“Why? He is perhaps attending to things that would make you envy him if you could only see them. Are there not two worlds entirely distinct? The aim of a process of reasoning is of less consequence than the manner of reasoning. What does the form of belief matter? The great thing is to believe.”
Such were the objections of Pécuchet to Bouvard’s observation.
CHAPTER X.
Lessons in Art and Science.
THEY procured a number of works relating to education, and resolved to adopt a system of their own. It was necessary to banish every metaphysical idea, and, in accordance with the experimental method, to follow in the lines of natural development. There was no haste, for the two pupils might forget what they had learned.
Though they had strong constitutions, Pécuchet wished, like a Spartan, to make them more hardy, to accustom them to hunger, thirst, and severe weather, and even insisted on having their feet badly shod in order that they might be prepared for colds. Bouvard was opposed to this.
The dark closet at the end of the corridor was used as their sleeping apartment. Its furniture consisted of two folding beds, two couches, and a jug. Above their heads the top window was open, and spiders crawled along the plaster. Often the children recalled to mind the interior of a cabin where they used to wrangle. One night their father came home with blood on his hands. Some time afterwards the gendarmes arrived. After that they lived in a wood. Men who made wooden shoes used to kiss their mother. She died, and was carried off in a cart. They used to get severe beatings; they got lost. Then they could see once more Madame de Noares and Sorel; and, without asking themselves the reason why they were in this house, they felt happy there. But they were disagreeably surprised when at the end of eight months the lessons began again. Bouvard took charge of the little girl, and Pécuchet of the boy.
Victor was able to distinguish letters, but did not succeed in forming syllables. He stammered over them, then stopped suddenly, and looked like an idiot. Victorine put questions. How was it that “ch” in “orchestra” had the sound of a “q,” and that of a “k” in “archæology.” We must sometimes join two vowels and at other times separate them. All this did not seem to her right. She grew indignant at it.
The teachers gave instruction at the same hour in their respective apartments, and, as the partition was thin, these four voices, one soft, one deep, and two sharp, made a hideous concert. To finish the business and to stimulate the youngsters by means of emulation, they conceived the idea of making them work together in the museum; and they proceeded to teach them writing. The two pupils, one at each end of the table, copied written words that were set for them; but the position of their bodies was awkward. It was necessary to straighten them; their copybooks fell down; their pens broke, and their ink bottles were turned upside down.
Victorine, on certain days, went on capitally for about three minutes, then she would begin to scrawl, and, seized with discouragement, she would sit with her eyes fixed on the ceiling. Victor was not long before he fell asleep, lying over his desk.