In chemistry, for example, her instructor was a man who had outlived any early illusions in regard to the superior conscientiousness7 of girls over boys. He was not by nature a suspicious person, but a long experience in teaching had inculcated an inordinate8 wariness9 which was sometimes out of season. He allowed no napping in his classes, and those who did not pay attention suffered. Patty discovered his weakness early in the year, and planned her campaign accordingly. As long as she did not understand the experiment in hand, she would watch him with a face beaming with intelligence; but when she did understand, and wished to recite, she would let her eyes wander to the window with a dreamy, far-away smile, and, being asked a question, would come back to the realities of chemistry with a start, and, after a moment of ostentatious pondering, make a brilliant recitation. It must be confessed that her moments of abstraction were rare; she was far too often radiantly interested.
In French her tactics were exactly opposite. The instructor, with all the native politeness of his race, called on those only who caught his eye and appeared willing and anxious to recite. This made the matter comparatively simple, but still required considerable finesse10. Patty dropped her pen, spilled the pages from her note-book, tied her shoe-string, and even sneezed opportunely12 in order not to catch his eye at inconvenient13 moments. The rest of the class, who were not artists, contented14 themselves with merely lowering their eyes as he looked along the line—a method which in Patty's scornful estimation said as plainly as words, "Please don't call on me; I don't know."
But with Professor Cairnsley, who taught philosophy, it was more difficult to form a working hypothesis. He had grown old in the service of the college, and after thirty years' experience of girl-nature he was still as unsuspiciously trustful as he had been in the beginning. Taking it for granted that his pupils were as interested in the contemplation of philosophic15 truths as he himself, the professor conducted his recitations without a suspicion of guile16, and based his procedure entirely17 upon the inspiration of the moment. The key to his method had always remained a mystery, and several generations of classes had searched for it in vain. Some averred18 that he called on every seventh girl; others, that he drew lots. Patty triumphantly20 announced early in the course that she had discovered the secret at last—that on Monday he called on the red-haired girls; on Tuesday, those with yellow hair; on Wednesday and Thursday, those with brown; and on Friday, those with black. But this solution, like the others, was found to break down in actual practice; and Patty, for one, discovered that it required all her ingenuity21, and even a good deal of studying, to maintain her reputation for brilliancy in Professor Cairnsley's classes. And she cared about maintaining it, for she liked the professor and was one of his favorite pupils. She had known his wife before she entered college, and she often called upon them in their home, and, in short, exemplified the ideal relations between faculty22 and students.
Owing to the pressure of many interests, Patty's researches into philosophy were not as deep as the intentions of the course, but she had a very good working knowledge, which, in its details, would have astonished Professor Cairnsley could he have got behind the scenes. Though her knowledge was not based strictly23 on the text-book, her reputation in the class was good, and, as Patty admitted with a sigh, "It's a great strain on the imagination to keep up a reputation in philosophy."
It had been established, indeed, as far back as her sophomore24 year, when the psychology25 class was awed26 into silence by its first introduction to the abstractions of science, and Patty alone had dared to lift her voice. The professor, one morning, had been placidly27 lecturing along on the subject of sensation, and in the course of the lecture had remarked: "It is probable that the individual experiences all the primary sensations during the first few months of infancy29, and that in after life there is no such thing as a new sensation."
"Professor Cairnsley," Patty piped up, "did you ever shoot the chutes?"
The ice was broken at last, and the class felt at home, even in the somewhat deep waters of philosophy; and Patty, however undeservedly, had gained the credit of having a deeper insight than most into matters psychical30.
And so into her senior year, when she entered upon the study of ethics31, she carried along an unearned and fragile reputation, built upon subterfuges32 and likely to crumble33 at the slightest touch. She had maintained it very creditably up to the Christmas vacation, and had argued upon the ultimate ground of moral obligation and the origin of conscience quite as intelligently as though she had previously34 read what the text-book had to say on the subject. But when they had commenced the study of specific theologies, based upon definite historical facts, Patty found her imagination of little use, and on several occasions it had been purely35 good luck that had saved her from exposure. Once the bell had rung at an opportune11 moment, and twice she had been able to avert36 a direct answer by leading the discussion into side issues. She realized, however, that fortune would not always favor her, and as the professor usually forgot to call the roll, she formed the nefarious37 practice of cutting class when she did not have her lesson.
For a week or so in particular, her pressure of work in other directions (not all of them scholastic) had prevented her from devoting her usual amount of energy to the task of maintaining her philosophy reputation, and she had, without conscience, cut ethics several days in succession, and had failed to comment upon the fact to the professor.
"What did he lecture about in ethics—those recitations I missed?" she inquired of Priscilla, one afternoon.
"Swedenborg."
"Swedenborg," repeated Patty, dreamily. "He got up a new religion, didn't he? Or was it a new system of gymnastics? I've heard about him, but I don't seem to remember any details."
"You'd better make him up; he's important."
"I dare say; but I've lived twenty-one years without knowing about him, and I can wait a month longer. I'm saving up Confucius and the Jesuits for examination-time, and I'll add Swedenborg to the list."
"You'd better not. Professor Cairnsley's fond of him, and is likely to pop a special examination at any moment."
"Not Professor Cairnsley," laughed Patty. "He doesn't want to waste the time. He's going to lecture straight on for two weeks—nice man; I see it in his eye. What I admire in a professor is a good, steady, plodding38 disposition39 that doesn't go in for sensational40 surprises."
"You'll find yourself mistaken some day," warned Priscilla.
"No danger, my dear Cassandra. I know Professor Cairnsley, and Professor Cairnsley thinks he knows me; and we just get along together beautifully. I wish there were more like him," Patty added with a sigh.
Professor Cairnsley began a lecture the next morning which was evidently calculated to extend through the hour, and Patty cast a triumphant19 glance at Priscilla as she unscrewed the top of her fountain-pen and settled down to work. In the course of the lecture, however, he had occasion to refer to Swedenborg, and, pausing a moment, he casually41 asked a girl on the front seat for a résumé of Swedenborg's philosophy. She, unfortunately confusing him with Schopenhauer, glibly42 attributed to him doctrines43 which would have outraged44 his soul could he have heard them. It is written that the worm will turn, and the professor's bland45 smile deserted46 him as he passed the question to a second girl without much better result. The class in general had evidently been laboring47 under Patty's delusion48 that the time had not come in which to learn back notes. Amazed and indignant, he pursued the matter with a persistency49 and a rancor50 he seldom showed. He began going straight through the class, growing more and more sarcastic51 with each recitation.
As she saw him finish with the row in front and begin on her row, Patty knew that she was doomed52. She racked her brain for some memory of Swedenborg. He was a name to her and nothing more. He might have been an ancient Greek or a modern American, for all she knew. As Professor Cairnsley came along the line he was gradually eliciting53 from the terrified class the superficial points which were more or less common to all philosophers. Patty perceived that her imagination could not help her out, that for once the placid28 professor was on the war-path, and that Swedenborg, and nothing but Swedenborg, would serve. She cast an agonized54 glance up at Priscilla, and Priscilla grinned back with "I told you so" written on every feature.
Patty looked about desperately55. The lecture-room was shaped like an amphitheater, with part of the seats on a level with the main floor, and the rest rising in tiers. Patty sat on the main floor, well toward the rear. She could barely see the professor's head, but he was coming irrevocably. She did not have to see very clearly to know that. The girl before her answered wildly; the professor frowned, and, looking down at his roll-book, slowly and deliberately56 made a zero.
When he raised his eyes again Patty's seat was empty. She was kneeling on the floor, with her head bowed behind the girl in front. The unconscious professor passed over her bent57 head and called on the girl on the other side, who coughed hysterically58 once or twice, and flunked59 flat; and while he was crediting the fact in his roll-book Patty resumed her seat. A ripple60 of laughter ran around the room; the professor frowned, and remarked that he saw no occasion for amusement. The bell rang, and the class somewhat sheepishly filed out.
That afternoon Patty burst into the study where Priscilla and Georgie Merriles were making tea. "Did you ever think I had much of a conscience?" she demanded.
"Never thought it was your strong point," said Georgie.
"Making up your ethics lectures," suggested Priscilla.
"Worse than that."
"You haven't been to gym, Patty!" said Georgie.
"Goodness, no! I'm not so far gone as that. Well, I'll tell you. I met Professor Cairnsley by the gate and walked in with him, and, if you please, he complimented me on my work in ethics!"
"That ought to have been embarrassing," said Georgie.
"It was," acknowledged Patty. "I told him I didn't really know as much as he thought I did."
"What did he say?"
"He said I was too modest. He's such a trustful old man, you know, that you sort of hate to deceive him. And what do you think? I told him about the seat!"
Priscilla smiled approvingly upon her usually recreant62 room-mate. "Well, Patty, you certainly are better than I gave you credit for!"
"Thank you," murmured Patty.
"I begin to believe you have got a conscience," said Georgie.
"An excellent one," said Patty, complacently63.
"It pays in the end," said Priscilla.
"It does," agreed Patty. "Professor Cairnsley said he would explain Swedenborg to me himself, and he invited me over to dinner to-night!"
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1
foretell
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| v.预言，预告，预示 | |
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varied
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| adj.多样的，多变化的 | |
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instructor
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| n.指导者，教员，教练 | |
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penetration
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| n.穿透，穿人，渗透 | |
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accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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worthier
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| 应得某事物( worthy的比较级 )； 值得做某事； 可尊敬的； 有（某人或事物）的典型特征 | |
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7
conscientiousness
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| 责任心 | |
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inordinate
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| adj.无节制的；过度的 | |
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wariness
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| n. 注意,小心 | |
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finesse
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| n.精密技巧，灵巧，手腕 | |
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11
opportune
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| adj.合适的，适当的 | |
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opportunely
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| adv.恰好地，适时地 | |
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inconvenient
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| adj.不方便的，令人感到麻烦的 | |
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contented
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| adj.满意的，安心的，知足的 | |
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philosophic
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| adj.哲学的，贤明的 | |
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guile
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| n.诈术 | |
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entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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18
averred
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| v.断言( aver的过去式和过去分词 )；证实；证明…属实；作为事实提出 | |
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19
triumphant
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| adj.胜利的，成功的；狂欢的，喜悦的 | |
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triumphantly
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| ad.得意洋洋地；得胜地；成功地 | |
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ingenuity
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| n.别出心裁；善于发明创造 | |
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faculty
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| n.才能；学院，系；(学院或系的)全体教学人员 | |
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strictly
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| adv.严厉地，严格地；严密地 | |
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sophomore
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| n.大学二年级生；adj.第二年的 | |
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psychology
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| n.心理，心理学，心理状态 | |
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awed
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| adj.充满敬畏的，表示敬畏的v.使敬畏，使惊惧( awe的过去式和过去分词 ) | |
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placidly
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| adv.平稳地，平静地 | |
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placid
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| adj.安静的，平和的 | |
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infancy
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| n.婴儿期；幼年期；初期 | |
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psychical
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| adj.有关特异功能现象的；有关特异功能官能的；灵魂的；心灵的 | |
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ethics
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| n.伦理学；伦理观，道德标准 | |
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subterfuges
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| n.（用说谎或欺骗以逃脱责备、困难等的）花招，遁词( subterfuge的名词复数 ) | |
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crumble
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| vi.碎裂，崩溃；vt.弄碎，摧毁 | |
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previously
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| adv.以前，先前（地） | |
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purely
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| adv.纯粹地，完全地 | |
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avert
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| v.防止，避免；转移(目光、注意力等) | |
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nefarious
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| adj.恶毒的，极坏的 | |
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plodding
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| a.proceeding in a slow or dull way | |
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disposition
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| n.性情，性格；意向，倾向；排列，部署 | |
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sensational
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| adj.使人感动的，非常好的，轰动的，耸人听闻的 | |
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casually
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| adv.漠不关心地，无动于衷地，不负责任地 | |
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glibly
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| adv.流利地，流畅地；满口 | |
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43
doctrines
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| n.教条( doctrine的名词复数 )；教义；学说；（政府政策的）正式声明 | |
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outraged
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| a.震惊的，义愤填膺的 | |
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45
bland
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| adj.淡而无味的，温和的，无刺激性的 | |
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deserted
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| adj.荒芜的，荒废的，无人的，被遗弃的 | |
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47
laboring
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| n.劳动，操劳v.努力争取(for)( labor的现在分词 )；苦干；详细分析；（指引擎）缓慢而困难地运转 | |
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48
delusion
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| n.谬见，欺骗，幻觉，迷惑 | |
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49
persistency
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| n. 坚持(余辉, 时间常数) | |
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50
rancor
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| n.深仇，积怨 | |
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51
sarcastic
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| adj.讥讽的，讽刺的，嘲弄的 | |
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52
doomed
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| 命定的 | |
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53
eliciting
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| n. 诱发, 引出 动词elicit的现在分词形式 | |
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54
agonized
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| v.使（极度）痛苦，折磨( agonize的过去式和过去分词 )；苦斗；苦苦思索；感到极度痛苦 | |
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55
desperately
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| adv.极度渴望地，绝望地，孤注一掷地 | |
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56
deliberately
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| adv.审慎地；蓄意地；故意地 | |
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57
bent
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| n.爱好，癖好；adj.弯的；决心的，一心的 | |
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58
hysterically
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| ad. 歇斯底里地 | |
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59
flunked
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| v.( flunk的过去式和过去分词 )；（使）（考试、某学科的成绩等）不及格；评定（某人）不及格；（因不及格而） 退学 | |
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60
ripple
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| n.涟波，涟漪，波纹，粗钢梳；vt.使...起涟漪，使起波纹； vi.呈波浪状，起伏前进 | |
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61
perfectly
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| adv.完美地，无可非议地，彻底地 | |
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62
recreant
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| n.懦夫；adj.胆怯的 | |
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complacently
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| adv. 满足地, 自满地, 沾沾自喜地 | |
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