2. 外语
  3. (1) The schoolmaster was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small white tilt

(1) The schoolmaster was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small white tilt

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问题     (1) The schoolmaster was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small white tilted cart and horse to carry his goods to the city of his destination, about twenty miles off, such a vehicle proving of quite sufficient size for the departing teacher’s effects. For the schoolhouse had been partly furnished by the managers, and the only cumbersome article possessed by the master, in addition to the packing-case of books, was a cottage piano.
    …
    (2) The blacksmith, the farm bailiff, and the schoolmaster himself were standing in perplexed attitudes in the parlour before the instrument. The master had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, the city he was bound for, since he was only going into temporary lodgings just at first.
    (3) A little boy of eleven, who had been thoughtfully assisting in the packing, joined the group of men, and as they rubbed their chins he spoke up, blushing at the sound of his own voice: "Aunt have got a great fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir."
    (4) "A proper good notion," said the blacksmith.
    (5) "Sorry I am going, Jude?" asked the master kindly.
    (6) Tears rose into the boy’s eyes, for he was not among the regular day scholars, who came unromantically close to the schoolmaster’s life, but one who had attended the night school only during the present teacher’s term of office. The regular scholars, if the truth must be told, stood at the present moment afar off, like certain historic disciples, indisposed to any enthusiastic volunteering of aid.
    (7) The boy awkwardly opened the book he held in his hand, which Mr. Phillotson had bestowed on him as a parting gift, and admitted that he was sorry.
    (8) "So am I," said Mr. Phillotson.
    (9) "Why do you go, sir?" asked the boy.
    (10) "Ah—that would be a long story. You wouldn’t understand my reasons, Jude. You will, perhaps, when you are older."
    (11) "I think I should now, sir."
    (12) "Well—don’t speak of this everywhere. YoUKnow what a university is, and a university degree? It is the necessary hallmark of a man who wants to do anything in teaching. My scheme, or dream, is to be a university graduate, and then to be ordained. By going to live at Christminster, or near it, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance of carrying it out than I should have elsewhere."
    (13) The boy Jude assisted in loading some small articles, and at nine o’clock Mr. Phillotson mounted beside his box of books and other IMPEDIMENTA, and bade his friends good-bye.
    (14) "I shan’t forget you, Jude," he said, smiling, as the cart moved off. "Be a good boy, remember; and be kind to animals and birds, and read all you can. And if ever you come to Christminster remember you hunt me out for old acquaintance’ sake."
    (15) The cart creaked across the green, and disappeared round the corner by the rectory-house. The boy returned to the draw-well at the edge of the greensward, where he had left his buckets when he went to help his patron and teacher in the loading. There was a quiver in his lip now and after opening the well-cover to begin lowering the bucket he paused and leant with his forehead and arms against the framework, his face wearing the fixity of a thoughtful child’s who has felt the pricks of life somewhat before his time. The well into which he was looking was as ancient as the village itself, and from his present position appeared as a long circular perspective ending in a shining disk of quivering water at a distance of a hundred feet down. There was a lining of green moss near the top, and nearer still the hart’s-tongue fern.
    (16) He said to himself, in the melodramatic tones of a whimsical boy, that the schoolmaster had drawn at that well scores of times on a morning like this, and would never draw there any more. "I’ve seen him look down into it, when he was tired with his drawing, just as I do now, and when he rested a bit before carrying the buckets home! But he was too clever to bide here any longer—a small sleepy place like this!"
The action of "rubbed their chins" in Para. 3 indicates that the group of men ______.
选项 A、was getting frustrated
B、was at their wits’ end
C、felt tired of the packing
D、thought the work was tedious
答案B
解析 设问词组出现在原文第三段第一句。该句之前的文章说到老师有一件笨重的东西，是一架钢琴。老师如果将这件东西带走，则无处安置，不知道拿它怎么办才好，直到裘德说可以把这件东西放在姑婆的柴房，大家才表示赞同，可见之前“摩挲下巴”这个动作表示人们一筹莫展，故B项为答案。文章没有信息显示这些人对于老师出发前的打包整理感到厌倦或疲惫，因此可排除C项和D项；尽管大家一时没有想到办法，但是并没有表现出沮丧，因此排除A项。
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