The Professor / Учитель. Книга для чтения на английском языке

In silence, without a word of thanks for this officious warning, Mdlle. Henri collected her books; she moved to me respectfully, endeavoured to move to her superior, though the endeavour was almost a failure, for her head seemed as if it would not bend, and thus departed.

Where there is one grain of perseverance or wilfulness in the composition, trifling obstacles are ever known rather to stimulate than discourage. Mdlle. Reuter might as well have spared herself the trouble of giving that intimation about the weather (by-the-by her prediction was falsified by the event – it did not rain that evening). At the close of the next lesson I was again at Mdlle. Henri’s desk. Thus did I accost her:

“What is your idea of England, mademoiselle? Why do you wish to go there?”

Accustomed by this time to the calculated abruptness of my manner, it no longer discomposed or surprised her, and she answered with only so much of hesitation as was rendered inevitable by the difficulty she experienced in improvising the translation of her thoughts from French to English.

“England is something unique, as I have heard and read; my idea of it is vague, and I want to go there to render my idea clear, definite[321].”

“Hum! How much of England do you suppose you could see if you went there in the capacity of a teacher? A strange notion you must have of getting a clear and definite idea of a country! All you could see of Great Britain would be the interior of a school, or at most of one or two private dwellings.”

“It would be an English school; they would be English dwellings.”

“Indisputably; but what then? What would be the value of observations made on a scale so narrow?”

“Monsieur, might not one learn something by analogy? An – échantillon[322] – a – a sample often serves to give an idea of the whole; besides, narrow and wide are words comparative, are they not? All my life would perhaps seem narrow in your eyes – all the life of a – that little animal subterranean – une taupe – comment dit-on?[323]”

“Mole.”

“Yes – a mole, which lives underground would seem narrow even to me.”

“Well, mademoiselle – what then? Proceed.”

“Mais, monsieur, vous me comprenez.[324]”

“Not in the least; have the goodness to explain.”

“Why, monsieur, it is just so. In Switzerland I have done but little, learnt but little, and seen but little; my life there was in a circle; I walked the same round every day; I could not get out of it; had I rested – remained there even till my death, I should never have enlarged it, because I am poor and not skilful, I have not great acquirements; when I was quite tired of this round, I begged my aunt to go to Brussels; my existence is no larger here, because I am no richer or higher; I walk in as narrow a limit, but the scene is changed; it would change again if I went to England. I knew something of the bourgeois of Geneva, now I know something of the bourgeois of Brussels; if I went to London, I would know something of the bourgeois of London. Can you make any sense out of what I say, monsieur, or is it all obscure?[325]”

“I see, I see – now let us advert to another subject; you propose to devote your life to teaching, and you are a most unsuccessful teacher; you cannot keep your pupils in order.”

A flush of painful confusion was the result of this harsh remark; she bent her head to the desk, but soon raising it replied:

“Monsieur, I am not a skilful teacher, it is true, but practice improves; besides, I work under difficulties; here I only teach sewing, I can show no power in sewing, no superiority – it is a subordinate art; then I have no associates in this house, I am isolated; I am too a heretic, which deprives me of influence.”

“And in England you would be a foreigner; that too would deprive you of influence, and would effectually separate you from all round you; in England you would have as few connections, as little importance as you have here.”

“But I should be learning something; for the rest, there are probably difficulties for such as I everywhere, and if I must contend, and perhaps be conquered, I would rather submit to English pride than to Flemish coarseness; besides, monsieur – ”

She stopped – not evidently from any difficulty in finding words to express herself, but because discretion seemed to say, “You have said enough.”

“Finish your phrase,” I urged.

“Besides, monsieur, I long to live once more among Protestants; they are more honest than Catholics; a Romish school is a building with porous walls, a hollow floor, a false ceiling; every room in this house, monsieur, has eyeholes and earholes, and what the house is, the inhabitants are[326], very treacherous; they all think it lawful to tell lies; they all call it politeness to profess friendship where they feel hatred.”