The Mill on the Floss George Eliot (ereader android .txt) 📖

sailed along pretty well for three lines; and Maggie was beginning to forget her office of prompter in speculating as to what mas could mean, which came twice over, when he stuck fast at Sunt etiam volucrum.

“Don’t tell me, Maggie; Sunt etiam volucrum⁠—Sunt etiam volucrum⁠—ut ostrea, cetus⁠—”

“No,” said Maggie, opening her mouth and shaking her head.

“Sunt etiam volucrum,” said Tom, very slowly, as if the next words might be expected to come sooner when he gave them this strong hint that they were waited for.

“C, e, u,” said Maggie, getting impatient.

“Oh, I know⁠—hold your tongue,” said Tom. “Ceu passer, hirundo; Ferarum⁠—ferarum⁠—” Tom took his pencil and made several hard dots with it on his book-cover⁠—“ferarum⁠—”

“Oh dear, oh dear, Tom,” said Maggie, “what a time you are! Ut⁠—”

“Ut ostrea⁠—”

“No, no,” said Maggie, “ut tigris⁠—”

“Oh yes, now I can do,” said Tom; “it was tigris, vulpes, I’d forgotten: ut tigris, volupes; et Piscium.”

With some further stammering and repetition, Tom got through the next few lines.

“Now, then,” he said, “the next is what I’ve just learned for tomorrow. Give me hold of the book a minute.”

After some whispered gabbling, assisted by the beating of his fist on the table, Tom returned the book.

“Mascula nomina in a,” he began.

“No, Tom,” said Maggie, “that doesn’t come next. It’s Nomen non creskens genittivo⁠—”

“Creskens genittivo!” exclaimed Tom, with a derisive laugh, for Tom had learned this omitted passage for his yesterday’s lesson, and a young gentleman does not require an intimate or extensive acquaintance with Latin before he can feel the pitiable absurdity of a false quantity. “Creskens genittivo! What a little silly you are, Maggie!”

“Well, you needn’t laugh, Tom, for you didn’t remember it at all. I’m sure it’s spelt so; how was I to know?”

“Phee-e-e-h! I told you girls couldn’t learn Latin. It’s Nomen non crescens genitivo.”

“Very well, then,” said Maggie, pouting. “I can say that as well as you can. And you don’t mind your stops. For you ought to stop twice as long at a semicolon as you do at a comma, and you make the longest stops where there ought to be no stop at all.”

“Oh, well, don’t chatter. Let me go on.”

They were presently fetched to spend the rest of the evening in the drawing-room, and Maggie became so animated with Mr. Stelling, who, she felt sure, admired her cleverness, that Tom was rather amazed and alarmed at her audacity. But she was suddenly subdued by Mr. Stelling’s alluding to a little girl of whom he had heard that she once ran away to the gypsies.

“What a very odd little girl that must be!” said Mrs. Stelling, meaning to be playful; but a playfulness that turned on her supposed oddity was not at all to Maggie’s taste. She feared that Mr. Stelling, after all, did not think much of her, and went to bed in rather low spirits. Mrs. Stelling, she felt, looked at her as if she thought her hair was very ugly because it hung down straight behind.

Nevertheless it was a very happy fortnight to Maggie, this visit to Tom. She was allowed to be in the study while he had his lessons, and in her various readings got very deep into the examples in the Latin Grammar. The astronomer who hated women generally caused her so much puzzling speculation that she one day asked Mr. Stelling if all astronomers hated women, or whether it was only this particular astronomer. But forestalling his answer, she said⁠—

“I suppose it’s all astronomers; because, you know, they live up in high towers, and if the women came there they might talk and hinder them from looking at the stars.”

Mr. Stelling liked her prattle immensely, and they were on the best terms. She told Tom she should like to go to school to Mr. Stelling, as he did, and learn just the same things. She knew she could do Euclid, for she had looked into it again, and she saw what A.B.C. meant; they were the names of the lines.

“I’m sure you couldn’t do it, now,” said Tom; “and I’ll just ask Mr. Stelling if you could.”

“I don’t mind,” said the little conceited minx, “I’ll ask him myself.”

“Mr. Stelling,” she said, that same evening when they were in the drawing-room, “couldn’t I do Euclid, and all Tom’s lessons, if you were to teach me instead of him?”

“No, you couldn’t,” said Tom, indignantly. “Girls can’t do Euclid; can they, sir?”

“They can pick up a little of everything, I dare say,” said Mr. Stelling. “They’ve a great deal of superficial cleverness; but they couldn’t go far into anything. They’re quick and shallow.”

Tom, delighted with this verdict, telegraphed his triumph by wagging his head at Maggie, behind Mr. Stelling’s chair. As for Maggie, she had hardly ever been so mortified. She had been so proud to be called “quick” all her little life, and now it appeared that this quickness was the brand of inferiority. It would have been better to be slow, like Tom.

“Ha, ha! Miss Maggie!” said Tom, when they were alone; “you see it’s not such a fine thing to be quick. You’ll never go far into anything, you know.”

And Maggie was so oppressed by this dreadful destiny that she had no spirit for a retort.

But when this small apparatus of shallow quickness was fetched away in the gig by Luke, and the study was once more quite lonely for Tom, he missed her grievously. He had really been brighter, and had got through his lessons better, since she had been there; and she had asked Mr. Stelling so many questions about the Roman Empire, and whether there really ever was a man who said, in Latin, “I would not buy it for a farthing or a rotten nut,” or whether that had only been turned into Latin, that Tom had actually come to a dim understanding of the fact that there had once