Chapter 5 Literary Style

No one can have read Miss Keller's autobiography¹ without feeling that she writes unusually fine English. Any teacher of composition knows that he can bring his pupils to the point of writing without errors in syntax or in the choice of words. It is just this accuracy which Miss Keller's early education fixes as the point to which any healthy child can be brought, and which the analysis of that education accounts for. Those who try to make her an exception not to be explained by any such analysis of her early education, fortify² their position by an appeal to the remarkable³ excellence⁴ of her use of language even when she was a child.
This appeal is to a certain degree valid⁵; for, indeed, those additional harmonies of language and beauties of thought which make style are the gifts of the gods. No teacher could have made Helen Keller sensitive to the beauties of language and to the finer interplay of thought which demands expression in melodious⁶ word groupings.
At the same time the inborn⁷ gift of style can be starved or stimulated⁸. No innate⁹ genius can invent fine language. The stuff of which good style is made must be given to the mind from without and given skilfully¹⁰. A child of the muses¹² cannot write fine English unless fine English has been its nourishment¹³. In this, as in all other things, Miss Sullivan has been the wise teacher. If she had not had taste and an enthusiasm for good English, Helen Keller might have been brought up on the "Juvenile¹⁴ Literature," which belittles¹⁵ the language under pretense¹⁶ of being simply phrased for children; as if a child's book could not, like "Treasure Island" or "Robinson Crusoe" or the "Jungle Book," be in good style.
If Miss Sullivan wrote fine English, the beauty of Helen Keller's style would, in part, be explicable at once. But the extracts from Miss Sullivan's letters and from her reports, although they are clear and accurate, have not the beauty which distinguishes Miss Keller's English. Her service as a teacher of English is not to be measured by her own skill in composition. The reason why she read to her pupil so many good books is due, in some measure, to the fact that she had so recently recovered her eyesight. When she became Helen Keller's teacher she was just awakening¹⁸ to the good things that are in books, from which she had been shut out during her years of blindness.
In Captain Keller's library she found excellent books, Lamb's "Tales from Shakespeare," and better still Montaigne. After the first year or so of elementary work she met her pupil on equal terms, and they read and enjoyed good books together.
Besides the selection of good books, there is one other cause for Miss Keller's excellence in writing, for which Miss Sullivan deserves unlimited¹⁹ credit. That is her tireless and unrelenting discipline, which is evident in all her work. She never allowed her pupil to send off letters which contained offenses²⁰ against taste, but made her write them over until they were not only correct, but charming and well phrased.
Any one who has tried to write knows what Miss Keller owes to the endless practice which Miss Sullivan demanded of her. Let a teacher with a liking²¹ for good style insist on a child's writing a paragraph over and over again until it is more than correct, and he will be training, even beyond his own power of expression, the power of expression in the child.
How far Miss Sullivan carried this process of refinement²² and selection is evident from the humorous comment of Dr. Bell, that she made her pupil a little old woman, too widely different from ordinary children in her maturity²³ of thought. When Dr. Bell said this he was arguing his own case. For it was Dr. Bell who first saw the principles that underlie²⁴ Miss Sullivan's method, and explained the process by which Helen Keller absorbed language from books.
There is, moreover, a reason why Helen Keller writes good English, which lies in the very absence of sight and hearing. The disadvantages of being deaf and blind were overcome and the advantages remained. She excels other deaf people because she was taught as if she were normal. On the other hand, the peculiar²⁵ value to her of language, which ordinary people take for granted as a necessary part of them like their right hand, made her think about language and love it. Language was her liberator²⁶, and from the first she cherished it.
The proof of Miss Keller's early skill in the use of English, and the final comment on the excellence of this whole method of teaching, is contained in an incident, which, although at the time it seemed unfortunate, can no longer be regretted. I refer to the "Frost King" episode, which I shall explain in detail. Miss Keller has given her account of it, and the whole matter was discussed in the first Volta Bureau Souvenir from which I quote at length:
MISS SULLIVAN'S ACCOUNT OF THE "FROST KING"
HON. JOHN HITZ, Superintendent²⁷ of the Volta Bureau, Washington, D. C.
Dear Sir: Since my paper was prepared for the second edition of the Souvenir "Helen Keller," some facts have been brought to my notice which are of interest in connection with the subject of the acquisition of language by my pupil, and if it is not already too late for publication in this issue of the Souvenir, I shall be glad if I may have opportunity to explain them in detail.
Perhaps it will be remembered that in my paper*, where allusion²⁸ is made to Helen's remarkable memory, it is noted²⁹ that she appears to retain in her mind many forms of expression which, at the time they are received, she probably does not understand; but when further information is acquired, the language retained in her memory finds full or partial expression in her conversation or writing, according as it proves of greater or less value to her in the fitness of its application to the new experience. Doubtless this is true in the case of every intelligent child, and should not, perhaps, be considered worthy³⁰ of especial mention in Helen's case, but for the fact that a child who is deprived of the senses of sight and hearing might not be expected to be as gifted mentally as this little girl proves to be; hence it is quite possible we may be inclined to class as marvelous many things we discover in the development of her mind which do not merit such an explanation.
* In this paper Miss Sullivan says: "During this winter (1891-92) I went with her into the yard while a light snow was falling, and let her feel the falling flakes³². She appeared to enjoy it very much indeed. As we went in she repeated these words, 'Out of the cloud-folds of his garments Winter shakes the snow.' I inquired of her where she had read this; she did not remember having read it, did not seem to know that she had learned it. As I had never heard it, I inquired of several of my friends if they recalled the words; no one seemed to remember it. The teachers at the Institution expressed the opinion that the description did not appear in any book in raised print in that library; but one lady, Miss Marrett, took upon herself the task of examining books of poems in ordinary type, and was rewarded by finding the following lines in one of Longfellow's minor³⁴ poems, entitled 'Snowflakes':
'Out of the bosom³⁵ of the air, Out of the cloud-folds of her garments shaken, Over the woodlands brown and bare, Over the harvest-fields forsaken³⁶, Silent, and soft, and slow Descends³⁷ the snow.' "It would seem that Helen had learned and treasured the memory of this expression of the poet, and this morning in the snow-storm had found its application."
In the hope that I may be pardoned if I appear to overestimate³⁸ the remarkable mental capacity and power of comprehension and discrimination which my pupil possesses, I wish to add that, while I have always known that Helen made great use of such descriptions and comparisons as appeal to her imagination and fine poetic³⁹ nature, yet recent developments in her writings convince me of the fact that I have not in the past been fully¹¹ aware to what extent she absorbs the language of her favourite authors. In the early part of her education I had full knowledge of all the books she read and of nearly all the stories which were read to her, and could without difficulty trace the source of any adaptations noted in her writing or conversation; and I have always been much pleased to observe how appropriately she applies the expressions of a favourite author in her own compositions.
The following extracts from a few of her published letters give evidence of how valuable this power of retaining the memory of beautiful language has been to her. One warm, sunny day in early spring, when we were at the North, the balmy atmosphere appears to have brought to her mind the sentiment expressed by Longfellow in "Hiawatha," and she almost sings with the poet: "The ground was all aquiver with the stir of new life. My heart sang for very joy. I thought of my own dear home. I knew that in that sunny land spring had come in all its splendour. 'All its birds and all its blossoms, all its flowers and all its grasses.'"
About the same time, in a letter to a friend, in which she makes mention of her Southern home, she gives so close a reproduction from a poem by one of her favourite authors that I will give extracts from Helen's letter and from the poem itself:
EXTRACTS FROM HELEN'S LETTER
[The entire letter is published on pp. 245 and 246 of the Report of the Perkins Institution for 1891]
The blue-bird with his azure⁴⁰ plumes⁴¹, the thrush clad all in brown, the robin¹⁷ jerking his spasmodic throat, the oriole drifting like a flake³³ of fire, the jolly bobolink and his happy mate, the mocking-bird imitating the notes of all, the red-bird with his one sweet trill, and the busy little wren⁴², are all making the trees in our front yard ring with their glad song.
FROM THE POEM ENTITLED "SPRING" BY OLIVER WENDELL HOLMES
The bluebird, breathing from his azure plumes The fragrance⁴³ borrowed from the myrtle blooms; The thrush, poor wanderer, dropping meekly⁴⁴ down, Clad in his remnant of autumnal brown; The oriole, drifting like a flake of fire Rent by a whirlwind from a blazing spire⁴⁵; The robin, jerking his spasmodic throat, Repeats imperious, his staccato note; The crack-brained bobolink courts his crazy mate, Poised⁴⁶ on a bullrush tipsy with his weight: Nay⁴⁷, in his cage the lone⁴⁸ canary sings, Feels the soft air, and spreads his idle wings.
On the last day of April she uses another expression from the same poem, which is more an adaptation than a reproduction: "To-morrow April will hide her tears and blushes beneath the flowers of lovely May."
In a letter to a friend at the Perkins Institution, dated May 17, 1889, she gives a reproduction from one of Hans Christian⁴⁹ Andersen's stories, which I had read to her not long before. This letter is published in the Perkins Institution Report (1891), p. 204. The original story was read to her from a copy of "Andersen's Stories," published by Leavitt & Allen Bros., and may be found on p. 97 of
Part I. in that volume.
Her admiration⁵⁰ for the impressive explanations which Bishop⁵¹ Brooks⁵² has given her of the Fatherhood of God is well known. In one of his letters, speaking of how God in every way tells us of His love, he says, "I think he writes it even upon the walls of the great house of nature which we live in, that he is our Father." The next year at Andover she said: "It seems to me the world is full of goodness, beauty, and love; and how grateful we must be to our heavenly Father, who has given us so much to enjoy! His love and care are written all over the walls of nature."
In these later years, since Helen has come in contact with so many persons who are able to converse⁵⁴ freely with her, she has made the acquaintance of some literature with which I am not familiar; she has also found in books printed in raised letters, in the reading of which I have been unable to follow her, much material for the cultivation⁵⁵ of the taste she possesses for poetical⁵⁶ imagery. The pages of the book she reads become to her like paintings, to which her imaginative powers give life and colour. She is at once transported into the midst of the events portrayed⁵⁷ in the story she reads or is told, and the characters and descriptions become real to her; she rejoices when justice wins, and is sad when virtue⁵⁸ goes unrewarded. The pictures the language paints on her memory appear to make an indelible impression; and many times, when an experience comes to her similar in character, the language starts forth⁵⁹ with wonderful accuracy, like the reflection from a mirror.
Helen's mind is so gifted by nature that she seems able to understand with only the faintest touch of explanation every possible variety of external relations. One day in Alabama, as we were gathering⁶⁰ wild flowers near the springs on the hillsides, she seemed to understand for the first time that the springs were surrounded by mountains, and she exclaimed: "The mountains are crowding around the springs to look at their own beautiful reflections!" I do not know where she obtained this language, yet it is evident that it must have come to her from without, as it would hardly be possible for a person deprived of the visual sense to originate such an idea. In mentioning a visit to Lexington, Mass., she writes: "As we rode along we could see the forest monarchs⁶¹ bend their proud forms to listen to the little children of the woodlands whispering their secrets. The anemone⁶³, the wild violet, the hepatica, and the funny little curled-up ferns all peeped out at us from beneath the brown leaves." She closes this letter with, "I must go to bed, for Morpheus has touched my eyelids⁶⁴ with his golden wand." Here again, I am unable to state where she acquired these expressions.
She has always seemed to prefer stories which exercise the imagination, and catches and retains the poetic spirit in all such literature; but not until this winter have I been conscious that her memory absorbed the exact language to such an extent that she is herself unable to trace the source.
This is shown in a little story she wrote in October last at the home of her parents in Tuscumbia, which she called "Autumn Leaves." She was at work upon it about two weeks, writing a little each day, at her own pleasure. When it was finished, and we read it in the family, it occasioned much comment on account of the beautiful imagery, and we could not understand how Helen could describe such pictures without the aid of sight. As we had never seen or heard of any such story as this before, we inquired of her where she read it; she replied, "I did not read it; it is my story for Mr. Anagnos's birthday." While I was surprised that she could write like this, I was not more astonished than I had been many times before at the unexpected achievements of my little pupil, especially as we had exchanged many beautiful thoughts on the subject of the glory of the ripening⁶⁵ foliage⁶⁶ during the autumn of this year.
Before Helen made her final copy of the story, it was suggested to her to change its title to "The Frost King," as more appropriate to the subject of which the story treated; to this she willingly assented⁶⁷. The story was written by Helen in braille, as usual and copied by her in the same manner, I then interlined the manuscript for the greater convenience of those who desired to read it. Helen wrote a little letter, and, enclosing the manuscript, forwarded both by mail to Mr. Anagnos for his birthday.
The story was printed in the January number of the Mentor⁶⁸ and, from a review of it in the Goodson Gazette, I was startled to find that a very similar story had been published in 1873, seven years before Helen was born. This story, "Frost Fairies," appeared in a book written by Miss Margaret T. Canby, entitled "Birdie and his Fairy Friends." The passages quoted from the two stories were so much alike in thought and expression as to convince me that Miss Canby's story must at some time have been read to Helen.
As I had never read this story, or even heard of the book, I inquired of Helen if she knew anything about the matter, and found she did not. She was utterly⁶⁹ unable to recall either the name of the story or the book. Careful examination was made of the books in raised print in the library of the Perkins Institution to learn if any extracts from this volume could be found there; but nothing was discovered. I then concluded that the story must have been read to her a long time ago, as her memory usually retains with great distinctness facts and impressions which have been committed to its keeping.
After making careful inquiry⁷⁰, I succeeded in obtaining the information that our friend, Mrs. S. C. Hopkins, had a copy of this book in 1888 which was presented to her little daughter in 1873 or 1874. Helen and I spent the summer of 1888 with Mrs. Hopkins at her home in Brewster, Mass., where she kindly⁷¹ relieved me a part of the time, of the care of Helen. She amused and entertained Helen by reading to her from a collection of juvenile publications, among which was the copy of "Birdie and his Fairy Friends"; and, while Mrs. Hopkins does not remember this story of "Frost Fairies," she is confident that she read to Helen extracts, if not entire stories, from this volume. But as she was not able to find her copy, and applications for the volume at bookstores in Boston, New York, Philadelphia, Albany, and other places resulted only in failure, search was instituted for the author herself. This became a difficult task, as her publishers in Philadelphia had retired⁷² from business many years ago; however, it was eventually discovered that her residence is at Wilmington, Delaware, and copies of the second edition of the book, 1889, were obtained from her. She has since secured and forwarded to me a copy of the first edition.
The most generous and gratifying letters have been received from Miss Canby by Helen's friends, a few extracts from which are given:
Under date of February 24, 1892, after mentioning the order of the publication of the stories in the magazine, she writes:
"All the stories were revised before publishing them in book form; additions were made to the number as first published, I think, and some of the titles may have been changed."
In the same letter she writes:
"I hope that you will be able to make her understand that I am glad she enjoyed my story, and that I hope the new book will give her pleasure by renewing her friendship with the Fairies. I shall write to her in a short time. I am so much impressed with what I have learned of her that I have written a little poem entitled A Silent Singer, which I may send to her mother after a while. Can you tell me in what paper the article appeared accusing Helen of plagiarism⁷³, and giving passages from both stories? I should like much to see it, and to obtain a few copies if possible."
Under date of March 9, 1892, Miss Canby writes:
"I find traces, in the Report which you so kindly sent me, of little Helen having heard other stories than that of 'Frost Fairies.' On page 132, in a letter, there is a passage which must have been suggested by my story called 'The Rose Fairies' (see pp. 13-16 of 'Birdie') and on pages 93 and 94 of the Report the description of a thunderstorm is very much like Birdie's idea of the same in the 'Dew Fairies' on page 59 and 60 of my book. What a wonderfully active and retentive⁷⁴ mind that gifted child must have! If she had remembered and written down accurately⁷⁵, a short story, and that soon after hearing it, it would have been a marvel³¹; but to have heard the story once, three years ago, and in such a way that neither her parents nor teacher could ever allude⁷⁶ to it or refresh her memory about it, and then to have been able to reproduce it so vividly⁷⁷, even adding some touches of her own in perfect keeping with the rest, which really improve the original, is something that very few girls of riper age, and with every advantage of sight, hearing, and even great talents for composition, could have done as well, if at all. Under the circumstances, I do not see how any one can be so unkind as to call it a plagiarism; it is a wonderful feat⁷⁸ of memory, and stands ALONE, as doubtless much of her work will in future, if her mental powers grow and develop with her years as greatly as in the few years past. I have known many children well, have been surrounded by them all my life, and love nothing better than to talk with them, amuse them, and quietly notice their traits of mind and character; but I do not recollect⁷⁹ more than one girl of Helen's age who had the love and thirst for knowledge, and the store of literary and general information, and the skill in composition, which Helen possesses. She is indeed a 'Wonder-Child.' Thank you very much for the Report, Gazette, and Helen's Journal. The last made me realize the great disappointment to the dear child more than before. Please give her my warm love, and tell her not to feel troubled about it any more. No one shall be allowed to think it was anything wrong; and some day she will write a great, beautiful story or poem that will make many people happy. Tell her there are a few bitter drops in every one's cup, and the only way is to take the bitter patiently, and the sweet thankfully. I shall love to hear of her reception of the book and how she likes the stories which are new to her."
I have now (March, 1892) read to Helen "The Frost Fairies," "The Rose Fairies," and a portion of "The Dew Fairies," but she is unable to throw any light on the matter. She recognized them at once as her own stories, with variations, and was much puzzled to know how they could have been published before she was born! She thinks it is wonderful that two people should write stories so much alike; but she still considers her own as original.
I give below a portion of Miss Canby's story, "The Rose Fairies," and also Helen's letter to Mr. Anagnos containing her "dream," so that the likenesses and differences may be studied by those interested in the subject:
THE ROSE FAIRIES
[From"Birdie and his Fairy Friends," by Margaret T. Canby]
One pleasant morning little Birdie might have been seen sitting quietly on the grass-plat at the side of his mother's house, looking very earnestly at the rose-bushes.
It was quite early; great Mr. Sun, who is such an early riser in summer time, had not been up very long; the birds were just beginning to chirp⁸⁰ their "good-mornings" to each other; and as for the flowers, they were still asleep. But Birdie was so busy all day, trotting⁸¹ about the house and garden, that he was always ready for HIS nest at night, before the birds and flowers had thought of seeking THEIRS; and so it came to pass that when Mr. Sun raised his head above the green woods and smiled lovingly upon the earth, Birdie was often the first to see him, and to smile back at him, all the while rubbing his eyes with his dimpled fists, until between smiling and rubbing, he was wide awake.
And what do you think he did next! Why, the little rogue⁸² rolled into his mamma's bed, and kissed her eyelids, her cheeks, and her mouth, until she began to dream that it was raining kisses; and at last she opened her eyes to see what it all meant, and found that it was Birdie, trying to "kiss her awake," as he said.
She loved her little boy very dearly, and liked to make him happy, and when he said, "Please dress me, dear mamma, and let me go out to play in the garden," she cheerfully consented; and, soon after, Birdie went downstairs in his morning-dress of cool linen⁸³, and with his round face bright and rosy⁸⁴ from its bath, and ran out on the gravel⁸⁵ path to play, until breakfast was ready.
He stood still a moment to look about him, and think what he should do first. The fresh morning air blew softly in his face, as if to welcome him and be his merry playmate; and the bright eye of Mr. Sun looked at him with a warm and glowing smile; but Birdie soon walked on to find something to play with. As he came in sight of the rose-bushes that grew near the side of the house, he suddenly clapped his hands, and with a little shout of joy stopped to look at them; they were all covered with lovely rosebuds⁸⁶. Some were red, some white, and others pale pink, and they were just peeping out of the green leaves, as rosy-faced children peep out from their warm beds in wintertime before they are quite willing to get up. A few days before, Birdie's papa had told him that the green balls on the rose-bushes had beautiful flowers shut up within them, but the little boy found it hard to believe, for he was so young that he did not remember how pretty the roses had been the summer before. Now he found out that his father's words were true, for a few days of warm weather had turned the green balls into rosebuds, and they were SO beautiful that it was enough to make Birdie stand still before them, his blue eyes dancing with delight and his little hands clasped tightly together.
After awhile he went nearer, and looking closely at the buds, found that they were folded up, leaf over leaf, as eyelids are folded over sleeping eyes, so that Birdie thought they must be asleep. "Lazy roses, wake up," said he, giving the branches a gentle shake; but only the dew fell off in bright drops, and the flowers were still shut up. At last Birdie remembered how he had awakened⁸⁸ his mother with kisses, and thought he would try the same plan with the roses; so he drew up his red lips until THEY looked like a rosebud⁸⁷, too, and bending down a branch with a lovely pink bud upon it, he kissed it softly two or three times.
Here the similarity in the language of the story to that in the letter ceases.
HELEN'S LETTER TO MR. ANAGNOS
(Written February 2 and 3, 1890.)
[This letter was enclosed in another written in French, dated Le 1 fevrier 1890.]



My Dear Mr. Anagnos: You will laugh when you open your little friend's letter and see all the queer mistakes she has made in French, but I think you will be pleased to know that I can write even a short letter in French. It makes me very happy to please you and my dear teacher. I wish I could see your little niece Amelia. I am sure we should love each other. I hope you will bring some of Virginia Evanghelides' poems home with you, and translate them for me. Teacher and I have just returned from our walk. It is a beautiful day. We met a sweet little child. She was playing on the pier⁸⁹ with a wee brother. She gave me a kiss and then ran away, because she was a shy little girl. I wonder if you would like to have me tell you a pretty dream which I had a long time ago when I was a very little child? Teacher says it was a day-dream, and she thinks you would be delighted to hear it. One pleasant morning in the beautiful springtime, I thought I was sitting on the soft grass under my dear mother's window, looking very earnestly at the rose-bushes which were growing all around me. It was quite early, the sun had not been up very long; the birds were just beginning to sing joyously⁹⁰. The flowers were still asleep. They would not awake until the sun had smiled lovingly upon them. I was a very happy little child with rosy cheeks, and large blue eyes, and the most beautiful golden ringlets you can imagine. The fresh morning air blew gently in my face, as if to welcome me, and be my merry playmate, and the sun looked at me with a warm and tender smile. I clapped my chubby⁹² hands for joy when I saw that the rose-bushes were covered with lovely buds. Some were red, some white, and others were delicate pink, and they were peeping out from between the green leaves like beautiful little fairies. I had never seen anything so lovely before, for I was very young and I could not remember how pretty the roses had been the summer before. My little heart was filled with a sweet joy, and I danced around the rosebushes to show my delight. After a while I went very near to a beautiful white rose-bush which was completely covered with buds and sparkling with dewdrops; I bent⁹³ down one of the branches with a lovely pure white bud upon it, and kissed it softly many times; just then I felt two loving arms steal gently around me, and loving lips kissing my eyelids, my cheeks, and my mouth, until I began to think it was raining kisses; and at last I opened my eyes to see what it all meant, and found it was my precious mother, who was bending over me, trying to kiss me awake. Do you like my day-dream? If you do, perhaps I will dream again for you some time.
Teacher and all of your friends send you their love. I shall be so glad when you come home, for I greatly miss you. Please give my love to your good Greek friends, and tell them that I shall come to Athens some day.
Lovingly your little friend and playmate, HELEN A. KELLER.
"The Frost Fairies" and "The Frost Kings" are given in full, as the differences are as important as the resemblances:
The Frost Fairies [From "Birdie and his Fairy Friends"] by Margaret T. Canby
King Frost, or Jack⁹⁴ Frost as he is sometimes called, lives in a cold country far to the North; but every year he takes a journey over the world in a car of golden clouds drawn⁹⁵ by a strong and rapid steed called "North Wind." Wherever he goes he does many wonderful things; he builds bridges over every stream, clear as glass in appearance but often strong as iron; he puts the flowers and plants to sleep by one touch of his hand, and they all bow down and sink into the warm earth, until spring returns; then, lest we should grieve for the flowers, he places at our windows lovely wreaths and sprays of his white northern flowers, or delicate little forests of fairy pine-trees, pure white and very beautiful. But his most wonderful work is the painting of the trees, which look, after his task is done, as if they were covered with the brightest layers of gold and rubies⁹⁶; and are beautiful enough to comfort us for the flight of summer.
I will tell you how King Frost first thought of this kind work, for it is a strange story. You must know that this King, like all other kings, has great treasures of gold and precious stones in his palace; but, being a good-hearted old fellow, he does not keep his riches locked up all the time, but tries to do good and make others happy with them. He has two neighbours, who live still farther north; one is King Winter, a cross and churlish old monarch⁶², who is hard and cruel, and delights in making the poor suffer and weep; but the other neighbour is Santa Claus, a fine, good-natured, jolly old soul, who loves to do good, and who brings presents to the poor, and to nice little children at Christmas.
Well, one day King Frost was trying to think of some good that he could do with his treasure; and suddenly he concluded to send some of it to his kind neighbour, Santa Claus, to buy presents of food and clothing for the poor, that they might not suffer so much when King Winter went near their homes. So he called together his merry little fairies, and showing them a number of jars and vases filled with gold and precious stones, told them to carry those carefully to the palace of Santa Claus, and give them to him with the compliments of King Frost. "He will know how to make good use of the treasure," added Jack Frost; then he told the fairies not to loiter by the way, but to do his bidding quickly.
The fairies promised obedience⁹⁷ and soon started on their journey, dragging the great glass jars and vases along, as well as they could, and now and then grumbling⁹⁸ a little at having such hard work to do, for they were idle fairies, and liked play better than work. At last they reached a great forest, and, being quite tired, they decided⁹⁹ to rest awhile and look for nuts before going any further. But lest the treasure should be stolen from them, they hid the jars among the thick leaves of the forest trees, placing some high up near the top, and others in different parts of the various trees, until they thought no one could find them.
Then they began to wander about and hunt for nuts, and climb the trees to shake them down, and worked much harder for their own pleasure than they had done for their master's bidding, for it is a strange truth that fairies and children never complain of the toil¹⁰⁰ and trouble they take in search of amusement, although they often grumble¹⁰¹ when asked to work for the good of others.
The frost fairies were so busy and so merry over their nutting frolic that they soon forgot their errand and their king's command to go quickly; but, as they played and loitered in the forest until noon, they found the reason why they were told to hasten; for although they had, as they thought, hidden the treasure so carefully, they had not secured it from the power of Mr. Sun, who was an enemy of Jack Frost, and delighted to undo¹⁰² his work and weaken him whenever he could.
His bright eyes found out the jars of treasure among the trees, and as the idle fairies left them there until noon, at which time Mr. Sun is the strongest, the delicate glass began to melt and break, and before long every jar and vase was cracked or broken, and the precious treasures they contained were melting, too, and dripping slowly in streams of gold and crimson¹⁰³ over the trees and bushes of the forest.
Still, for awhile, the frost fairies did not notice this strange occurrence, for they were down on the grass, so far below the tree-tops that the wonderful shower of treasure was a long time in reaching them; but at last one of them said, "Hark! I believe it is raining; I certainly hear the falling drops." The others laughed, and told him that it seldom rained when the sun was shining; but as they listened they plainly heard the tinkling¹⁰⁴ of many drops falling through the forest, and sliding from leaf to leaf until they reached the bramble-bushes beside them, when, to their great dismay, they found that the RAIN-DROPS were MELTED RUBIES, which hardened on the leaves and turned them to bright crimson in a moment. Then looking more closely at the trees around, they saw that the treasure was all melting away, and that much of it was already spread over the leaves of the oak trees and maples¹⁰⁵, which were shining with their gorgeous dress of gold and bronze, crimson and emerald. It was very beautiful; but the idle fairies were too much frightened at the mischief¹⁰⁶ their disobedience had caused, to admire the beauty of the forest, and at once tried to hide themselves among the bushes, lest King Frost should come and punish them.
Their fears were well founded, for their long absence had alarmed the king, and he had started out to look for his tardy¹⁰⁷ servants, and just as they were all hidden, he came along slowly, looking on all sides for the fairies. Of course, he soon noticed the brightness of the leaves, and discovered the cause, too, when he caught sight of the broken jars and vases from which the melted treasure was still dropping. And when he came to the nut trees, and saw the shells left by the idle fairies and all the traces of their frolic, he knew exactly how they had acted, and that they had disobeyed him by playing and loitering on their way through the woods.
King Frost frowned and looked very angry at first, and his fairies trembled for fear and cowered¹⁰⁸ still lower in their hiding-places; but just then two little children came dancing through the wood, and though they did not see King Frost or the fairies, they saw the beautiful colour of the leaves, and laughed with delight, and began picking great bunches to take to their mother. "The leaves are as pretty as flowers," said they; and they called the golden leaves "buttercups," and the red ones "roses," and were very happy as they went singing through the wood.
Their pleasure charmed away King Frost's anger, and he, too, began to admire the painted trees, and at last he said to himself, "My treasures are not wasted if they make little children happy. I will not be offended at my idle, thoughtless fairies, for they have taught me a new way of doing good." When the frost fairies heard these words they crept, one by one, from their corners, and, kneeling down before their master, confessed their fault, and asked his pardon. He frowned upon them for awhile, and scolded them, too, but he soon relented, and said he would forgive them this time, and would only punish them by making them carry more treasure to the forest, and hide it in the trees, until all the leaves, with Mr. Sun's help, were covered with gold and ruby¹⁰⁹ coats.
Then the fairies thanked him for his forgiveness, and promised to work very hard to please him; and the good-natured king took them all up in his arms, and carried them safely home to his palace. From that time, I suppose, it has been part of Jack Frost's work to paint the trees with the glowing colours we see in the autumn; and if they are NOT covered with gold and precious stones, I do not know how he makes them so bright; DO YOU?
The Frost King by Helen A. Keller
King Frost lives in a beautiful palace far to the North, in the land of perpetual snow. The palace, which is magnificent beyond description, was built centuries ago, in the reign¹¹⁰ of King Glacier¹¹¹. At a little distance from the palace we might easily mistake it for a mountain whose peaks were mounting heavenward to receive the last kiss of the departing day. But on nearer approach we should discover our error. What we had supposed to be peaks were in reality a thousand glittering spires¹¹². Nothing could be more beautiful than the architecture of this ice-palace. The walls are curiously¹¹³ constructed of massive blocks of ice which terminate in cliff-like towers. The entrance to the palace is at the end of an arched recess¹¹⁴, and it is guarded night and day by twelve soldierly-looking white Bears.
But, children, you must make King Frost a visit the very first opportunity you have, and see for yourselves this wonderful palace. The old King will welcome you kindly, for he loves children, and it is his chief delight to give them pleasure.
You must know that King Frost, like all other kings, has great treasures of gold and precious stones; but as he is a generous old monarch, he endeavours to make a right use of his riches. So wherever he goes he does many wonderful works; he builds bridges over every stream, as transparent¹¹⁵ as glass, but often as strong as iron; he shakes the forest trees until the ripe nuts fall into the laps of laughing children; he puts the flowers to sleep with one touch of his hand; then, lest we should mourn for the bright faces of the flowers, he paints the leaves with gold and crimson and emerald, and when his task is done the trees are beautiful enough to comfort us for the flight of summer. I will tell you how King Frost happened to think of painting the leaves, for it is a strange story.
One day while King Frost was surveying his vast wealth and thinking what good he could do with it, he suddenly bethought him of his jolly old neighbour, Santa Claus. "I will send my treasures to Santa Claus," said the King to himself. "He is the very man to dispose of them satisfactorily, for he knows where the poor and the unhappy live, and his kind old heart is always full of benevolent¹¹⁶ plans for their relief." So he called together the merry little fairies of his household and, showing them the jars and vases containing his treasures, he bade them carry them to the palace of Santa Claus as quickly as they could. The fairies promised obedience, and were off in a twinkling, dragging the heavy jars and vases along after them as well as they could, now and then grumbling a little at having such a hard task, for they were idle fairies and loved to play better than to work. After awhile they came to a great forest and, being tired and hungry, they thought they would rest a little and look for nuts before continuing their journey. But thinking their treasure might be stolen from them, they hid the jars among the thick green leaves of the various trees until they were sure that no one could find them. Then they began to wander merrily about searching for nuts, climbing trees, peeping curiously into the empty birds' nests, and playing hide and seek from behind the trees. Now, these naughty fairies were so busy and so merry over their frolic that they forgot all about their errand and their master's command to go quickly, but soon they found to their dismay why they had been bidden to hasten, for although they had, as they supposed, hidden the treasure carefully, yet the bright eyes of King Sun had spied out the jars among the leaves, and as he and King Frost could never agree as to what was the best way of benefiting the world, he was very glad of a good opportunity of playing a joke upon his rather sharp rival. King Sun laughed softly to himself when the delicate jars began to melt and break. At length every jar and vase was cracked or broken, and the precious stones they contained were melting, too, and running in little streams over the trees and bushes of the forest.
Still the idle fairies did not notice what was happening, for they were down on the grass, and the wonderful shower of treasure was a long time in reaching them; but at last they plainly heard the tinkling of many drops falling like rain through the forest, and sliding from leaf to leaf until they reached the little bushes by their side, when to their astonishment¹¹⁷ they discovered that the rain-drops were melted rubies which hardened on the leaves, and turned them to crimson and gold in a moment. Then looking around more closely, they saw that much of the treasure was already melted, for the oaks and maples were arrayed in gorgeous dresses of gold and crimson and emerald. It was very beautiful, but the disobedient fairies were too frightened to notice the beauty of the trees. They were afraid that King Frost would come and punish them. So they hid themselves among the bushes and waited silently for something to happen. Their fears were well founded, for their long absence had alarmed the King, and he mounted North Wind and went out in search of his tardy couriers. Of course, he had not gone far when he noticed the brightness of the leaves, and he quickly guessed the cause when he saw the broken jars from which the treasure was still dropping. At first King Frost was very angry, and the fairies trembled and crouched¹¹⁸ lower in their hiding-places, and I do not know what might have happened to them if just then a party of boys and girls had not entered the wood. When the children saw the trees all aglow¹¹⁹ with brilliant colors they clapped their hands and shouted for joy, and immediately began to pick great bunches to take home. "The leaves are as lovely as the flowers!" cried they, in their delight. Their pleasure banished¹²⁰ the anger from King Frost's heart and the frown from his brow, and he, too, began to admire the painted trees. He said to himself, "My treasures are not wasted if they make little children happy. My idle fairies and my fiery¹²¹ enemy have taught me a new way of doing good."
When the fairies heard this, they were greatly relieved and came forth from their hiding-places, confessed their fault, and asked their master's forgiveness.
Ever since that time it has been King Frost's great delight to paint the leaves with the glowing colors we see in the autumn, and if they are not covered with gold and precious stones I cannot imagine what makes them so bright, can you?

If the story of "The Frost Fairies" was read to Helen in the summer of 1888, she could not have understood very much of it at that time, for she had only been under instruction since March, 1887.
Can it be that the language of the story had remained dormant¹²² in her mind until my description of the beauty of the autumn scenery in 1891 brought it vividly before her mental vision?
I have made careful investigation¹²³ among Helen's friends in Alabama and in Boston and its vicinity, but thus far have been unable to ascertain¹²⁴ any later date when it could have been read to her.
Another fact is of great significance in this connection. "The Rose Fairies" was published in the same volume with "The Frost Fairies," and, therefore, was probably read to Helen at or about the same time.
Now Helen, in her letter of February, 1890 (quoted above), alludes¹²⁵ to this story of Miss Canby's as a dream "WHICH I HAD A LONG TIME AGO WHEN I WAS A VERY LITTLE CHILD." Surely, a year and a half would appear "a long time ago" to a little girl like Helen; we therefore have reason to believe that the stories must have been read to her at least as early as the summer of 1888.



HELEN KELLER'S OWN STATEMENT
(The following entry made by Helen in her diary speaks for itself.)
'1892. January 30. This morning I took a bath, and when teacher came upstairs to comb my hair she told me some very sad news which made me unhappy all day. Some one wrote to Mr. Anagnos that the story which I sent him as a birthday gift, and which I wrote myself, was not my story at all, but that a lady had written it a long time ago. The person said her story was called "Frost Fairies." I am sure I never heard it. It made us feel so bad to think that people thought we had been untrue and wicked. My heart was full of tears, for I love the beautiful truth with my whole heart and mind.
'It troubles me greatly now. I do not know what I shall do. I never thought that people could make such mistakes. I am perfectly¹²⁶ sure I wrote the story myself. Mr. Anagnos is much troubled. It grieves me to think that I have been the cause of his unhappiness, but of course I did not mean to do it.
'I thought about my story in the autumn, because teacher told me about the autumn leaves while we walked in the woods at Fern Quarry¹²⁷. I thought fairies must have painted them because they are so wonderful, and I thought, too, that King Frost must have jars and vases containing precious treasures, because I knew that other kings long ago had, and because teacher told me that the leaves were painted ruby, emerald, gold, crimson, and brown; so that I thought the paint must be melted stones. I knew that they must make children happy because they are so lovely, and it made me very happy to think that the leaves were so beautiful and that the trees glowed so, although I could not see them.
'I thought everybody had the same thought about the leaves, but I do not know now. I thought very much about the sad news when teacher went to the doctor's; she was not here at dinner and I missed her.'
I do not feel that I can add anything more that will be of interest. My own heart is too "full of tears" when I remember how my dear little pupil suffered when she knew "that people thought we had been untrue and wicked," for I know that she does indeed "love the beautiful truth with her whole heart and mind."
Yours truly, ANNIE M. SULLIVAN.
So much appears in the Volta Bureau Souvenir. The following letter from Mr. Anagnos is reprinted from the American Annals of the Deaf, April, 1892:
PERKINS INSTITUTION AND MASSACHUSETTS SCHOOL FOR THE BLIND SO. BOSTON, March 11, 1892. TO THE EDITOR OF THE ANNALS.
Sir: In compliance¹²⁸ with your wishes I make the following statement concerning Helen Keller's story of "King Frost." It was sent to me as a birthday gift on November 7th, from Tuscumbia, Alabama. Knowing as well as I do Helen's extraordinary abilities I did not hesitate to accept it as her own work; nor do I doubt to-day that she is fully capable of writing such a composition. Soon after its appearance in print I was pained to learn, through the Goodson Gazette, that a portion of the story (eight or nine passages) is either a reproduction or adaptation of Miss Margaret Canby's "Frost Fairies." I immediately instituted an inquiry to ascertain the facts in the case. None of our teachers or officers who are accustomed to converse with Helen ever knew or heard about Miss Canby's book, nor did the child's parents and relatives at home have any knowledge of it. Her father, Captain Keller, wrote to me as follows on the subject:
"I hasten to assure you that Helen could not have received any idea of the story from any of her relations or friends here, none of whom can communicate with her readily enough to impress her with the details of a story of that character."
At my request, one of the teachers in the girls' department examined Helen in regard to the construction of the story. Her testimony¹²⁹ is as follows:
"I first tried to ascertain what had suggested to Helen's mind the particular fancies which made her story seem like a reproduction of one written by Miss Margaret Canby. Helen told me that for a long time she had thought of Jack Frost as a king, because of the many treasures which he possessed¹³⁰. Such rich treasures must be kept in a safe place, and so she had imagined them stored in jars and vases in one part of the royal palace. She said that one autumn day her teacher told her as they were walking together in the woods, about the many beautiful colours of the leaves, and she had thought that such beauty must make people very happy, and very grateful to King Frost. I asked Helen what stories she had read about Jack Frost. In answer to my question she recited a part of the poem called 'Freaks of the Frost,' and she referred to a little piece about winter, in one of the school readers. She could not remember that any one had ever read to her any stories about King Frost, but said she had talked with her teacher about Jack Frost and the wonderful things he did."
The only person that we supposed might possibly have read the story to Helen was her friend, Mrs. Hopkins, whom she was visiting at the time in Brewster. I asked Miss Sullivan to go at once to see Mrs. Hopkins and ascertain the facts in the matter. The result of her investigation is embodied¹³¹ in the printed note herewith enclosed. [This note is a statement of the bare facts and an apology, which Mr. Anagnos inserted in his report of the Perkins Institute.]
I have scarcely any doubt that Miss Canby's little book was read to Helen, by Mrs. Hopkins, in the summer of 1888. But the child has no recollection whatever of this fact. On Miss Sullivan's return to Brewster, she read to Helen the story of "Little Lord Fauntleroy," which she had purchased in Boston for the purpose. The child was at once fascinated and absorbed with the charming story, which evidently made a deeper impression upon her mind than any previously¹³² read to her, as was shown in the frequent reference to it, both in her conversation and letters, for many months afterward¹³³. Her intense interest in Fauntleroy must have buried all remembrance of "Frost Fairies," and when, more than three years later, she had acquired a fuller knowledge and use of language, and was told of Jack Frost and his work, the seed so long buried sprang up into new thoughts and fancies. This may explain the reason why Helen claims persistently¹³⁴ that "The Frost King" is her own story. She seems to have some idea of the difference between original composition and reproduction. She did not know the meaning of the word "plagiarism" until quite recently, when it was explained to her. She is absolutely truthful¹³⁵. Veracity¹³⁶ is the strongest element of her character. She was very much surprised and grieved when she was told that her composition was an adaptation of Miss Canby's story of "Frost Fairies." She could not keep back her tears, and the chief cause of her pain seemed to be the fear lest people should doubt her truthfulness¹³⁷. She said, with great intensity¹³⁸ of feeling, "I love the beautiful truth." A most rigid¹³⁹ examination of the child of about two hours' duration, at which eight persons were present and asked all sorts of questions with perfect freedom, failed to elicit¹⁴⁰ in the least any testimony convicting either her teacher or any one else of the intention or attempt to practice deception¹⁴¹.
In view of these facts I cannot but think that Helen, while writing "The Frost King," was entirely¹⁴² unconscious of ever having had the story of "Frost Fairies" read to her, and that her memory has been accompanied by such a loss of associations that she herself honestly believed her composition to be original. This theory is shared by many persons who are perfectly well acquainted with the child and who are able to rise above the clouds of a narrow prejudice.
Very sincerely yours, M. ANAGNOS. Director of the Perkins Institution and Massachusetts School for the Blind.
The episode had a deadening effect on Helen Keller and on Miss Sullivan, who feared that she had allowed the habit of imitation, which has in truth made Miss Keller a writer, to go too far. Even to-day, when Miss Keller strikes off a fine phrase, Miss Sullivan says in humorous despair, "I wonder where she got that?" But she knows now, since she has studied with her pupil in college the problems of composition, under the wise advice of Mr. Charles T. Copeland, that the style of every writer and indeed, of every human being, illiterate¹⁴³ or cultivated, is a composite reminiscence of all that he has read and heard. Of the sources of his vocabulary he is, for the most part, as unaware¹⁴⁴ as he is of the moment when he ate the food which makes a bit of his thumbnail. With most of us the contributions from different sources are blended, crossed and confused. A child with but few sources may keep distinct what he draws from each. In this case Helen Keller held almost intact in her mind, unmixed with other ideas, the words of a story which at the time it was read to her she did not fully understand. The importance of this cannot be overestimated¹⁴⁵. It shows how the child-mind gathers into itself words it has heard, and how they lurk¹⁴⁶ there ready to come out when the key that releases the spring is touched. The reason that we do not observe this process in ordinary children is, because we seldom observe them at all, and because they are fed from so many sources that the memories are confused and mutually destructive. The story of "The Frost King" did not, however, come from Helen Keller's mind intact, but had taken to itself the mould of the child's temperament¹⁴⁷ and had drawn on a vocabulary that to some extent had been supplied in other ways. The style of her version is in some respects even better than the style of Miss Canby's story. It has the imaginative credulity of a primitive¹⁴⁸ folktale; whereas Miss Canby's story is evidently told for children by an older person, who adopts the manner of a fairy tale and cannot conceal¹⁴⁹ the mature mood which allows such didactic phrases as "Jack Frost as he is sometimes called," "Noon, at which time Mr. Sun is strongest." Most people will feel the superior imaginative quality of Helen Keller's opening paragraph. Surely the writer must become as a little child to see things like that. "Twelve soldierly-looking white bears" is a stroke of genius, and there is beauty of rhythm throughout the child's narrative¹⁵⁰. It is original in the same way that a poet's version of an old story is original.
This little story calls into life all the questions of language and the philosophy of style. Some conclusions may be briefly¹⁵¹ suggested.
All use of language is imitative, and one's style is made up of all other styles that one has met.
The way to write good English is to read it and hear it. Thus it is that any child may be taught to use correct English by not being allowed to read or hear any other kind. In a child, the selection of the better from the worse is not conscious; he is the servant of his word experience.
The ordinary man will never be rid of the fallacy that words obey thought, that one thinks first and phrases afterward. There must first, it is true, be the intention, the desire to utter something, but the idea does not often become specific, does not take shape until it is phrased; certainly an idea is a different thing by virtue of being phrased. Words often make the thought, and the master of words will say things greater than are in him. A remarkable example is a paragraph from Miss Keller's sketch¹⁵² in the Youth's Companion. Writing of the moment when she learned that everything has a name, she says: "We met the nurse carrying my little cousin; and teacher spelled 'baby.' AND FOR THE FIRST TIME I was impressed with the smallness and helplessness of a little baby, and mingled¹⁵³ with the thought there was another one of myself, and I was glad I was myself, and not a baby." It was a word that created these thoughts in her mind. So the master of words is master of thoughts which the words create, and says things greater than he could otherwise know. Helen Keller writing "The Frost King" was building better than she knew and saying more than she meant.
Whoever makes a sentence of words utters not his wisdom, but the wisdom of the race whose life is in the words, though they have never been so grouped before. The man who can write stories thinks of stories to write. The medium calls forth the thing it conveys, and the greater the medium the deeper the thoughts.
The educated man is the man whose expression is educated. The substance of thought is language, and language is the one thing to teach the deaf child and every other child. Let him get language and he gets the very stuff that language is made of, the thought and the experience of his race. The language must be one used by a nation, not an artificial thing. Volapuk is a paradox¹⁵⁴, unless one has French or English or German or some other language that has grown up in a nation. The deaf child who has only the sign language of De l'Epee is an intellectual Philip Nolan, an alien from all races, and his thoughts are not the thoughts of an Englishman, or a Frenchman, or a Spaniard. The Lord's prayer in signs is not the Lord's prayer in English.
In his essay on style De Quincey says that the best English is to be found in the letters of the cultivated gentlewoman, because she has read only a few good books and has not been corrupted¹⁵⁵ by the style of newspapers and the jargon¹⁵⁶ of street, market-place, and assembly hall.
Precisely¹⁵⁷ these outward circumstances account for Helen Keller's use of English. In the early years of her education she had only good things to read; some were, indeed, trivial and not excellent in style, but not one was positively¹⁵⁸ bad in manner or substance. This happy condition has obtained throughout her life. She has been nurtured¹⁵⁹ on imaginative literature, and she has gathered from it into her vigorous and tenacious¹⁶⁰ memory the style of great writers. "A new word opens its heart to me," she writes in a letter; and when she uses the word its heart is still open. When she was twelve years old, she was asked what book she would take on a long railroad journey. "Paradise Lost," she answered, and she read it on the train.
Until the last year or two she has not been master of her style, rather has her style been master of her. It is only since she has made composition a more conscious study that she has ceased to be the victim of the phrase; the lucky victim, fortunately, of the good phrase.
When in 1892, she was encouraged to write a sketch of her life for the Youth's Companion, in the hope that it would reassure¹⁶¹ her and help her to recover from the effect of "The Frost King," she produced a piece of composition which is much more remarkable and in itself more entertaining at some points than the corresponding part of her story in this book. When she came to retell the story in a fuller form, the echo was still in her mind of the phrases she had written nine years before. Yet she had not seen her sketch in the Youth's Companion since she wrote it, except two passages which Miss Sullivan read to her to remind her of things she should say in this autobiography, and to show her, when her phrasing troubled her, how much better she did as a little girl.
From the early sketch I take a few passages which seem to me, without making very much allowance for difference in time, almost as good as anything she has written since:
I discovered the true way to walk when I was a year old, and during the radiant summer days that followed I was never still a minute....
Then when my father came in the evening, I would run to the gate to meet him, and he would take me up in his strong arms and put back the tangled¹⁶² curls from my face and kiss me many times, saying, "What has my Little Woman been doing to-day?"
But the brightest summer has winter behind it. In the cold, dreary¹⁶³ month of February, when I was nineteen months old, I had a serious illness. I still have confused memories of that illness. My mother sat beside my little bed and tried to soothe¹⁶⁴ my feverish¹⁶⁵ moans while in her troubled heart she prayed, "Father in Heaven, spare my baby's life!" But the fever grew and flamed in my eyes, and for several days my kind physician thought I would die.
But early one morning the fever left me as mysteriously and unexpectedly as it had come, and I fell into a quiet sleep. Then my parents knew I would live, and they were very happy. They did not know for some time after my recovery that the cruel fever had taken my sight and hearing; taken all the light and music and gladness out of my little life.
But I was too young to realize what had happened. When I awoke and found that all was dark and still, I suppose I thought it was night, and I must have wondered why day was so long coming. Gradually, however, I got used to the silence and darkness that surrounded me, and forgot that it had ever been day.
I forgot everything that had been except my mother's tender love. Soon even my childish voice was stilled, because I had ceased to hear any sound.
But all was not lost! After all, sight and hearing are but two of the beautiful blessings¹⁶⁶ which God had given me. The most precious, the most wonderful of His gifts was still mine. My mind remained clear and active, "though fled fore'er the light."
As soon as my strength returned, I began to take an interest in what the people around me were doing. I would cling to my mother's dress as she went about her household duties, and my little hands felt every object and observed every motion, and in this way I learned a great many things.
When I was a little older I felt the need of some means of communication with those around me, and I began to make simple signs which my parents and friends readily understood; but it often happened that I was unable to express my thoughts intelligibly¹⁶⁷, and at such times I would give way to my angry feelings utterly....
Teacher had been with me nearly two weeks, and I had learned eighteen or twenty words, before that thought flashed into my mind, as the sun breaks upon the sleeping world; and in that moment of illumination the secret of language was revealed to me, and I caught a glimpse of the beautiful country I was about to explore.
Teacher had been trying all the morning to make me understand that the mug and the milk in the mug had different names; but I was very dull, and kept spelling MILK for mug, and mug for milk until teacher must have lost all hope of making me see my mistake. At last she got up, gave me the mug, and led me out of the door to the pump-house. Some one was pumping water, and as the cool fresh stream burst forth, teacher made me put my mug under the spout¹⁶⁸ and spelled "w-a-t-e-r," Water!
That word startled my soul, and it awoke, full of the spirit of the morning, full of joyous⁹¹, exultant¹⁶⁹ song. Until that day my mind had been like a darkened chamber¹⁷⁰, waiting for words to enter and light the lamp, which is thought....
I learned a great many words that day. I do not remember what they all were; but I do know that MOTHER, FATHER, SISTER and TEACHER were among them. It would have been difficult to find a happier little child than I was that night as I lay in my crib and thought over the joy the day had brought me, and for the first time longed for a new day to come.
The next morning I awoke with joy in my heart. Everything I touched seemed to quiver with life. It was because I saw everything with the new, strange, beautiful sight which had been given me. I was never angry after that because I understood what my friends said to me, and I was very busy learning many wonderful things. I was never still during the first glad days of my freedom. I was continually spelling and acting¹⁷¹ out the words as I spelled them. I would run, skip, jump and swing, no matter where I happened to be. Everything was budding and blossoming. The honeysuckle hung in long garlands, deliciously fragrant¹⁷², and the roses had never been so beautiful before. Teacher and I lived out-of-doors from morning until night, and I rejoiced greatly in the forgotten light and sunshine found again....
The morning after our arrival I awoke bright and early. A beautiful summer day had dawned, the day on which I was to make the acquaintance of a somber¹⁷³ and mysterious friend. I got up, and dressed quickly and ran downstairs. I met Teacher in the hall, and begged to be taken to the sea at once. "Not yet," she responded, laughing. "We must have breakfast first." As soon as breakfast was over we hurried off to the shore. Our pathway led through low, sandy hills, and as we hastened on, I often caught my feet in the long, coarse grass, and tumbled, laughing, in the warm, shining sand. The beautiful, warm air was peculiarly fragrant, and I noticed it got cooler and fresher as we went on.
Suddenly we stopped, and I knew, without being told, the Sea was at my feet. I knew, too, it was immense! awful! and for a moment some of the sunshine seemed to have gone out of the day. But I do not think I was afraid; for later, when I had put on my bathing-suit, and the little waves ran up on the beach and kissed my feet, I shouted for joy, and plunged¹⁷⁴ fearlessly into the surf. But, unfortunately, I struck my foot on a rock and fell forward into the cold water.
Then a strange, fearful sense of danger terrified me. The salt water filled my eyes, and took away my breath, and a great wave threw me up on the beach as easily as if I had been a little pebble¹⁷⁵. For several days after that I was very timid, and could hardly be persuaded to go in the water at all; but by degrees my courage returned, and almost before the summer was over, I thought it the greatest fun to be tossed about by the sea-waves....
I do not know whether the difference or the similarity in phrasing between the child's version and the woman's is the more remarkable. The early story is simpler and shows less deliberate artifice¹⁷⁶, though even then Miss Keller was prematurely¹⁷⁷ conscious of style, but the art of the later narrative, as in the passage about the sea, or the passage on the medallion of Homer, is surely a fulfilment of the promise of the early story. It was in these early days that Dr. Holmes wrote to her: "I am delighted with the style of your letters. There is no affectation about them, and as they come straight from your heart, so they go straight to mine."
In the years when she was growing out of childhood, her style lost its early simplicity¹⁷⁸ and became stiff and, as she says, "periwigged." In these years the fear came many times to Miss Sullivan lest the success of the child was to cease with childhood. At times Miss Keller seemed to lack flexibility¹⁷⁹, her thoughts ran in set phrases which she seemed to have no power to revise or turn over in new ways.
Then came the work in college--original theme writing with new ideals of composition or at least new methods of suggesting those ideals. Miss Keller began to get the better of her old friendly taskmaster, the phrase. This book, her first mature experiment in writing, settles the question of her ability to write.
The style of the Bible is everywhere in Miss Keller's work, just as it is in the style of most great English writers. Stevenson, whom Miss Sullivan likes and used to read to her pupil, is another marked influence. In her autobiography are many quotations¹⁸⁰, chiefly from the Bible and Stevenson, distinct from the context or interwoven with it, the whole a fabric¹⁸¹ quite of her own design. Her vocabulary has all the phrases that other people use, and the explanation of it, and the reasonableness of it ought to be evident by this time. There is no reason why she should strike from her vocabulary all words of sound and vision. Writing for other people, she should in many cases be true to outer fact rather than to her own experience. So long as she uses words correctly, she should be granted the privilege of using them freely, and not be expected to confine herself to a vocabulary true to her lack of sight and hearing. In her style, as in what she writes about, we must concede to the artist what we deny to the autobiographer¹⁸². It should be explained, too, that LOOK and SEE are used by the blind, and HEAR by the deaf, for PERCEIVE; they are simple and more convenient words. Only a literal person could think of holding the blind to PERCEPTION or APPERCEPTION, when SEEING and LOOKING are so much easier, and have, moreover, in the speech of all men the meaning of intellectual recognition as well as recognition through the sense of sight. When Miss Keller examines a statue, she says in her natural idiom, as her fingers run over the marble, "It looks like a head of Flora¹⁸³."
It is true, on the other hand, that in her descriptions, she is best from the point of view of art when she is faithful to her own sensations; and this is precisely true of all artists.
Her recent training has taught her to drop a good deal of her conventionality and to write about experiences in her life which are peculiar to her and which, like the storm in the wild cherry tree, mean most and call for the truest phrasing. She has learned more and more to give up the style she borrowed from books and tried to use, because she wanted to write like other people; she has learned that she is at her best when she "feels" the lilies sway; lets the roses press into her hands and speaks of the heat which to her means light.
Miss Keller's autobiography contains almost everything that she ever intended to publish. It seems worth while, however, to quote from some of her chance bits of writing, which are neither so informal as her letters nor so carefully composed as her story of her life. These extracts are from her exercises in her course in composition, where she showed herself at the beginning of her college life quite without rival among her classmates. Mr. Charles T. Copeland, who has been for many years instructor¹⁸⁴ in English and Lecturer on English Literature at Harvard and Radcliffe, said to me: "In some of her work she has shown that she can write better than any pupil I ever had, man or woman. She has an excellent 'ear' for the flow of sentences." The extracts follow:
A few verses of Omar Khayyam's poetry have just been read to me, and I feel as if I had spent the last half-hour in a magnificent sepulcher¹⁸⁵. Yes, it is a tomb in which hope, joy and the power of acting nobly lie buried. Every beautiful description, every deep thought glides¹⁸⁶ insensibly into the same mournful chant of the brevity of life, of the slow decay and dissolution of all earthly things. The poet's bright, fond memories of love, youth and beauty are but the funeral torches shedding their light on this tomb, or to modify the image a little, they are the flowers that bloom on it, watered with tears and fed by a bleeding heart. Beside the tomb sits a weary soul, rejoicing neither in the joys of the past nor in the possibilities of the future, but seeking consolation¹⁸⁷ in forgetfulness. In vain the inspiring sea shouts to this languid soul, in vain the heavens strive with its weakness; it still persists in regretting and seeks a refuge in oblivion from the pangs¹⁸⁸ of present woe¹⁸⁹. At times it catches some faint echo from the living, joyous, real world, a gleam of the perfection that is to be; and, thrilled out of its despondency, feels capable of working out a grand ideal even "in the poor, miserable¹⁹⁰, hampered¹⁹¹ actual," wherein it is placed; but in a moment the inspiration, the vision is gone, and this great, much-suffering soul is again enveloped¹⁹² in the darkness of uncertainty¹⁹³ and despair.
It is wonderful how much time good people spend fighting the devil. If they would only expend¹⁹⁴ the same amount of energy loving their fellow men, the devil would die in his own tracks of ennui¹⁹⁵.
I often think that beautiful ideas embarrass most people as much as the company of great men. They are regarded generally as far more appropriate in books and in public discourses¹⁹⁶ than in the parlor¹⁹⁷ or at the table. Of course I do not refer to beautiful sentiments, but to the higher truths relating to everyday life. Few people that I know seem ever to pause in their daily intercourse¹⁹⁸ to wonder at the beautiful bits of truth they have gathered during their years of study. Often when I speak enthusiastically of something in history or in poetry, I receive no response, and I feel that I must change the subject and return to the commonest topics, such as the weather, dressmaking, sports, sickness, "blues¹⁹⁹" and "worries." To be sure, I take the keenest interest in everything that concerns those who surround me; it is this very interest which makes it so difficult for me to carry on a conversation with some people who will not talk or say what they think, but I should not be sorry to find more friends ready to talk with me now and then about the wonderful things I read. We need not be like "Les Femmes Savantes" but we ought to have something to say about what we learn as well as about what we MUST do, and what our professors say or how they mark our themes.
To-day I took luncheon²⁰⁰ with the Freshman²⁰¹ Class of Radcliffe. This was my first real experience in college life, and a delightful²⁰² experience it was! For the first time since my entrance into Radcliffe I had the opportunity to make friends with all my classmates, and the pleasure of knowing that they regarded me as one of themselves, instead of thinking of me as living apart and taking no interest in the everyday nothings of their life, as I had sometimes feared they did. I have often been surprised to hear this opinion expressed or rather implied by girls of my own age and even by people advanced in years. Once some one wrote to me that in his mind I was always "sweet and earnest," thinking only of what is wise, good and interesting--as if he thought I was one of those wearisome saints of whom there are only too many in the world! I always laugh at these foolish notions, and assure my friends that it is much better to have a few faults and be cheerful and responsive in spite of all deprivations²⁰³ than to retire into one's shell, pet one's affliction, clothe it with sanctity, and then set one's self up as a monument of patience, virtue, goodness and all in all; but even while I laugh I feel a twinge of pain in my heart, because it seems rather hard to me that any one should imagine that I do not feel the tender bonds which draw me to my young sisters--the sympathies springing from what we have in common--youth, hope, a half-eager, half-timid attitude towards the life before us and above all the royalty²⁰⁴ of maidenhood²⁰⁵.
Sainte-Beuve says, "Il vient un age peut-etre quand on n'ecrit plus." This is the only allusion I have read to the possibility that the sources of literature, varied²⁰⁶ and infinite as they seem now, may sometime be exhausted²⁰⁷. It surprises me to find that such an idea has crossed the mind of any one, especially of a highly gifted critic. The very fact that the nineteenth century has not produced many authors whom the world may count among the greatest of all time does not in my opinion justify²⁰⁸ the remark, "There may come a time when people cease to write."
In the first place, the fountains of literature are fed by two vast worlds, one of action, one of thought, by a succession of creations in the one and of changes in the other. New experiences and events call forth new ideas and stir men to ask questions unthought of before, and seek a definite answer in the depths of human knowledge.
In the second place, if it is true that as many centuries must pass before the world becomes perfect as passed before it became what it is to-day, literature will surely be enriched incalculably by the tremendous changes, acquisitions and improvements that cannot fail to take place in the distant future. If genius has been silent for a century it has not been idle. On the contrary, it has been collecting fresh materials not only from the remote past, but also from the age of progress and development, and perhaps in the new century there will be outbursts of splendor²⁰⁹ in all the various branches of literature. At present the world is undergoing a complete revolution, and in the midst of falling systems and empires, conflicting theories and creeds²¹⁰, discoveries and inventions, it is a marvel how one can produce any great literary works at all. This is an age of workers, not of thinkers. The song to-day is:
Let the dead past bury its dead, Act, act in the living present, Heart within and God overhead.
A little later, when the rush and heat of achievement relax, we can begin to expect the appearance of grand men to celebrate in glorious poetry and prose the deeds and triumphs of the last few centuries.
It is very interesting to watch a plant grow, it is like taking part in creation. When all outside is cold and white, when the little children of the woodland are gone to their nurseries in the warm earth, and the empty nests on the bare trees fill with snow, my window-garden glows and smiles, making summer within while it is winter without. It is wonderful to see flowers bloom in the midst of a snow-storm! I have felt a bud "shyly doff²¹¹ her green hood⁵³ and blossom with a silken burst of sound," while the icy fingers of the snow beat against the window-panes. What secret power, I wonder, caused this blossoming miracle? What mysterious force guided the seedling²¹² from the dark earth up to the light, through leaf and stem and bud, to glorious fulfilment in the perfect flower? Who could have dreamed that such beauty lurked²¹³ in the dark earth, was latent in the tiny seed we planted? Beautiful flower, you have taught me to see a little way into the hidden heart of things. Now I understand that the darkness everywhere may hold possibilities better even than my hopes.
A FREE TRANSLATION FROM HORACE BOOK II-18.
I am not one of those on whom fortune deigns²¹⁴ to smile. My house is not resplendent with ivory and gold; nor is it adorned²¹⁵ with marble arches, resting on graceful²¹⁶ columns brought from the quarries²¹⁷ of distant Africa. For me no thrifty²¹⁸ spinners weave purple garments. I have not unexpectedly fallen heir to princely estates, titles or power; but I have something more to be desired than all the world's treasures--the love of my friends, and honorable fame, won by my own industry and talents. Despite my poverty, it is my privilege to be the companion of the rich and mighty²¹⁹. I am too grateful for all these blessings to wish for more from princes, or from the gods. My little Sabine farm is dear to me; for here I spend my happiest days, far from the noise and strife²²⁰ of the world.
O, ye who live in the midst of luxury, who seek beautiful marbles for new villas²²¹, that shall surpass the old in splendor, you never dream that the shadow of death is hanging over your halls. Forgetful of the tomb, you lay the foundation of your palaces. In your mad pursuit of pleasure you rob the sea of its beach and desecrate²²² hallowed ground. More even than this, in your wickedness you destroy the peaceful homes of your clients! Without a touch of remorse²²³ you drive the father from his land, clasping to his bosom his household gods and his half-naked children.
You forget that death comes to the rich and the poor alike, and comes once for all; but remember, Acheron could not be bribed²²⁴ by gold to ferry the crafty²²⁵ Prometheus back to the sunlit world. Tantalus, too, great as he was above all mortals, went down to the kingdom of the dead, never to return. Remember, too, that, although death is inexorable, yet he is just; for he brings retribution to the rich for their wickedness, and gives the poor eternal rest from their toil and sorrow.
Ah, the pranks²²⁶ that the nixies of Dreamland play on us while we sleep! Methinks "they are jesters at the Court of Heaven." They frequently take the shape of daily themes to mock me; they strut²²⁷ about on the stage of Sleep like foolish virgins²²⁸, only they carry well-trimmed note-books in their hands instead of empty lamps. At other times they examine and cross-examine me in all the studies I have ever had, and invariably ask me questions as easy to answer as this: "What was the name of the first mouse that worried Hippopotamus²²⁹, satrap of Cambridge under Astyagas, grandfather of Cyrus the Great?" I wake terror-stricken with the words ringing in my ears, "An answer or your life!"
Such are the distorted fancies that flit through the mind of one who is at college and lives as I do in an atmosphere of ideas, conceptions and half-thoughts, half-feelings which tumble and jostle each other until one is almost crazy. I rarely have dreams that are not in keeping with what I really think and feel, but one night my very nature seemed to change, and I stood in the eye of the world a mighty man and a terrible. Naturally I love peace and hate war and all that pertains²³⁰ to war; I see nothing admirable in the ruthless career of Napoleon, save its finish. Nevertheless, in that dream the spirit of that pitiless slayer²³¹ of men entered me! I shall never forget how the fury of battle throbbed²³² in my veins--it seemed as if the tumultuous beating of my heart would stop my breath. I rode a fiery hunter--I can feel the impatient toss of his head now and the quiver that ran through him at the first roar of the cannon²³³.
From the top of the hill where I stood I saw my army surging over a sunlit plain like angry breakers, and as they moved, I saw the green of fields, like the cool hollows between billows. Trumpet²³⁴ answered trumpet above the steady beat of drums and the rhythm of marching feet. I spurred my panting steed and waving my sword on high and shouting, "I come! Behold²³⁵ me, warriors--Europe!" I plunged into the oncoming billows, as a strong swimmer dives into breakers, and struck, alas²³⁶, 'tis true, the bedpost!
Now I rarely sleep without dreaming; but before Miss Sullivan came to me, my dreams were few and far between, devoid²³⁷ of thought or coherency, except those of a purely²³⁸ physical nature. In my dreams something was always falling suddenly and heavily, and at times my nurse seemed to punish me for my unkind treatment of her in the daytime and return at an usurer's rate of interest my kickings and pinchings. I would wake with a start or struggle frantically²³⁹ to escape from my tormentor²⁴⁰. I was very fond of bananas, and one night I dreamed that I found a long string of them in the dining-room, near the cupboard, all peeled and deliciously ripe, and all I had to do was to stand under the string and eat as long as I could eat.
After Miss Sullivan came to me, the more I learned, the oftener I dreamed; but with the waking of my mind there came many dreary fancies and vague terrors which troubled my sleep for a long time. I dreaded²⁴¹ the darkness and loved the woodfire. Its warm touch seemed so like a human caress²⁴², I really thought it was a sentient²⁴³ being, capable of loving and protecting me. One cold winter night I was alone in my room. Miss Sullivan had put out the light and gone away, thinking I was sound asleep. Suddenly I felt my bed shake, and a wolf seemed to spring on me and snarl²⁴⁴ in my face. It was only a dream, but I thought it real, and my heart sank within me. I dared not scream, and I dared not stay in bed. Perhaps this was a confused recollection of the story I had heard not long before about Red Riding Hood. At all events, I slipped down from the bed and nestled close to the fire which had not flickered²⁴⁵ out. The instant I felt its warmth I was reassured²⁴⁶, and I sat a long time watching it climb higher and higher in shining waves. At last sleep surprised me, and when Miss Sullivan returned she found me wrapped in a blanket by the hearth²⁴⁷.
Often when I dream, thoughts pass through my mind like cowled shadows, silent and remote, and disappear. Perhaps they are the ghosts of thoughts that once inhabited the mind of an ancestor. At other times the things I have learned and the things I have been taught, drop away, as the lizard²⁴⁸ sheds its skin, and I see my soul as God sees it. There are also rare and beautiful moments when I see and hear in Dreamland. What if in my waking hours a sound should ring through the silent halls of hearing? What if a ray of light should flash through the darkened chambers²⁴⁹ of my soul? What would happen, I ask many and many a time. Would the bow-and-string tension of life snap? Would the heart, overweighted with sudden joy, stop beating for very excess of happiness?

The End

1 autobiography   

n.自传

参考例句：

• He published his autobiography last autumn.他去年秋天出版了自己的自传。
• His life story is recounted in two fascinating volumes of autobiography.这两卷引人入胜的自传小说详述了他的生平。

2 fortify   

v.强化防御，为…设防；加强，强化

参考例句：

• This country will fortify the coastal areas.该国将加强沿海地区的防御。
• This treaty forbade the United States to fortify the canal.此条约禁止美国对运河设防。

3 remarkable   

adj.显著的，异常的，非凡的，值得注意的

参考例句：

• She has made remarkable headway in her writing skills.她在写作技巧方面有了长足进步。
• These cars are remarkable for the quietness of their engines.这些汽车因发动机没有噪音而不同凡响。

4 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。

5 valid   

adj.有确实根据的；有效的；正当的，合法的

参考例句：

• His claim to own the house is valid.他主张对此屋的所有权有效。
• Do you have valid reasons for your absence?你的缺席有正当理由吗？

6 melodious   

adj.旋律美妙的，调子优美的，音乐性的

参考例句：

• She spoke in a quietly melodious voice.她说话轻声细语，嗓音甜美。
• Everybody was attracted by her melodious voice.大家都被她悦耳的声音吸引住了。

7 inborn   

adj.天生的，生来的，先天的

参考例句：

• He is a man with an inborn love of joke.他是一个生来就喜欢开玩笑的人。
• He had an inborn talent for languages.他有语言天分。

8 stimulated   

a.刺激的

参考例句：

• The exhibition has stimulated interest in her work. 展览增进了人们对她作品的兴趣。
• The award has stimulated her into working still harder. 奖金促使她更加努力地工作。

9 innate   

adj.天生的，固有的，天赋的

参考例句：

• You obviously have an innate talent for music.你显然有天生的音乐才能。
• Correct ideas are not innate in the mind.人的正确思想不是自己头脑中固有的。

10 skilfully   

adv. (美skillfully)熟练地

参考例句：

• Hall skilfully weaves the historical research into a gripping narrative. 霍尔巧妙地把历史研究揉进了扣人心弦的故事叙述。
• Enthusiasm alone won't do. You've got to work skilfully. 不能光靠傻劲儿，得找窍门。

11 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。

12 muses   

v.沉思，冥想( muse的第三人称单数 )；沉思自语说（某事）

参考例句：

• We have listened too long to the courtly muses of Europe. 欧洲那种御用的诗才，我们已经听够了。 来自辞典例句
• Shiki muses that this is, at least, probably the right atmosphere. 志贵觉得这至少是正确的气氛。 来自互联网

13 nourishment   

n.食物，营养品；营养情况

参考例句：

• Lack of proper nourishment reduces their power to resist disease.营养不良降低了他们抵抗疾病的能力。
• He ventured that plants draw part of their nourishment from the air.他大胆提出植物从空气中吸收部分养分的观点。

14 juvenile   

n.青少年，少年读物；adj.青少年的，幼稚的

参考例句：

• For a grown man he acted in a very juvenile manner.身为成年人，他的行为举止显得十分幼稚。
• Juvenile crime is increasing at a terrifying rate.青少年犯罪正在以惊人的速度增长。

15 belittles   

使显得微小，轻视，贬低( belittle的第三人称单数 )

参考例句：

• The size of the office tower belittles the surrounding buildings. 这座办公楼的规模使周围的建筑物相形见小。
• The bulk of the warehouse belittles the houses around it. 货栈的庞大使周围的房屋显得矮小了。

16 pretense   

n.矫饰，做作，借口

参考例句：

• You can't keep up the pretense any longer.你无法继续伪装下去了。
• Pretense invariably impresses only the pretender.弄虚作假欺骗不了真正的行家。

17 robin   

n.知更鸟，红襟鸟

参考例句：

• The robin is the messenger of spring.知更鸟是报春的使者。
• We knew spring was coming as we had seen a robin.我们看见了一只知更鸟，知道春天要到了。

18 awakening   

n.觉醒，醒悟 adj.觉醒中的；唤醒的

参考例句：

• the awakening of interest in the environment 对环境产生的兴趣
• People are gradually awakening to their rights. 人们正逐渐意识到自己的权利。

19 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。

20 offenses   

n.进攻( offense的名词复数 )；（球队的）前锋；进攻方法；攻势

参考例句：

• It's wrong of you to take the child to task for such trifling offenses. 因这类小毛病责备那孩子是你的不对。 来自《简明英汉词典》
• Thus, Congress cannot remove an executive official except for impeachable offenses. 因此，除非有可弹劾的行为，否则国会不能罢免行政官员。 来自英汉非文学 - 行政法

21 liking   

n.爱好；嗜好；喜欢

参考例句：

• The word palate also means taste or liking.Palate这个词也有“口味”或“嗜好”的意思。
• I must admit I have no liking for exaggeration.我必须承认我不喜欢夸大其词。

22 refinement   

n.文雅；高尚；精美；精制；精炼

参考例句：

• Sally is a woman of great refinement and beauty. 莎莉是个温文尔雅又很漂亮的女士。
• Good manners and correct speech are marks of refinement.彬彬有礼和谈吐得体是文雅的标志。

23 maturity   

n.成熟；完成；(支票、债券等)到期

参考例句：

• These plants ought to reach maturity after five years.这些植物五年后就该长成了。
• This is the period at which the body attains maturity.这是身体发育成熟的时期。

24 underlie   

v.位于...之下，成为...的基础

参考例句：

• Technology improvements underlie these trends.科技进步将成为此发展趋势的基础。
• Many facts underlie my decision.我的决定是以许多事实为依据的。

25 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。

26 liberator   

解放者

参考例句：

• The best integrated turf quality was recorded in Ram I、Midnight、America、Connie、Liberator, which could be adopted in Shanxi. RamI、Midnight、America、Connie、Liberator综合质量表现均衡且分值较高，是山西省推广应用的重点品种。
• It is the story of a new world that became a friend and liberator of the old. 这是一部新世界的发展史，是一部后浪推前浪的历史。

27 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。

28 allusion   

n.暗示，间接提示

参考例句：

• He made an allusion to a secret plan in his speech.在讲话中他暗示有一项秘密计划。
• She made no allusion to the incident.她没有提及那个事件。

29 noted   

adj.著名的，知名的

参考例句：

• The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
• Jim is noted for arriving late for work.吉姆上班迟到出了名。

30 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。

31 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。

32 flakes   

小薄片( flake的名词复数 )； （尤指）碎片； 雪花； 古怪的人

参考例句：

• It's snowing in great flakes. 天下着鹅毛大雪。
• It is snowing in great flakes. 正值大雪纷飞。

33 flake   

v.使成薄片；雪片般落下；n.薄片

参考例句：

• Drain the salmon,discard the skin,crush the bones and flake the salmon with a fork.将鲑鱼沥干，去表皮，粉碎鱼骨并用餐叉子将鱼肉切成小薄片状。
• The paint's beginning to flake.油漆开始剥落了。

34 minor   

adj.较小(少)的，较次要的；n.辅修学科；vi.辅修

参考例句：

• The young actor was given a minor part in the new play.年轻的男演员在这出新戏里被分派担任一个小角色。
• I gave him a minor share of my wealth.我把小部分财产给了他。

35 bosom   

n.胸，胸部；胸怀；内心；adj.亲密的

参考例句：

• She drew a little book from her bosom.她从怀里取出一本小册子。
• A dark jealousy stirred in his bosom.他内心生出一阵恶毒的嫉妒。

36 Forsaken   

adj. 被遗忘的, 被抛弃的 动词forsake的过去分词

参考例句：

• He was forsaken by his friends. 他被朋友们背弃了。
• He has forsaken his wife and children. 他遗弃了他的妻子和孩子。

37 descends   

v.下来( descend的第三人称单数 )；下去；下降；下斜

参考例句：

• This festival descends from a religious rite. 这个节日起源于宗教仪式。 来自《简明英汉词典》
• The path descends steeply to the village. 小路陡直而下直到村子。 来自《简明英汉词典》

38 overestimate   

v.估计过高，过高评价

参考例句：

• Don't overestimate seriousness of the problem.别把问题看重了。
• We overestimate our influence and our nuisance value.我们过高地估计了自己的影响力和破坏作用。

39 poetic   

adj.富有诗意的，有诗人气质的，善于抒情的

参考例句：

• His poetic idiom is stamped with expressions describing group feeling and thought.他的诗中的措辞往往带有描写群体感情和思想的印记。
• His poetic novels have gone through three different historical stages.他的诗情小说创作经历了三个不同的历史阶段。

40 azure   

adj.天蓝色的，蔚蓝色的

参考例句：

• His eyes are azure.他的眼睛是天蓝色的。
• The sun shone out of a clear azure sky.清朗蔚蓝的天空中阳光明媚。

41 plumes   

羽毛( plume的名词复数 )； 羽毛饰； 羽毛状物； 升上空中的羽状物

参考例句：

• The dancer wore a headdress of pink ostrich plumes. 那位舞蹈演员戴着粉色鸵鸟毛制作的头饰。
• The plumes on her bonnet barely moved as she nodded. 她点点头，那帽子的羽毛在一个劲儿颤动。

42 wren   

n.鹪鹩；英国皇家海军女子服务队成员

参考例句：

• A wren is a kind of short-winged songbird.鹪鹩是一种短翼的鸣禽。
• My bird guide confirmed that a Carolina wren had discovered the thickets near my house.我掌握的鸟类知识使我确信，一只卡罗莱纳州鹪鹩已经发现了我家的这个灌木丛。

43 fragrance   

n.芬芳，香味，香气

参考例句：

• The apple blossoms filled the air with their fragrance.苹果花使空气充满香味。
• The fragrance of lavender filled the room.房间里充满了薰衣草的香味。

44 meekly   

adv.温顺地，逆来顺受地

参考例句：

• He stood aside meekly when the new policy was proposed. 当有人提出新政策时，他唯唯诺诺地站 来自《简明英汉词典》
• He meekly accepted the rebuke. 他顺从地接受了批评。 来自《简明英汉词典》

45 spire   

n.(教堂)尖顶，尖塔，高点

参考例句：

• The church spire was struck by lightning.教堂的尖顶遭到了雷击。
• They could just make out the spire of the church in the distance.他们只能辨认出远处教堂的尖塔。

46 poised   

a.摆好姿势不动的

参考例句：

• The hawk poised in mid-air ready to swoop. 老鹰在半空中盘旋，准备俯冲。
• Tina was tense, her hand poised over the telephone. 蒂娜心情紧张，手悬在电话机上。

47 nay   

adv.不；n.反对票，投反对票者

参考例句：

• He was grateful for and proud of his son's remarkable,nay,unique performance.他为儿子出色的，不，应该是独一无二的表演心怀感激和骄傲。
• Long essays,nay,whole books have been written on this.许多长篇大论的文章，不，应该说是整部整部的书都是关于这件事的。

48 lone   

adj.孤寂的，单独的；唯一的

参考例句：

• A lone sea gull flew across the sky.一只孤独的海鸥在空中飞过。
• She could see a lone figure on the deserted beach.她在空旷的海滩上能看到一个孤独的身影。

49 Christian   

adj.基督教徒的；n.基督教徒

参考例句：

• They always addressed each other by their Christian name.他们总是以教名互相称呼。
• His mother is a sincere Christian.他母亲是个虔诚的基督教徒。

50 admiration   

n.钦佩，赞美，羡慕

参考例句：

• He was lost in admiration of the beauty of the scene.他对风景之美赞不绝口。
• We have a great admiration for the gold medalists.我们对金牌获得者极为敬佩。

51 bishop   

n.主教，（国际象棋）象

参考例句：

• He was a bishop who was held in reverence by all.他是一位被大家都尊敬的主教。
• Two years after his death the bishop was canonised.主教逝世两年后被正式封为圣者。

52 brooks   

n.小溪( brook的名词复数 )

参考例句：

• Brooks gave the business when Haas caught him with his watch. 哈斯抓到偷他的手表的布鲁克斯时，狠狠地揍了他一顿。 来自《简明英汉词典》
• Ade and Brooks exchanged blows yesterday and they were severely punished today. 艾德和布鲁克斯昨天打起来了，今天他们受到严厉的惩罚。 来自《简明英汉词典》

53 hood   

n.头巾，兜帽，覆盖；v.罩上，以头巾覆盖

参考例句：

• She is wearing a red cloak with a hood.她穿着一件红色带兜帽的披风。
• The car hood was dented in.汽车的发动机罩已凹了进去。

54 converse   

vi.谈话，谈天，闲聊；adv.相反的，相反

参考例句：

• He can converse in three languages.他可以用3种语言谈话。
• I wanted to appear friendly and approachable but I think I gave the converse impression.我想显得友好、平易近人些,却发觉给人的印象恰恰相反。

55 cultivation   

n.耕作，培养，栽培（法），养成

参考例句：

• The cultivation in good taste is our main objective.培养高雅情趣是我们的主要目标。
• The land is not fertile enough to repay cultivation.这块土地不够肥沃，不值得耕种。

56 poetical   

adj.似诗人的；诗一般的；韵文的；富有诗意的

参考例句：

• This is a poetical picture of the landscape. 这是一幅富有诗意的风景画。 来自《简明英汉词典》
• John is making a periphrastic study in a worn-out poetical fashion. 约翰正在对陈腐的诗风做迂回冗长的研究。 来自辞典例句

57 portrayed   

v.画像( portray的过去式和过去分词 )；描述；描绘；描画

参考例句：

• Throughout the trial, he portrayed himself as the victim. 在审讯过程中，他始终把自己说成是受害者。
• The author portrayed his father as a vicious drunkard. 作者把他父亲描绘成一个可恶的酒鬼。 来自《现代汉英综合大词典》

58 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。

59 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

60 gathering   

n.集会，聚会，聚集

参考例句：

• He called on Mr. White to speak at the gathering.他请怀特先生在集会上讲话。
• He is on the wing gathering material for his novels.他正忙于为他的小说收集资料。

61 monarchs   

君主，帝王( monarch的名词复数 )

参考例句：

• Monarchs ruled England for centuries. 世袭君主统治英格兰有许多世纪。
• Serving six monarchs of his native Great Britain, he has served all men's freedom and dignity. 他在大不列颠本国为六位君王服务，也为全人类的自由和尊严服务。 来自演讲部分

62 monarch   

n.帝王，君主，最高统治者

参考例句：

• The monarch's role is purely ceremonial.君主纯粹是个礼仪职位。
• I think myself happier now than the greatest monarch upon earth.我觉得这个时候比世界上什么帝王都快乐。

63 anemone   

n.海葵

参考例句：

• Do you want this anemone to sting you?你想让这个海葵刺疼你吗？
• The bodies of the hydra and sea anemone can produce buds.水螅和海葵的身体能产生芽。

64 eyelids   

n.眼睑( eyelid的名词复数 )；眼睛也不眨一下；不露声色；面不改色

参考例句：

• She was so tired, her eyelids were beginning to droop. 她太疲倦了，眼睑开始往下垂。
• Her eyelids drooped as if she were on the verge of sleep. 她眼睑低垂好像快要睡着的样子。 来自《简明英汉词典》

65 ripening   

v.成熟，使熟( ripen的现在分词 )；熟化；熟成

参考例句：

• The corn is blossoming [ripening]. 玉米正在开花[成熟]。 来自《现代汉英综合大词典》
• When the summer crop is ripening, the autumn crop has to be sowed. 夏季作物成熟时，就得播种秋季作物。 来自《简明英汉词典》

66 foliage   

n.叶子，树叶，簇叶

参考例句：

• The path was completely covered by the dense foliage.小路被树叶厚厚地盖了一层。
• Dark foliage clothes the hills.浓密的树叶覆盖着群山。

67 assented   

同意，赞成( assent的过去式和过去分词 )

参考例句：

• The judge assented to allow the prisoner to speak. 法官同意允许犯人申辩。
• "No," assented Tom, "they don't kill the women -- they're too noble. “对，”汤姆表示赞同地说，“他们不杀女人——真伟大！

68 mentor   

n.指导者，良师益友；v.指导

参考例句：

• He fed on the great ideas of his mentor.他以他导师的伟大思想为支撑。
• He had mentored scores of younger doctors.他指导过许多更年轻的医生。

69 utterly   

adv.完全地，绝对地

参考例句：

• Utterly devoted to the people,he gave his life in saving his patients.他忠于人民，把毕生精力用于挽救患者的生命。
• I was utterly ravished by the way she smiled.她的微笑使我完全陶醉了。

70 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。

71 kindly   

adj.和蔼的，温和的，爽快的；adv.温和地，亲切地

参考例句：

• Her neighbours spoke of her as kindly and hospitable.她的邻居都说她和蔼可亲、热情好客。
• A shadow passed over the kindly face of the old woman.一道阴影掠过老太太慈祥的面孔。

72 retired   

adj.隐退的，退休的，退役的

参考例句：

• The old man retired to the country for rest.这位老人下乡休息去了。
• Many retired people take up gardening as a hobby.许多退休的人都以从事园艺为嗜好。

73 plagiarism   

n.剽窃，抄袭

参考例句：

• Teachers in America fight to control cheating and plagiarism.美国老师们努力对付欺骗和剽窃的问题。
• Now he's in real trouble.He's accused of plagiarism.现在他是真遇到麻烦了。他被指控剽窃。

74 retentive   

v.保留的，有记忆的；adv.有记性地，记性强地；n.保持力

参考例句：

• Luke had an amazingly retentive memory.卢克记忆力惊人。
• He is a scholar who has wide learning and a retentive memory.他是一位博闻强记的学者。

75 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。

76 allude   

v.提及，暗指

参考例句：

• Many passages in Scripture allude to this concept.圣经中有许多经文间接地提到这样的概念。
• She also alluded to her rival's past marital troubles.她还影射了对手过去的婚姻问题。

77 vividly   

adv.清楚地，鲜明地，生动地

参考例句：

• The speaker pictured the suffering of the poor vividly.演讲者很生动地描述了穷人的生活。
• The characters in the book are vividly presented.这本书里的人物写得栩栩如生。

78 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。

79 recollect   

v.回忆，想起，记起，忆起，记得

参考例句：

• He tried to recollect things and drown himself in them.他极力回想过去的事情而沉浸于回忆之中。
• She could not recollect being there.她回想不起曾经到过那儿。

80 chirp   

v.(尤指鸟)唧唧喳喳的叫

参考例句：

• The birds chirp merrily at the top of tree.鸟儿在枝头欢快地啾啾鸣唱。
• The sparrows chirp outside the window every morning.麻雀每天清晨在窗外嘁嘁喳喳地叫。

81 trotting   

小跑，急走( trot的现在分词 )； 匆匆忙忙地走

参考例句：

• The riders came trotting down the lane. 这骑手骑着马在小路上慢跑。
• Alan took the reins and the small horse started trotting. 艾伦抓住缰绳，小马开始慢跑起来。

82 rogue   

n.流氓；v.游手好闲

参考例句：

• The little rogue had his grandpa's glasses on.这淘气鬼带上了他祖父的眼镜。
• They defined him as a rogue.他们确定他为骗子。

83 linen   

n.亚麻布，亚麻线，亚麻制品；adj.亚麻布制的，亚麻的

参考例句：

• The worker is starching the linen.这名工人正在给亚麻布上浆。
• Fine linen and cotton fabrics were known as well as wool.精细的亚麻织品和棉织品像羊毛一样闻名遐迩。

84 rosy   

adj.美好的，乐观的，玫瑰色的

参考例句：

• She got a new job and her life looks rosy.她找到一份新工作，生活看上去很美好。
• She always takes a rosy view of life.她总是对生活持乐观态度。

85 gravel   

n.砂跞；砂砾层；结石

参考例句：

• We bought six bags of gravel for the garden path.我们购买了六袋碎石用来铺花园的小路。
• More gravel is needed to fill the hollow in the drive.需要更多的砾石来填平车道上的坑洼。

86 rosebuds   

蔷薇花蕾，妙龄少女，初入社交界的少女( rosebud的名词复数 )

参考例句：

• Gather ye rosebuds while ye may. 花开堪折直须折。
• Gather ye rosebuds while ye may. 有花堪折直须折，莫待花无空折枝。

87 rosebud   

n.蔷薇花蕾，妙龄少女

参考例句：

• At West Ham he was thought of as the rosebud that never properly flowered.在西汉姆他被认为是一个尚未开放的花蕾。
• Unlike the Rosebud salve,this stuff is actually worth the money.跟玫瑰花蕾膏不一样，这个更值的买。

88 awakened   

v.（使）醒( awaken的过去式和过去分词 )；（使）觉醒；弄醒；（使）意识到

参考例句：

• She awakened to the sound of birds singing. 她醒来听到鸟的叫声。
• The public has been awakened to the full horror of the situation. 公众完全意识到了这一状况的可怕程度。 来自《简明英汉词典》

89 pier   

n.码头；桥墩，桥柱；[建]窗间壁，支柱

参考例句：

• The pier of the bridge has been so badly damaged that experts worry it is unable to bear weight.这座桥的桥桩破损厉害，专家担心它已不能负重。
• The ship was making towards the pier.船正驶向码头。

90 joyously   

ad.快乐地, 高兴地

参考例句：

• She opened the door for me and threw herself in my arms, screaming joyously and demanding that we decorate the tree immediately. 她打开门，直扑我的怀抱，欣喜地喊叫着要马上装饰圣诞树。
• They came running, crying out joyously in trilling girlish voices. 她们边跑边喊，那少女的颤音好不欢快。 来自名作英译部分

91 joyous   

adj.充满快乐的；令人高兴的

参考例句：

• The lively dance heightened the joyous atmosphere of the scene.轻快的舞蹈给这场戏渲染了欢乐气氛。
• They conveyed the joyous news to us soon.他们把这一佳音很快地传递给我们。

92 chubby   

adj.丰满的，圆胖的

参考例句：

• He is stocky though not chubby.他长得敦实，可并不发胖。
• The short and chubby gentleman over there is our new director.那个既矮又胖的绅士是我们的新主任。

93 bent   

n.爱好，癖好；adj.弯的；决心的，一心的

参考例句：

• He was fully bent upon the project.他一心扑在这项计划上。
• We bent over backward to help them.我们尽了最大努力帮助他们。

94 jack   

n.插座，千斤顶，男人；v.抬起，提醒，扛举；n.（Jake）杰克

参考例句：

• I am looking for the headphone jack.我正在找寻头戴式耳机插孔。
• He lifted the car with a jack to change the flat tyre.他用千斤顶把车顶起来换下瘪轮胎。

95 drawn   

v.拖，拉，拔出；adj.憔悴的，紧张的

参考例句：

• All the characters in the story are drawn from life.故事中的所有人物都取材于生活。
• Her gaze was drawn irresistibly to the scene outside.她的目光禁不住被外面的风景所吸引。

96 rubies   

红宝石( ruby的名词复数 )； 红宝石色，深红色

参考例句：

• a necklace of rubies intertwined with pearls 缠着珍珠的红宝石项链
• The crown was set with precious jewels—diamonds, rubies and emeralds. 王冠上镶嵌着稀世珍宝—有钻石、红宝石、绿宝石。

97 obedience   

n.服从，顺从

参考例句：

• Society has a right to expect obedience of the law.社会有权要求人人遵守法律。
• Soldiers act in obedience to the orders of their superior officers.士兵们遵照上级军官的命令行动。

98 grumbling   

adj. 喃喃鸣不平的, 出怨言的

参考例句：

• She's always grumbling to me about how badly she's treated at work. 她总是向我抱怨她在工作中如何受亏待。
• We didn't hear any grumbling about the food. 我们没听到过对食物的抱怨。

99 decided   

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。

100 toil   

vi.辛劳工作，艰难地行动；n.苦工，难事

参考例句：

• The wealth comes from the toil of the masses.财富来自大众的辛勤劳动。
• Every single grain is the result of toil.每一粒粮食都来之不易。

101 grumble   

vi.抱怨；咕哝；n.抱怨，牢骚；咕哝，隆隆声

参考例句：

• I don't want to hear another grumble from you.我不愿再听到你的抱怨。
• He could do nothing but grumble over the situation.他除了埋怨局势之外别无他法。

102 undo   

vt.解开，松开；取消，撤销

参考例句：

• His pride will undo him some day.他的傲慢总有一天会毁了他。
• I managed secretly to undo a corner of the parcel.我悄悄地设法解开了包裹的一角。

103 crimson   

n./adj.深(绯)红色(的)；vi.脸变绯红色

参考例句：

• She went crimson with embarrassment.她羞得满脸通红。
• Maple leaves have turned crimson.枫叶已经红了。

104 tinkling   

n.丁当作响声

参考例句：

• I could hear bells tinkling in the distance. 我能听到远处叮当铃响。
• To talk to him was like listening to the tinkling of a worn-out musical-box. 跟他说话，犹如听一架老掉牙的八音盒子丁冬响。 来自英汉文学

105 maples   

槭树，枫树( maple的名词复数 )； 槭木

参考例句：

• There are many maples in the park. 公园里有好多枫树。
• The wind of the autumn colour the maples carmine . 秋风给枫林涂抹胭红。

106 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。

107 tardy   

adj.缓慢的，迟缓的

参考例句：

• It's impolite to make a tardy appearance.晚到是不礼貌的。
• The boss is unsatisfied with the tardy tempo.老板不满于这种缓慢的进度。

108 cowered   

v.畏缩，抖缩( cower的过去式 )

参考例句：

• A gun went off and people cowered behind walls and under tables. 一声枪响，人们缩到墙后或桌子底下躲起来。
• He cowered in the corner, gibbering with terror. 他蜷缩在角落里，吓得语无伦次。

109 ruby   

n.红宝石，红宝石色

参考例句：

• She is wearing a small ruby earring.她戴着一枚红宝石小耳环。
• On the handle of his sword sat the biggest ruby in the world.他的剑柄上镶有一颗世上最大的红宝石。

110 reign   

n.统治时期，统治，支配，盛行；v.占优势

参考例句：

• The reign of Queen Elizabeth lapped over into the seventeenth century.伊丽莎白王朝延至17世纪。
• The reign of Zhu Yuanzhang lasted about 31 years.朱元璋统治了大约三十一年。

111 glacier   

n.冰川，冰河

参考例句：

• The glacier calved a large iceberg.冰河崩解而形成一个大冰山。
• The upper surface of glacier is riven by crevasses.冰川的上表面已裂成冰隙。

112 spires   

n.（教堂的） 塔尖，尖顶( spire的名词复数 )

参考例句：

• Her masts leveled with the spires of churches. 船的桅杆和教堂的塔尖一样高。 来自《简明英汉词典》
• White church spires lift above green valleys. 教堂的白色尖顶耸立在绿色山谷中。 来自《简明英汉词典》

113 curiously   

adv.有求知欲地；好问地；奇特地

参考例句：

• He looked curiously at the people.他好奇地看着那些人。
• He took long stealthy strides. His hands were curiously cold.他迈着悄没声息的大步。他的双手出奇地冷。

114 recess   

n.短期休息，壁凹（墙上装架子，柜子等凹处）

参考例句：

• The chairman of the meeting announced a ten-minute recess.会议主席宣布休会10分钟。
• Parliament was hastily recalled from recess.休会的议员被匆匆召回开会。

115 transparent   

adj.明显的，无疑的；透明的

参考例句：

• The water is so transparent that we can see the fishes swimming.水清澈透明，可以看到鱼儿游来游去。
• The window glass is transparent.窗玻璃是透明的。

116 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。

117 astonishment   

n.惊奇，惊异

参考例句：

• They heard him give a loud shout of astonishment.他们听见他惊奇地大叫一声。
• I was filled with astonishment at her strange action.我对她的奇怪举动不胜惊异。

118 crouched   

v.屈膝，蹲伏( crouch的过去式和过去分词 )

参考例句：

• He crouched down beside her. 他在她的旁边蹲了下来。
• The lion crouched ready to pounce. 狮子蹲下身，准备猛扑。

119 aglow   

adj.发亮的；发红的；adv.发亮地

参考例句：

• The garden is aglow with many flowers.园中百花盛开。
• The sky was aglow with the setting sun.天空因夕阳映照而发红光。

120 banished   

v.放逐，驱逐( banish的过去式和过去分词 )

参考例句：

• He was banished to Australia, where he died five years later. 他被流放到澳大利亚，五年后在那里去世。
• He was banished to an uninhabited island for a year. 他被放逐到一个无人居住的荒岛一年。 来自《简明英汉词典》

121 fiery   

adj.燃烧着的，火红的；暴躁的；激烈的

参考例句：

• She has fiery red hair.她有一头火红的头发。
• His fiery speech agitated the crowd.他热情洋溢的讲话激动了群众。

122 dormant   

adj.暂停活动的；休眠的；潜伏的

参考例句：

• Many animals are in a dormant state during winter.在冬天许多动物都处于睡眠状态。
• This dormant volcano suddenly fired up.这座休眠火山突然爆发了。

123 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。

124 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。

125 alludes   

提及，暗指( allude的第三人称单数 )

参考例句：

• In the vegetable kingdom Mr. Mivart only alludes to two cases. 在植物界中，密伐脱先生仅提出两点。
• Black-box testing alludes to test that are conducted at the software interface. 黑箱测试是指测试软件接口进行。

126 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。

127 quarry   

n.采石场；v.采石；费力地找

参考例句：

• Michelangelo obtained his marble from a quarry.米开朗基罗从采石场获得他的大理石。
• This mountain was the site for a quarry.这座山曾经有一个采石场。

128 compliance   

n.顺从；服从；附和；屈从

参考例句：

• I was surprised by his compliance with these terms.我对他竟然依从了这些条件而感到吃惊。
• She gave up the idea in compliance with his desire.她顺从他的愿望而放弃自己的主意。

129 testimony   

n.证词；见证，证明

参考例句：

• The testimony given by him is dubious.他所作的证据是可疑的。
• He was called in to bear testimony to what the police officer said.他被传入为警官所说的话作证。

130 possessed   

adj.疯狂的；拥有的，占有的

参考例句：

• He flew out of the room like a man possessed.他像着了魔似地猛然冲出房门。
• He behaved like someone possessed.他行为举止像是魔怔了。

131 embodied   

v.表现( embody的过去式和过去分词 )；象征；包括；包含

参考例句：

• a politician who embodied the hopes of black youth 代表黑人青年希望的政治家
• The heroic deeds of him embodied the glorious tradition of the troops. 他的英雄事迹体现了军队的光荣传统。 来自《简明英汉词典》

132 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。

133 afterward   

adv.后来；以后

参考例句：

• Let's go to the theatre first and eat afterward. 让我们先去看戏，然后吃饭。
• Afterward,the boy became a very famous artist.后来，这男孩成为一个很有名的艺术家。

134 persistently   

ad.坚持地；固执地

参考例句：

• He persistently asserted his right to a share in the heritage. 他始终声称他有分享那笔遗产的权利。
• She persistently asserted her opinions. 她果断地说出了自己的意见。

135 truthful   

adj.真实的，说实话的，诚实的

参考例句：

• You can count on him for a truthful report of the accident.你放心，他会对事故作出如实的报告的。
• I don't think you are being entirely truthful.我认为你并没全讲真话。

136 veracity   

n.诚实

参考例句：

• I can testify to this man's veracity and good character.我可以作证，此人诚实可靠品德良好。
• There is no reason to doubt the veracity of the evidence.没有理由怀疑证据的真实性。

137 truthfulness   

n. 符合实际

参考例句：

• Among her many virtues are loyalty, courage, and truthfulness. 她有许多的美德，如忠诚、勇敢和诚实。
• I fired a hundred questions concerning the truthfulness of his statement. 我对他发言的真实性提出一连串质问。

138 intensity   

n.强烈，剧烈；强度；烈度

参考例句：

• I didn't realize the intensity of people's feelings on this issue.我没有意识到这一问题能引起群情激奋。
• The strike is growing in intensity.罢工日益加剧。

139 rigid   

adj.严格的，死板的；刚硬的，僵硬的

参考例句：

• She became as rigid as adamant.她变得如顽石般的固执。
• The examination was so rigid that nearly all aspirants were ruled out.考试很严，几乎所有的考生都被淘汰了。

140 elicit   

v.引出,抽出,引起

参考例句：

• It was designed to elicit the best thinking within the government. 机构的设置是为了在政府内部集思广益。
• Don't try to elicit business secrets from me. I won't tell you anything. 你休想从我这里套问出我们的商业机密, 我什么都不会告诉你的。

141 deception   

n.欺骗，欺诈；骗局，诡计

参考例句：

• He admitted conspiring to obtain property by deception.他承认曾与人合谋骗取财产。
• He was jailed for two years for fraud and deception.他因为诈骗和欺诈入狱服刑两年。

142 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。

143 illiterate   

adj.文盲的；无知的；n.文盲

参考例句：

• There are still many illiterate people in our country.在我国还有许多文盲。
• I was an illiterate in the old society,but now I can read.我这个旧社会的文盲，今天也认字了。

144 unaware   

a.不知道的，未意识到的

参考例句：

• They were unaware that war was near. 他们不知道战争即将爆发。
• I was unaware of the man's presence. 我没有察觉到那人在场。

145 overestimated   

对（数量）估计过高，对…作过高的评价( overestimate的过去式和过去分词 )

参考例句：

• They overestimated his ability when they promoted him. 他们提拔他的时候高估了他的能力。
• The Ministry of Finance consistently overestimated its budget deficits. 财政部一贯高估预算赤字。

146 lurk   

n.潜伏，潜行；v.潜藏，潜伏，埋伏

参考例句：

• Dangers lurk in the path of wilderness.在这条荒野的小路上隐伏着危险。
• He thought he saw someone lurking above the chamber during the address.他觉得自己看见有人在演讲时潜藏在会议厅顶上。

147 temperament   

n.气质，性格，性情

参考例句：

• The analysis of what kind of temperament you possess is vital.分析一下你有什么样的气质是十分重要的。
• Success often depends on temperament.成功常常取决于一个人的性格。

148 primitive   

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。

149 conceal   

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。

150 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。

151 briefly   

adv.简单地，简短地

参考例句：

• I want to touch briefly on another aspect of the problem.我想简单地谈一下这个问题的另一方面。
• He was kidnapped and briefly detained by a terrorist group.他被一个恐怖组织绑架并短暂拘禁。

152 sketch   

n.草图；梗概；素描；v.素描；概述

参考例句：

• My sister often goes into the country to sketch. 我姐姐常到乡间去写生。
• I will send you a slight sketch of the house.我将给你寄去房屋的草图。

153 mingled   

混合，混入( mingle的过去式和过去分词 )； 混进，与…交往[联系]

参考例句：

• The sounds of laughter and singing mingled in the evening air. 笑声和歌声交织在夜空中。
• The man and the woman mingled as everyone started to relax. 当大家开始放松的时候，这一男一女就开始交往了。

154 paradox   

n.似乎矛盾却正确的说法；自相矛盾的人(物)

参考例句：

• The story contains many levels of paradox.这个故事存在多重悖论。
• The paradox is that Japan does need serious education reform.矛盾的地方是日本确实需要教育改革。

155 corrupted   

（使）败坏( corrupt的过去式和过去分词 )； （使）腐化； 引起（计算机文件等的）错误； 破坏

参考例句：

• The body corrupted quite quickly. 尸体很快腐烂了。
• The text was corrupted by careless copyists. 原文因抄写员粗心而有讹误。

156 jargon   

n.术语，行话

参考例句：

• They will not hear critics with their horrible jargon.他们不愿意听到评论家们那些可怕的行话。
• It is important not to be overawed by the mathematical jargon.要紧的是不要被数学的术语所吓倒.

157 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。

158 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。

159 nurtured   

养育( nurture的过去式和过去分词 )； 培育； 滋长； 助长

参考例句：

• She is looking fondly at the plants he had nurtured. 她深情地看着他培育的植物。
• Any latter-day Einstein would still be spotted and nurtured. 任何一个未来的爱因斯坦都会被发现并受到培养。

160 tenacious   

adj.顽强的，固执的，记忆力强的，粘的

参考例句：

• We must learn from the tenacious fighting spirit of Lu Xun.我们要学习鲁迅先生韧性的战斗精神。
• We should be tenacious of our rights.我们应坚决维护我们的权利。

161 reassure   

v.使放心，使消除疑虑

参考例句：

• This seemed to reassure him and he continued more confidently.这似乎使他放心一点，于是他更有信心地继续说了下去。
• The airline tried to reassure the customers that the planes were safe.航空公司尽力让乘客相信飞机是安全的。

162 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。

163 dreary   

adj.令人沮丧的，沉闷的，单调乏味的

参考例句：

• They live such dreary lives.他们的生活如此乏味。
• She was tired of hearing the same dreary tale of drunkenness and violence.她听够了那些关于酗酒和暴力的乏味故事。

164 soothe   

v.安慰；使平静；使减轻；缓和；奉承

参考例句：

• I've managed to soothe him down a bit.我想方设法使他平静了一点。
• This medicine should soothe your sore throat.这种药会减轻你的喉痛。

165 feverish   

adj.发烧的，狂热的，兴奋的

参考例句：

• He is too feverish to rest.他兴奋得安静不下来。
• They worked with feverish haste to finish the job.为了完成此事他们以狂热的速度工作着。

166 blessings   

n.（上帝的）祝福( blessing的名词复数 )；好事；福分；因祸得福

参考例句：

• Afflictions are sometimes blessings in disguise. 塞翁失马，焉知非福。 来自《简明英汉词典》
• We don't rely on blessings from Heaven. 我们不靠老天保佑。 来自《现代汉英综合大词典》

167 intelligibly   

adv.可理解地，明了地，清晰地

参考例句：

• The foreigner spoke to us quite intelligibly. 这个外国人对我们讲的话理解很好。 来自《简明英汉词典》
• Logically or intelligibly ordered or presented; coherent. 有逻辑或理性地排列或表现的；协调的。 来自互联网

168 spout   

v.喷出，涌出；滔滔不绝地讲；n.喷管；水柱

参考例句：

• Implication in folk wealth creativity and undertaking vigor spout.蕴藏于民间的财富创造力和创业活力喷涌而出。
• This acts as a spout to drain off water during a rainstorm.在暴风雨季，这东西被用作喷管来排水。

169 exultant   

adj.欢腾的，狂欢的，大喜的

参考例句：

• The exultant crowds were dancing in the streets.欢欣的人群在大街上跳起了舞。
• He was exultant that she was still so much in his power.他仍然能轻而易举地摆布她，对此他欣喜若狂。

170 chamber   

n.房间，寝室；会议厅；议院；会所

参考例句：

• For many,the dentist's surgery remains a torture chamber.对许多人来说，牙医的治疗室一直是间受刑室。
• The chamber was ablaze with light.会议厅里灯火辉煌。

171 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。

172 fragrant   

adj.芬香的，馥郁的，愉快的

参考例句：

• The Fragrant Hills are exceptionally beautiful in late autumn.深秋的香山格外美丽。
• The air was fragrant with lavender.空气中弥漫薰衣草香。

173 somber   

adj.昏暗的，阴天的，阴森的，忧郁的

参考例句：

• He had a somber expression on his face.他面容忧郁。
• His coat was a somber brown.他的衣服是暗棕色的。

174 plunged   

v.颠簸( plunge的过去式和过去分词 )；暴跌；骤降；突降

参考例句：

• The train derailed and plunged into the river. 火车脱轨栽进了河里。
• She lost her balance and plunged 100 feet to her death. 她没有站稳，从100英尺的高处跌下摔死了。

175 pebble   

n.卵石，小圆石

参考例句：

• The bird mistook the pebble for egg and tried to hatch it.这只鸟错把卵石当蛋，想去孵它。
• The pebble made a ripple on the surface of the lake.石子在湖面上激起一个涟漪。

176 artifice   

n.妙计，高明的手段；狡诈，诡计

参考例句：

• The use of mirrors in a room is an artifice to make the room look larger.利用镜子装饰房间是使房间显得大一点的巧妙办法。
• He displayed a great deal of artifice in decorating his new house.他在布置新房子中表现出富有的技巧。

177 prematurely   

adv.过早地，贸然地

参考例句：

• She was born prematurely with poorly developed lungs. 她早产，肺部未发育健全。 来自《简明英汉词典》
• His hair was prematurely white, but his busy eyebrows were still jet-black. 他的头发已经白了，不过两道浓眉还是乌黑乌黑的。 来自辞典例句

178 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。

179 flexibility   

n.柔韧性，弹性，（光的）折射性，灵活性

参考例句：

• Her great strength lies in her flexibility.她的优势在于她灵活变通。
• The flexibility of a man's muscles will lessen as he becomes old.人老了肌肉的柔韧性将降低。

180 quotations   

n.引用( quotation的名词复数 )；[商业]行情（报告）；（货物或股票的）市价；时价

参考例句：

• The insurance company requires three quotations for repairs to the car. 保险公司要修理这辆汽车的三家修理厂的报价单。 来自《简明英汉词典》
• These quotations cannot readily be traced to their sources. 这些引语很难查出出自何处。 来自《现代汉英综合大词典》

181 fabric   

n.织物，织品，布；构造，结构，组织

参考例句：

• The fabric will spot easily.这种织品很容易玷污。
• I don't like the pattern on the fabric.我不喜欢那块布料上的图案。

182 autobiographer   

n.自传作者

参考例句：

183 flora   

n.(某一地区的)植物群

参考例句：

• The subtropical island has a remarkably rich native flora.这个亚热带岛屿有相当丰富的乡土植物种类。
• All flora need water and light.一切草木都需要水和阳光。

184 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。

185 sepulcher   

n.坟墓

参考例句：

• He said softly,as if his voice were coming from a sepulcher.他幽幽说道，象是从坟墓里传来的声音。
• Let us bend before the venerated sepulcher.让我们在他神圣的墓前鞠躬致敬。

186 glides   

n.滑行( glide的名词复数 )；滑音；音渡；过渡音v.滑动( glide的第三人称单数 )；掠过；（鸟或飞机 ） 滑翔

参考例句：

• The new dance consists of a series of glides. 这种新舞蹈中有一连串的滑步。 来自《简明英汉词典》
• The stately swan glides gracefully on the pond. 天鹅在池面上优美地游动。 来自《简明英汉词典》

187 consolation   

n.安慰，慰问

参考例句：

• The children were a great consolation to me at that time.那时孩子们成了我的莫大安慰。
• This news was of little consolation to us.这个消息对我们来说没有什么安慰。

188 pangs   

突然的剧痛( pang的名词复数 )； 悲痛

参考例句：

• She felt sudden pangs of regret. 她突然感到痛悔不已。
• With touching pathos he described the pangs of hunger. 他以极具感伤力的笔触描述了饥饿的痛苦。

189 woe   

n.悲哀，苦痛，不幸，困难；int.用来表达悲伤或惊慌

参考例句：

• Our two peoples are brothers sharing weal and woe.我们两国人民是患难与共的兄弟。
• A man is well or woe as he thinks himself so.自认祸是祸，自认福是福。

190 miserable   

adj.悲惨的，痛苦的；可怜的，糟糕的

参考例句：

• It was miserable of you to make fun of him.你取笑他，这是可耻的。
• Her past life was miserable.她过去的生活很苦。

191 hampered   

妨碍，束缚，限制( hamper的过去式和过去分词 )

参考例句：

• The search was hampered by appalling weather conditions. 恶劣的天气妨碍了搜寻工作。
• So thought every harassed, hampered, respectable boy in St. Petersburg. 圣彼德堡镇的那些受折磨、受拘束的体面孩子们个个都是这么想的。

192 enveloped   

v.包围，笼罩，包住( envelop的过去式和过去分词 )

参考例句：

• She was enveloped in a huge white towel. 她裹在一条白色大毛巾里。
• Smoke from the burning house enveloped the whole street. 燃烧着的房子冒出的浓烟笼罩了整条街。 来自《简明英汉词典》

193 uncertainty   

n.易变，靠不住，不确知，不确定的事物

参考例句：

• Her comments will add to the uncertainty of the situation.她的批评将会使局势更加不稳定。
• After six weeks of uncertainty,the strain was beginning to take its toll.6个星期的忐忑不安后，压力开始产生影响了。

194 expend   

vt.花费，消费，消耗

参考例句：

• Don't expend all your time on such a useless job.不要把时间消耗在这种无用的工作上。
• They expend all their strength in trying to climb out.他们费尽全力想爬出来。

195 ennui   

n.怠倦，无聊

参考例句：

• Since losing his job,he has often experienced a profound sense of ennui.他自从失业以来，常觉百无聊赖。
• Took up a hobby to relieve the ennui of retirement.养成一种嗜好以消除退休后的无聊。

196 discourses   

论文( discourse的名词复数 )； 演说； 讲道； 话语

参考例句：

• It is said that his discourses were very soul-moving. 据说他的讲道词是很能动人心灵的。
• I am not able to repeat the excellent discourses of this extraordinary man. 这位异人的高超言论我是无法重述的。

197 parlor   

n.店铺，营业室；会客室，客厅

参考例句：

• She was lying on a small settee in the parlor.她躺在客厅的一张小长椅上。
• Is there a pizza parlor in the neighborhood?附近有没有比萨店？

198 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。

199 blues   

n.抑郁，沮丧；布鲁斯音乐

参考例句：

• She was in the back of a smoky bar singing the blues.她在烟雾弥漫的酒吧深处唱着布鲁斯歌曲。
• He was in the blues on account of his failure in business.他因事业失败而意志消沉。

200 luncheon   

n.午宴，午餐，便宴

参考例句：

• We have luncheon at twelve o'clock.我们十二点钟用午餐。
• I have a luncheon engagement.我午饭有约。

201 freshman   

n.大学一年级学生(可兼指男女)

参考例句：

• Jack decided to live in during his freshman year at college.杰克决定大一时住校。
• He is a freshman in the show business.他在演艺界是一名新手。

202 delightful   

adj.令人高兴的，使人快乐的

参考例句：

• We had a delightful time by the seashore last Sunday.上星期天我们在海滨玩得真痛快。
• Peter played a delightful melody on his flute.彼得用笛子吹奏了一支欢快的曲子。

203 deprivations   

剥夺( deprivation的名词复数 )； 被夺去； 缺乏； 匮乏

参考例句：

• At this, some of the others chime in with memories of prewar deprivations. 听到这话，另外那些人中有几个开始加进来讲述他们对战前贫困生活的回忆。 来自柯林斯例句

204 royalty   

n.皇家，皇族

参考例句：

• She claims to be descended from royalty.她声称她是皇室后裔。
• I waited on tables，and even catered to royalty at the Royal Albert Hall.我做过服务生， 甚至在皇家阿伯特大厅侍奉过皇室的人。

205 maidenhood   

n. 处女性, 处女时代

参考例句：

206 varied   

adj.多样的，多变化的

参考例句：

• The forms of art are many and varied.艺术的形式是多种多样的。
• The hotel has a varied programme of nightly entertainment.宾馆有各种晚间娱乐活动。

207 exhausted   

adj.极其疲惫的，精疲力尽的

参考例句：

• It was a long haul home and we arrived exhausted.搬运回家的这段路程特别长，到家时我们已筋疲力尽。
• Jenny was exhausted by the hustle of city life.珍妮被城市生活的忙乱弄得筋疲力尽。

208 justify   

vt.证明…正当(或有理)，为…辩护

参考例句：

• He tried to justify his absence with lame excuses.他想用站不住脚的借口为自己的缺席辩解。
• Can you justify your rude behavior to me?你能向我证明你的粗野行为是有道理的吗？

209 splendor   

n.光彩；壮丽，华丽；显赫，辉煌

参考例句：

• Never in his life had he gazed on such splendor.他生平从没有见过如此辉煌壮丽的场面。
• All the splendor in the world is not worth a good friend.人世间所有的荣华富贵不如一个好朋友。

210 creeds   

（尤指宗教）信条，教条( creed的名词复数 )

参考例句：

• people of all races, colours and creeds 各种种族、肤色和宗教信仰的人
• Catholics are agnostic to the Protestant creeds. 天主教徒对于新教教义来说，是不可知论者。

211 doff   

v.脱，丢弃，废除

参考例句：

• The peasants doff their hats.农民脱下了他们的帽子。
• When he received me informally,he doffed the uniform of state and always wore a long chinese coat.当他非正式接见我的时候，他不穿礼服而总是穿中国长袍。

212 seedling   

n.秧苗，树苗

参考例句：

• She cut down the seedling with one chop.她一刀就把小苗砍倒了。
• The seedling are coming up full and green.苗长得茁壮碧绿。

213 lurked   

vi.潜伏，埋伏（lurk的过去式与过去分词形式）

参考例句：

• The murderers lurked behind the trees. 谋杀者埋伏在树后。 来自《简明英汉词典》
• Treachery lurked behind his smooth manners. 他圆滑姿态的后面潜伏着奸计。 来自《现代英汉综合大词典》

214 deigns   

v.屈尊，俯就( deign的第三人称单数 )

参考例句：

• She scarcely deigns a glance at me. 她简直不屑看我一眼。 来自辞典例句

215 adorned   

[计]被修饰的

参考例句：

• The walls were adorned with paintings. 墙上装饰了绘画。
• And his coat was adorned with a flamboyant bunch of flowers. 他的外套上面装饰着一束艳丽刺目的鲜花。

216 graceful   

adj.优美的，优雅的；得体的

参考例句：

• His movements on the parallel bars were very graceful.他的双杠动作可帅了!
• The ballet dancer is so graceful.芭蕾舞演员的姿态是如此的优美。

217 quarries   

n.（采）石场( quarry的名词复数 )；猎物（指鸟，兽等）；方形石；（格窗等的）方形玻璃v.从采石场采得( quarry的第三人称单数 )；从（书本等中）努力发掘（资料等）；在采石场采石

参考例句：

• This window was filled with old painted glass in quarries. 这窗户是由旧日的彩色菱形玻璃装配的。 来自《简明英汉词典》
• They hewed out the stones for the building from nearby quarries. 他们从邻近的采石场开凿出石头供建造那栋房子用。 来自辞典例句

218 thrifty   

adj.节俭的；兴旺的；健壮的

参考例句：

• Except for smoking and drinking,he is a thrifty man.除了抽烟、喝酒，他是个生活节俭的人。
• She was a thrifty woman and managed to put aside some money every month.她是个很会持家的妇女，每月都设法存些钱。

219 mighty   

adj.强有力的；巨大的

参考例句：

• A mighty force was about to break loose.一股巨大的力量即将迸发而出。
• The mighty iceberg came into view.巨大的冰山出现在眼前。

220 strife   

n.争吵，冲突，倾轧，竞争

参考例句：

• We do not intend to be drawn into the internal strife.我们不想卷入内乱之中。
• Money is a major cause of strife in many marriages.金钱是造成很多婚姻不和的一个主要原因。

221 villas   

别墅，公馆( villa的名词复数 )； （城郊）住宅

参考例句：

• Magnificent villas are found throughout Italy. 在意大利到处可看到豪华的别墅。
• Rich men came down from wealthy Rome to build sea-side villas. 有钱人从富有的罗马来到这儿建造海滨别墅。

222 desecrate   

v.供俗用，亵渎，污辱

参考例句：

• The enemy desecrate the church by using it as a stable.敌人亵渎这所教堂,把它当做马厩。
• It's a crime to desecrate the country's flag.玷污国旗是犯罪。

223 remorse   

n.痛恨，悔恨，自责

参考例句：

• She had no remorse about what she had said.她对所说的话不后悔。
• He has shown no remorse for his actions.他对自己的行为没有任何悔恨之意。

224 bribed   

v.贿赂( bribe的过去式和过去分词 )；向（某人）行贿，贿赂

参考例句：

• They bribed him with costly presents. 他们用贵重的礼物贿赂他。 来自《现代汉英综合大词典》
• He bribed himself onto the committee. 他暗通关节，钻营投机挤进了委员会。 来自《现代汉英综合大词典》

225 crafty   

adj.狡猾的，诡诈的

参考例句：

• He admired the old man for his crafty plan.他敬佩老者的神机妙算。
• He was an accomplished politician and a crafty autocrat.他是个有造诣的政治家，也是个狡黠的独裁者。

226 pranks   

n.玩笑，恶作剧( prank的名词复数 )

参考例句：

• Frank's errancy consisted mostly of pranks. 法兰克错在老喜欢恶作剧。 来自辞典例句
• He always leads in pranks and capers. 他老是带头胡闹和开玩笑。 来自辞典例句

227 strut   

v.肿胀，鼓起；大摇大摆地走；炫耀；支撑；撑开；n.高视阔步；支柱，撑杆

参考例句：

• The circulation economy development needs the green science and technology innovation as the strut.循环经济的发展需要绿色科技创新生态化作为支撑。
• Now we'll strut arm and arm.这会儿咱们可以手挽着手儿，高视阔步地走了。

228 virgins   

处女，童男( virgin的名词复数 )； 童贞玛利亚（耶稣之母）

参考例句：

• They were both virgins when they met and married. 他们从相识到结婚前都未曾经历男女之事。
• Men want virgins as concubines. 人家买姨太太的要整货。 来自汉英文学 - 骆驼祥子

229 hippopotamus   

n.河马

参考例句：

• The children enjoyed watching the hippopotamus wallowing in the mud.孩子们真喜观看河马在泥中打滚。
• A hippopotamus surfs the waves off the coast of Gabon.一头河马在加蓬的海岸附近冲浪。

230 pertains   

关于( pertain的第三人称单数 )； 有关； 存在； 适用

参考例句：

• When one manages upward, none of these clear and unambiguous symbols pertains. 当一个人由下而上地管理时，这些明确无误的信号就全都不复存在了。
• Her conduct hardly pertains to a lady. 她的行为与女士身份不太相符。

231 slayer   

n. 杀人者，凶手

参考例句：

• The young man was Oedipus, who thus unknowingly became the slayer of his own father. 这位青年就是俄狄浦斯。他在不明真相的情况下杀死了自己的父亲。
• May I depend on you to stand by me and my daughters, then, deer-slayer? 如此说来，我可以指望你照料我和女儿了，杀鹿人？

232 throbbed   

抽痛( throb的过去式和过去分词 )； （心脏、脉搏等）跳动

参考例句：

• His head throbbed painfully. 他的头一抽一跳地痛。
• The pulse throbbed steadily. 脉搏跳得平稳。

233 cannon   

n.大炮，火炮；飞机上的机关炮

参考例句：

• The soldiers fired the cannon.士兵们开炮。
• The cannon thundered in the hills.大炮在山间轰鸣。

234 trumpet   

n.喇叭，喇叭声；v.吹喇叭，吹嘘

参考例句：

• He plays the violin, but I play the trumpet.他拉提琴，我吹喇叭。
• The trumpet sounded for battle.战斗的号角吹响了。

235 behold   

v.看，注视，看到

参考例句：

• The industry of these little ants is wonderful to behold.这些小蚂蚁辛勤劳动的样子看上去真令人惊叹。
• The sunrise at the seaside was quite a sight to behold.海滨日出真是个奇景。

236 alas   

int.唉(表示悲伤、忧愁、恐惧等)

参考例句：

• Alas!The window is broken!哎呀！窗子破了！
• Alas,the truth is less romantic.然而，真理很少带有浪漫色彩。

237 devoid   

adj.全无的，缺乏的

参考例句：

• He is completely devoid of humour.他十分缺乏幽默。
• The house is totally devoid of furniture.这所房子里什么家具都没有。

238 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。

239 frantically   

ad.发狂地, 发疯地

参考例句：

• He dashed frantically across the road. 他疯狂地跑过马路。
• She bid frantically for the old chair. 她发狂地喊出高价要买那把古老的椅子。

240 tormentor   

n. 使苦痛之人, 使苦恼之物, 侧幕 =tormenter

参考例句：

• He was the tormentor, he was the protector, he was the inquisitor, he was the friend. 他既是拷打者，又是保护者；既是审问者，又是朋友。 来自英汉文学
• The tormentor enlarged the engagement garment. 折磨者加大了订婚服装。

241 dreaded   

adj.令人畏惧的；害怕的v.害怕，恐惧，担心( dread的过去式和过去分词)

参考例句：

• The dreaded moment had finally arrived. 可怕的时刻终于来到了。
• He dreaded having to spend Christmas in hospital. 他害怕非得在医院过圣诞节不可。 来自《用法词典》

242 caress   

vt./n.爱抚，抚摸

参考例句：

• She gave the child a loving caress.她疼爱地抚摸着孩子。
• She feasted on the caress of the hot spring.她尽情享受着温泉的抚爱。

243 sentient   

adj.有知觉的，知悉的；adv.有感觉能力地

参考例句：

• The living knew themselves just sentient puppets on God's stage.生还者认识到，他们不过是上帝的舞台上有知觉的木偶而已。
• It teaches us to love all sentient beings equally.它教导我们应该平等爱护一切众生。

244 snarl   

v.吼叫，怒骂，纠缠，混乱；n.混乱，缠结，咆哮

参考例句：

• At the seaside we could hear the snarl of the waves.在海边我们可以听见波涛的咆哮。
• The traffic was all in a snarl near the accident.事故发生处附近交通一片混乱。

245 flickered   

（通常指灯光）闪烁，摇曳( flicker的过去式和过去分词 )

参考例句：

• The lights flickered and went out. 灯光闪了闪就熄了。
• These lights flickered continuously like traffic lights which have gone mad. 这些灯象发狂的交通灯一样不停地闪动着。

246 reassured   

adj.使消除疑虑的；使放心的v.再保证，恢复信心( reassure的过去式和过去分词)

参考例句：

• The captain's confidence during the storm reassured the passengers. 在风暴中船长的信念使旅客们恢复了信心。 来自《现代英汉综合大词典》
• The doctor reassured the old lady. 医生叫那位老妇人放心。 来自《简明英汉词典》

247 hearth   

n.壁炉炉床，壁炉地面

参考例句：

• She came and sat in a chair before the hearth.她走过来，在炉子前面的椅子上坐下。
• She comes to the hearth,and switches on the electric light there.她走到壁炉那里，打开电灯。

248 lizard   

n.蜥蜴，壁虎

参考例句：

• A chameleon is a kind of lizard.变色龙是一种蜥蜴。
• The lizard darted out its tongue at the insect.蜥蜴伸出舌头去吃小昆虫。

249 chambers   

n.房间( chamber的名词复数 )；（议会的）议院；卧室；会议厅

参考例句：

• The body will be removed into one of the cold storage chambers. 尸体将被移到一个冷冻间里。 来自《简明英汉词典》
• Mr Chambers's readable book concentrates on the middle passage: the time Ransome spent in Russia. Chambers先生的这本值得一看的书重点在中间：Ransome在俄国的那几年。 来自互联网