gs.earthabides-第58部分
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Physically； the other boys were stalwart young giants； and Joey lagged at all sports and outdoor adventures。 His head seemed big for his body； though that might be； Ish realized； because you thought of it as containing an undue amount of knowledge。 His eyes also were big for his head； and exceptionally quick and alert。 Alone among the children； he suffered from sick spells； with an upset stomach。 Ish wondered whether these attacks were truly physical or sprang from some emotional disturbance； but since there was no chance of sending Joey to either a doctor or a psychiatrist； the actuality would never be known。 In any case； Joey remained underweight； and often came home exhausted after playing with the other boys。 〃It's not good！〃 said Ish to Em。
〃No；〃 said Em； 〃but still； you like him interested in books and geometry。 That's merely the other side of his not being as strong as the others。〃
〃Yes； I suppose so。 He has to find his satisfaction somewhere。 But still I wish he would get to be stronger。〃
〃You wouldn't really have him different； would you？〃
And； as she went away about some other matter； Ish thought that again she had been right。
〃No；〃 he thought； 〃we have plenty of galumphing young huskies。 Still I wish he were stronger。 Yet； even if he is something of a weakling； and even a freak and a pedant； we must have one person like that； to carry on intellectually。〃
And so； of all his children； his heart went out to Joey。 He saw in Joey the hope of the future； and he talked often with him； and taught him many things。
Thus the school dragged along through those weeks while they waited for Dick and Bob to return。 Even Ish could hardly use a more optimistic word than 〃dragged。〃 Altogether there were eleven children whom he taught； or tried to teach； that summer。
He held school in the living…room； and the eleven children came there from all the houses。 The session lasted only from nine to twelve； with a long recess。 Ish realized that he must ride them with a light rein。
He taught them arithmetic； now that he had failed in his attempt to sugar…coat the pill of geometry。 He tried to make practical applications of arithmetic； and found it surprisingly difficult。 〃If A builds 30 feet of fence。。。〃 the old book read。 But nobody built any fences now； and he found himself having to start by explaining why people once had built them…a much more plicated matter to explain than you would think； until you tried it。 He thought of emulating the progressive school again by setting up a shop where the pupils could buy and sell and keep accounts。 But this was not practical； for there were no more store…keepers now。 He would have had to start with a whole exposition of ancient economics。
Then he tried valiantly to present to them some of the wonders of pure number。 For himself； indeed； he was successful； and the more he tried to tell it to the children the more he himself felt the basic quality of mathematics to all that had been civilization。 At the same time； he felt more and more； even though he could not express it； all the wonder that lay in the relations of one number to another。 〃Why is it；〃 he would think； 〃that two and two eternally make four…and not； sometimes； five？ That has not changed！ Even though wild bulls bellow and fight in Union Square！〃 Thus too； he played games with triangular numbers； showing the way they built up one on top of the other。 But except for Joey the children showed no sense of wonder； and Ish saw their sidelong looks toward the windows when he tried to impress them with it all。
He attempted geography also。 This； his own subject； he should at least be well qualified to teach。 The boys enjoyed drawing maps of the near…by country。 But neither boys nor girls were interested in the geography of the world as a whole。 Who could blame them？ Perhaps when Dick and Bob came back in the jeep； there might be more interest。 But just now the children's horizon was limited to the few miles round about。 What to them was the shape of Europe with all of its peninsulas？ What to them； the islands of the sea？
He made a somewhat better case for history； although what he taught was more anthropology than history。 He told them of all the growth of man； that struggling creature； who had gradually learned this； learned that； learned to develop himself here； and restrain himself there； and through infinite error and trouble and foolishness and cruelty； at last had achieved so spectacularly before the end came upon him。 They were mildly interested。
Yet most of his time he spent at teaching them to read and write； because reading he felt was the key to everything else and writing was its counterpart。 But only Joey took naturally to reading； and romped ahead。 He knew the meanings of words； and grasped even the meaning of books。
Civ…vil…eye…za…shun！ That is what Uncle Ish talked about。 There are lots of quail by the stream today。 Two…and…six？ I know that！ Why should I say it to him？ Two…and…nine？ That is hard。 It is more than my fingers。 It is the same as 〃a lot。〃 Uncle George is more fun than Uncle Ish。 He can show you how to carve。 My daddy is more fun still。 He says funny things。 But Uncle Ish keeps the hammer。 It is there now on the mantel。 Joey makes up stories about the hammer； I think。 You can't be sure。 I would like to pinch Betty now； but Uncle Ish would not like it。 Uncle Ish knows most of anybody。 Sometimes I am afraid。 If I could tell him what seven and nine is； maybe we would have civ…vil…eye…za…shun； and I could see the pictures that act like people。 Daddy used to see them。 It would be fun。 Eight…and…eight。 Joey knows right off。 Joey is no good atfinding quail nests。 Soon we can go now。
In spite of recurrent discouragement； Ish still kept trying； and he always fastened quickly on any opportunity that the children themselves seemed to offer him。
One afternoon the older boys had gone on a longer expedition than usual； and the next morning they brought with them to school some native walnuts。 They had not seen such nuts before； and were curious。 Ish quickly decided to crack some of the nuts； and thus perhaps give a little lesson in biology。 It would be taking advantage of the children's own curiosity； and would be following up something that they themselves had initiated。
He sent Walt outside for two stones to use in cracking the hard shells。 Walt returned with two half bricks…bricks and stones not being distinguished in his vocabulary。
Ish ignored that detail； but he found that trying to break the hard shells with a brick was more likely to result in a smashed finger than a smashed nut。 He cast around for something better to use； and his eyes fell upon his hammer。 It was standing； as usual； on the mantelpiece。
〃Go get the hammer for me； Chris！〃 he said； pointing； to the little boy who was nearest it。
Usually Chris was only too glad to spring up from his seat； and do something active。 But now a strange thing occurred。 Chris glanced this way and that； at Walt and at Weston； who were next to him。 He looked embarrassed； or alarmed。
〃Go get the hammer； Chris！〃 Ish repeated； thinking that possibly Chris had been day…dreaming； and had merely heard his name without noting the words that went before。
〃I…I don't want to！〃 said Chris； hesitantly。 Chris was eight years old； and not given to being a cry…baby； and yet Ish could see that Chris was； for some reason； close to tears。 He dropped the matter with Chris。 〃Bring me the hammer； one of you others；〃 he said。 Weston looked at Walt； and Barbara and Betty； the sisters； looked at each other too。 Those four were the oldest。 All four of them looked back and forth； and did not make a move to rise。 Naturally； the little ones did nothing。 But Ish could see all the children glancing furtively at each other。
Although Ish was wholly puzzled； he saw no reason to make an issue of the matter； and he was just about to get the hammer himself when something else strange began to happen。
Joey rose。 He walked over toward the mantelpiece。 All the children's eyes followed him。 The room； Ish realized； was deathly quiet。 Joey stood at the mantelpiece。 He reached out his hand； and
