校长

Principal Franklin pursed his lips, and for a moment, he appeared to be deep in thought.

Franklin校长厥起了他的嘴唇，一会儿，他陷入了深思。

My absoluteness can't arrive again a president in school of Peking:Peking is a bedbug nest.

我绝对不能再到北京的学校任校长：北京是个臭虫窠（这是民国元年袁顶城所送的徽号，所以他那时候虽不肯到南京去，却有移政府到南苑去的计划）。

The headmaster means to punish him, but the teacher is going to try to beg him off.

校长有意处罚他，可是他的班主任打算替他说情。

The Head Master means to punish Nancy, but her mother is trying to beg her off

校长打算处罚南希，可是她母亲想方设法为她求情。

BellSouth Corporation has developed a particularly thorough survey instrument that teachers and others use to assess principals' behavior in eighty-nine different areas.

BellSouth Corporation发展了一套相当完善的调查工具供教师和其他人自八十九个不同领域的行为用来评鉴校长。

In these hard economic times, apparently belt-tightening is for families and students, not university presidents.

在这些辛苦的经济时期内，显然强制性节约是家庭和学生，不是大学校长。

This I learned from her benefactress; from the pious and charitable lady who adopted her in her orphan state, reared her as her own daughter, and whose kindness, whose generosity the unhappy girl repaid by an ingratitude so bad, so dreadful, that at last her excellent patroness was obliged to separate her from her own young ones, fearful lest her vicious example should contaminate their purity: she has sent her here to be healed, even as the Jews of old sent their diseased to the troubled pool of Bethesda; and, teachers, superintendent, I beg of you not to allow the waters to stagnate round her.

"我是从她的恩人，一位廉诚慈善的太太那儿知道的。她成了孤儿的时候，是这位太太收养了她，把她作为亲生女儿来养育。这位不幸的姑娘竟以忘恩负义来报答她的善良和慷慨。这种行为那么恶劣，那么可怕，那位出色的恩主终于不得不把她同自己幼小的孩子们分开，生怕她的坏样子会沾污他们的纯洁。她被送到这里来治疗，就像古时的犹太人把病人送往毕士大搅动着的池水中一样。教师们，校长们，我请求你们不要让她周围成为一潭死水。"

When Beza was rector it had nearly 1500 students of various grades.

当了校长Beza了近1500学生的各种等级。

This afternoon, a teacher arrived at our mathematics course, told everyone they are preparing a special weekend trip for Mr. Bienvenu, it would be surprised and pleased, I also dedicated my intention.

今天下午一位老师来到我们数学课上，告诉大家她们正在为校长准备一次特殊的周末之旅，并且是一个惊喜，我也献出了一份小小的心意。

Deal and Peterson urge principals to develop "bifocal vision" that imbues routine chores with transformational potential.

戴尔和皮特森强烈建议校长去发展双焦的愿景，这两个愿景都能激起具有变革潜能的日常杂务事。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。