Yet there is a law in the high school superior to that of the teacher. At the dictates of a gong, classes arise in the face of a teacher’s incompleted peroration and depart. As for the pupils, there is no rest for the soles of their feet; a freshman in the high school is a mere abecedarian part of an ever-moving line, which toils, weighted with pounds of text-books, up and down the stairways of knowledge, climbing to the mansard heights for rhetoric, to descend, past doors to which it must later return, to the foundation floor for Ancient History.
Looking back at the undulating line winding in dizzy spiral about the stairways, Emily, at times, seemed to herself to be a vertebrate part of some long, forever-uncoiling monster, one of those prehistoric, seen-before-in-dreams affairs. She chose her figures knowingly, for she was studying zoology now.
Classes went to the laboratory for this subject, filing into an amphitheatre of benches about Miss Carmichael, who stood in the centre of things and wasted no time; she even clipped her words, perhaps that they might not impede each other in their flow, which lent a disconcerting curtness of enunciation to an amazing rapidity of the same. Indeed, Miss Carmichael talked so fast that Emily got but a blurred impression of her surroundings, carrying away a dazed consciousness that the contents of certain jars to the right and left of the lady were amphibian in their nature, and that certain other objects in skin leering down from dusty shelves were there because of saurian claims. And because man is a vertebrate, having an internal, jointed, bony skeleton, man stood in a glass case behind the oracular priestess of the place, in awful, articulated, bony whole, from which the newly initiated had constantly to drag their fascinated, shuddering gaze. Not that Emily wanted to look, indeed she had no time to be looking, needing it all to keep up with Miss Carmichael, discoursing in unpunctuated, polysyllablic flow of things batrachian and things reptilian, which, like the syllables falling from the lips of the wicked daughter in the story-book, proved later to be toads and lizards.
Miss Carmichael was short and square, and her nose was large. She rubbed it with her knuckle like a man. She had rubbed it one day as she looked at Emily, whom she had called upon as “the girl who answers to the name of MacLauren.”
It was not a flattering way to be designated, but freshmen learn to be grateful for any identity. Then, too, Miss Carmichael was famed for her wit, and much is to be overlooked in a wit which in another might seem to be bad manners. Once Emily had been hazy about the word wit, but now she knew. If you understand at once it is not wit; but if, as you begin to understand, you find you don’t, that is apt to be wit. Miss Carmichael was famed for hers.
Thus called upon, the girl who answered to the name of MacLauren stood up. The lecture under discussion was concerned with a matter called perpetuation of type. Under fire of questions it developed that the pupil in hand was sadly muddled over it.
Under such circumstances, it was a way with Miss Carmichael to play with the pupil’s mystification. “‘Be a kitten and cry mew,’” said she, her eyes snapping with the humour of it. “Why mew and not baa? Why does the family of cow continue to wear horns?”
Why, indeed? There wasn’t any sense. Emily felt wild. Miss Carmichael here evidently decided it was time to temper glee with something else. Emily was prepared for that, having discovered that wit is uncertain in its humours.
“An organ not exercised loses power to perform its function. Think!” said Miss Carmichael. “Haven’t you taken down the lecture?”
Emily had taken down the lecture, but she had not taken in the lecture. She looked unhappy. “I don’t think I understand it,” she confessed.