that to write a good running hand is the main object to be aimed at in the art of caligraphy: we will go farther, and concede that it is the sole object, unless where the pupil is educated for a writing-master. Thus far we are agreed; and the question is—as to the best means of attaining this object. On which question the plan here proposed differs from those in use by the very natural error—that what is admitted to be the ultimate object, this plan would make the immediate object. The author starts from a false theory of the practice amongst writing-masters: in order that their pupils may write small and running hands well, writing-masters (as is well-known) begin by exacting from them a long praxis in large hands. But the rationale of this praxis escapes the Experimentalist: the large hand and the small hand stand related to each other, in the estimate of the masters, as a means to an end; whereas the Experimentalist supposes them to be viewed in the relation simply of two co-ordinate or collateral ends: on which false presumption he grounds what would on his own view be a very sound advice; for justly conceiving that the small hand is of incomparably more use in life, he argues in effect thus: let us communicate the main object, and then (if he has leisure and taste for it) let the pupil direct his attention to the lower object: ‘when the running hand is accomplished,’ says he, ‘the pupil may (if it be thought necessary) learn to write the larger hands according to the received models.’ When it is acquired! ‘Aye, but in order that it may be acquired,’—the writing-master will reply, ‘I must first teach the larger hands.’ As well might the professor of dancing hold out as a tempting²⁷⁰ innovation to the public—I teach the actual dances, the true practical synthesis of the steps and movements, as it is in fact demanded by the usage of the ball-room: let others teach the analytic elements of the art—the mere useless steps—to those who have time to waste on superfluities. In either art (as in many others) that, which is first (or rather sole) in order of importance, is last in the order of attainment: as an object per se, the larger hand is not wanted at all, either before or after the running hand: if it does really contribute nothing to the more accurate formation of the letters, by compelling the pupil to exhibit his aberrations²⁷¹ from the ideal letter more clearly because on a scale of greater magnitude (which yet in the second sentence of this chapter our Experimentalist himself admits), then let it be abandoned at once: for not doing this service, it does nothing at all. On the other hand, if this be its specific service, then it is clear that, being no object per se, but simply a means to an object, it must have precedency in the order of communication. And the innovation of our Experimentalist is so far (in the literal sense of that word) a preposterous²⁷² inversion²⁷³ of the old usage: and this being the chief principle of his ‘plan’ we desire to know no more of it; and were not sorry that (p. 178) we found him declining ‘to enter into a detail of it.’—The business of the chapter being finished however, there yet remains some little matter of curiosity. 1. The Experimentalist affirms that ‘Langford’s copper-plate copies, or indeed any other which he has seen, fail’ if tried by a certain test: what test? Why this: that ‘the large hand seen through a diminishing glass, ought to be reduced into the current hand; and the current hand, magnified, ought to swell²⁷⁴ into a large hand.’ Whereas, on the contrary, ‘the large hands reduced appear very stiff and cramped²⁷⁵; and the magnified running hand’—‘appears little better than a scrawl²⁷⁶.’ Now to us the result appears in a different light. It is true that the large hands reduced do not appear good running hands according to the standard derived from the actual practice of the world: but why? Simply because they are too good: i. e. they are ideals and in fact are meant to be so; and have nothing characteristic: they are purely generic hands, and therefore want individualisation: they are abstractions; but to affect us pleasurably, they should be concrete expressions of some human qualities, moral or intellectual. Perfect features in a human face arranged with perfect symmetry, affect us not at all, as is well known, where there is nothing characteristic; the latency of the individual in the generic, and of the generic in the individual, is that which gives to each its power over our human sensibilities. And this holds of caligraphy no less than other arts. And that is the most perfect hand-writing which unites the minimum of deviation¹⁶⁴ from the ideal standard of beauty (as to the form and nexus²⁷⁷ of the letters) with the maximum of characteristic expression. It has long been practically felt, and even expressly affirmed (in some instances even expanded into a distinct art and professed²⁷⁸ as such), that it is possible to determine the human intellectual character as to some of its features from the hand-writing. Books even have been written on this art, as e. g. the Ideographia, or art of knowing the characters of men from their hand-writings, by Aldorisius: and, though this in common with all other modes of physiognomy, as craniology, Lavaterianism (usually called physiognomy), &c. &c. has laboured under the reproach of fancifulness,—yet we ought not to attribute this wholly to the groundlessness of the art as a possible art—but to these two causes; partly to the precipitation and imperfect psychology²⁷⁹ of the professors; who, like the craniologists, have been over-ready to determine the indicantia before they had settled according to any tolerable theory the indicanda; i. e. have settled what A, what B, what C, shall indicate, before they have inquired what it was presumable upon any systematic²⁸⁰ development of human nature would have a right to be indicated; and thus have assigned an external characteristic to a faculty of the third order—suppose (or perhaps a mere accidental effect of a faculty or a mere imaginary faculty), whilst a primary faculty went without any expression at all:—partly, I say, to this cause which is obviously not merely a subjective²⁸¹ but also an accidental cause; and partly also to the following cause, which is objective (i. e. seated in the inherent imperfections of the art itself, and not removeable therefore by any future improvements to be anticipated from a more matured psychology); viz. that the human mind transcends or overflows²⁸² the gamut²⁸³ or scale of the art; in other words, that the qualities—intellectual or moral, which ought to be expressed, are far more in number than the alphabet of signs or expressions by which they are to be enunciated²⁸⁴. Hence it follows as an inevitable dilemma²⁸⁵, that many qualities must go unrepresented; or else be represented by signs common to them with other qualities: in the first of which cases we have an art imperfect from defect, in the other case imperfect from equivocal language. Thus, for example, determination of character is built in some cases upon mere energy of the will (a moral cause); and again in other cases upon capaciousness of judgment and freedom from all logical perplexity (an intellectual cause). Yet it is possible that either cause will modify the hand-writing in the same way.

From the long analysis which we have thus given of the book recording²⁸⁶ this new system of education, it is sufficiently evident that we think very highly of it. In the hands of its founder we are convinced that it is calculated to work wonders; and so strong is the impression which his book conveys, that he is not only a man of very extraordinary talents for the improvement of the science of education, but also a very conscientious man—that, for our own parts, we should confide⁹⁰ a child to his care with that spirit of perfect confidence which he has himself described at p. 74. There is an air of gentlemanly feeling spread over the book which tends still further to recommend the author. Meantime two questions arise on the system,—first, is it a good system? which we have answered:—secondly, is it a system adapted for general diffusion²⁸⁷? This question we dare not answer in the affirmative, unless we could ensure the talents and energy of the original inventor in every other superintendent²⁸⁸ of this system.—In this we may be wrong: but at all events, it ought not to be considered as any deduction from the merits of the author—as a very original thinker on the science of education, that his system is not (like the Madras system) independent of the teacher’s, ability, and therefore not unconditionally²⁸⁹ applicable.—Upon some future occasion we shall perhaps take an opportunity of stating what is in our opinion the great desideratum which is still to be supplied in the art of education considered simply in its intellectual purposes—viz. the communication of knowledge, and the development of the intellectual faculties: purposes which have not been as yet treated in sufficient insulation²⁹⁰ from the moral purposes. For the present we shall conclude by recommending to the notice of the Experimentalist the German writers on education. Basedow, who naturalised Rousseau in Germany, was the first author who called the attention of the German public to this important subject. Unfortunately Basedow had a silly ambition of being reputed an infidel, and thus created a great obstacle to his own success: he was also in many other respects a sciolist and a trifler: but, since his time, the subject has been much cultivated in Germany: ‘Paedogogic’ journals even, have been published periodically, like literary or philosophic²⁹¹ journals: and, as might be anticipated from that love of children which so honourably distinguishes the Germans as a people, not without very considerable success.
Case of Appeal.

Our little Courts of Justice not unfrequently furnish cases of considerable interest; and we are always willing to make the resemblance between our microcosm and the world at large as close as possible, at least in every useful point we are trying to collect a volume of Reports. As all the boys are expected to be present during a trial, to give importance to the proceeding, the time of such as are capable of the task must be profitably employed in taking notes. A useful effect may also be produced upon the parties; and these records will be valuable acquisitions for those boys who wish to study the laws, and enable themselves to conduct the jurisprudence of the school. We shall detail a case which lately occurred, not because it is the most interesting which could have been selected, but because there will be nothing in its publication to hurt the feelings of any person engaged in the transaction.

It would be vain to attempt any concealment²⁹² of the fact that our pupils, like all boys in the full tide of health and spirits, do not always see the folly²⁹³ of an appeal to the ultimo ratio regum in so strong a light as that in which it sometimes appears to older eyes; and resort is now and then had to trial by combat, in preference to trial by jury. The candid²⁹⁴ and experienced teacher, who knows the difficulty and the danger of too rigorously suppressing natural impulses, will not censure²⁹⁵ us for endeavouring to regulate this custom, than to destroy it altogether. In the hope of lessening²⁹⁶ the number of those fracas²⁹⁷ (never very large), a law was proposed, which the committee adopted, to render it penal for any person, except the Magistrate and the Constables, to be present at a battle. Six hours’ notice must be given by both parties, and a tax paid in advance. During the interval²⁹⁸, it is the duty of the Magistrate to attempt a reconciliation²⁹⁹. These regulations were intended to give opportunity for the passions to cool, and to check the inclination³⁰⁰ for display which is often the sole cause of the disturbance³⁰¹.

We consider the effect on the minds of the spectators as the worst part of the transaction. There is something dreadfully brutalising in the shouts of incitement³⁰² and triumph which generally accompany a feat²⁶ of pugilism. Neither boys nor men ought ever to witness pain without sympathy. It is almost needless to say, that, with us, fighting is anything rather than a source of festivity and amusement.

To return to our story.—A day-scholar, whose father’s grounds adjoin ours, was discovered by the Magistrate to have witnessed a battle from a tree which he had climbed for that purpose. The Magistrate fined him. He appealed, and the question of his liability was argued at some length before the Committee.

The ground which the appellant took was, that no day-scholar could be amenable³⁰³ to the laws of the school, except during the hours of business, or while on the premises³⁰⁴ of the school, and that the alleged offence was committed out of school hours, and on his father’s land.

Public opinion ran in his favour. The plea that he was on his father’s land seemed to have great weight with his schoolfellows. To fine a boy under such circumstances appeared to them like an attempt to invade the paternal³⁰⁵ sanctuary³⁰⁶, and the motion for quashing conviction of the Magistrate, at first received the support of several members of the Committee.

The attending Teacher saw that it would be necessary to call the attention of the Committee to general principles, and proposed as an amendment³⁰⁷ to the general motion, the following resolution, ‘That it is desirable that the laws should be obeyed at all times, and in all places.’ In support of this amendment he argued, that as the laws had the happiness of the school in view, a breach³⁰⁸ of those laws must certainly be in some degree destructive of the general good. That to allow this in certain individuals would be injurious to the great body, but still more so to the individuals themselves; and that what was wrong in the schoolroom or on the playground at eleven in the morning, could not be right in the fields at six in the afternoon. In conclusion he said, ‘Whether or not we have the power to fine a person for a breach of our laws when he is at a distance from the schools, is a question which it is not our present business to determine; but I firmly believe that our laws are calculated to promote in the highest degree our welfare, and I wish the advantages to be derived from obeying them to be as widely diffused³⁰⁹ as possible.’

The amendment was carried unanimously.

Having determined ‘that it was desirable that the laws should be obeyed at all times and in all places,’ it was necessary in the next place to ascertain³¹⁰ whether it was not a part of our law that such should be the case.

With this view an amendment was proposed which declared, that such was the intention of the law, and in support of it cases were cited in which day-boys had been punished for offences committed at a distance from the school. It was also insisted, that in no single instance had the laws made an exception in favour of the day-boys. They universally begin by saying, that, if ‘any one,’ or ‘any pupil,’ or ‘any boy,’ shall commit such and such an offence, etc., and not ‘any boarder,’ or ‘any day-boy then at school.’

The second amendment was also carried without opposition.

The question was now confined within very narrow limits. The Committee had declared that it was ‘desirable that the laws should be obeyed at all times and in all places;’ and also, that by law no exception was made in favour of day-scholars. It only remained therefore for the Committee to consider, whether the police of the school had the power to enforce the laws.

It was argued that in this case they had been enforced, for that the fine had actually been paid, and that unless the Committee interfered³¹¹ to prevent it, they would continue to operate as they had done, for the welfare of the school at large, and for the ultimate advantage even of the individuals who might at first appear to be injured.

The amended³¹² motion was now put, and the conviction was unanimously confirmed.

This detail will furnish the reader with a more correct conception than we could otherwise give him, of the opportunities with which the sittings of our little Committees furnish the members for making some important acquirements.

In the first place, they study the art of reasoning, and that too under very favourable circumstances; being fully acquainted with the facts on which they are called to exercise their judgments³¹³, and seeing them in all their bearings. We believe that intimate acquaintance with the facts of which we speak to be the first and most important element in practical logic. Reasoning, strictly³¹⁴ speaking, being no more than the art of tracing analogies and differences. The reality of the business in which the students are engaged is very valuable, inasmuch as it furnishes them with strong motives to exert all their powers in the investigation. The matter at issue ‘comes home to their business and bosoms;’ it may deeply affect their interests, and will not pass unnoticed by their constituents; among whom the question will be again discussed, and the Committee-men will in conversation have to defend the opinions they have officially expressed. Thus every argument is well canvassed³¹⁵ in their minds, and the ideas remain under consideration for a sufficient time to become permanently³¹⁶ fixed³¹⁷ in their remembrance. The power of public speaking is also in some degree acquired, and, we hope, without the countervailing evils which have been so justly deprecated. The great defects of all artificial methods of learning the art of debating is, that it is seldom of any real importance to either speaker or hearer, on which side the question under discussion is determined; consequently, the speaker is more anxious to display his own talents, than to convince the audience; which, on its part, wishes rather for amusement than instruction, or seeks the latter only by watching the conduct of this mental fencing-match, in order to learn the most skilful³¹⁸ manner of handling the foils. Every one who addresses the company assembled, feels that he shall be more applauded for agreeably wandering, than for pointing out and following the best and straightest road. In short, discussion, instead of being a means employed to gain an object, is the end itself.

The orator³¹⁹, if such a name is to be so degraded, rises not to gain the votes of his hearers, but to make them laugh and clap their hands; and, this is most easily done by advancing smart sophisms, and uttering well-delivered absurdities³²⁰ with mock solemnity, we may readily conceive how little the powers of investigation can be exercised and improved by such practice as that of spouting³²¹ clubs and debating societies. No doubt there are many exceptions to these remarks, but the vice¹⁸¹ we complain of is, we fear, inherent in some degree in the nature of the institutions, although by care in the choice of members, and the selection of an audience, it may, in a great measure, be counteracted³²².

We must not forget to state the advantages enjoyed by the Teacher’s attendance on the sittings of our Committees. He becomes most intimately acquainted with the minds of his pupils. He sees their difficulties and their errors in a strong light, and is placed in a situation for addressing himself more completely to the state of their wants than he could be, unless they were thus induced, and almost compelled, to disclose all the workings of the mental machine. In general, nearly every person who knows a boy at all, has an opportunity of becoming better acquainted with him than his instructor³²³. No wonder, considering the many painful sensations which the latter, in his various offices of accuser, witness, judge and executioner, is compelled to exite. We are happily relieved from these difficulties, but we still seize with avidity every means by which our pupils may be induced to develop their minds to our view, feeling that our acquaintance with their springs of thought and action can never be too accurate and complete. The votes at the conclusion of the debate show us the measure of our success. Every influence except that of mind, is, we trust, out of the question: we do not always carry a majority with us; and this fact gives us hope, that when we do, a sincere effect has been wrought³²⁴ on the convictions of the boys.

To conclude, we must in candour acknowledge, that we search more industriously³²⁵ for arguments and illustrations to support our opinions, than we should or could do, under other circumstances. The effect on the mind of the Master is not a bad test of any method of education.

1 continental   

adj.大陆的，大陆性的，欧洲大陆的

参考例句：

• A continental climate is different from an insular one.大陆性气候不同于岛屿气候。
• The most ancient parts of the continental crust are 4000 million years old.大陆地壳最古老的部分有40亿年历史。

2 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

3 secondly   

adv.第二，其次

参考例句：

• Secondly,use your own head and present your point of view.第二，动脑筋提出自己的见解。
• Secondly it is necessary to define the applied load.其次，需要确定所作用的载荷。

4 indirectly   

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。

5 alleged   

a.被指控的，嫌疑的

参考例句：

• It was alleged that he had taken bribes while in office. 他被指称在任时收受贿赂。
• alleged irregularities in the election campaign 被指称竞选运动中的不正当行为

6 essentially   

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。

7 logic   

n.逻辑(学)；逻辑性

参考例句：

• What sort of logic is that?这是什么逻辑？
• I don't follow the logic of your argument.我不明白你的论点逻辑性何在。

8 solicitous   

adj.热切的，挂念的

参考例句：

• He was so solicitous of his guests.他对他的客人们非常关切。
• I am solicitous of his help.我渴得到他的帮助。

9 attain   

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。

10 attainment   

n.达到，到达；［常pl.］成就，造诣

参考例句：

• We congratulated her upon her attainment to so great an age.我们祝贺她高寿。
• The attainment of the success is not easy.成功的取得并不容易。

11 contemplates   

深思，细想，仔细考虑( contemplate的第三人称单数 )； 注视，凝视； 考虑接受（发生某事的可能性）； 深思熟虑，沉思，苦思冥想

参考例句：

• She contemplates leaving for the sake of the kids. 她考虑为了孩子而离开。
• Beauty in things exists in the mind which contemplates them. 事物的美存在于细心观察它的人的头脑中。

12 propriety   

n.正当行为；正当；适当

参考例句：

• We hesitated at the propriety of the method.我们对这种办法是否适用拿不定主意。
• The sensitive matter was handled with great propriety.这件机密的事处理得极为适当。

13 sarcastic   

adj.讥讽的，讽刺的，嘲弄的

参考例句：

• I squashed him with a sarcastic remark.我说了一句讽刺的话把他给镇住了。
• She poked fun at people's shortcomings with sarcastic remarks.她冷嘲热讽地拿别人的缺点开玩笑。

14 recoil   

vi.退却，退缩，畏缩

参考例句：

• Most people would recoil at the sight of the snake.许多人看见蛇都会向后退缩。
• Revenge may recoil upon the person who takes it.报复者常会受到报应。

15 affinity   

n.亲和力，密切关系

参考例句：

• I felt a great affinity with the people of the Highlands.我被苏格兰高地人民深深地吸引。
• It's important that you share an affinity with your husband.和丈夫有共同的爱好是十分重要的。

16 marvel   

vi.(at)惊叹vt.感到惊异；n.令人惊异的事

参考例句：

• The robot is a marvel of modern engineering.机器人是现代工程技术的奇迹。
• The operation was a marvel of medical skill.这次手术是医术上的一个奇迹。

17 binds   

v.约束( bind的第三人称单数 )；装订；捆绑；（用长布条）缠绕

参考例句：

• Frost binds the soil. 霜使土壤凝结。 来自《简明英汉词典》
• Stones and cement binds strongly. 石头和水泥凝固得很牢。 来自《简明英汉词典》

18 scotch   

n.伤口，刻痕；苏格兰威士忌酒；v.粉碎，消灭，阻止；adj.苏格兰(人)的

参考例句：

• Facts will eventually scotch these rumours.这种谣言在事实面前将不攻自破。
• Italy was full of fine views and virtually empty of Scotch whiskey.意大利多的是美景，真正缺的是苏格兰威士忌。

19 aptitude   

n.(学习方面的)才能，资质，天资

参考例句：

• That student has an aptitude for mathematics.那个学生有数学方面的天赋。
• As a child,he showed an aptitude for the piano.在孩提时代，他显露出对于钢琴的天赋。

20 attaining   

（通常经过努力）实现( attain的现在分词 )； 达到； 获得； 达到（某年龄、水平、状况）

参考例句：

• Jim is halfway to attaining his pilot's licence. 吉姆就快要拿到飞行员执照了。
• By that time she was attaining to fifty. 那时她已快到五十岁了。

21 impartial   

adj.(in,to)公正的，无偏见的

参考例句：

• He gave an impartial view of the state of affairs in Ireland.他对爱尔兰的事态发表了公正的看法。
• Careers officers offer impartial advice to all pupils.就业指导员向所有学生提供公正无私的建议。

22 judgment   

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。

23 exonerate   

v.免除责任，确定无罪

参考例句：

• Nothing can exonerate her from that.任何解释都难辞其咎。
• There is no reason to exonerate him from the ordinary duties of a citizen.没有理由免除他做公民应尽的义务。

24 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

25 conclusive   

adj.最后的，结论的；确凿的，消除怀疑的

参考例句：

• They produced some fairly conclusive evidence.他们提供了一些相当确凿的证据。
• Franklin did not believe that the French tests were conclusive.富兰克林不相信这个法国人的实验是结论性的。

26 feat   

n.功绩；武艺，技艺；adj.灵巧的，漂亮的，合适的

参考例句：

• Man's first landing on the moon was a feat of great daring.人类首次登月是一个勇敢的壮举。
• He received a medal for his heroic feat.他因其英雄业绩而获得一枚勋章。

27 abolition   

n.废除，取消

参考例句：

• They declared for the abolition of slavery.他们声明赞成废除奴隶制度。
• The abolition of the monarchy was part of their price.废除君主制是他们的其中一部分条件。

28 immature   

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。

29 motive   

n.动机，目的；adv.发动的，运动的

参考例句：

• The police could not find a motive for the murder.警察不能找到谋杀的动机。
• He had some motive in telling this fable.他讲这寓言故事是有用意的。

30 approbation   

n.称赞；认可

参考例句：

• He tasted the wine of audience approbation.他尝到了像酒般令人陶醉的听众赞许滋味。
• The result has not met universal approbation.该结果尚未获得普遍认同。

31 Founder   

n.创始者，缔造者

参考例句：

• He was extolled as the founder of their Florentine school.他被称颂为佛罗伦萨画派的鼻祖。
• According to the old tradition,Romulus was the founder of Rome.按照古老的传说，罗穆卢斯是古罗马的建国者。

32 conscientious   

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。

33 abide   

vi.遵守；坚持；vt.忍受

参考例句：

• You must abide by the results of your mistakes.你必须承担你的错误所造成的后果。
• If you join the club,you have to abide by its rules.如果你参加俱乐部，你就得遵守它的规章。

34 pointed   

adj.尖的，直截了当的

参考例句：

• He gave me a very sharp pointed pencil.他给我一支削得非常尖的铅笔。
• She wished to show Mrs.John Dashwood by this pointed invitation to her brother.她想通过对达茨伍德夫人提出直截了当的邀请向她的哥哥表示出来。

35 perfectly   

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。

36 negation   

n.否定；否认

参考例句：

• No reasonable negation can be offered.没有合理的反对意见可以提出。
• The author boxed the compass of negation in his article.该作者在文章中依次探讨了各种反面的意见。

37 sufficiently   

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。

38 justified   

a.正当的，有理的

参考例句：

• She felt fully justified in asking for her money back. 她认为有充分的理由要求退款。
• The prisoner has certainly justified his claims by his actions. 那个囚犯确实已用自己的行动表明他的要求是正当的。

39 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

40 pretensions   

自称( pretension的名词复数 )； 自命不凡； 要求； 权力

参考例句：

• The play mocks the pretensions of the new middle class. 这出戏讽刺了新中产阶级的装模作样。
• The city has unrealistic pretensions to world-class status. 这个城市不切实际地标榜自己为国际都市。

41 pretension   

n.要求；自命，自称；自负

参考例句：

• I make no pretension to skill as an artist,but I enjoy painting.我并不自命有画家的技巧，但我喜欢绘画。
• His action is a satire on his boastful pretension.他的行动是对他自我卖弄的一个讽刺。

42 disallowance   

n.不许可，驳回，拒绝

参考例句：

43 positively   

adv.明确地，断然，坚决地；实在，确实

参考例句：

• She was positively glowing with happiness.她满脸幸福。
• The weather was positively poisonous.这天气着实讨厌。

44 presumption   

n.推测，可能性，冒昧，放肆，[法律]推定

参考例句：

• Please pardon my presumption in writing to you.请原谅我很冒昧地写信给你。
• I don't think that's a false presumption.我认为那并不是错误的推测。

45 guardians   

监护人( guardian的名词复数 )； 保护者，维护者

参考例句：

• Farmers should be guardians of the countryside. 农民应是乡村的保卫者。
• The police are guardians of law and order. 警察是法律和秩序的护卫者。

46 absolve   

v.赦免，解除（责任等）

参考例句：

• I absolve you,on the ground of invincible ignorance.鉴于你不可救药的无知，我原谅你。
• They agree to absolve you from your obligation.他们同意免除你的责任。

47 injustice   

n.非正义，不公正，不公平，侵犯（别人的）权利

参考例句：

• They complained of injustice in the way they had been treated.他们抱怨受到不公平的对待。
• All his life he has been struggling against injustice.他一生都在与不公正现象作斗争。

48 intercourse   

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。

49 redress   

n.赔偿，救济，矫正；v.纠正，匡正，革除

参考例句：

• He did all that he possibly could to redress the wrongs.他尽了一切努力革除弊端。
• Any man deserves redress if he has been injured unfairly.任何人若蒙受不公平的损害都应获得赔偿。

50 trifling   

adj.微不足道的；没什么价值的

参考例句：

• They quarreled over a trifling matter.他们为这种微不足道的事情争吵。
• So far Europe has no doubt, gained a real conveniency,though surely a very trifling one.直到现在为止,欧洲无疑地已经获得了实在的便利，不过那确是一种微不足道的便利。

51 immediate   

adj.立即的；直接的，最接近的；紧靠的

参考例句：

• His immediate neighbours felt it their duty to call.他的近邻认为他们有责任去拜访。
• We declared ourselves for the immediate convocation of the meeting.我们主张立即召开这个会议。

52 supreme   

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。

53 investigation   

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。

54 accusations   

n.指责( accusation的名词复数 )；指控；控告；（被告发、控告的）罪名

参考例句：

• There were accusations of plagiarism. 曾有过关于剽窃的指控。
• He remained unruffled by their accusations. 对于他们的指控他处之泰然。

55 emanate   

v.发自，来自，出自

参考例句：

• Waves emanate from the same atom source.波是由同一原子辐射的。
• These chemicals can emanate certain poisonous gases.这些化学药品会散发出某些有毒的气味。

56 descend   

vt./vi.传下来，下来，下降

参考例句：

• I hope the grace of God would descend on me.我期望上帝的恩惠。
• We're not going to descend to such methods.我们不会沦落到使用这种手段。

57 contrived   

adj.不自然的，做作的；虚构的

参考例句：

• There was nothing contrived or calculated about what he said.他说的话里没有任何蓄意捏造的成分。
• The plot seems contrived.情节看起来不真实。

58 technically   

adv.专门地，技术上地

参考例句：

• Technically it is the most advanced equipment ever.从技术上说，这是最先进的设备。
• The tomato is technically a fruit,although it is eaten as a vegetable.严格地说，西红柿是一种水果，尽管它是当作蔬菜吃的。

59 mischief   

n.损害，伤害，危害；恶作剧，捣蛋，胡闹

参考例句：

• Nobody took notice of the mischief of the matter. 没有人注意到这件事情所带来的危害。
• He seems to intend mischief.看来他想捣蛋。

60 machinery   

n.(总称)机械，机器；机构

参考例句：

• Has the machinery been put up ready for the broadcast?广播器材安装完毕了吗？
• Machinery ought to be well maintained all the time.机器应该随时注意维护。

61 distinguished   

adj.卓越的，杰出的，著名的

参考例句：

• Elephants are distinguished from other animals by their long noses.大象以其长长的鼻子显示出与其他动物的不同。
• A banquet was given in honor of the distinguished guests.宴会是为了向贵宾们致敬而举行的。

62 remains   

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。

63 attains   

（通常经过努力）实现( attain的第三人称单数 )； 达到； 获得； 达到（某年龄、水平、状况）

参考例句：

• This is the period at which the body attains maturity. 这是身体发育成熟的时期。
• The temperature a star attains is determined by its mass. 恒星所达到的温度取决于它的质量。

64 conversion   

n.转化，转换，转变

参考例句：

• He underwent quite a conversion.他彻底变了。
• Waste conversion is a part of the production process.废物处理是生产过程的一个组成部分。

65 enacts   

制定（法律），通过（法案）( enact的第三人称单数 )

参考例句：

• The legislative branch enacts laws; the executive branch enforces them, and the judicial branch interprets them. 立法部门制订法律，行政部门执行法律，司法部门解释法律。
• Hold phasic characteristic correctly, ability enacts the policy with an actual suit, measure. 正确地把握形势特点，才能制定出切合实际的政策、措施。

66 preservation   

n.保护，维护，保存，保留，保持

参考例句：

• The police are responsible for the preservation of law and order.警察负责维持法律与秩序。
• The picture is in an excellent state of preservation.这幅画保存得极为完好。

67 exertions   

n.努力( exertion的名词复数 )；费力；（能力、权力等的）运用；行使

参考例句：

• As long as they lived, exertions would not be necessary to her. 只要他们活着，是不需要她吃苦的。 来自辞典例句
• She failed to unlock the safe in spite of all her exertions. 她虽然费尽力气，仍未能将那保险箱的锁打开。 来自辞典例句

68 exertion   

n.尽力，努力

参考例句：

• We were sweating profusely from the exertion of moving the furniture.我们搬动家具大费气力，累得大汗淋漓。
• She was hot and breathless from the exertion of cycling uphill.由于用力骑车爬坡，她浑身发热。

69 liquidation   

n.清算，停止营业

参考例句：

• The bankrupt company went into liquidation.这家破产公司停业清盘。
• He lost all he possessed when his company was put into liquidation.当公司被清算结业时他失去了拥有的一切。

70 forfeits   

罚物游戏

参考例句：

• She regretted the forfeits she had to pay for selfassistance. 她为自己为了自助而必须付出的代价感到遗憾。
• They were soon to pay their own forfeits. 他们很快就得交纳他们的罚款了。

71 imprisonment   

n.关押，监禁，坐牢

参考例句：

• His sentence was commuted from death to life imprisonment.他的判决由死刑减为无期徒刑。
• He was sentenced to one year's imprisonment for committing bigamy.他因为犯重婚罪被判入狱一年。

72 imprison   

vt.监禁，关押，限制，束缚

参考例句：

• The effect of this one is going to imprison you for life.而这件事的影响力则会让你被终身监禁。
• Dutch colonial authorities imprisoned him for his part in the independence movement.荷兰殖民当局因他参加独立运动而把他关押了起来。

73 corporeal   

adj.肉体的，身体的；物质的

参考例句：

• The body is the corporeal habitation of the soul.身体为灵魂之有形寓所。
• He is very religious;corporeal world has little interest for him.他虔信宗教，对物质上的享受不感兴趣。

74 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。

75 excellence   

n.优秀，杰出，(pl.)优点，美德

参考例句：

• His art has reached a high degree of excellence.他的艺术已达到炉火纯青的地步。
• My performance is far below excellence.我的表演离优秀还差得远呢。

76 copious   

adj.丰富的，大量的

参考例句：

• She supports her theory with copious evidences.她以大量的例证来充实自己的理论。
• Every star is a copious source of neutrinos.每颗恒星都是丰富的中微子源。

77 favourable   

adj.赞成的，称赞的，有利的，良好的，顺利的

参考例句：

• The company will lend you money on very favourable terms.这家公司将以非常优惠的条件借钱给你。
• We found that most people are favourable to the idea.我们发现大多数人同意这个意见。

78 regularity   

n.规律性，规则性；匀称，整齐

参考例句：

• The idea is to maintain the regularity of the heartbeat.问题就是要维持心跳的规律性。
• He exercised with a regularity that amazed us.他锻炼的规律程度令我们非常惊讶。

79 educing   

v.引出( educe的现在分词 )；唤起或开发出（潜能）；推断（出）；从数据中演绎（出）

参考例句：

• There are certain practical signification for avoiding、 educing errors and improving quality of digitized products. 对避免和减少误差、高矢量化产品质量有一定实际意义。 来自互联网

80 accustoming   

v.（使）习惯于( accustom的现在分词 )

参考例句：

81 sketched   

v.草拟（sketch的过去式与过去分词形式）

参考例句：

• The historical article sketched the major events of the decade. 这篇有关历史的文章概述了这十年中的重大事件。 来自《简明英汉词典》
• He sketched the situation in a few vivid words. 他用几句生动的语言简述了局势。 来自《现代汉英综合大词典》

82 insufficient   

adj.(for，of)不足的，不够的

参考例句：

• There was insufficient evidence to convict him.没有足够证据给他定罪。
• In their day scientific knowledge was insufficient to settle the matter.在他们的时代，科学知识还不能足以解决这些问题。

83 legislative   

n.立法机构，立法权；adj.立法的，有立法权的

参考例句：

• Congress is the legislative branch of the U.S. government.国会是美国政府的立法部门。
• Today's hearing was just the first step in the legislative process.今天的听证会只是展开立法程序的第一步。

84 judicial   

adj.司法的，法庭的，审判的，明断的，公正的

参考例句：

• He is a man with a judicial mind.他是个公正的人。
• Tom takes judicial proceedings against his father.汤姆对他的父亲正式提出诉讼。

85 virtue   

n.德行，美德；贞操；优点；功效，效力

参考例句：

• He was considered to be a paragon of virtue.他被认为是品德尽善尽美的典范。
• You need to decorate your mind with virtue.你应该用德行美化心灵。

86 equivocation   

n.模棱两可的话，含糊话

参考例句：

• These actions must be condemned without equivocation. 对这些行为必须毫不含糊地予以谴责。 来自辞典例句
• With caution, and with some equivocation, Bohr took a further step. 玻尔谨慎地而又有些含糊其词地采取了更深入的步骤。 来自辞典例句

87 patriotic   

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。

88 reigning   

adj.统治的，起支配作用的

参考例句：

• The sky was dark, stars were twinkling high above, night was reigning, and everything was sunk in silken silence. 天很黑，星很繁，夜阑人静。
• Led by Huang Chao, they brought down the reigning house after 300 years' rule. 在黄巢的带领下，他们推翻了统治了三百年的王朝。

89 honourably   

adv.可尊敬地，光荣地，体面地

参考例句：

• Will the time never come when we may honourably bury the hatchet? 难道我们永远不可能有个体面地休战的时候吗？ 来自《简明英汉词典》
• The dispute was settled honourably. 争议体面地得到解决。 来自《简明英汉词典》

90 confide   

v.向某人吐露秘密

参考例句：

• I would never readily confide in anybody.我从不轻易向人吐露秘密。
• He is going to confide the secrets of his heart to us.他将向我们吐露他心里的秘密。

91 confided   

v.吐露（秘密，心事等）( confide的过去式和过去分词 )；（向某人）吐露（隐私、秘密等）

参考例句：

• She confided all her secrets to her best friend. 她向她最要好的朋友倾吐了自己所有的秘密。
• He confided to me that he had spent five years in prison. 他私下向我透露，他蹲过五年监狱。 来自《简明英汉词典》

92 worthy   

adj.(of)值得的，配得上的；有价值的

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。

93 assent   

v.批准，认可；n.批准，认可

参考例句：

• I cannot assent to what you ask.我不能应允你的要求。
• The new bill passed by Parliament has received Royal Assent.议会所通过的新方案已获国王批准。

94 withheld   

withhold过去式及过去分词

参考例句：

• I withheld payment until they had fulfilled the contract. 他们履行合同后，我才付款。 来自《简明英汉词典》
• There was no school play because the principal withheld his consent. 由于校长没同意，学校里没有举行比赛。 来自《简明英汉词典》

95 vigour   

（=vigor）n.智力，体力，精力

参考例句：

• She is full of vigour and enthusiasm.她有热情，有朝气。
• At 40,he was in his prime and full of vigour.他40岁时正年富力强。

96 intercepted   

拦截( intercept的过去式和过去分词 )； 截住； 截击； 拦阻

参考例句：

• Reporters intercepted him as he tried to leave the hotel. 他正要离开旅馆，记者们把他拦截住了。
• Reporters intercepted him as he tried to leave by the rear entrance. 他想从后门溜走，记者把他截住了。

97 annulled   

v.宣告无效( annul的过去式和过去分词 )；取消；使消失；抹去

参考例句：

• Their marriage was annulled after just six months. 他们的婚姻仅过半年就宣告取消。
• Many laws made by the former regime have been annulled. 前政权制定的许多法律被宣布无效。 来自《简明英汉词典》

98 levy   

n.征收税或其他款项，征收额

参考例句：

• They levy a tax on him.他们向他征税。
• A direct food levy was imposed by the local government.地方政府征收了食品税。

99 magistrate   

n.地方行政官，地方法官，治安官

参考例句：

• The magistrate committed him to prison for a month.法官判处他一个月监禁。
• John was fined 1000 dollars by the magistrate.约翰被地方法官罚款1000美元。

100 constables   

n.警察( constable的名词复数 )

参考例句：

• The constables made a desultory attempt to keep them away from the barn. 警察漫不经心地拦着不让他们靠近谷仓。 来自辞典例句
• There were also constables appointed to keep the peace. 城里也有被派来维持治安的基层警员。 来自互联网

101 jurisdiction   

n.司法权，审判权，管辖权，控制权

参考例句：

• It doesn't lie within my jurisdiction to set you free.我无权将你释放。
• Changzhou is under the jurisdiction of Jiangsu Province.常州隶属江苏省。

102 impeachment   

n.弹劾；控告；怀疑

参考例句：

• Impeachment is considered a drastic measure in the United States.在美国，弹劾被视为一种非常激烈的措施。
• The verdict resulting from his impeachment destroyed his political career.他遭弹劾后得到的判决毁了他的政治生涯。

103 penal   

adj.刑罚的；刑法上的

参考例句：

• I hope you're familiar with penal code.我希望你们熟悉本州法律规则。
• He underwent nineteen years of penal servitude for theft.他因犯了大窃案受过十九年的苦刑。

104 qualified   

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。

105 peremptory   

adj.紧急的，专横的，断然的

参考例句：

• The officer issued peremptory commands.军官发出了不容许辩驳的命令。
• There was a peremptory note in his voice.他说话的声音里有一种不容置辩的口气。

106 unlimited   

adj.无限的，不受控制的，无条件的

参考例句：

• They flew over the unlimited reaches of the Arctic.他们飞过了茫茫无边的北极上空。
• There is no safety in unlimited technological hubris.在技术方面自以为是会很危险。

107 proceeding   

n.行动，进行，(pl.)会议录，学报

参考例句：

• This train is now proceeding from Paris to London.这次列车从巴黎开往伦敦。
• The work is proceeding briskly.工作很有生气地进展着。

108 defendant   

n.被告；adj.处于被告地位的

参考例句：

• The judge rejected a bribe from the defendant's family.法官拒收被告家属的贿赂。
• The defendant was borne down by the weight of evidence.有力的证据使被告认输了。

109 indictment   

n.起诉；诉状

参考例句：

• He handed up the indictment to the supreme court.他把起诉书送交最高法院。
• They issued an indictment against them.他们起诉了他们。

110 deduction   

n.减除，扣除，减除额；推论，推理，演绎

参考例句：

• No deduction in pay is made for absence due to illness.因病请假不扣工资。
• His deduction led him to the correct conclusion.他的推断使他得出正确的结论。

111 determined   

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。

112 enacted   

制定（法律），通过（法案）( enact的过去式和过去分词 )

参考例句：

• legislation enacted by parliament 由议会通过的法律
• Outside in the little lobby another scene was begin enacted. 外面的小休息室里又是另一番景象。 来自英汉文学 - 嘉莉妹妹

113 affix   

n.附件，附录 vt.附贴，盖(章)，签署

参考例句：

• Please affix your signature to the document. 请你在这个文件上签字。
• Complete the form and affix four tokens to its back. 填完该表，在背面贴上4张凭券。

114 acquit   

vt.宣判无罪；(oneself)使(自己)表现出

参考例句：

• That fact decided the judge to acquit him.那个事实使法官判他无罪。
• They always acquit themselves of their duty very well.他们总是很好地履行自己的职责。

115 concurrence   

n.同意；并发

参考例句：

• There is a concurrence of opinion between them.他们的想法一致。
• The concurrence of their disappearances had to be more than coincidental.他们同时失踪肯定不仅仅是巧合。

116 solitary   

adj.孤独的，独立的，荒凉的；n.隐士

参考例句：

• I am rather fond of a solitary stroll in the country.我颇喜欢在乡间独自徜徉。
• The castle rises in solitary splendour on the fringe of the desert.这座城堡巍然耸立在沙漠的边际，显得十分壮美。

117 deliberately   

adv.审慎地；蓄意地；故意地

参考例句：

• The girl gave the show away deliberately.女孩故意泄露秘密。
• They deliberately shifted off the argument.他们故意回避这个论点。

118 acquiescence   

n.默许；顺从

参考例句：

• The chief inclined his head in sign of acquiescence.首领点点头表示允许。
• This is due to his acquiescence.这是因为他的默许。

119 attestation   

n.证词

参考例句：

• According to clew, until pay treasure attestation the success. 按照提示，直到支付宝认证成功。 来自互联网
• Hongkong commercial college subdecanal. Specialty division of international attestation. 香港商学院副院长，国际认证专业培训师。 来自互联网

120 offender   

n.冒犯者，违反者，犯罪者

参考例句：

• They all sued out a pardon for an offender.他们请求法院赦免一名罪犯。
• The authorities often know that sex offenders will attack again when they are released.当局一般都知道性犯罪者在获释后往往会再次犯案。

121 shrill   

adj.尖声的；刺耳的；v尖叫

参考例句：

• Whistles began to shrill outside the barn.哨声开始在谷仓外面尖叫。
• The shrill ringing of a bell broke up the card game on the cutter.刺耳的铃声打散了小汽艇的牌局。

122 compendious   

adj.简要的，精简的

参考例句：

• At the end,a compendious sum-up and an expectation were brought out.最后对全文进行了扼要的总结，并提出展望。
• He made compendious introduction to the aluminum foil industry of Germany and France.他对德国与法国的铝箔工业作了扼要的介绍。

123 faculties   

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》

124 discriminating   

a.有辨别能力的

参考例句：

• Due caution should be exercised in discriminating between the two. 在区别这两者时应该相当谨慎。
• Many businesses are accused of discriminating against women. 许多企业被控有歧视妇女的做法。

125 mightiness   

n.强大

参考例句：

• His high and mightiness Mr. Darcy. 就是这位尊贵可敬的达西先生在捣的鬼。 来自疯狂英语突破英语语调
• The silk's elegance and palace's mightiness amaze the guests. 丝绸的华丽与典雅，宫廷的大气与尊贵，令与会的嘉宾心醉神迷。 来自互联网

126 forensic   

adj.法庭的，雄辩的

参考例句：

• The report included his interpretation of the forensic evidence.该报告包括他对法庭证据的诠释。
• The judge concluded the proceeding on 10:30 Am after one hour of forensic debate.经过近一个小时的法庭辩论后，法官于10时30分宣布休庭。

127 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

128 acting   

n.演戏，行为，假装；adj.代理的，临时的，演出用的

参考例句：

• Ignore her,she's just acting.别理她，她只是假装的。
• During the seventies,her acting career was in eclipse.在七十年代，她的表演生涯黯然失色。

129 narrating   

v.故事( narrate的现在分词 )

参考例句：

• She entertained them by narrating her adventures in Africa. 她讲述她在非洲的历险来使他们开心。
• [Mike Narrating] Worm and I fall into our old rhythm like Clyde Frazier and Pearl Monroe. [迈克叙述] 虫子和我配合得象以前一样默契我们两好象是克莱德。弗瑞泽和佩尔。门罗。 来自电影对白

130 absolved   

宣告…无罪，赦免…的罪行，宽恕…的罪行( absolve的过去式和过去分词 )； 不受责难，免除责任 [义务] ,开脱（罪责）

参考例句：

• The court absolved him of all responsibility for the accident. 法院宣告他对该事故不负任何责任。
• The court absolved him of guilt in her death. 法庭赦免了他在她的死亡中所犯的罪。

131 accurately   

adv.准确地，精确地

参考例句：

• It is hard to hit the ball accurately.准确地击中球很难。
• Now scientists can forecast the weather accurately.现在科学家们能准确地预报天气。

132 lasting   

adj.永久的，永恒的；vbl.持续，维持

参考例句：

• The lasting war debased the value of the dollar.持久的战争使美元贬值。
• We hope for a lasting settlement of all these troubles.我们希望这些纠纷能获得永久的解决。

133 precept   

n.戒律；格言

参考例句：

• It occurs to me that example is always more efficacious than precept.我想到身教重于言教。
• The son had well profited by the precept and example of the father.老太爷的言传身教早已使他儿子获益无穷。

134 motives   

n.动机，目的( motive的名词复数 )

参考例句：

• to impeach sb's motives 怀疑某人的动机
• His motives are unclear. 他的用意不明。

135 dependant   

n.依靠的，依赖的，依赖他人生活者

参考例句：

• The dependent dependant cannot live independently.依靠别人的被赡养者不能独立生活。
• The fact that the woman is still regarded as the man's dependant.再加上女人仍被看作是男人的附属品这一事实。

136 derived   

vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取

参考例句：

• Many English words are derived from Latin and Greek. 英语很多词源出于拉丁文和希腊文。 来自《简明英汉词典》
• He derived his enthusiasm for literature from his father. 他对文学的爱好是受他父亲的影响。 来自《简明英汉词典》

137 derive   

v.取得；导出；引申；来自；源自；出自

参考例句：

• We derive our sustenance from the land.我们从土地获取食物。
• We shall derive much benefit from reading good novels.我们将从优秀小说中获得很大好处。

138 exacting   

adj.苛求的，要求严格的

参考例句：

• He must remember the letters and symbols with exacting precision.他必须以严格的精度记住每个字母和符号。
• The public has been more exacting in its demands as time has passed.随着时间的推移，公众的要求更趋严格。

139 superstitious   

adj.迷信的

参考例句：

• They aim to deliver the people who are in bondage to superstitious belief.他们的目的在于解脱那些受迷信束缚的人。
• These superstitious practices should be abolished as soon as possible.这些迷信做法应尽早取消。

140 scholastic   

adj.学校的，学院的，学术上的

参考例句：

• There was a careful avoidance of the sensitive topic in the scholastic circles.学术界小心地避开那个敏感的话题。
• This would do harm to students' scholastic performance in the long run.这将对学生未来的学习成绩有害。

141 nominal   

adj.名义上的；(金额、租金)微不足道的

参考例句：

• The king was only the nominal head of the state. 国王只是这个国家名义上的元首。
• The charge of the box lunch was nominal.午餐盒饭收费很少。

142 alleges   

断言，宣称，辩解( allege的第三人称单数 )

参考例句：

• The newspaper article alleges that the mayor is corrupt. 报纸上断言该市长腐败。
• Steven was tardy this morning and alleges that his bus was late. 史提芬今天早上迟到的说词是公车误点了。

143 stimuli   

n.刺激（物）

参考例句：

• It is necessary to curtail or alter normally coexisting stimuli.必需消除或改变正常时并存的刺激。
• My sweat glands also respond to emotional stimuli.我的汗腺对情绪刺激也能产生反应。

144 durable   

adj.持久的，耐久的

参考例句：

• This raincoat is made of very durable material.这件雨衣是用非常耐用的料子做的。
• They frequently require more major durable purchases.他们经常需要购买耐用消费品。

145 recipient   

a.接受的,感受性强的 n.接受者,感受者,容器

参考例句：

• Please check that you have a valid email certificate for each recipient. 请检查是否对每个接收者都有有效的电子邮件证书。
• Colombia is the biggest U . S aid recipient in Latin America. 哥伦比亚是美国在拉丁美洲最大的援助对象。

146 heartily   

adv.衷心地，诚恳地，十分，很

参考例句：

• He ate heartily and went out to look for his horse.他痛快地吃了一顿，就出去找他的马。
• The host seized my hand and shook it heartily.主人抓住我的手，热情地和我握手。

147 previously   

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。

148 inevitably   

adv.不可避免地；必然发生地

参考例句：

• In the way you go on,you are inevitably coming apart.照你们这样下去，毫无疑问是会散伙的。
• Technological changes will inevitably lead to unemployment.技术变革必然会导致失业。

149 concurrently   

adv.同时地

参考例句：

• He was given two twelve month sentences to run concurrently. 他两罪均判12个月监禁，同期执行。 来自《简明英汉词典》
• He was given two prison sentences, to run concurrently. 他两罪均判监禁，同期执行。 来自辞典例句

150 melancholy   

n.忧郁，愁思；adj.令人感伤（沮丧）的，忧郁的

参考例句：

• All at once he fell into a state of profound melancholy.他立即陷入无尽的忧思之中。
• He felt melancholy after he failed the exam.这次考试没通过，他感到很郁闷。

151 incurable   

adj.不能医治的，不能矫正的，无救的；n.不治的病人，无救的人

参考例句：

• All three babies were born with an incurable heart condition.三个婴儿都有不可治瘉的先天性心脏病。
• He has an incurable and widespread nepotism.他们有不可救药的，到处蔓延的裙带主义。

152 solely   

adv.仅仅，唯一地

参考例句：

• Success should not be measured solely by educational achievement.成功与否不应只用学业成绩来衡量。
• The town depends almost solely on the tourist trade.这座城市几乎完全靠旅游业维持。

153 incapable   

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。

154 illustrated   

adj. 有插图的，列举的 动词illustrate的过去式和过去分词

参考例句：

• His lecture was illustrated with slides taken during the expedition. 他在讲演中使用了探险时拍摄到的幻灯片。
• The manufacturing Methods: Will be illustrated in the next chapter. 制作方法将在下一章说明。

155 loathsome   

adj.讨厌的，令人厌恶的

参考例句：

• The witch hid her loathsome face with her hands.巫婆用手掩住她那张令人恶心的脸。
• Some people think that snakes are loathsome creatures.有些人觉得蛇是令人憎恶的动物。

156 passionately   

ad.热烈地，激烈地

参考例句：

• She could hate as passionately as she could love. 她能恨得咬牙切齿，也能爱得一往情深。
• He was passionately addicted to pop music. 他酷爱流行音乐。

157 ironical   

adj.讽刺的，冷嘲的

参考例句：

• That is a summary and ironical end.那是一个具有概括性和讽刺意味的结局。
• From his general demeanour I didn't get the impression that he was being ironical.从他整体的行为来看，我不觉得他是在讲反话。

158 misnomer   

n.误称

参考例句：

• Herbal"tea"is something of a misnomer because these drinks contain no tea at all.花草“茶”是一个误称，因为这类饮料里面根本不含茶。
• Actually," Underground "is a misnomer,because more than half the shops are above ground.实际上，“ 地下 ” 这个名称用之不当，因为半数以上的店铺是在地面上的。

159 profess   

v.声称，冒称，以...为业，正式接受入教，表明信仰

参考例句：

• I profess that I was surprised at the news.我承认这消息使我惊讶。
• What religion does he profess?他信仰哪种宗教？

160 professes   

声称( profess的第三人称单数 )； 宣称； 公开表明； 信奉

参考例句：

• She still professes her innocence. 她仍然声称自己无辜。
• He professes himself to be sad but doesn't look it. 他自称感到悲伤，但外表却看不出来。

161 gender   

n.（生理上的）性，（名词、代词等的）性

参考例句：

• French differs from English in having gender for all nouns.法语不同于英语，所有的名词都有性。
• Women are sometimes denied opportunities solely because of their gender.妇女有时仅仅因为性别而无法获得种种机会。

162 plural   

n.复数；复数形式；adj.复数的

参考例句：

• Most plural nouns in English end in's '.英语的复数名词多以s结尾。
• Here you should use plural pronoun.这里你应该用复数代词。

163 deviations   

背离，偏离( deviation的名词复数 )； 离经叛道的行为

参考例句：

• Local deviations depend strongly on the local geometry of the solid matrix. 局部偏离严格地依赖于固体矩阵的局部几何形状。
• They were a series of tactical day-to-day deviations from White House policy. 它们是一系列策略上一天天摆脱白宫政策的偏向。

164 deviation   

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。

165 generic   

adj.一般的，普通的，共有的

参考例句：

• I usually buy generic clothes instead of name brands.我通常买普通的衣服，不买名牌。
• The generic woman appears to have an extraordinary faculty for swallowing the individual.一般妇女在婚后似乎有特别突出的抑制个性的能力。

166 laborious   

adj.吃力的，努力的，不流畅

参考例句：

• They had the laborious task of cutting down the huge tree.他们接受了伐大树的艰苦工作。
• Ants and bees are laborious insects.蚂蚁与蜜蜂是勤劳的昆虫。

167 laboriously   

adv.艰苦地；费力地；辛勤地；（文体等）佶屈聱牙地

参考例句：

• She is tracing laboriously now. 她正在费力地写。 来自《简明英汉词典》
• She is laboriously copying out an old manuscript. 她正在费劲地抄出一份旧的手稿。 来自辞典例句

168 cull   

v.拣选；剔除；n.拣出的东西；剔除

参考例句：

• It is usually good practice to cull the poorest prior to field planting.通常在实践上的好方法是在出圃栽植前挑出最弱的苗木。
• Laura was passing around photographs she'd culled from the albums at home.劳拉正在分发她从家里相册中挑选出的相片。

169 functionary   

n.官员；公职人员

参考例句：

• No functionary may support or cover up unfair competition acts.国家官员不得支持、包庇不正当竞争行为。
• " Emigrant," said the functionary,"I am going to send you on to Paris,under an escort."“ 外逃分子，”那官员说，“我要把你送到巴黎去，还派人护送。”

170 accomplished   

adj.有才艺的；有造诣的；达到了的

参考例句：

• Thanks to your help,we accomplished the task ahead of schedule.亏得你们帮忙,我们才提前完成了任务。
• Removal of excess heat is accomplished by means of a radiator.通过散热器完成多余热量的排出。

171 benevolent   

adj.仁慈的，乐善好施的

参考例句：

• His benevolent nature prevented him from refusing any beggar who accosted him.他乐善好施的本性使他不会拒绝走上前向他行乞的任何一个乞丐。
• He was a benevolent old man and he wouldn't hurt a fly.他是一个仁慈的老人，连只苍蝇都不愿伤害。

172 providence   

n.深谋远虑，天道，天意；远见；节约；上帝

参考例句：

• It is tempting Providence to go in that old boat.乘那艘旧船前往是冒大险。
• To act as you have done is to fly in the face of Providence.照你的所作所为那样去行事，是违背上帝的意志的。

173 obstinately   

ad.固执地，顽固地

参考例句：

• He obstinately asserted that he had done the right thing. 他硬说他做得对。
• Unemployment figures are remaining obstinately high. 失业数字仍然顽固地居高不下。

174 arrears   

n.到期未付之债，拖欠的款项；待做的工作

参考例句：

• The payments on that car loan are in arrears by three months.购车贷款的偿付被拖欠了三个月。
• They are urgent for payment of arrears of wages.他们催讨拖欠的工钱。

175 anticipation   

n.预期，预料，期望

参考例句：

• We waited at the station in anticipation of her arrival.我们在车站等着，期待她的到来。
• The animals grew restless as if in anticipation of an earthquake.各种动物都变得焦躁不安，像是感到了地震即将发生。

176 procrastination   

n.拖延，耽搁

参考例句：

• Procrastination is the father of failure. 因循是失败的根源。
• Procrastination is the thief of time. 拖延就是浪费时间。

177 perplexed   

adj.不知所措的

参考例句：

• The farmer felt the cow,went away,returned,sorely perplexed,always afraid of being cheated.那农民摸摸那头牛，走了又回来，犹豫不决，总怕上当受骗。
• The child was perplexed by the intricate plot of the story.这孩子被那头绪纷繁的故事弄得迷惑不解。

178 texture   

n.(织物)质地；(材料)构造；结构；肌理

参考例句：

• We could feel the smooth texture of silk.我们能感觉出丝绸的光滑质地。
• Her skin has a fine texture.她的皮肤细腻。

179 cadence   

n.（说话声调的）抑扬顿挫

参考例句：

• He delivered his words in slow,measured cadences.他讲话缓慢而抑扬顿挫、把握有度。
• He liked the relaxed cadence of his retired life.他喜欢退休生活的悠闲的节奏。

180 inverted   

adj.反向的，倒转的v.使倒置，使反转( invert的过去式和过去分词 )

参考例句：

• Only direct speech should go inside inverted commas. 只有直接引语应放在引号内。
• Inverted flight is an acrobatic manoeuvre of the plane. 倒飞是飞机的一种特技动作。 来自《简明英汉词典》

181 vice   

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。

182 superfluous   

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。

183 homely   

adj.家常的，简朴的；不漂亮的

参考例句：

• We had a homely meal of bread and cheese.我们吃了一顿面包加乳酪的家常便餐。
• Come and have a homely meal with us,will you?来和我们一起吃顿家常便饭，好吗？

184 unnatural   

adj.不自然的；反常的

参考例句：

• Did her behaviour seem unnatural in any way?她有任何反常表现吗？
• She has an unnatural smile on her face.她脸上挂着做作的微笑。

185 compensate   

vt.补偿，赔偿；酬报 vi.弥补；补偿；抵消

参考例句：

• She used her good looks to compensate her lack of intelligence. 她利用她漂亮的外表来弥补智力的不足。
• Nothing can compensate for the loss of one's health. 一个人失去了键康是不可弥补的。

186 simplicity   

n.简单，简易；朴素；直率，单纯

参考例句：

• She dressed with elegant simplicity.她穿着朴素高雅。
• The beauty of this plan is its simplicity.简明扼要是这个计划的一大特点。

187 implicit   

a.暗示的，含蓄的，不明晰的，绝对的

参考例句：

• A soldier must give implicit obedience to his officers. 士兵必须绝对服从他的长官。
• Her silence gave implicit consent. 她的沉默表示默许。

188 unintelligible   

adj.无法了解的，难解的，莫明其妙的

参考例句：

• If a computer is given unintelligible data, it returns unintelligible results.如果计算机得到的是难以理解的数据，它给出的也将是难以理解的结果。
• The terms were unintelligible to ordinary folk.这些术语一般人是不懂的。

189 apparatus   

n.装置，器械；器具，设备

参考例句：

• The school's audio apparatus includes films and records.学校的视听设备包括放映机和录音机。
• They had a very refined apparatus.他们有一套非常精良的设备。

190 wilful   

adj.任性的，故意的

参考例句：

• A wilful fault has no excuse and deserves no pardon.不能宽恕故意犯下的错误。
• He later accused reporters of wilful distortion and bias.他后来指责记者有意歪曲事实并带有偏见。

191 forestalling   

v.先发制人，预先阻止( forestall的现在分词 )

参考例句：

192 dispersed   

adj. 被驱散的, 被分散的, 散布的

参考例句：

• The clouds dispersed themselves. 云散了。
• After school the children dispersed to their homes. 放学后，孩子们四散回家了。

193 prosody   

n.诗体论，作诗法

参考例句：

• Both developed doctrine of prosody.他们作诗都有自己的理论。
• The prosody of Beowulf is based on alliteration,not end rhymes.《贝奥武甫》的诗体采用头韵而不用尾韵。

194 syllable   

n.音节；vt.分音节

参考例句：

• You put too much emphasis on the last syllable.你把最后一个音节读得太重。
• The stress on the last syllable is light.最后一个音节是轻音节。

195 accentuated   

v.重读( accentuate的过去式和过去分词 )；使突出；使恶化；加重音符号于

参考例句：

• The problem is accentuated by a shortage of water and electricity. 缺乏水电使问题愈加严重。 来自《简明英汉词典》
• Her black hair accentuated the delicateness of her skin. 她那乌黑的头发更衬托出她洁嫩的皮肤。 来自《现代英汉综合大词典》

196 plurals   

n.复数，复数形式( plural的名词复数 )

参考例句：

197 vowel   

n.元音；元音字母

参考例句：

• A long vowel is a long sound as in the word"shoe ".长元音即如“shoe” 一词中的长音。
• The vowel in words like 'my' and 'thigh' is not very difficult.单词my和thigh中的元音并不难发。

198 enjoining   

v.命令( enjoin的现在分词 )

参考例句：

• Then enjoining him to keep It'strictly confidential, he told him the whole story. 叮嘱他严守秘密，然后把这事讲出来。 来自汉英文学 - 围城
• The act or an instance of enjoining; a command, a directive, or an order. 命令的动作或例子；命令，指令或训谕。 来自互联网

199 stoutly   

adv.牢固地，粗壮的

参考例句：

• He stoutly denied his guilt.他断然否认自己有罪。
• Burgess was taxed with this and stoutly denied it.伯杰斯为此受到了责难，但是他自己坚决否认有这回事。

200 swerved   

v.（使）改变方向，改变目的( swerve的过去式和过去分词 )

参考例句：

• She swerved sharply to avoid a cyclist. 她猛地急转弯，以躲开一个骑自行车的人。
• The driver has swerved on a sudden to avoid a file of geese. 为了躲避一队鹅，司机突然来个急转弯。 来自《简明英汉词典》

201 inevitable   

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。

202 whatsoever   

adv.（用于否定句中以加强语气）任何；pron.无论什么

参考例句：

• There's no reason whatsoever to turn down this suggestion.没有任何理由拒绝这个建议。
• All things whatsoever ye would that men should do to you,do ye even so to them.你想别人对你怎样，你就怎样对人。

203 extravagant   

adj.奢侈的；过分的；(言行等)放肆的

参考例句：

• They tried to please him with fulsome compliments and extravagant gifts.他们想用溢美之词和奢华的礼品来取悦他。
• He is extravagant in behaviour.他行为放肆。

204 undoubtedly   

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。

205 opposition   

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。

206 treatises   

n.专题著作，专题论文，专著( treatise的名词复数 )

参考例句：

• Many treatises in different languages have been published on pigeons. 关于鸽类的著作，用各种文字写的很多。 来自辞典例句
• Many other treatises incorporated the new rigor. 许多其它的专题论文体现了新的严密性。 来自辞典例句

207 anticipations   

预期( anticipation的名词复数 )； 预测； （信托财产收益的）预支； 预期的事物

参考例句：

• The thought took a deal of the spirit out of his anticipations. 想到这，他的劲头消了不少。
• All such bright anticipations were cruelly dashed that night. 所有这些美好的期望全在那天夜晚被无情地粉碎了。

208 taint   

n.污点；感染；腐坏；v.使感染；污染

参考例句：

• Everything possible should be done to free them from the economic taint.应尽可能把他们从经济的腐蚀中解脱出来。
• Moral taint has spread among young people.道德的败坏在年轻人之间蔓延。

209 superstition   

n.迷信，迷信行为

参考例句：

• It's a common superstition that black cats are unlucky.认为黑猫不吉祥是一种很普遍的迷信。
• Superstition results from ignorance.迷信产生于无知。

210 invoking   

v.援引( invoke的现在分词 )；行使（权利等）；祈求救助；恳求

参考例句：

• You can customise the behavior of the Asynchronous Server and hence re-brand it by defining your own command set for invoking services. 通过定义自己调用服务的命令集，您可以定制自定义异步服务器的行为，通过为调用服务定义自己的命令集从而对它重新标记。 来自《简明英汉词典》
• You can customize the behavior of the Asynchronous Server and hence re-brand it by defining your own command set for invoking services. 通过定义自己调用服务的命令集，您可以定制自定义异步服务器的行为，通过为调用服务定义自己的命令集从而对它重新标记。 来自辞典例句

211 levity   

n.轻率，轻浮，不稳定，多变

参考例句：

• His remarks injected a note of levity into the proceedings.他的话将一丝轻率带入了议事过程中。
• At the time,Arnold had disapproved of such levity.那时候的阿诺德对这种轻浮行为很看不惯。

212 inefficient   

adj.效率低的，无效的

参考例句：

• The inefficient operation cost the firm a lot of money.低效率的运作使该公司损失了许多钱。
• Their communication systems are inefficient in the extreme.他们的通讯系统效率非常差。

213 condescending   

adj.谦逊的,故意屈尊的

参考例句：

• He has a condescending attitude towards women. 他对女性总是居高临下。
• He tends to adopt a condescending manner when talking to young women. 和年轻女子说话时，他喜欢摆出一副高高在上的姿态。

214 deviating   

v.偏离，越轨( deviate的现在分词 )

参考例句：

• I compromise by using a prepared text and deviating from it whenever I feel the need. 我搞折衷办法，准备一份讲稿，觉得需要的时候就自由发挥。 来自辞典例句
• Theories deviating practices are inane, while practices deviating theories are blindfold. 脱离实践的理论是空泛的，脱离理论指导的实践是盲目的。 来自互联网

215 unreasonable   

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。

216 precisely   

adv.恰好，正好，精确地，细致地

参考例句：

• It's precisely that sort of slick sales-talk that I mistrust.我不相信的正是那种油腔滑调的推销宣传。
• The man adjusted very precisely.那个人调得很准。

217 depositions   

沉积（物）( deposition的名词复数 )； （在法庭上的）宣誓作证； 处置； 罢免

参考例句：

• The safety problems are more severe for low-pressure depositions because the processes often use concentrated gases. 对于低压淀积来说安全性问题更为突出，因为这种工艺通常使用高浓度的气体。
• The chief method is to take depositions of parties and witnesses. 主要的方法是录取当事人和证人的宣誓证言。 来自口语例句

218 sediments   

沉淀物( sediment的名词复数 )； 沉积物

参考例句：

• When deposited, 70-80% of the volume of muddy sediments may be water. 泥质沉积物沉积后，体积的70-80％是水。
• Oligocene erosion had truncated the sediments draped over the dome. 覆盖于穹丘上的沉积岩为渐新世侵蚀所截削。

219 confiding   

adj.相信人的，易于相信的v.吐露（秘密，心事等）( confide的现在分词 )；（向某人）吐露（隐私、秘密等）

参考例句：

• The girl is of a confiding nature. 这女孩具有轻信别人的性格。 来自《现代英汉综合大词典》
• Celia, though confiding her opinion only to Andrew, disagreed. 西莉亚却不这么看，尽管她只向安德鲁吐露过。 来自辞典例句

220 construe   

v.翻译，解释

参考例句：

• He had tried to construe a passage from Homer.他曾尝试注释荷马著作的一段文字。
• You can construe what he said in a number of different ways.他的话可以有好几种解释。

221 twilight   

n.暮光，黄昏；暮年，晚期，衰落时期

参考例句：

• Twilight merged into darkness.夕阳的光辉融于黑暗中。
• Twilight was sweet with the smell of lilac and freshly turned earth.薄暮充满紫丁香和新翻耕的泥土的香味。

222 marvels   

n.奇迹( marvel的名词复数 )；令人惊奇的事物（或事例）；不平凡的成果；成就v.惊奇，对…感到惊奇( marvel的第三人称单数 )

参考例句：

• The doctor's treatment has worked marvels : the patient has recovered completely. 该医生妙手回春，病人已完全康复。 来自辞典例句
• Nevertheless he revels in a catalogue of marvels. 可他还是兴致勃勃地罗列了一堆怪诞不经的事物。 来自辞典例句

223 purely   

adv.纯粹地，完全地

参考例句：

• I helped him purely and simply out of friendship.我帮他纯粹是出于友情。
• This disproves the theory that children are purely imitative.这证明认为儿童只会单纯地模仿的理论是站不住脚的。

224 circumference   

n.圆周，周长，圆周线

参考例句：

• It's a mile round the circumference of the field.运动场周长一英里。
• The diameter and the circumference of a circle correlate.圆的直径与圆周有相互关系。

225 algebra   

n.代数学

参考例句：

• He was not good at algebra in middle school.他中学时不擅长代数。
• The boy can't figure out the algebra problems.这个男孩做不出这道代数题。

226 aggregate   

adj.总计的，集合的；n.总数；v.合计；集合

参考例句：

• The football team had a low goal aggregate last season.这支足球队上个赛季的进球总数很少。
• The money collected will aggregate a thousand dollars.进帐总额将达一千美元。

227 discretion   

n.谨慎；随意处理

参考例句：

• You must show discretion in choosing your friend.你择友时必须慎重。
• Please use your best discretion to handle the matter.请慎重处理此事。

228 peculiar   

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。

229 transcends   

超出或超越（经验、信念、描写能力等）的范围( transcend的第三人称单数 )； 优于或胜过…

参考例句：

• The chemical dilution technique transcends most of the difficulties. 化学稀释法能克服大部分困难。
• The genius of Shakespeare transcends that of all other English poets. 莎士比亚的才华胜过所有的其他英国诗人。

230 speculation   

n.思索，沉思；猜测；投机

参考例句：

• Her mind is occupied with speculation.她的头脑忙于思考。
• There is widespread speculation that he is going to resign.人们普遍推测他要辞职。

231 judiciously   

adv.明断地，明智而审慎地

参考例句：

• Let's use these intelligence tests judiciously. 让我们好好利用这些智力测试题吧。 来自《简明英汉词典》
• His ideas were quaint and fantastic. She brought him judiciously to earth. 他的看法荒廖古怪，她颇有见识地劝他面对现实。 来自辞典例句

232 analytic   

adj.分析的，用分析方法的

参考例句：

• The boy has an analytic mind. 这男孩有分析的头脑。
• Latin is a synthetic language,while English is analytic.拉丁文是一种综合性语言，而英语是一种分析性语言。

233 synthetic   

adj.合成的，人工的；综合的；n.人工制品

参考例句：

• We felt the salesman's synthetic friendliness.我们感觉到那位销售员的虚情假意。
• It's a synthetic diamond.这是人造钻石。

234 narrate   

v.讲，叙述

参考例句：

• They each narrate their own tale but are all inextricably linked together.她们各自讲述自己的故事，却又不可避免地联系在一起。
• He once holds the tear to narrate a such story to mine.他曾经含着泪给我讲述了这样的一个故事。

235 formerly   

adv.从前，以前

参考例句：

• We now enjoy these comforts of which formerly we had only heard.我们现在享受到了过去只是听说过的那些舒适条件。
• This boat was formerly used on the rivers of China.这船从前航行在中国内河里。

236 dissertation   

n.（博士学位）论文，学术演讲，专题论文

参考例句：

• He is currently writing a dissertation on the Somali civil war.他目前正在写一篇关于索马里内战的论文。
• He was involved in writing his doctoral dissertation.他在聚精会神地写他的博士论文。

237 collateral   

adj.平行的；旁系的；n.担保品

参考例句：

• Many people use personal assets as collateral for small business loans.很多人把个人财产用作小额商业贷款的抵押品。
• Most people here cannot borrow from banks because they lack collateral.由于拿不出东西作为抵押，这里大部分人无法从银行贷款。

238 unravelling   

解开，拆散，散开( unravel的现在分词 )； 阐明； 澄清； 弄清楚

参考例句：

• Nail head clamp the unravelling of nail exteriorize broken nails and clean. 钉头卡钉，拆开钉头取出碎钉并清洁。
• The ends of ropes are in good condition and secured without unravelling. 缆绳端部状况良好及牢固，并无松散脱线。

239 huddled   

挤在一起（huddle的过去式与过去分词形式）

参考例句：

• We huddled together for warmth. 我们挤在一块取暖。
• We huddled together to keep warm. 我们挤在一起来保暖。

240 tangled   

adj. 纠缠的，紊乱的 动词tangle的过去式和过去分词

参考例句：

• Your hair's so tangled that I can't comb it. 你的头发太乱了，我梳不动。
• A movement caught his eye in the tangled undergrowth. 乱灌木丛里的晃动引起了他的注意。

241 originality   

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。

242 utensils   

器具，用具，器皿( utensil的名词复数 )； 器物

参考例句：

• Formerly most of our household utensils were made of brass. 以前我们家庭用的器皿多数是用黄铜做的。
• Some utensils were in a state of decay when they were unearthed. 有些器皿在出土时已经残破。

243 attic   

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？

244 inaccurate   

adj.错误的，不正确的，不准确的

参考例句：

• The book is both inaccurate and exaggerated.这本书不但不准确，而且夸大其词。
• She never knows the right time because her watch is inaccurate.她从来不知道准确的时间因为她的表不准。

245 deviated   

v.偏离，越轨( deviate的过去式和过去分词 )

参考例句：

• On this occasion the plane deviated from its usual flight path. 这一次那架飞机偏离了正常的航线。 来自《简明英汉词典》
• His statements sometimes deviated from the truth. 他的陈述有时偏离事实。 来自《简明英汉词典》

246 complexity   

n.复杂(性)，复杂的事物

参考例句：

• Only now did he understand the full complexity of the problem.直到现在他才明白这一问题的全部复杂性。
• The complexity of the road map puzzled me.错综复杂的公路图把我搞糊涂了。

247 confinement   

n.幽禁，拘留，监禁；分娩；限制，局限

参考例句：

• He spent eleven years in solitary confinement.他度过了11年的单独监禁。
• The date for my wife's confinement was approaching closer and closer.妻子分娩的日子越来越近了。

248 forfeiture   

n.（名誉等）丧失

参考例句：

• Both face maximum forfeitures of about $1.2 million.双方都面临最高120万美元左右的罚金。
• If he should break his day,what should I gain by the exaction of the forfeiture?如果他到期不还我从这罚金中又能得到什么好处？

249 relaxation   

n.松弛，放松；休息；消遣；娱乐

参考例句：

• The minister has consistently opposed any relaxation in the law.部长一向反对法律上的任何放宽。
• She listens to classical music for relaxation.她听古典音乐放松。

250 stipulation   

n.契约，规定，条文；条款说明

参考例句：

• There's no stipulation as to the amount you can invest. 没有关于投资额的规定。 来自《简明英汉词典》
• The only stipulation the building society makes is that house must be insured. 建屋互助会作出的唯一规定是房屋必须保险。 来自《简明英汉词典》

251 shreds   

v.撕碎，切碎( shred的第三人称单数 )；用撕毁机撕毁（文件）

参考例句：

• Peel the carrots and cut them into shreds. 将胡罗卜削皮，切成丝。 来自《简明英汉词典》
• I want to take this diary and rip it into shreds. 我真想一赌气扯了这日记。 来自汉英文学 - 中国现代小说

252 inquiry   

n.打听，询问，调查，查问

参考例句：

• Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
• The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。

253 eligible   

adj.有条件被选中的；(尤指婚姻等)合适(意)的

参考例句：

• He is an eligible young man.他是一个合格的年轻人。
• Helen married an eligible bachelor.海伦嫁给了一个中意的单身汉。

254 strand   

vt.使（船）搁浅，使（某人）困于（某地）

参考例句：

• She tucked a loose strand of hair behind her ears.她把一缕散发夹到了耳后。
• The climbers had been stranded by a storm.登山者被暴风雨困住了。

255 entailed   

使…成为必要( entail的过去式和过去分词 )； 需要； 限定继承； 使必需

参考例句：

• The castle and the land are entailed on the eldest son. 城堡和土地限定由长子继承。
• The house and estate are entailed on the eldest daughter. 这所房子和地产限定由长女继承。

256 eventual   

adj.最后的，结局的，最终的

参考例句：

• Several schools face eventual closure.几所学校面临最终关闭。
• Both parties expressed optimism about an eventual solution.双方对问题的最终解决都表示乐观。

257 drudgery   

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。

258 fortified   

adj. 加强的

参考例句：

• He fortified himself against the cold with a hot drink. 他喝了一杯热饮御寒。
• The enemy drew back into a few fortified points. 敌人收缩到几个据点里。

259 applied   

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。

260 thoroughly   

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。

261 construing   

v.解释（陈述、行为等）( construe的现在分词 )；翻译，作句法分析

参考例句：

• I seldom railway bridge construing site so late. today, i worked overtime till 7:30 pm. 很少这么晚从铁路桥工地旁经过。今天是因为加班，加到了七点半。 来自互联网

262 proficiency   

n.精通，熟练，精练

参考例句：

• He plied his trade and gained proficiency in it.他勤习手艺，技术渐渐达到了十分娴熟的地步。
• How do you think of your proficiency in written and spoken English?你认为你的书面英语和口语熟练程度如何？

263 extemporaneous   

adj.即席的，一时的

参考例句：

• She made an extemporaneous speech on the ceremony.她在典礼上做了一次即兴演讲。
• Nixon carried away with it all,delivered his extemporaneous toast.尼克松对一切都很满意，颇有些情不自禁地发表了他的即席祝酒词。

264 random   

adj.随机的；任意的；n.偶然的(或随便的)行动

参考例句：

• The list is arranged in a random order.名单排列不分先后。
• On random inspection the meat was found to be bad.经抽查，发现肉变质了。

265 bestow   

v.把…赠与，把…授予；花费

参考例句：

• He wished to bestow great honors upon the hero.他希望将那些伟大的荣誉授予这位英雄。
• What great inspiration wiII you bestow on me?你有什么伟大的灵感能馈赠给我？

266 constituents   

n.选民( constituent的名词复数 )；成分；构成部分；要素

参考例句：

• She has the full support of her constituents. 她得到本区选民的全力支持。
• Hydrogen and oxygen are the constituents of water. 氢和氧是水的主要成分。 来自《简明英汉词典》

267 stammering   

v.结巴地说出( stammer的现在分词 )

参考例句：

• He betrayed nervousness by stammering. 他说话结结巴巴说明他胆子小。 来自《简明英汉词典》
• \"Why,\" he said, actually stammering, \"how do you do?\" “哎呀，\"他说，真的有些结结巴巴，\"你好啊？” 来自英汉文学 - 嘉莉妹妹

268 syllables   

n.音节( syllable的名词复数 )

参考例句：

• a word with two syllables 双音节单词
• 'No. But I'll swear it was a name of two syllables.' “想不起。不过我可以发誓，它有两个音节。” 来自英汉文学 - 双城记

269 narrative   

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。

270 tempting   

a.诱人的, 吸引人的

参考例句：

• It is tempting to idealize the past. 人都爱把过去的日子说得那么美好。
• It was a tempting offer. 这是个诱人的提议。

271 aberrations   

n.偏差( aberration的名词复数 )；差错；脱离常规；心理失常

参考例句：

• These events were aberrations from the norm. 这些事件不合常规。 来自辞典例句
• These chromosome aberrations are all stable, compatible with cell viability. 这些染色体畸变都是稳定的，不影响细胞生活力的。 来自辞典例句

272 preposterous   

adj.荒谬的，可笑的

参考例句：

• The whole idea was preposterous.整个想法都荒唐透顶。
• It would be preposterous to shovel coal with a teaspoon.用茶匙铲煤是荒谬的。

273 inversion   

n.反向，倒转，倒置

参考例句：

• But sometimes there is an unusual weather condition called a temperature inversion.但有时会有一种被称作“温度逆增”的不平常的天气状态。
• And finally,we made a discussion on the problems in the cooperative inversion.最后，对联合反演中存在的问题进行了讨论。

274 swell   

vi.膨胀，肿胀；增长，增强

参考例句：

• The waves had taken on a deep swell.海浪汹涌。
• His injured wrist began to swell.他那受伤的手腕开始肿了。

275 cramped   

a.狭窄的

参考例句：

• The house was terribly small and cramped, but the agent described it as a bijou residence. 房子十分狭小拥挤，但经纪人却把它说成是小巧别致的住宅。
• working in cramped conditions 在拥挤的环境里工作

276 scrawl   

vt.潦草地书写；n.潦草的笔记，涂写

参考例句：

• His signature was an illegible scrawl.他的签名潦草难以辨认。
• Your beautiful handwriting puts my untidy scrawl to shame.你漂亮的字体把我的潦草字迹比得见不得人。

277 nexus   

n.联系；关系

参考例句：

• Shared ambition is the vital nexus between them.共同的志向是把他们联结在一起的重要纽带。
• Either way,the nexus between the consumer and consumer prices is important.无论那个方面，消费者与消费价格之间的关系是至关重要的。

278 professed   

公开声称的，伪称的，已立誓信教的

参考例句：

• These, at least, were their professed reasons for pulling out of the deal. 至少这些是他们自称退出这宗交易的理由。
• Her manner professed a gaiety that she did not feel. 她的神态显出一种她并未实际感受到的快乐。

279 psychology   

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。

280 systematic   

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。

281 subjective   

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。

282 overflows   

v.溢出，淹没( overflow的第三人称单数 )；充满；挤满了人；扩展出界，过度延伸

参考例句：

• He always fills his glass till it overflows. 他总是把杯子斟得很满。 来自《简明英汉词典》
• A distributary overflows its banks. 分流水溢出河岸。 来自辞典例句

283 gamut   

n.全音阶，(一领域的)全部知识

参考例句：

• The exhibition runs the whole gamut of artistic styles.这次展览包括了所有艺术风格的作品。
• This poem runs the gamut of emotions from despair to joy.这首诗展现了从绝望到喜悦的感情历程。

284 enunciated   

v.（清晰地）发音( enunciate的过去式和过去分词 )；确切地说明

参考例句：

• She enunciated each word slowly and carefully. 她每个字都念得又慢又仔细。
• His voice, cold and perfectly enunciated, switched them like a birch branch. 他的话口气冰冷，一字一板，有如给了他们劈面一鞭。 来自辞典例句

285 dilemma   

n.困境，进退两难的局面

参考例句：

• I am on the horns of a dilemma about the matter.这件事使我进退两难。
• He was thrown into a dilemma.他陷入困境。

286 recording   

n.录音，记录

参考例句：

• How long will the recording of the song take?录下这首歌得花多少时间？
• I want to play you a recording of the rehearsal.我想给你放一下彩排的录像。

287 diffusion   

n.流布；普及；散漫

参考例句：

• The invention of printing helped the diffusion of learning.印刷术的发明有助于知识的传播。
• The effect of the diffusion capacitance can be troublesome.扩散电容会引起麻烦。

288 superintendent   

n.监督人，主管，总监；(英国)警务长

参考例句：

• He was soon promoted to the post of superintendent of Foreign Trade.他很快就被擢升为对外贸易总监。
• He decided to call the superintendent of the building.他决定给楼房管理员打电话。

289 unconditionally   

adv.无条件地

参考例句：

• All foreign troops must be withdrawn immediately and unconditionally. 所有外国军队必须立即无条件地撤出。
• It makes things very awkward to have your girls going back unconditionally just now! 你们现在是无条件上工，真糟糕！ 来自子夜部分

290 insulation   

n.隔离；绝缘；隔热

参考例句：

• Please examine the insulation of the electric wires in my house.请检查一下我屋子里电线的绝缘情况。
• It is always difficult to assure good insulation between the electric leads.要保证两个电触头之间有良好的绝缘总是很困难的。

291 philosophic   

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。

292 concealment   

n.隐藏, 掩盖，隐瞒

参考例句：

• the concealment of crime 对罪行的隐瞒
• Stay in concealment until the danger has passed. 把自己藏起来，待危险过去后再出来。

293 folly   

n.愚笨，愚蠢，蠢事，蠢行，傻话

参考例句：

• Learn wisdom by the folly of others.从别人的愚蠢行动中学到智慧。
• Events proved the folly of such calculations.事情的进展证明了这种估计是愚蠢的。

294 candid   

adj.公正的，正直的；坦率的

参考例句：

• I cannot but hope the candid reader will give some allowance for it.我只有希望公正的读者多少包涵一些。
• He is quite candid with his friends.他对朋友相当坦诚。

295 censure   

v./n.责备；非难；责难

参考例句：

• You must not censure him until you know the whole story.在弄清全部事实真相前不要谴责他。
• His dishonest behaviour came under severe censure.他的不诚实行为受到了严厉指责。

296 lessening   

减轻，减少，变小

参考例句：

• So however much he earned, she spent it, her demands growing and lessening with his income. 祥子挣多少，她花多少，她的要求随着他的钱涨落。 来自汉英文学 - 骆驼祥子
• The talks have resulted in a lessening of suspicion. 谈话消减了彼此的怀疑。

297 fracas   

n.打架；吵闹

参考例句：

• A couple of mobsters were rubbed out in a fracas with the law.几个暴徒在与警方喧闹的斗争中丧命。
• The police were called in to stop the fracas.警察奉命去制止骚乱。

298 interval   

n.间隔，间距；幕间休息，中场休息

参考例句：

• The interval between the two trees measures 40 feet.这两棵树的间隔是40英尺。
• There was a long interval before he anwsered the telephone.隔了好久他才回了电话。

299 reconciliation   

n.和解，和谐，一致

参考例句：

• He was taken up with the reconciliation of husband and wife.他忙于做夫妻间的调解工作。
• Their handshake appeared to be a gesture of reconciliation.他们的握手似乎是和解的表示。

300 inclination   

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。

301 disturbance   

n.动乱，骚动；打扰，干扰；(身心)失调

参考例句：

• He is suffering an emotional disturbance.他的情绪受到了困扰。
• You can work in here without any disturbance.在这儿你可不受任何干扰地工作。

302 incitement   

激励； 刺激； 煽动； 激励物

参考例句：

• incitement to racial hatred 种族仇恨的挑起
• Interest is an incitement to study. 兴趣刺激学习。

303 amenable   

adj.经得起检验的；顺从的；对负有义务的

参考例句：

• His scientific discoveries are amenable to the laws of physics.他在科学上的发现经得起物理定律的检验。
• He is amenable to counsel.他这人听劝。

304 premises   

n.建筑物，房屋

参考例句：

• According to the rules,no alcohol can be consumed on the premises.按照规定，场内不准饮酒。
• All repairs are done on the premises and not put out.全部修缮都在家里进行，不用送到外面去做。

305 paternal   

adj.父亲的，像父亲的，父系的，父方的

参考例句：

• I was brought up by my paternal aunt.我是姑姑扶养大的。
• My father wrote me a letter full of his paternal love for me.我父亲给我写了一封充满父爱的信。

306 sanctuary   

n.圣所，圣堂，寺庙；禁猎区，保护区

参考例句：

• There was a sanctuary of political refugees behind the hospital.医院后面有一个政治难民的避难所。
• Most countries refuse to give sanctuary to people who hijack aeroplanes.大多数国家拒绝对劫机者提供庇护。

307 amendment   

n.改正，修正，改善，修正案

参考例句：

• The amendment was rejected by 207 voters to 143.这项修正案以207票对143票被否决。
• The Opposition has tabled an amendment to the bill.反对党已经就该议案提交了一项修正条款。

308 breach   

n.违反，不履行；破裂；vt.冲破，攻破

参考例句：

• We won't have any breach of discipline.我们不允许任何破坏纪律的现象。
• He was sued for breach of contract.他因不履行合同而被起诉。

309 diffused   

散布的，普及的，扩散的

参考例句：

• A drop of milk diffused in the water. 一滴牛奶在水中扩散开来。
• Gases and liquids diffused. 气体和液体慢慢混合了。

310 ascertain   

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。

311 interfered   

v.干预( interfere的过去式和过去分词 )；调停；妨碍；干涉

参考例句：

• Complete absorption in sports interfered with his studies. 专注于运动妨碍了他的学业。 来自《简明英汉词典》
• I am not going to be interfered with. 我不想别人干扰我的事情。 来自《简明英汉词典》

312 Amended   

adj. 修正的 动词amend的过去式和过去分词

参考例句：

• He asked to see the amended version. 他要求看修订本。
• He amended his speech by making some additions and deletions. 他对讲稿作了些增删修改。

313 judgments   

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。

314 strictly   

adv.严厉地，严格地；严密地

参考例句：

• His doctor is dieting him strictly.他的医生严格规定他的饮食。
• The guests were seated strictly in order of precedence.客人严格按照地位高低就座。

315 canvassed   

v.（在政治方面）游说( canvass的过去式和过去分词 )；调查（如选举前选民的）意见；为讨论而提出（意见等）；详细检查

参考例句：

• He canvassed the papers, hunting for notices of jobs. 他仔细查阅报纸，寻找招工广告。 来自《现代英汉综合大词典》
• The stirring event was well canvassed. 那桩惊人的事情已经是满城风雨。 来自英汉文学 - 汤姆历险

316 permanently   

adv.永恒地，永久地，固定不变地

参考例句：

• The accident left him permanently scarred.那次事故给他留下了永久的伤疤。
• The ship is now permanently moored on the Thames in London.该船现在永久地停泊在伦敦泰晤士河边。

317 fixed   

adj.固定的，不变的，准备好的；(计算机)固定的

参考例句：

• Have you two fixed on a date for the wedding yet?你们俩选定婚期了吗？
• Once the aim is fixed,we should not change it arbitrarily.目标一旦确定，我们就不应该随意改变。

318 skilful   

(=skillful)adj.灵巧的，熟练的

参考例句：

• The more you practise,the more skilful you'll become.练习的次数越多，熟练的程度越高。
• He's not very skilful with his chopsticks.他用筷子不大熟练。

319 orator   

n.演说者，演讲者，雄辩家

参考例句：

• He was so eloquent that he cut down the finest orator.他能言善辩，胜过最好的演说家。
• The orator gestured vigorously while speaking.这位演讲者讲话时用力地做手势。

320 absurdities   

n.极端无理性( absurdity的名词复数 )；荒谬；谬论；荒谬的行为

参考例句：

• She has a sharp eye for social absurdities, and compassion for the victims of social change. 她独具慧眼，能够看到社会上荒唐的事情，对于社会变革的受害者寄以同情。 来自辞典例句
• The absurdities he uttered at the dinner party landed his wife in an awkward situation. 他在宴会上讲的荒唐话使他太太陷入窘境。 来自辞典例句

321 spouting   

n.水落管系统v.（指液体）喷出( spout的现在分词 )；滔滔不绝地讲；喋喋不休地说；喷水

参考例句：

• He's always spouting off about the behaviour of young people today. 他总是没完没了地数落如今年轻人的行为。 来自《简明英汉词典》
• Blood was spouting from the deep cut in his arm. 血从他胳膊上深深的伤口里涌出来。 来自《简明英汉词典》

322 counteracted   

对抗，抵消( counteract的过去式 )

参考例句：

• This can be counteracted only by very effective insulation. 这只能用非常有效的绝缘来防止。
• The effect of his preaching was counteracted by the looseness of his behavior. 他讲道的效果被他放荡的生活所抵消了。

323 instructor   

n.指导者，教员，教练

参考例句：

• The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
• The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。

324 wrought   

v.引起；以…原料制作；运转；adj.制造的

参考例句：

• Events in Paris wrought a change in British opinion towards France and Germany.巴黎发生的事件改变了英国对法国和德国的看法。
• It's a walking stick with a gold head wrought in the form of a flower.那是一个金质花形包头的拐杖。

325 industriously   

参考例句：

• She paces the whole class in studying English industriously. 她在刻苦学习英语上给全班同学树立了榜样。
• He industriously engages in unostentatious hard work. 他勤勤恳恳，埋头苦干。