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首页 » 经典英文小说 » Ella, a little schoolgirl of the sixties » CHAPTER XIV AMONG THE “WELL-BEHAVED ANGELS”
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CHAPTER XIV AMONG THE “WELL-BEHAVED ANGELS”
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The class to be promoted met as usual in the Second Room, and with their books marched into the First Room. Besides the glory of the promotion1, Ella’s dignity had another foundation, namely, that she was thoroughly2 up to date in her equipment. Her smoothly3 sliding slate4 pencil that worked like a gold one had not yet been surpassed by any new invention, but the large slate was quite behind the times. The proper thing now was to have what was apparently5 a book about the size of her arithmetic and grammar, but made up of four small slates6, of real slate, but thin and light, and with slender wooden frames. The binding7 of Ella’s was of a bright, cheery shade of blue, and on the outside was printed in gilt8, with a large Spencerian flourish, “Notes.”
 
The slate was enough to give elegance9 to her outfit10, but the crowning touch of distinction was her book-carrier. Bags had long before gone out of use, if indeed they had ever been in use in that city. The informal court of school girls had decided11 some time before this that a strap12 buckled13 around a little pile of books would do very well for boys, but was not in the best taste for their sisters. Moreover, the strap jammed the edges of the books, and this was an argument[Pg 132] against it which was not without force at home, for even in families of little education a schoolbook was an article to be tenderly cared for.
 
Books were not provided by the city and showered into the hands of pupils to be used or abused according to disposition14 and home training, or lack of training, and then tossed to the following class. They were to be bought, sometimes with self-denial on the part of children or their parents, to be neatly15 covered with light brown paper or sometimes with some well-wearing color of calico, and treated with respect. A new book was an acquisition, an article of value to have and to hold. Usually the child’s name and the date of its purchase were written on the flyleaf, often, by special request, in the handwriting of the teacher. Books were used for a long time. With all the glory of promotion to the First Room, only two new books were to be bought. The same geography, grammar, speller, and arithmetic were to serve for the two years before going to the high school.
 
To carry these precious volumes a new article had recently been invented. The books were laid between two parallel pieces of wood with a strong cord running through holes at either end and wound up by a little wheel and ratchet under the handle. The slight snap that the wheel made in catching16 was exceedingly agreeable to the ears of little schoolgirl owners.
 
These carriers were not yet very common; but Ella had with considerable foresight17 and crocheting19 of[Pg 133] mittens20 prepared for the future; and now when all the boys and most of the girls marched into the First Room with jagged armfuls of books and slates, Ella, and two or three others carried only neatly screwed up carriers carefully packed with the largest books at the bottom and the smallest at the top, especially when the smallest was a new notebook slate.
 
The principal sat on the platform, and as Ella went by, she gave him a friendly little smile which he found himself returning. The assistant was assigning seats. These were given out according to the rank of the pupil for the last quarter. Ella had been Number One, and so the place of honor, the seat in the farthest corner from the front, was given to her. Alma sat beside her. Back of her was a wall, and on her right side was another wall.
 
Alma was a quiet girl who studied hard, and Ella liked her; but Alma never whispered, not even if she had plenty of extras to spare, and, Ella feared, would not even “communicate.” The assistant had explained what was meant by “communicating.” If you smiled at anyone or nodded your head, or took up your deskmate’s pencil with a look that meant, “May I use this?” you were communicating. In short, you were expected to behave “as if you were entirely22 alone in the room,” said the assistant.
 
Ella had meant to be very, very good in this new room, but expectations of such preternatural excellence23 alarmed her. She felt like a naughty little imp24[Pg 134] dropped by mistake into a roomful of particularly well-behaved angels. Just then she looked up and caught sight of a vacant chair standing25 near the assistant’s place on the platform. That was where she had sat to do the examples that had admitted her to the Second Room. It was five months ago. None of the First Roomers had paid any attention to her. She was quite beneath them. And now she herself was a First Roomer. She was no longer a naughty little imp, she was one of the particularly well-behaved angels. She was twelve years old, and in two years she would go to the high school. She sat up very straight and arranged her books in her half of the desk with much dignity.
 
Ella had supposed that the lessons would be harder in the First Room, and she was surprised to find that they were no more difficult than in the Second Room, though perhaps a little more accuracy was required—if that was possible.
 
The spelling lessons were always written. “People rarely spell words orally,” declared the principal. “Nine tenths of the time they write them. What is needed is the ability to spell correctly on paper, and to spell without the slightest hesitation26.”
 
The first step in this undertaking27 was to cut foolscap paper into strips between two and three inches wide. This was done by the principal in primitive28 fashion, that is, with a jackknife and ruler. They were sold to the pupils at eight strips for a cent. When[Pg 135] spelling was called, each child wrote her name at the top of a strip, dipped her pen into the ink, and squared for instant action. The assistant took her stand beside one of the swiftest writers of the class and gave out words selected from the lesson of the day, as rapidly as they could be written. Every word must be correct at the first writing. In the first place, there was no time to make any change. In the second place, the attempt was always discovered. Even a shower of little blots29, carefully made to resemble the work of a spluttering pen, and incidentally to conceal30 a mistake, availed nothing. The papers were corrected by the pupils, and never was one allowed to pass with even an undotted i or an uncrossed t.
 
Straight through the spelling book the children went, reviewing over and over again what they had learned in the lower rooms, and adding to their knowledge by “advance lessons.” They learned columns of words in which ire, yre, ier, iar, igher, and uyer have the same sound; others in which c, d, and ch are silent; they learned words that hunt in couples, pronounced alike but spelled differently and ridiculously apart in meaning; and finally they learned some 1500 of those words of the English language that may be counted upon almost with certainty to produce a crop of failures.
 
Fifty words were written each day, and to win the longed for 100 per cent, every one of them must be above suspicion. There were examinations in spelling[Pg 136] of course, and as a kind of supertest, the class was one day required to write from dictation on the spur of the moment, the following sentence:
 
It is an agreeable sight to witness the unparalleled embarrassment31 of the harassed32 peddler, attempting to gauge33 the symmetry of an onion which a sibyl had peeled with a poniard, regardless of the innuendoes34 of the lilies of carnelian hue35.
 
Pupils who ranked high were given in turn the charge of the report book. This was an honor, but also a great responsibility. There were no mistakes in that book, for every figure was watched. “I am keeping my own report very rigidly36 myself this term,” wrote Ella, “so as to see if there is any foul37 play.”
 
Keeping the reports was not only a responsible but a complicated matter. To begin with, there were “whole failures” and “half failures.” A downright “I don’t know” was a whole failure. A slightly muddled38 recitation, not all wrong and not all right, was a half failure. Then, too, there were extras to be considered and taken account of. Sometimes these were promised in advance, but generally they were given unexpectedly for some specially21 good piece of work. A particularly good map, an unusually clear recitation of some difficult point, sometimes won from one to ten extras. On one never-to-be-forgotten day, when there was a very hard lesson in grammar, the assistant gave to every one who did not fail ten good solid extras, thus deeply arousing the regret of those who[Pg 137] would have studied harder if they had guessed what she meant to do.
 
Grammar was in the hands of the assistant, and it was whispered among awestruck children that the author of the grammar—author of a printed book!—had said that he wished he could teach his own book as well as she. Could there be greater glory? In the lower rooms, a smaller grammar was used; but on entering the Second Room this larger textbook came to its own, and was used every day for two years and a half. It never occurred to any one that the children might cease to be interested and that it would be better to make a change every little while. The grammar was there to be learned, and learned thoroughly.
 
When they came to the list of prepositions, Ella was appalled39. She had never had the training of the lower grades in learning unrelated words, and to learn this list of sixty-four was much worse than lists of productions. She asked the assistant:
 
“Why do we have to learn that list?”
 
“So that you will recognize a preposition when you come to it.”
 
“But I always do.”
 
“How do you know one?”
 
“Just the same way I know a kitten. If it behaves like a kitten, it is a kitten. If it behaves like a preposition, it is a preposition.”
 
The assistant laughed. “It is true that you always[Pg 138] do know a preposition,” she said thoughtfully. “The others learned that list in the lower rooms, and without it I am afraid some of them would not know a preposition from a kitten. We’ll talk this over some day.”
 
Ella wisely concluded that she need not learn the list, but that she must not tell any one of her privilege. Her experience at the seminary as a “faculty40 child” had taught her never to reveal faculty secrets, and this one was never told. The assistant did not mention the matter again, but Ella noticed that one day when the embarrassing question would naturally have fallen to her, it was given to some one else.
 
One evening at the close of the first term in the First Room, Ella did some counting and measuring of paragraphs. Then she said:
 
“Mother, we have been over only twenty-two pages this whole term. Of course there are exercises besides, but what we have really learned, if it was printed together solidly, would make only seven.”
 
“I will speak to the assistant if you like,” said the mother, “and ask her if she can arrange to give you longer lessons.”
 
“Oh, no,” cried Ella in some alarm. “If the lessons were longer, there wouldn’t be any time to read and play and crochet18 and draw and go to see the other girls and have them come to see me. But I was just thinking how it would sound if I should get to be a famous woman some day and any one asked how[Pg 139] much grammar I used to do in a term, and you would have to say, ‘Seven pages.’ Then people would think I must have been horribly stupid.”
 
“Don’t worry,” advised the mother with a smile. “Before you are a famous woman, there will be time enough to go over more pages. Just learn everything thoroughly. That’s all you have to do now.”
 
“I do learn everything thoroughly,” declared Ella. “I have to, if I am going to stay at the head of the class—and I am,” she added with emphasis. “Anyway, I like grammar. I don’t like learning rules, of course, and when I give an illustration that is just as good as the one in the book and a great deal more sensible, I don’t see why it should be called wrong. I recited, ‘The adverbial element may be an adverbial clause denoting time.’ The illustration was ‘While I was musing41, the fire burned.’ Now when you’re musing, the fire doesn’t burn, it goes out, or at any rate it burns low; so I said, ‘While I was musing, the fire burned low.’ The sentence contained an adverbial clause, and it was good sense and the way fires behave, and it sounded better; but it was counted half a failure. I don’t think that was fair; but I do like parsing42 and analyzing43. It’s real fun to shake a sentence all to pieces till it has to tell you just what it means and what it didn’t intend you should ever know. It’s as much fun as any game. But when an illustration illustrates45, it does illustrate44. It’s right, and I don’t see how it could be any more right.”
 
[Pg 140]
 
“Perhaps when you become that famous woman, you can write a grammar that will keep every little girl at the head of the class and never allow any one to fail.”
 
“But I don’t believe I’d care so much about being at the head if every one else was there. Do you think it’s selfish to want to be at the head?”
 
“How should you feel if some other girl was always at the head? That’s the way to find out,” said the mother.
 
“I suppose I shouldn’t like it,” Ella replied thoughtfully. “But I like the principal, and I have reason to think that he likes me, and he would be disappointed if I failed on purpose and went down. It would not be right to disappoint him, would it?”
 
“No,” said the mother, “it would be wrong not to do your best; but you must try just as hard to be kind to all the boys and girls as you do to stand at the head.”
 
“There’s one boy who doesn’t like me,” said Ella meditatively46, “and I never did a thing to him. He told the assistant to-day that I was drawing a picture. She told me to bring it to the desk. I was trying to copy the ‘Landing of the Pilgrims’ from our history. She looked at it, and then she said, ‘Ella has taken great pains with it, and it is very well done. Learn your lessons as well as she does, and you may draw, too. And remember that I do not like tale-bearing.’”
 
[Pg 141]
 
“I hope you didn’t smile and look pleased when she said that.”
 
“No, I didn’t—neither did the boy. I did make up a face, though,” she added a moment later.
 
“Why, Ella!”
 
“Oh, just in my mind, I mean. It didn’t do him any harm, and it made me feel a whole lot better.”

点击收听单词发音收听单词发音  

1 promotion eRLxn     
n.提升,晋级;促销,宣传
参考例句:
  • The teacher conferred with the principal about Dick's promotion.教师与校长商谈了迪克的升级问题。
  • The clerk was given a promotion and an increase in salary.那个职员升了级,加了薪。
2 thoroughly sgmz0J     
adv.完全地,彻底地,十足地
参考例句:
  • The soil must be thoroughly turned over before planting.一定要先把土地深翻一遍再下种。
  • The soldiers have been thoroughly instructed in the care of their weapons.士兵们都系统地接受过保护武器的训练。
3 smoothly iiUzLG     
adv.平滑地,顺利地,流利地,流畅地
参考例句:
  • The workmen are very cooperative,so the work goes on smoothly.工人们十分合作,所以工作进展顺利。
  • Just change one or two words and the sentence will read smoothly.这句话只要动一两个字就顺了。
4 slate uEfzI     
n.板岩,石板,石片,石板色,候选人名单;adj.暗蓝灰色的,含板岩的;vt.用石板覆盖,痛打,提名,预订
参考例句:
  • The nominating committee laid its slate before the board.提名委员会把候选人名单提交全体委员会讨论。
  • What kind of job uses stained wood and slate? 什么工作会接触木头污浊和石板呢?
5 apparently tMmyQ     
adv.显然地;表面上,似乎
参考例句:
  • An apparently blind alley leads suddenly into an open space.山穷水尽,豁然开朗。
  • He was apparently much surprised at the news.他对那个消息显然感到十分惊异。
6 slates ba298a474e572b7bb22ea6b59e127028     
(旧时学生用以写字的)石板( slate的名词复数 ); 板岩; 石板瓦; 石板色
参考例句:
  • The contract specifies red tiles, not slates, for the roof. 合同规定屋顶用红瓦,并非石板瓦。
  • They roofed the house with slates. 他们用石板瓦做屋顶。
7 binding 2yEzWb     
有约束力的,有效的,应遵守的
参考例句:
  • The contract was not signed and has no binding force. 合同没有签署因而没有约束力。
  • Both sides have agreed that the arbitration will be binding. 双方都赞同仲裁具有约束力。
8 gilt p6UyB     
adj.镀金的;n.金边证券
参考例句:
  • The plates have a gilt edge.这些盘子的边是镀金的。
  • The rest of the money is invested in gilt.其余的钱投资于金边证券。
9 elegance QjPzj     
n.优雅;优美,雅致;精致,巧妙
参考例句:
  • The furnishings in the room imparted an air of elegance.这个房间的家具带给这房间一种优雅的气氛。
  • John has been known for his sartorial elegance.约翰因为衣着讲究而出名。
10 outfit YJTxC     
n.(为特殊用途的)全套装备,全套服装
参考例句:
  • Jenney bought a new outfit for her daughter's wedding.珍妮为参加女儿的婚礼买了一套新装。
  • His father bought a ski outfit for him on his birthday.他父亲在他生日那天给他买了一套滑雪用具。
11 decided lvqzZd     
adj.决定了的,坚决的;明显的,明确的
参考例句:
  • This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
  • There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。
12 strap 5GhzK     
n.皮带,带子;v.用带扣住,束牢;用绷带包扎
参考例句:
  • She held onto a strap to steady herself.她抓住拉手吊带以便站稳。
  • The nurse will strap up your wound.护士会绑扎你的伤口。
13 buckled qxfz0h     
a. 有带扣的
参考例句:
  • She buckled her belt. 她扣上了腰带。
  • The accident buckled the wheel of my bicycle. 我自行车的轮子在事故中弄弯了。
14 disposition GljzO     
n.性情,性格;意向,倾向;排列,部署
参考例句:
  • He has made a good disposition of his property.他已对财产作了妥善处理。
  • He has a cheerful disposition.他性情开朗。
15 neatly ynZzBp     
adv.整洁地,干净地,灵巧地,熟练地
参考例句:
  • Sailors know how to wind up a long rope neatly.水手们知道怎样把一条大绳利落地缠好。
  • The child's dress is neatly gathered at the neck.那孩子的衣服在领口处打着整齐的皱褶。
16 catching cwVztY     
adj.易传染的,有魅力的,迷人的,接住
参考例句:
  • There are those who think eczema is catching.有人就是认为湿疹会传染。
  • Enthusiasm is very catching.热情非常富有感染力。
17 foresight Wi3xm     
n.先见之明,深谋远虑
参考例句:
  • The failure is the result of our lack of foresight.这次失败是由于我们缺乏远虑而造成的。
  • It required a statesman's foresight and sagacity to make the decision.作出这个决定需要政治家的远见卓识。
18 crochet qzExU     
n.钩针织物;v.用钩针编制
参考例句:
  • That's a black crochet waistcoat.那是一件用钩针编织的黑色马甲。
  • She offered to teach me to crochet rugs.她提出要教我钩织小地毯。
19 crocheting 7f0108207249d2f35ad1587617bc69e3     
v.用钩针编织( crochet的现在分词 );钩编
参考例句:
  • She sat there crocheting all day. 她整天坐在那里用钩针编织东西。 来自互联网
  • The crafts teacher is skillful in knitting,crocheting,embroidery,and the use of the hand loom. 手工艺教师善于纺织、钩编、刺绣和使用手摇织布机。 来自互联网
20 mittens 258752c6b0652a69c52ceed3c65dbf00     
不分指手套
参考例句:
  • Cotton mittens will prevent the baby from scratching his own face. 棉的连指手套使婴儿不会抓伤自己的脸。
  • I'd fisted my hands inside their mittens to keep the fingers warm. 我在手套中握拳头来保暖手指。
21 specially Hviwq     
adv.特定地;特殊地;明确地
参考例句:
  • They are specially packaged so that they stack easily.它们经过特别包装以便于堆放。
  • The machine was designed specially for demolishing old buildings.这种机器是专为拆毁旧楼房而设计的。
22 entirely entirely     
ad.全部地,完整地;完全地,彻底地
参考例句:
  • The fire was entirely caused by their neglect of duty. 那场火灾完全是由于他们失职而引起的。
  • His life was entirely given up to the educational work. 他的一生统统献给了教育工作。
23 excellence ZnhxM     
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。
24 imp Qy3yY     
n.顽童
参考例句:
  • What a little imp you are!你这个淘气包!
  • There's a little imp always running with him.他总有一个小鬼跟着。
25 standing 2hCzgo     
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。
26 hesitation tdsz5     
n.犹豫,踌躇
参考例句:
  • After a long hesitation, he told the truth at last.踌躇了半天,他终于直说了。
  • There was a certain hesitation in her manner.她的态度有些犹豫不决。
27 undertaking Mfkz7S     
n.保证,许诺,事业
参考例句:
  • He gave her an undertaking that he would pay the money back with in a year.他向她做了一年内还钱的保证。
  • He is too timid to venture upon an undertaking.他太胆小,不敢从事任何事业。
28 primitive vSwz0     
adj.原始的;简单的;n.原(始)人,原始事物
参考例句:
  • It is a primitive instinct to flee a place of danger.逃离危险的地方是一种原始本能。
  • His book describes the march of the civilization of a primitive society.他的著作描述了一个原始社会的开化过程。
29 blots 25cdfd1556e0e8376c8f47eb20f987f9     
污渍( blot的名词复数 ); 墨水渍; 错事; 污点
参考例句:
  • The letter had many blots and blurs. 信上有许多墨水渍和污迹。
  • It's all, all covered with blots the same as if she were crying on the paper. 到处,到处都是泪痕,像是她趴在信纸上哭过。 来自名作英译部分
30 conceal DpYzt     
v.隐藏,隐瞒,隐蔽
参考例句:
  • He had to conceal his identity to escape the police.为了躲避警方,他只好隐瞒身份。
  • He could hardly conceal his joy at his departure.他几乎掩饰不住临行时的喜悦。
31 embarrassment fj9z8     
n.尴尬;使人为难的人(事物);障碍;窘迫
参考例句:
  • She could have died away with embarrassment.她窘迫得要死。
  • Coughing at a concert can be a real embarrassment.在音乐会上咳嗽真会使人难堪。
32 harassed 50b529f688471b862d0991a96b6a1e55     
adj. 疲倦的,厌烦的 动词harass的过去式和过去分词
参考例句:
  • He has complained of being harassed by the police. 他投诉受到警方侵扰。
  • harassed mothers with their children 带着孩子的疲惫不堪的母亲们
33 gauge 2gMxz     
v.精确计量;估计;n.标准度量;计量器
参考例句:
  • Can you gauge what her reaction is likely to be?你能揣测她的反应可能是什么吗?
  • It's difficult to gauge one's character.要判断一个人的品格是很困难的。
34 innuendoes 37b292d6336de1f9a847664d8f79a346     
n.影射的话( innuendo的名词复数 );讽刺的话;含沙射影;暗讽
参考例句:
  • innuendoes about her private life 对她私生活含沙射影的指责
  • I'm sure he thinks I stole the money—he kept making innuendoes about my \"new-found-wealth\". 我确信他一定以为钱是我偷的,因为他不断含沙射影地说我“新近发了财”。 来自《简明英汉词典》
35 hue qdszS     
n.色度;色调;样子
参考例句:
  • The diamond shone with every hue under the sun.金刚石在阳光下放出五颜六色的光芒。
  • The same hue will look different in different light.同一颜色在不同的光线下看起来会有所不同。
36 rigidly hjezpo     
adv.刻板地,僵化地
参考例句:
  • Life today is rigidly compartmentalized into work and leisure. 当今的生活被严格划分为工作和休闲两部分。
  • The curriculum is rigidly prescribed from an early age. 自儿童时起即已开始有严格的课程设置。
37 foul Sfnzy     
adj.污秽的;邪恶的;v.弄脏;妨害;犯规;n.犯规
参考例句:
  • Take off those foul clothes and let me wash them.脱下那些脏衣服让我洗一洗。
  • What a foul day it is!多么恶劣的天气!
38 muddled cb3d0169d47a84e95c0dfa5c4d744221     
adj.混乱的;糊涂的;头脑昏昏然的v.弄乱,弄糟( muddle的过去式);使糊涂;对付,混日子
参考例句:
  • He gets muddled when the teacher starts shouting. 老师一喊叫他就心烦意乱。
  • I got muddled up and took the wrong turning. 我稀里糊涂地拐错了弯。 来自《简明英汉词典》
39 appalled ec524998aec3c30241ea748ac1e5dbba     
v.使惊骇,使充满恐惧( appall的过去式和过去分词)adj.惊骇的;丧胆的
参考例句:
  • The brutality of the crime has appalled the public. 罪行之残暴使公众大为震惊。
  • They were appalled by the reports of the nuclear war. 他们被核战争的报道吓坏了。 来自《简明英汉词典》
40 faculty HhkzK     
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。
41 musing musing     
n. 沉思,冥想 adj. 沉思的, 冥想的 动词muse的现在分词形式
参考例句:
  • "At Tellson's banking-house at nine," he said, with a musing face. “九点在台尔森银行大厦见面,”他想道。 来自英汉文学 - 双城记
  • She put the jacket away, and stood by musing a minute. 她把那件上衣放到一边,站着沉思了一会儿。
42 parsing dbc77665f51d780a776978e34f065af5     
n.分[剖]析,分解v.从语法上描述或分析(词句等)( parse的现在分词 )
参考例句:
  • A parsing program, or parser, is also called a recognizer. 分析过程又称作识别程序。 来自辞典例句
  • This chapter describes a technique for parsing using the bottom-up method. 本章介绍一种使用自底向上方法的分析技术。 来自辞典例句
43 analyzing be408cc8d92ec310bb6260bc127c162b     
v.分析;分析( analyze的现在分词 );分解;解释;对…进行心理分析n.分析
参考例句:
  • Analyzing the date of some socialist countries presents even greater problem s. 分析某些社会主义国家的统计数据,暴露出的问题甚至更大。 来自辞典例句
  • He undoubtedly was not far off the mark in analyzing its predictions. 当然,他对其预测所作的分析倒也八九不离十。 来自辞典例句
44 illustrate IaRxw     
v.举例说明,阐明;图解,加插图
参考例句:
  • The company's bank statements illustrate its success.这家公司的银行报表说明了它的成功。
  • This diagram will illustrate what I mean.这个图表可说明我的意思。
45 illustrates a03402300df9f3e3716d9eb11aae5782     
给…加插图( illustrate的第三人称单数 ); 说明; 表明; (用示例、图画等)说明
参考例句:
  • This historical novel illustrates the breaking up of feudal society in microcosm. 这部历史小说是走向崩溃的封建社会的缩影。
  • Alfred Adler, a famous doctor, had an experience which illustrates this. 阿尔弗莱德 - 阿德勒是一位著名的医生,他有过可以说明这点的经历。 来自中级百科部分
46 meditatively 1840c96c2541871bf074763dc24f786a     
adv.冥想地
参考例句:
  • The old man looked meditatively at the darts board. 老头儿沉思不语,看着那投镖板。 来自英汉文学
  • "Well,'said the foreman, scratching his ear meditatively, "we do need a stitcher. “这--"工头沉思地搔了搔耳朵。 "我们确实需要一个缝纫工。 来自英汉文学 - 嘉莉妹妹


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