Monday morning found Margaret at the school-house nerved for her new task.
One by one the scholars trooped in, shyly or half defiantly1, hung their hats on the hooks, put their dinner-pails on the shelf, looked furtively2 at her, and sank into their accustomed seats; that is, the seats they had occupied during the last term of school. The big boys remained outside until Bud, acting3 under instructions from Margaret—after she had been carefully taught the ways of the school by Bud himself—rang the big bell. Even then they entered reluctantly and as if it were a great condescension5 that they came at all, Jed and "Delicate" coming in last, with scarcely a casual glance toward the teacher's desk, as if she were a mere6 fraction in the scheme of the school. She did not need to be told which was Timothy and which was Jed. Bud's description had been perfect. Her heart, by the way, instantly went out to Timothy. Jed was another proposition. He had thick, overhanging eyebrows7, and a mouth that loved to make trouble and laugh over it. He was going to be hard to conquer. She wasn't sure the conquering would be interesting, either.
Margaret stood by the desk, watching them all with a pleasant smile. She did not frown at the unnecessary shuffling8 of feet nor the loud remarks of the boys as they settled into their seats. She just stood and watched them interestedly, as though her time had not yet come.
Jed and Timothy were carrying on a rumbling9 conversation. Even after they took their seats they kept it up. It was no part of their plan to let the teacher suppose they saw her or minded her in the least. They were the dominating influences in that school, and they wanted her to know it, right at the start; then a lot of trouble would be saved. If they didn't like her and couldn't manage her they didn't intend she should stay, and she might as well understand that at once.
Margaret understood it fully4. Yet she stood quietly and watched them with a look of deep interest on her face and a light almost of mischief10 in her eyes, while Bud grew redder and redder over the way his two idols11 were treating the new teacher. One by one the school became aware of the twinkle in the teacher's eyes, and grew silent to watch, and one by one they began to smile over the coming scene when Jed and Timothy should discover it, and, worst of all, find out that it was actually directed against them. They would expect severity, or fear, or a desire to placate13; but a twinkle—it was more than the school could decide what would happen under such circumstances. No one in that room would ever dare to laugh at either of those two boys. But the teacher was almost laughing now, and the twinkle had taken the rest of the room into the secret, while she waited amusedly until the two should finish the conversation.
The room grew suddenly deathly still, except for the whispered growls15 of Jed and Timothy, and still the silence deepened, until the two young giants themselves perceived that it was time to look up and take account of stock.
The perspiration16 by this time was rolling down the back of Bud's neck. He was about the only one in the room who was not on a broad grin, and he was wretched. What a fearful mistake the new teacher was making right at the start! She was antagonizing the two boys who held the whole school in their hands. There was no telling what they wouldn't do to her now. And he would have to stand up for her. Yes, no matter what they did, he would stand up for her! Even though he lost his best friends, he must be loyal to her; but the strain was terrible! He did not dare to look at them, but fastened his eyes upon Margaret, as if keeping them glued there was his only hope. Then suddenly he saw her face break into one of the sweetest, merriest smiles he ever witnessed, with not one single hint of reproach or offended dignity in it, just a smile of comradeship, understanding, and pleasure in the meeting; and it was directed to the two seats where Jed and Timothy sat.
With wonder he turned toward the two big boys, and saw, to his amazement18, an answering smile upon their faces; reluctant, 'tis true, half sheepish at first, but a smile with lifted eyebrows of astonishment19 and real enjoyment20 of the joke.
A little ripple21 of approval went round in half-breathed syllables22, but Margaret gave no time for any restlessness to start. She spoke23 at once, in her pleasantest partnership24 tone, such as she had used to Bud when she asked him to help her build her bookcase. So she spoke now to that school, and each one felt she was speaking just to him especially, and felt a leaping response in his soul. Here, at least, was something new and interesting, a new kind of teacher. They kept silence to listen.
"Oh, I'm not going to make a speech now," she said, and her voice sounded glad to them all. "I'll wait till we know one another before I do that. I just want to say how do you do to you, and tell you how glad I am to be here. I hope we shall like one another immensely and have a great many good times together. But we've got to get acquainted first, of course, and perhaps we'd better give most of the time to that to-day. First, suppose we sing something. What shall it be? What do you sing?"
Little Susan Johnson, by virtue25 of having seen the teacher at Sunday-school, made bold to raise her hand and suggest, "Thar-thpangle Banner, pleath!" And so they tried it; but when Margaret found that only a few seemed to know the words, she said, "Wait!" Lifting her arm with a pretty, imperative26 gesture, and taking a piece of chalk from the box on her desk, she went to the new blackboard that stretched its shining black length around the room.
The school was breathlessly watching the graceful27 movement of the beautiful hand and arm over the smooth surface, leaving behind it the clear, perfect script. Such wonderful writing they had never seen; such perfect, easy curves and twirls. Every eye in the room was fastened on her, every breath was held as they watched and spelled out the words one by one. "Gee28!" said Bud, softly, under his breath, nor knew that he had spoken, but no one else moved.
"Now," she said, "let us sing," and when they started off again Margaret's strong, clear soprano leading, every voice in the room growled29 out the words and tried to get in step with the tune30.
They had gone thus through two verses when Jed seemed to think it was about time to start something. Things were going altogether too smoothly31 for an untried teacher, if she was handsome and unabashed. If they went on like this the scholars would lose all respect for him. So, being quite able to sing a clear tenor32, he nevertheless puckered33 his lips impertinently, drew his brows in an ominous35 frown, and began to whistle a somewhat erratic36 accompaniment to the song. He watched the teacher closely, expecting to see the color flame in her cheeks, the anger flash in her eyes; he had tried this trick on other teachers and it always worked. He gave the wink12 to Timothy, and he too left off his glorious bass37 and began to whistle.
But instead of the anger and annoyance38 they expected, Margaret turned appreciative39 eyes toward the two back seats, nodding her head a trifle and smiling with her eyes as she sang; and when the verse was done she held up her hand for silence and said:
"Why, boys, that's beautiful! Let's try that verse once more, and you two whistle the accompaniment a little stronger in the chorus; or how would it do if you just came in on the chorus? I believe that would be more effective. Let's try the first verse that way; you boys sing during the verse and then whistle the chorus just as you did now. We really need your voices in the verse part, they are so strong and splendid. Let's try it now." And she started off again, the two big astonished fellows meekly40 doing as they were told, and really the effect was beautiful. What was their surprise when the whole song was finished to have her say, "Now everybody whistle the chorus softly," and then pucker34 up her own soft lips to join in. That completely finished the whistling stunt41. Jed realized that it would never work again, not while she was here, for she had turned the joke into beauty and made them all enjoy it. It hadn't annoyed her in the least.
Somehow by that time they were all ready for anything she had to suggest, and they watched again breathlessly as she wrote another song on the blackboard, taking the other side of the room for it, and this time a hymn—"I Need Thee Every Hour."
When they began to sing it, however, Margaret found the tune went slowly, uncertainly.
"Oh, how we need a piano!" she exclaimed. "I wonder if we can't get up an entertainment and raise money to buy one. How many will help?"
Every hand in the place went up, Jed's and Timothy's last and only a little way, but she noted42 with triumph that they went up.
"All right; we'll do it! Now let's sing that verse correctly." And she began to sing again, while they all joined anxiously in, really trying to do their best.
The instant the last verse died away, Margaret's voice took their attention.
"Two years ago in Boston two young men, who belonged to a little group of Christian43 workers who were going around from place to place holding meetings, sat talking together in their room in the hotel one evening."
There was instant quiet, a kind of a breathless quiet. This was not like the beginning of any lesson any other teacher had ever given them. Every eye was fixed44 on her.
"They had been talking over the work of the day, and finally one of them suggested that they choose a Bible verse for the whole year—"
There was a movement of impatience45 from one back seat, as if Jed had scented46 an incipient47 sermon, but the teacher's voice went steadily48 on:
"They talked it over, and at last they settled on II Timothy ii:15. They made up their minds to use it on every possible occasion. It was time to go to bed, so the man whose room adjoined got up and, instead of saying good night, he said, 'Well, II Timothy ii:15,' and went to his room. Pretty soon, when he put out his light, he knocked on the wall and shouted 'II Timothy ii:15,' and the other man responded, heartily49, 'All right, II Timothy ii:15.' The next morning when they wrote their letters each of them wrote 'II Timothy ii:15' on the lower left-hand corner of the envelope, and sent out a great handful of letters to all parts of the world. Those letters passed through the Boston post-office, and some of the clerks who sorted them saw that queer legend written down in the lower left-hand corner of the envelope, and they wondered at it, and one or two wrote it down, to look it up afterward50. The letters reached other cities and were put into the hands of mail-carriers to distribute, and they saw the queer little sentence, 'II Timothy ii:15,' and they wondered, and some of them looked it up."
By this time the entire attention of the school was upon the story, for they perceived that it was a story.
"The men left Boston and went across the ocean to hold meetings in other cities, and one day at a little railway station in Europe a group of people were gathered, waiting for a train, and those two men were among them. Pretty soon the train came, and one of the men got on the back end of the last car, while the other stayed on the platform, and as the train moved off the man on the last car took off his hat and said, in a good, loud, clear tone, 'Well, take care of yourself, II Timothy ii:15,' and the other one smiled and waved his hat and answered, 'Yes, II Timothy ii:15.' The man on the train, which was moving fast now, shouted back, 'II Timothy ii:15,' and the man on the platform responded still louder, waving his hat, 'II Timothy ii:15,' and back and forth51 the queer sentence was flung until the train was too far away for them to hear each other's voices. In the mean time all the people on the platform had been standing17 there listening and wondering what in the world such a strange salutation could mean. Some of them recognized what it was, but many did not know, and yet the sentence was said over so many times that they could not help remembering it; and some went away to recall it and ask their friends what it meant. A young man from America was on that platform and heard it, and he knew it stood for a passage in the Bible, and his curiosity was so great that he went back to his boarding-house and hunted up the Bible his mother had packed in his trunk when he came away from home, and he hunted through the Bible until he found the place, 'II Timothy ii:15,' and read it; and it made him think about his life and decide that he wasn't doing as he ought to do. I can't tell you all the story about that queer Bible verse, how it went here and there and what a great work it did in people's hearts; but one day those Christian workers went to Australia to hold some meetings, and one night, when the great auditorium52 was crowded, a man who was leading the meeting got up and told the story of this verse, how it had been chosen, and how it had gone over the world in strange ways, even told about the morning at the little railway station when the two men said good-by. Just as he got to that place in his story a man in the audience stood up and said: 'Brother, just let me say a word, please. I never knew anything about all this before, but I was at that railway station, and I heard those two men shout that strange good-by, and I went home and read that verse, and it's made a great difference in my life.'
"There was a great deal more to the story, how some Chicago policemen got to be good men through reading that verse, and how the story of the Australia meetings was printed in an Australian paper and sent to a lady in America who sent it to a friend in England to read about the meetings. And this friend in England had a son in the army in India, to whom she was sending a package, and she wrapped it around something in that package, and the young man read all about it, and it helped to change his life. Well, I thought of that story this morning when I was trying to decide what to read for our opening chapter, and it occurred to me that perhaps you would be interested to take that verse for our school verse this term, and so if you would like it I will put it on the blackboard. Would you like it, I wonder?"
She paused wistfully, as if she expected an answer, and there was a low, almost inaudible growl14 of assent53; a keen listener might almost have said it had an impatient quality in it, as if they were in a hurry to find out what the verse was that had made such a stir in the world.
"Very well," said Margaret, turning to the board; "then I'll put it where we all can see it, and while I write it will you please say over where it is, so that you will remember it and hunt it up for yourselves in your Bibles at home?"
There was a sort of snicker at that, for there were probably not half a dozen Bibles, if there were so many, represented in that school; but they took her hint as she wrote, and chanted, "II Timothy ii:15, II Timothy ii:15," and then spelled out after her rapid crayon, "Study to show thyself approved unto God, a workman that needeth not to be ashamed."
They read it together at her bidding, with a wondering, half-serious look in their faces, and then she said, "Now, shall we pray?"
The former teacher had not opened her school with prayer. It had never been even suggested in that school. It might have been a dangerous experiment if Margaret had attempted it sooner in her program. As it was, there was a shuffling of feet in the back seats at her first word; but the room, grew quiet again, perhaps out of curiosity to hear a woman's voice in prayer:
"Our Heavenly Father, we want to ask Thee to bless us in our work together, and to help us to be such workmen that we shall not need to be ashamed to show our work to Thee at the close of the day. For Christ's sake we ask it. Amen."
They did not have time to resent that prayer before she had them interested in something else. In fact, she had planned her whole first day out so that there should not be a minute for misbehavior. She had argued that if she could just get time to become acquainted with them she might prevent a lot of trouble before it ever started. Her first business was to win her scholars. After that she could teach them easily if they were once willing to learn.
She had a set of mental arithmetic problems ready which she propounded54 to them next, some of them difficult and some easy enough for the youngest child who could think, and she timed their answers and wrote on the board the names of those who raised their hands first and had the correct answers. The questions were put in a fascinating way, many of them having curious little catches in them for the scholars who were not on the alert, and Timothy presently discovered this and set himself to get every one, coming off victorious55 at the end. Even Jed roused himself and was interested, and some of the girls quite distinguished56 themselves.
When a half-hour of this was over she put the word "transfiguration" on the blackboard, and set them to playing a regular game out of it. If some of the school-board had come in just then they might have lifted up hands of horror at the idea of the new teacher setting the whole school to playing a game. But they certainly would have been delightfully58 surprised to see a quiet and orderly room with bent59 heads and knit brows, all intent upon papers and pencils. Never before in the annals of that school had the first day held a full period of quiet or orderliness. It was expected to be a day of battle; a day of trying out the soul of the teacher and proving whether he or she were worthy60 to cope with the active minds and bodies of the young bullies61 of Ashland. But the expected battle had been forgotten. Every mind was busy with the matter in hand.
Margaret had given them three minutes to write as many words as they could think of, of three letters or more, beginning with T, and using only the letters in the word she had put on the board. When time was called there was a breathless rush to write a last word, and then each scholar had to tell how many words he had, and each was called upon to read his list. Some had only two or three, some had ten or eleven. They were allowed to mark their words, counting one for each person present who did not have that word and doubling if it were two syllables, and so on. Excitement ran high when it was discovered that some had actually made a count of thirty or forty, and when they started writing words beginning with R every head was bent intently from the minute time was started.
Never had three minutes seemed so short to those unused brains, and Jed yelled out: "Aw, gee! I only got three!" when time was called next.
It was recess62-time when they finally finished every letter in that word, and, adding all up, found that Timothy had won the game. Was that school? Why, a barbecue couldn't be named beside it for fun! They rushed out to the school-yard with a shout, and the boys played leap-frog loudly for the first few minutes. Margaret, leaning her tired head in her hands, elbows on the window-seat, closing her eyes and gathering63 strength for the after-recess session, heard one boy say: "Wal, how d'ye like 'er?" And the answer came: "Gee! I didn't think she'd be that kind of a guy! I thought she'd be some stiff old Ike! Ain't she a peach, though?" She lifted up her head and laughed triumphantly64 to herself, her eyes alight, herself now strengthened for the fray65. She wasn't wholly failing, then?
After recess there was a spelling-match, choosing sides, of course, "Because this is only the first day, and we must get acquainted before we can do real work, you know," she explained.
The spelling-match proved an exciting affair also, with new features that Ashland had never seen before. Here the girls began to shine into prominence66, but there were very few good spellers, and they were presently reduced to two girls—Rosa Rogers, the beauty of the school, and Amanda Bounds, a stolid67, homely68 girl with deep eyes and a broad brow.
"I'm going to give this as a prize to the one who stands up the longest," said Margaret, with sudden inspiration as she saw the boys in their seats getting restless; and she unpinned a tiny blue-silk bow that fastened her white collar.
The girls all said "Oh-h-h!" and immediately every one in the room straightened up. The next few minutes those two girls spelled for dear life, each with her eye fixed upon the tiny blue bow in the teacher's white hands. To own that bow, that wonderful, strange bow of the heavenly blue, with the graceful twist to the tie! What delight! The girl who won that would be the admired of all the school. Even the boys sat up and took notice, each secretly thinking that Rosa, the beauty, would get it, of course.
But she didn't; she slipped up on the word "receive," after all, putting the i before the e; and her stolid companion, catching69 her breath awesomely70, slowly spelled it right and received the blue prize, pinned gracefully71 at the throat of her old brown gingham by the teacher's own soft, white fingers, while the school looked on admiringly and the blood rolled hotly up the back of her neck and spread over her face and forehead. Rosa, the beauty, went crestfallen72 to her seat.
It was at noon, while they ate their lunch, that Margaret tried to get acquainted with the girls, calling most of them by name, to their great surprise, and hinting of delightful57 possibilities in the winter's work. Then she slipped out among the boys and watched their sports, laughing and applauding when some one made a particularly fine play, as if she thoroughly73 understood and appreciated.
She managed to stand near Jed and Timothy just before Bud rang the bell. "I've heard you are great sportsmen," she said to them, confidingly74. "And I've been wondering if you'll teach me some things I want to learn? I want to know how to ride and shoot. Do you suppose I could learn?"
"Sure!" they chorused, eagerly, their embarrassment75 forgotten. "Sure, you could learn fine! Sure, we'll learn you!"
And then the bell rang and they all went in.
The afternoon was a rather informal arrangement of classes and schedule for the next day, Margaret giving out slips of paper with questions for each to answer, that she might find out just where to place them; and while they wrote she went from one to another, getting acquainted, advising, and suggesting about what they wanted to study. It was all so new and wonderful to them! They had not been used to caring what they were to study. Now it almost seemed interesting.
But when the day was done, the school-house locked, and Bud and Margaret started for home, she realized that she was weary. Yet it was a weariness of success and not of failure, and she felt happy in looking forward to the morrow.
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1
defiantly
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| adv.挑战地，大胆对抗地 | |
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furtively
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| adv. 偷偷地, 暗中地 | |
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acting
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| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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condescension
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| n.自以为高人一等，贬低(别人) | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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eyebrows
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| 眉毛( eyebrow的名词复数 ) | |
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8
shuffling
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| adj. 慢慢移动的, 滑移的 动词shuffle的现在分词形式 | |
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9
rumbling
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| n. 隆隆声, 辘辘声 adj. 隆隆响的 动词rumble的现在分词 | |
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mischief
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| n.损害，伤害，危害；恶作剧，捣蛋，胡闹 | |
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idols
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| 偶像( idol的名词复数 )； 受崇拜的人或物； 受到热爱和崇拜的人或物； 神像 | |
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wink
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| n.眨眼，使眼色，瞬间；v.眨眼，使眼色，闪烁 | |
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placate
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| v.抚慰，平息(愤怒) | |
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growl
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| v.（狗等）嗥叫，（炮等）轰鸣；n.嗥叫，轰鸣 | |
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15
growls
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| v.（动物）发狺狺声， （雷）作隆隆声( growl的第三人称单数 )；低声咆哮着说 | |
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perspiration
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| n.汗水；出汗 | |
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standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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amazement
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| n.惊奇，惊讶 | |
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astonishment
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| n.惊奇，惊异 | |
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enjoyment
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| n.乐趣；享有；享用 | |
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ripple
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| n.涟波，涟漪，波纹，粗钢梳；vt.使...起涟漪，使起波纹； vi.呈波浪状，起伏前进 | |
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syllables
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| n.音节( syllable的名词复数 ) | |
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23
spoke
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| n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说 | |
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partnership
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| n.合作关系，伙伴关系 | |
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virtue
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| n.德行，美德；贞操；优点；功效，效力 | |
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imperative
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| n.命令，需要；规则；祈使语气；adj.强制的；紧急的 | |
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graceful
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| adj.优美的，优雅的；得体的 | |
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gee
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| n.马；int.向右！前进！，惊讶时所发声音；v.向右转 | |
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29
growled
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| v.（动物）发狺狺声， （雷）作隆隆声( growl的过去式和过去分词 )；低声咆哮着说 | |
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tune
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| n.调子；和谐，协调；v.调音，调节，调整 | |
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smoothly
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| adv.平滑地，顺利地，流利地，流畅地 | |
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tenor
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| n.男高音（歌手），次中音（乐器），要旨，大意 | |
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puckered
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| v.（使某物）起褶子或皱纹( pucker的过去式和过去分词 ) | |
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pucker
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| v.撅起，使起皱；n.（衣服上的）皱纹，褶子 | |
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ominous
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| adj.不祥的，不吉的，预兆的，预示的 | |
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erratic
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| adj.古怪的，反复无常的，不稳定的 | |
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bass
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| n.男低音(歌手)；低音乐器；低音大提琴 | |
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38
annoyance
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| n.恼怒，生气，烦恼 | |
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appreciative
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| adj.有鉴赏力的，有眼力的；感激的 | |
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40
meekly
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| adv.温顺地，逆来顺受地 | |
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41
stunt
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| n.惊人表演，绝技，特技；vt.阻碍...发育，妨碍...生长 | |
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42
noted
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| adj.著名的，知名的 | |
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Christian
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| adj.基督教徒的；n.基督教徒 | |
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fixed
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| adj.固定的，不变的，准备好的；(计算机)固定的 | |
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impatience
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| n.不耐烦，急躁 | |
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scented
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| adj.有香味的；洒香水的；有气味的v.嗅到(scent的过去分词) | |
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incipient
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| adj.起初的，发端的，初期的 | |
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steadily
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| adv.稳定地；不变地；持续地 | |
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heartily
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| adv.衷心地，诚恳地，十分，很 | |
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afterward
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| adv.后来；以后 | |
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forth
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| adv.向前；向外，往外 | |
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auditorium
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| n.观众席，听众席；会堂，礼堂 | |
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assent
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| v.批准，认可；n.批准，认可 | |
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propounded
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| v.提出（问题、计划等）供考虑[讨论]，提议( propound的过去式和过去分词 ) | |
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55
victorious
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| adj.胜利的，得胜的 | |
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distinguished
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| adj.卓越的，杰出的，著名的 | |
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delightful
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| adj.令人高兴的，使人快乐的 | |
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delightfully
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| 大喜，欣然 | |
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bent
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| n.爱好，癖好；adj.弯的；决心的，一心的 | |
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worthy
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| adj.(of)值得的，配得上的；有价值的 | |
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bullies
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| n.欺凌弱小者, 开球 vt.恐吓, 威胁, 欺负 | |
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recess
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| n.短期休息，壁凹（墙上装架子，柜子等凹处） | |
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63
gathering
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| n.集会，聚会，聚集 | |
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triumphantly
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| ad.得意洋洋地；得胜地；成功地 | |
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fray
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| v.争吵；打斗；磨损，磨破；n.吵架；打斗 | |
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prominence
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| n.突出；显著；杰出；重要 | |
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stolid
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| adj.无动于衷的，感情麻木的 | |
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homely
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| adj.家常的，简朴的；不漂亮的 | |
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catching
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| adj.易传染的，有魅力的，迷人的，接住 | |
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awesomely
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| 赫然 | |
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gracefully
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| ad.大大方方地；优美地 | |
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72
crestfallen
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| adj. 挫败的，失望的，沮丧的 | |
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thoroughly
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| adv.完全地，彻底地，十足地 | |
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confidingly
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| adv.信任地 | |
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embarrassment
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| n.尴尬；使人为难的人(事物)；障碍；窘迫 | |
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