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2小节
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 'It is a great honour,' he began, 'to come and address scientific workers (I have only recently discovered my claim to be a scientific worker),[Pg 152] and to describe to you what has turned out to be a scientific experiment. I hope to show the results of an experiment carried on, not in a scientific laboratory so-called—physical, chemical, biological, or anthropological—but in a school for boys.
 
'Before doing that, I should like to say that we scientific workers do very much depend on having a number of us together. One scientific worker placed in charge of any great work finds it difficult; scientific workers do not get the chance of appointing men in sympathy with themselves often enough; so it is frequently said that scientific men placed in command of a factory in industry or a department of state at home or in the colonies fail. Well, if so, they fail because scientific men have not often got the opportunity of getting men of like sympathy to work with them. I take it that the object of the National union of Scientific Workers is to get scientific men with scientific views of life and experimental experience to join together in some great work. When I speak of the duty and service of science in the new era, I mean that I want scientific men to claim justly a larger share in the work of the world, and not to confine themselves to what is[Pg 153] called purely1 scientific work. We want them to expand themselves over a wider area. As a matter of fact, that is what two distinguished2 writers have suggested: that the time has come when the ordinary discoveries and inventions of science should be closed down in order to enable scientific minds to do this simple thing. Practically everything that exists now is the work of scientific men, their discoveries and their inventions. The whole world teems3 with the results of the work of science. The great machines we see used in industry—the industrial machine itself—have been created by men of science. Now, I put it to you that when motor cars came in, the nobility of the land found their coachmen of little use. The scientific machine requires scientific men to manage it. Our industrial life is imperfectly organised; all our troubles are due to the fact that we have a process created by science, but organised in the old way by men of a different outlook. The discoveries of science have rushed into the world a considerable amount of unexpected ability. Working men engaged in industrial pursuits have had their intelligence discovered and brought out, and it is one thing to control a mass of human[Pg 154] beings who are not thus inspired with the knowledge of their own possibilities, and another to control those who are. It is like trying to control a set of live molecules5. It is one thing to control a hard atom and another to control a live electron.
 
'So that the duty and service of science would seem to lie in scientific men bringing their ideal of life, their standards, their vision, their outlook, and their methods to organise4 the great machine that their inventions have created. You cannot have a world half scientific and the other half nothing of the sort.
 
'That is to say, scientific workers will have to consider the whole question, for instance, of economics. I heard yesterday a distinguished member of the Government saying that we cannot change economics. Of course, that is one thing scientific men have got to do, to change economics so that the system of our industry shall be recreated. The system of management by dual6 control of the master and the slave will not work when the slave becomes an alive, active, intelligent, anarchic being. He will not be governed by the rein7 but by a system which the magnet can influence. However, the last hundred years has[Pg 155] resulted in a race between the changed conditions that science has brought about and the organisation8 required to control them, in what has been called by Mr. Wells a race between education and catastrophe9. In scientific language, it has produced a serious stress because of the hurrying on of change of conditions and the lagging behind of the methods of controlling them. It is this stress, I think, which has broken up the system. You may even say that the war itself is no cause of anything, but a result of the purely automatic action of shearing10 forces, as when a testing machine breaks a metal bar.
 
'The end of the war has left us with a whole host of individuals set free, and the business before science men is to organise this new body. It is a big problem, and requires scientific thought, temperament11, and outlook to rewrite practically the whole of our knowledge. It reminds me of the tremendous rush there was amongst scientific men to provide workers to overhaul12 practically everything in biology (and theology) and other parts of human knowledge after the doctrines13 of Darwin were well established. I take it that all the departments of human life have to be rewritten [Pg 156]by men under the influence of the spirit of science. Our books have to be rewritten, our very dictionaries. I have often amused myself with the Oxford14 Dictionary, or found it necessary to send a boy to that authority for a definition, and it has pretty nearly always been false. Take such a simple case as the word "democracy." The Oxford Dictionary hasn't a thing to tell you about the meaning of "democracy" as we use it to-day. It tells you nothing of the living use of words. That is one of the terrible dangers of leaving our books in the hands of men who have not got that outlook which experiment in science brings to the individual. Consequently I say that the duty of scientific men is to scour15 the whole area of knowledge and rewrite it to bring out new standards, new values, by means of which labour and industry itself, in the first instance, can be reorganised (the schools first should be reorganised), and then you can extend it into the wider area of international affairs.
 
'They tell us that economics cannot change our human nature. That is the great duty and service of science—to change human nature. Scientific men have to collect a band of disciples16 and make[Pg 157] a new world. As far as I can gather, from a long connection with boys, the only scientific quality which is constant is inertia17 in response to change. The actual change itself, when it has arrived, no one objects to, and every one says, "Why didn't we do that before?" Scientific workers rarely have their opportunity in industry. To have their full opportunity they are to set forth18 in the spirit of the Great Master to found a new kingdom: not to manage industry by the standards and values of the present, but to transform them. And they must do what our Master Himself did—collect a faithful band of disciples imbued19 with the same belief. I know it is freely said (I have been corresponding with some of the leaders in industry) that scientific men cannot do this thing. They can, if only they are true to themselves and their vision; they can absolutely change the whole system under which industry is worked, and change the world to their ideals.
 
'"Come, and I will make you fishers of men...." The great work that lies before scientific workers to-day is to extend the area of their labours, to become not fishers of facts but fishers of men. There will always be a distinguished[Pg 158] band of purely scientific men devoted20 to pure science, who will abide21 devoted to pure science; but with the present number trained in science, we claim them also to organise the machinery22 that science has created. They must leave their ships and nets and become fishers of men.... I dare-say even scientific workers know that is from the Bible. One of the greatest tragedies scientific men have allowed is for others to steal the Bible from them. The Old and New Testaments23, with their record of progressive revelation, form the most scientific book ever seen. Yet scientific men have allowed a certain type of men to steal it from them. Bible stealing is an old thing, and one favourite method is to bind24 it in morocco and to put it on a top shelf....
 
'But I must return to my scientific business. When I was at Cambridge I was not regarded as scientific. I was amongst those who took mathematics, and those who took mathematics and classics were respectable and had to attend chapel25. But if you inclined at all towards science, or even ethics26, you were not supposed to attend chapel....
 
'I said that I have recently discovered I am a[Pg 159] scientific worker, that I have been working a scientific experiment, though not of the kind accepted for report to the Royal Society. It has been worked by being headmaster of a school for thirty years and by having taught for forty years. When I became a headmaster I began by introducing engineering into the school—applied27 science. The first effect was that a large number of boys who could not do other things could do that. They began to like their work in school. They began to like school. That led on to introducing a large number of other sciences, such as agricultural chemistry, horse-shoeing (if that is a science), metallurgical chemistry, bio-chemistry, agriculture; and, of course, these new sorts of work interested a large number of other boys of a type different from the type interested in the old work, so we got an exceptional number of boys, curiously28 enough, unexpectedly liking29 what they had to do in school. Then I ventured to do something daring; it is most daring to introduce the scientific method of finding out the truth—a dangerous thing—by the process of experiment and research. We began to replace explicit30 teaching by finding out. We did this first with these newly [Pg 160]introduced sciences. Then we began to impress the aims and outlook of science on to other departments of school life. History, for instance: we began to replace the old class-room teaching and learning by a laboratory for history, full of books and other things required in abundance, so that boys in all parts of the school could, for some specific purpose (not to learn; to go into school to learn was egotistical), find out the things we required for to-day. We set them to find out things for the service of science, the service of literature, modern languages, music.
 
'This began to change the whole organisation of the school, its aims and methods. It was no use organising boys in forms by the ordinary methods of promotion31 for this sort of work. You have to make up your mind what you have to do, and then go about and collect anybody who would be of service to that particular work. You would require boys of one characteristic and boys of another. You make them up into teams for the particular work they have to do. The boys who do not fit into this or that particular work must have some other particular work found for them. You begin to design the work of the school for[Pg 161] them. You must have all the apparatus32 you want for it, and you must organise for it, but you begin by organising the work for the boys and what they need to find out, and not by putting the boys into the organisation. Now, presently you discover, when you do this, that not a single boy exists who is not wanted for some particular work; to carry out your object every boy is fundamentally equal. One does this, one does that. Each boy has his place in the team, and in his place he is as important as any other boy. Placing them in order of merit does not work any more. The scientific method absolutely changed the position towards class lists and order of merit. That was an astonishing result.
 
'Another astonishing result was that we could not have anybody who was not working. If a boy was not working, you could see that he was not working. You could see that he was doing nothing. He could not sit at the back of a class-room and seem to be working. Everybody was working. You can manage that in school, but what about the world? All sorts of people may seem to be working and not be working at all. The curate may be doing nothing! (Chuckle and[Pg 162] something inaudible.) This seems to land us into the extraordinary fact that no community if it is scientifically organised can carry any one who does not do service. I hope you will agree with me that that is scientific.
 
'A little farther on I turned round on the boys and the parents. (Both are my business.) I said, "I have and the school has tried all it could to see to it that your boy got the right kind of work to do. We spared no trouble or expense to see to it that he might be able to perform his service in the school and to the community.... When you go forth to your father's works, keep in mind that it is your business to see to it that every person that comes within your influence has a like opportunity." That is totally different from your duty to your neighbour as taught in the Church Catechism. We have landed ourselves hopelessly in the position of having a practical community definition of our duty towards our neighbour. You remember the rich young ruler who came to ask what his duty was, and went away sorrowful because he had great possessions. Some of these possessions were perhaps intellectual. I like to think of Watts33' picture of that man and I like[Pg 163] Watts' idea that he came back. I hope if any of our boys go away they will come back.
 
'Another step. This actual love of work spreads, and ultimately every one comes within its influence, and they begin to like the service they are rendering34. Finally, competition dwindles35 and passes away, so that we have reached what appears to be a change in human nature. It is not really a change, but by care and attention calling out what has always been ready there in human nature, namely, a first instinctive36 love to create. I have always held that competition is a secondary interest and creation a primary instinct. Competition dwindles and passes away. Competition is a very feeble incentive37 to live. It is cheap and easy to arouse the motive38, it is a swift motive and on the surface of things ready for you, but it is not even a powerful motive. Half the boys it dispirits and leaves idle and useless.
 
'The passing of competition leads on to another thing passing away, which is this: you soon find that a body of workers that as a community has attempted to provide for itself, as a community adapts itself to the community spirit, and punishment is totally unnecessary. It was a long time[Pg 164] before that dawned on me. I have not, as a headmaster, taken any part in any shape in punishing boys directly, either by the easy methods supposed to train them for after life or by the other methods that have sprung from the fertile brains of a dominant39 order. Punishment, I declare from years of experience in this experiment, is a crime: not only a crime but a blunder. Why? Because it is a cheap and easy thing. If you punish it is easy, but if a community has so to arrange itself and adapt itself as to produce the reaction on the individual not to do objectionable things, that is hard. It is complicated. It requires an abundance of real sacrifice. It demands readjustment of everything upon a basis of service. I have been much impressed recently by the effect of having punishment organised in removing any activity on the part of the community itself towards adjusting itself so that punishment should not be necessary. I used to flatter myself, "I don't punish that boy, my prefects do; they keep me right." But I have been convinced by my thirty years of experiment that that was all wrong. These things come slowly. Now, without any action on my part, the prefects have stopped[Pg 165] punishing, and a good thing for them. If they leave their boots about, the small boys will too, and they will have to punish them for doing so. To leave your own boots about like a lord is a fine thing, and to punish the small boy who does so is also a fine thing! But it is easy. The hard thing is never to leave your own boots about....
 
'The reactions that we have been taught to make in the world are weakly static. What is the good of static methods? There is friction40; we are told how to overcome frictional resistance. We can put an end to friction by stopping the machine. That is the static method of dealing41 with friction. Or we can go on working the machine, with oil and care ... which is not so cheap and easy, but which gets somewhere.... If we try to remove friction by the static methods of punishment we are removing the incentive to live a dangerous life. "The secret of a joyful42 life is to live dangerously." You only live dangerously if you are perpetually trying to overcome your own inertia and trying to get the capacity to do great things. If you are only defensive43, static, it is a waste of time. Yet those defences and resistances are securely placed in the [Pg 166]governance of the state. What a curious thing is the form of government! Its characteristics include no repentance44, no regret, otherwise it would acknowledge itself less than the governed. Its ideal is a perpetual static calm. Suaviter in modo, fortiter in re. It is the method of people who perform the confidence trick. It is the method of "If you want peace, prepare for war." ...'
 
For some minutes Mr. Sanderson paused. He looked at his notes. He was obviously very fatigued45, but very resolute46 to continue. He read:—
 
'Acquisitiveness leads to these glorified47 things: general science, general knowledge, national history, scholarships, examinations, advanced courses, "interesting" things (whoever wanted to be interested?), the theological thing called "syncretism," tact48, swindling....'
 
Mr. Sanderson stopped and smiled in a breathless manner, half panting, half laughing, very characteristic of him. His glasses gleamed at the audience. His smile meant: 'We are going a little too fast, boys. Where are we getting to? Where are we getting to?' He affected49 to refer to his notes and then broke away upon a new line.
 
[Pg 167]
 
'Out of all these things I have been telling you, out of all these considerations, evolves the modern school. The modern school is not made by the very simple and easy method of abandoning Greek. (Laughter.) Nor is it made by introducing science or engineering. The modern school's business is to impress into the service of man every branch of human knowledge we can get hold of. The modern method in the modern school does not depend on any method of teaching. We hear a great deal about methods of teaching languages, mathematics, science; they are all trivial. The great purpose is to enlist50 the boys or girls in the service of man to-day and man to-morrow. The method which makes learning easy is waste of time. What boy will succumb51 to the entreaty52: "Come, I will make you clever; it will be so easy for you; you will be able to learn it without an effort"? What they succumb to is service for the community. I have tested that in the workshops. They don't want to make things for themselves; they soon cease to have any longing53 desire to make anything even for their mothers. What they love to do is to take part in some great work that must be done for the [Pg 168]community; some work that goes on beyond them, some great spacious54 work. You can spread them out into all sorts of spacious things, in all departments, such things as taking part in investigating the truth. The truth, for instance, of the actual condition of the coal-miners or of any miners. An important question which we have been concerned with for at least three years is "What is China? What is it like?" You may say, "Methods of teaching geography." But who ever learned anything from geography—as geography? Who wants to know geography—as geography? Books exist for it, maps, plasticine exists for it. We want to know about China. If we are going to see to it that every one of our working men has the same opportunities that in our school we give to our boys we shall have some difficulty with China. We shall never be able to give our working people these opportunities unless the Chinese give them too. Scientific men must find themselves dominant in the Foreign Office and Colonial Service so as to know what is the nature of the people in these distant places, how we can bring to them what we are able to give to our sons—the opportunity of making the highest and best use[Pg 169] of their faculties55. We shall not get that sort of thing from geography books. You will have to take the boys and let them find out what men have done who have been in China: to get products from China; to know its geology, and whether, after all, the Chinese do so deeply love rice that they want to live on a very little a day. Do the Chinese love rice? Do they love underselling white labour? Do they want to? That is real geography, but not class-room geography. That extension of interest, until China is brought into the class-room and the boys are finding out about it, is, I claim, one of the deepest and greatest tasks to be undertaken. China—India—the Durham miners—spacious undertakings56....
 
'Schools must be equipped spaciously57, spaciously, and they must have a spacious staff. I have the list of our staff here. We have masters for mathematics, physics, chemistry, mechanics, biology, zoology58, anthropology59, botany, geology, architecture, classics, history, literature, geography, archaeology60, economics, French, German, Spanish, Italian, Russian, Eastern languages, art, applied art, handicrafts, and music.
 
'"Impossible," some people say. There is no[Pg 170] great school in the land but could quite well afford it....
 
'We must send out workers imbued with the determination to seek and investigate truth—truth that will make them free—and to take great care that in the search for truth they will never take part in or sympathise with those methods by which the edge of truth is blunted.'
 

点击收听单词发音收听单词发音  

1 purely 8Sqxf     
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。
2 distinguished wu9z3v     
adj.卓越的,杰出的,著名的
参考例句:
  • Elephants are distinguished from other animals by their long noses.大象以其长长的鼻子显示出与其他动物的不同。
  • A banquet was given in honor of the distinguished guests.宴会是为了向贵宾们致敬而举行的。
3 teems 61b8eaf2974f281b7d0512335d2dae9b     
v.充满( teem的第三人称单数 );到处都是;(指水、雨等)暴降;倾注
参考例句:
  • The swamp teems with mosquitoes. 这片沼泽地蚊子多极了。 来自《现代英汉综合大词典》
  • That book teems with blunders. 那本书错误不少。 来自辞典例句
4 organise organise     
vt.组织,安排,筹办
参考例句:
  • He has the ability to organise.他很有组织才能。
  • It's my job to organise all the ceremonial events.由我来组织所有的仪式。
5 molecules 187c25e49d45ad10b2f266c1fa7a8d49     
分子( molecule的名词复数 )
参考例句:
  • The structure of molecules can be seen under an electron microscope. 分子的结构可在电子显微镜下观察到。
  • Inside the reactor the large molecules are cracked into smaller molecules. 在反应堆里,大分子裂变为小分子。
6 dual QrAxe     
adj.双的;二重的,二元的
参考例句:
  • The people's Republic of China does not recognize dual nationality for any Chinese national.中华人民共和国不承认中国公民具有双重国籍。
  • He has dual role as composer and conductor.他兼作曲家及指挥的双重身分。
7 rein xVsxs     
n.疆绳,统治,支配;vt.以僵绳控制,统治
参考例句:
  • The horse answered to the slightest pull on the rein.只要缰绳轻轻一拉,马就作出反应。
  • He never drew rein for a moment till he reached the river.他一刻不停地一直跑到河边。
8 organisation organisation     
n.组织,安排,团体,有机休
参考例句:
  • The method of his organisation work is worth commending.他的组织工作的方法值得称道。
  • His application for membership of the organisation was rejected.他想要加入该组织的申请遭到了拒绝。
9 catastrophe WXHzr     
n.大灾难,大祸
参考例句:
  • I owe it to you that I survived the catastrophe.亏得你我才大难不死。
  • This is a catastrophe beyond human control.这是一场人类无法控制的灾难。
10 shearing 3cd312405f52385b91c03df30d2ce730     
n.剪羊毛,剪取的羊毛v.剪羊毛( shear的现在分词 );切断;剪切
参考例句:
  • The farmer is shearing his sheep. 那农夫正在给他的羊剪毛。 来自《简明英汉词典》
  • The result of this shearing force is to push the endoplasm forward. 这种剪切力作用的结果是推动内质向前。 来自辞典例句
11 temperament 7INzf     
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。
12 overhaul yKGxy     
v./n.大修,仔细检查
参考例句:
  • Master Worker Wang is responsible for the overhaul of this grinder.王师傅主修这台磨床。
  • It is generally appreciated that the rail network needs a complete overhaul.众所周知,铁路系统需要大检修。
13 doctrines 640cf8a59933d263237ff3d9e5a0f12e     
n.教条( doctrine的名词复数 );教义;学说;(政府政策的)正式声明
参考例句:
  • To modern eyes, such doctrines appear harsh, even cruel. 从现代的角度看,这样的教义显得苛刻,甚至残酷。 来自《简明英汉词典》
  • His doctrines have seduced many into error. 他的学说把许多人诱入歧途。 来自《现代汉英综合大词典》
14 Oxford Wmmz0a     
n.牛津(英国城市)
参考例句:
  • At present he has become a Professor of Chemistry at Oxford.他现在已是牛津大学的化学教授了。
  • This is where the road to Oxford joins the road to London.这是去牛津的路与去伦敦的路的汇合处。
15 scour oDvzj     
v.搜索;擦,洗,腹泻,冲刷
参考例句:
  • Mother made me scour the family silver.母亲让我擦洗家里的银器。
  • We scoured the telephone directory for clues.我们仔细查阅电话簿以寻找线索。
16 disciples e24b5e52634d7118146b7b4e56748cac     
n.信徒( disciple的名词复数 );门徒;耶稣的信徒;(尤指)耶稣十二门徒之一
参考例句:
  • Judas was one of the twelve disciples of Jesus. 犹大是耶稣十二门徒之一。 来自《简明英汉词典》
  • "The names of the first two disciples were --" “最初的两个门徒的名字是——” 来自英汉文学 - 汤姆历险
17 inertia sbGzg     
adj.惰性,惯性,懒惰,迟钝
参考例句:
  • We had a feeling of inertia in the afternoon.下午我们感觉很懒。
  • Inertia carried the plane onto the ground.飞机靠惯性着陆。
18 forth Hzdz2     
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。
19 imbued 0556a3f182102618d8c04584f11a6872     
v.使(某人/某事)充满或激起(感情等)( imbue的过去式和过去分词 );使充满;灌输;激发(强烈感情或品质等)
参考例句:
  • Her voice was imbued with an unusual seriousness. 她的声音里充满着一种不寻常的严肃语气。
  • These cultivated individuals have been imbued with a sense of social purpose. 这些有教养的人满怀着社会责任感。 来自《简明英汉词典》
20 devoted xu9zka     
adj.忠诚的,忠实的,热心的,献身于...的
参考例句:
  • He devoted his life to the educational cause of the motherland.他为祖国的教育事业贡献了一生。
  • We devoted a lengthy and full discussion to this topic.我们对这个题目进行了长时间的充分讨论。
21 abide UfVyk     
vi.遵守;坚持;vt.忍受
参考例句:
  • You must abide by the results of your mistakes.你必须承担你的错误所造成的后果。
  • If you join the club,you have to abide by its rules.如果你参加俱乐部,你就得遵守它的规章。
22 machinery CAdxb     
n.(总称)机械,机器;机构
参考例句:
  • Has the machinery been put up ready for the broadcast?广播器材安装完毕了吗?
  • Machinery ought to be well maintained all the time.机器应该随时注意维护。
23 testaments eb7747506956983995b8366ecc7be369     
n.遗嘱( testament的名词复数 );实际的证明
参考例句:
  • The coastline is littered with testaments to the savageness of the waters. 海岸线上充满了海水肆虐过后的杂乱东西。 来自互联网
  • A personification of wickedness and ungodliness alluded to in the Old and New Testaments. 彼勒《旧约》和《新约》中邪恶和罪孽的化身。 来自互联网
24 bind Vt8zi     
vt.捆,包扎;装订;约束;使凝固;vi.变硬
参考例句:
  • I will let the waiter bind up the parcel for you.我让服务生帮你把包裹包起来。
  • He wants a shirt that does not bind him.他要一件不使他觉得过紧的衬衫。
25 chapel UXNzg     
n.小教堂,殡仪馆
参考例句:
  • The nimble hero,skipped into a chapel that stood near.敏捷的英雄跳进近旁的一座小教堂里。
  • She was on the peak that Sunday afternoon when she played in chapel.那个星期天的下午,她在小教堂的演出,可以说是登峰造极。
26 ethics Dt3zbI     
n.伦理学;伦理观,道德标准
参考例句:
  • The ethics of his profession don't permit him to do that.他的职业道德不允许他那样做。
  • Personal ethics and professional ethics sometimes conflict.个人道德和职业道德有时会相互抵触。
27 applied Tz2zXA     
adj.应用的;v.应用,适用
参考例句:
  • She plans to take a course in applied linguistics.她打算学习应用语言学课程。
  • This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。
28 curiously 3v0zIc     
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。
29 liking mpXzQ5     
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。
30 explicit IhFzc     
adj.详述的,明确的;坦率的;显然的
参考例句:
  • She was quite explicit about why she left.她对自己离去的原因直言不讳。
  • He avoids the explicit answer to us.他避免给我们明确的回答。
31 promotion eRLxn     
n.提升,晋级;促销,宣传
参考例句:
  • The teacher conferred with the principal about Dick's promotion.教师与校长商谈了迪克的升级问题。
  • The clerk was given a promotion and an increase in salary.那个职员升了级,加了薪。
32 apparatus ivTzx     
n.装置,器械;器具,设备
参考例句:
  • The school's audio apparatus includes films and records.学校的视听设备包括放映机和录音机。
  • They had a very refined apparatus.他们有一套非常精良的设备。
33 watts c70bc928c4d08ffb18fc491f215d238a     
(电力计量单位)瓦,瓦特( watt的名词复数 )
参考例句:
  • My lamp uses 60 watts; my toaster uses 600 watts. 我的灯用60瓦,我的烤面包器用600瓦。
  • My lamp uses 40 watts. 我的灯40瓦。
34 rendering oV5xD     
n.表现,描写
参考例句:
  • She gave a splendid rendering of Beethoven's piano sonata.她精彩地演奏了贝多芬的钢琴奏鸣曲。
  • His narrative is a super rendering of dialect speech and idiom.他的叙述是方言和土语最成功的运用。
35 dwindles 5e8dde42f3e3c5f23e1aee2e3ebd283a     
v.逐渐变少或变小( dwindle的第三人称单数 )
参考例句:
  • Her husband grows rich in crime, her significance dwindles. 她的丈夫罪恶累累,她的形象也受到损害。 来自辞典例句
  • The voice died away and ceased, as an insect's tiny trumpet dwindles swiftly into silence. 这声音逐渐消失,就象昆虫的小喇叭嘎然而止。 来自辞典例句
36 instinctive c6jxT     
adj.(出于)本能的;直觉的;(出于)天性的
参考例句:
  • He tried to conceal his instinctive revulsion at the idea.他试图饰盖自己对这一想法本能的厌恶。
  • Animals have an instinctive fear of fire.动物本能地怕火。
37 incentive j4zy9     
n.刺激;动力;鼓励;诱因;动机
参考例句:
  • Money is still a major incentive in most occupations.在许多职业中,钱仍是主要的鼓励因素。
  • He hasn't much incentive to work hard.他没有努力工作的动机。
38 motive GFzxz     
n.动机,目的;adv.发动的,运动的
参考例句:
  • The police could not find a motive for the murder.警察不能找到谋杀的动机。
  • He had some motive in telling this fable.他讲这寓言故事是有用意的。
39 dominant usAxG     
adj.支配的,统治的;占优势的;显性的;n.主因,要素,主要的人(或物);显性基因
参考例句:
  • The British were formerly dominant in India.英国人从前统治印度。
  • She was a dominant figure in the French film industry.她在法国电影界是个举足轻重的人物。
40 friction JQMzr     
n.摩擦,摩擦力
参考例句:
  • When Joan returned to work,the friction between them increased.琼回来工作后,他们之间的摩擦加剧了。
  • Friction acts on moving bodies and brings them to a stop.摩擦力作用于运动着的物体,并使其停止。
41 dealing NvjzWP     
n.经商方法,待人态度
参考例句:
  • This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
  • His fair dealing earned our confidence.他的诚实的行为获得我们的信任。
42 joyful N3Fx0     
adj.欢乐的,令人欢欣的
参考例句:
  • She was joyful of her good result of the scientific experiments.她为自己的科学实验取得好成果而高兴。
  • They were singing and dancing to celebrate this joyful occasion.他们唱着、跳着庆祝这令人欢乐的时刻。
43 defensive buszxy     
adj.防御的;防卫的;防守的
参考例句:
  • Their questions about the money put her on the defensive.他们问到钱的问题,使她警觉起来。
  • The Government hastily organized defensive measures against the raids.政府急忙布置了防卫措施抵御空袭。
44 repentance ZCnyS     
n.懊悔
参考例句:
  • He shows no repentance for what he has done.他对他的所作所为一点也不懊悔。
  • Christ is inviting sinners to repentance.基督正在敦请有罪的人悔悟。
45 fatigued fatigued     
adj. 疲乏的
参考例句:
  • The exercises fatigued her. 操练使她感到很疲乏。
  • The President smiled, with fatigued tolerance for a minor person's naivety. 总统笑了笑,疲惫地表现出对一个下级人员的天真想法的宽容。
46 resolute 2sCyu     
adj.坚决的,果敢的
参考例句:
  • He was resolute in carrying out his plan.他坚决地实行他的计划。
  • The Egyptians offered resolute resistance to the aggressors.埃及人对侵略者作出坚决的反抗。
47 glorified 74d607c2a7eb7a7ef55bda91627eda5a     
美其名的,变荣耀的
参考例句:
  • The restaurant was no more than a glorified fast-food cafe. 这地方美其名曰餐馆,其实只不过是个快餐店而已。
  • The author glorified the life of the peasants. 那个作者赞美了农民的生活。
48 tact vqgwc     
n.机敏,圆滑,得体
参考例句:
  • She showed great tact in dealing with a tricky situation.她处理棘手的局面表现得十分老练。
  • Tact is a valuable commodity.圆滑老练是很有用处的。
49 affected TzUzg0     
adj.不自然的,假装的
参考例句:
  • She showed an affected interest in our subject.她假装对我们的课题感到兴趣。
  • His manners are affected.他的态度不自然。
50 enlist npCxX     
vt.谋取(支持等),赢得;征募;vi.入伍
参考例句:
  • They come here to enlist men for the army.他们来这儿是为了召兵。
  • The conference will make further efforts to enlist the support of the international community for their just struggle. 会议必将进一步动员国际社会,支持他们的正义斗争。
51 succumb CHLzp     
v.屈服,屈从;死
参考例句:
  • They will never succumb to the enemies.他们决不向敌人屈服。
  • Will business leaders succumb to these ideas?商业领袖们会被这些观点折服吗?
52 entreaty voAxi     
n.恳求,哀求
参考例句:
  • Mrs. Quilp durst only make a gesture of entreaty.奎尔普太太仅做出一种哀求的姿势。
  • Her gaze clung to him in entreaty.她的眼光带着恳求的神色停留在他身上。
53 longing 98bzd     
n.(for)渴望
参考例句:
  • Hearing the tune again sent waves of longing through her.再次听到那首曲子使她胸中充满了渴望。
  • His heart burned with longing for revenge.他心中燃烧着急欲复仇的怒火。
54 spacious YwQwW     
adj.广阔的,宽敞的
参考例句:
  • Our yard is spacious enough for a swimming pool.我们的院子很宽敞,足够建一座游泳池。
  • The room is bright and spacious.这房间很豁亮。
55 faculties 066198190456ba4e2b0a2bda2034dfc5     
n.能力( faculty的名词复数 );全体教职员;技巧;院
参考例句:
  • Although he's ninety, his mental faculties remain unimpaired. 他虽年届九旬,但头脑仍然清晰。
  • All your faculties have come into play in your work. 在你的工作中,你的全部才能已起到了作用。 来自《简明英汉词典》
56 undertakings e635513464ec002d92571ebd6bc9f67e     
企业( undertaking的名词复数 ); 保证; 殡仪业; 任务
参考例句:
  • The principle of diligence and frugality applies to all undertakings. 勤俭节约的原则适用于一切事业。
  • Such undertakings require the precise planning and foresight of military operations. 此举要求军事上战役中所需要的准确布置和预见。
57 spaciously 40902977a8fcf5f0d14eff061dac3291     
adv.宽敞地;广博地
参考例句:
  • The furniture was spaciously spread out. 家具摆开后显得宽敞。
  • The citizens will live more spaciously and comfortably, benefiting most directly from achieving the goal. 这一目标的实现,最直接的应该是老百姓住得更宽敞了,更舒服了。
58 zoology efJwZ     
n.动物学,生态
参考例句:
  • I would like to brush up my zoology.我想重新温习一下动物学。
  • The library didn't stock zoology textbooks.这家图书馆没有动物学教科书。
59 anthropology zw2zQ     
n.人类学
参考例句:
  • I believe he has started reading up anthropology.我相信他已开始深入研究人类学。
  • Social anthropology is centrally concerned with the diversity of culture.社会人类学主要关于文化多样性。
60 archaeology 0v2zi     
n.考古学
参考例句:
  • She teaches archaeology at the university.她在大学里教考古学。
  • He displayed interest in archaeology.他对考古学有兴趣。


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