He would hasten to add that the Government had no intention of producing the sides. Contingencies might arise to render such a course necessary, but in that case their Lordships would receive an early intimation of the fact.
The Archbishop of Canterbury spoke against the clause. He considered it, in its present form, too secular. He should wish to amend the clause so as to make it read:
"The angles at the base of an isosceles triangle are, in every Christian community, equal, and if the sides be produced by a member of a Christian congregation, the exterior angles will be equal."
He was aware, he continued, that the angles at the base of an isosceles triangle are extremely equal, but he must remind the Government that the Church had been aware of this for several years past. He was willing also to admit that the opposite sides and ends of a parallelogram are equal, but he thought that such admission should be coupled with a distinct recognition of the existence of a Supreme Being.
The Leader of the Government accepted His Grace"s amendment with pleasure. He considered it the brightest amendment His Grace had made that week. The Government, he said, was aware of the intimate relation in which His Grace stood to the bottom end of a parallelogram and was prepared to respect it.
Lord Halifax rose to offer a further amendment. He thought the present case was one in which the "four-fifths" clause ought to apply: he should wish it stated that the angles are equal for two days every week, except in the case of schools where four-fifths of the parents are conscientiously opposed to the use of the isosceles triangle.
The Leader of the Government thought the amendment a singularly pleasing one. He accepted it and would like it understood that the words isosceles triangle were not meant in any offensive sense.
Lord Rosebery spoke at some length. He considered the clause unfair to Scotland, where the high state of morality rendered education unnecessary. Unless an amendment in this sense was accepted, it might be necessary to reconsider the Act of Union of 1707.
The Leader of the Government said that Lord Rosebery"s amendment was the best he had heard yet. The Government accepted it at once. They were willing to make every concession. They would, if need be, reconsider the Norman Conquest.
The Duke of Devonshire took exception to the part of the clause relating to the production of the sides. He did not think the country was prepared for it. It was unfair to the producer. He would like the clause altered to read, "if the sides be produced in the home market."
The Leader of the Government accepted with pleasure His Grace"s amendment. He considered it quite sensible. He would now, as it was near the hour of rising, present the clause in its revised form. He hoped, however, that their Lordships would find time to think out some further amendments for the evening sitting.
The clause was then read.
His Grace of Canterbury then moved that the House, in all humility, adjourn for dinner.
The Conjurer"s Revenge
"Now, ladies and gentlemen," said the conjurer, "having shown you that the cloth is absolutely empty, I will proceed to take from it a bowl of goldfish. Presto!"
All around the hall people were saying, "Oh, how wonderful!
How does he do it?"
But the Quick Man on the front seat said in a big whisper to the people near him, "He-had-it-up-his-sleeve."
Then the people nodded brightly at the Quick Man and said, "Oh, of course"; and everybody whispered round the hall, "He-had-it-up-his-sleeve."
"My next trick," said the conjurer, "is the famous Hindostanee rings. You will notice that the rings are apparently separate; at a blow they all join (clang, clang, clang)-Presto!"
There was a general buzz of stupefaction till the Quick Man was heard to whisper, "He-must-have-had-another-lot- up-his-sleeve."
Again everybody nodded and whispered, "The-rings-were- up-his-sleeve."
The brow of the conjurer was clouded with a gathering frown.
"I will now," he continued, "show you a most amusing trick by which I am enabled to take any number of eggs from a hat. Will some gentleman kindly lend me his hat? Ah, thank you-Presto!"
He extracted seventeen eggs, and for thirty-five seconds the audience began to think that he was wonderful. Then the Quick Man whispered along the front bench, "He-has-a- hen-up-his-sleeve," and all the people whispered it on. "He-has-a-lot-of-hens-up-his-sleeve."
The egg trick was ruined.
It went on like that all through. It transpired from the whispers of the Quick Man that the conjurer must have concealed up his sleeve, in addition to the rings, hens, and fish, several packs of cards, a loaf of bread, a doll"s cradle, a live guinea-pig, a fifty-cent piece, and a rocking-chair.
The reputation of the conjurer was rapidly sinking below zero. At the close of the evening he rallied for a final effort.
"Ladies and gentlemen," he said, "I will present to you, in conclusion, the famous j.a.panese trick recently invented by the natives of Tipperary. Will you, sir," he continued turning toward the Quick Man, "will you kindly hand me your gold watch?"
It was pa.s.sed to him.
"Have I your permission to put it into this mortar and pound it to pieces?" he asked savagely.
The Quick Man nodded and smiled.
The conjurer threw the watch into the mortar and grasped a sledge hammer from the table. There was a sound of violent smashing, "He"s-slipped-it-up-his-sleeve," whispered the Quick Man.
"Now, sir," continued the conjurer, "will you allow me to take your handkerchief and punch holes in it? Thank you. You see, ladies and gentlemen, there is no deception; the holes are visible to the eye."
The face of the Quick Man beamed. This time the real mystery of the thing fascinated him.
"And now, sir, will you kindly pa.s.s me your silk hat and allow me to dance on it? Thank you."
The conjurer made a few rapid pa.s.ses with his feet and exhibited the hat crushed beyond recognition.
"And will you now, sir, take off your celluloid collar and permit me to burn it in the candle? Thank you, sir. And will you allow me to smash your spectacles for you with my hammer? Thank you."
By this time the features of the Quick Man were a.s.suming a puzzled expression. "This thing beats me," he whispered, "I don"t see through it a bit."
There was a great hush upon the audience. Then the conjurer drew himself up to his full height and, with a withering look at the Quick Man, he concluded:
"Ladies and gentlemen, you will observe that I have, with this gentleman"s permission, broken his watch, burnt his collar, smashed his spectacles, and danced on his hat. If he will give me the further permission to paint green stripes on his overcoat, or to tie his suspenders in a knot, I shall be delighted to entertain you. If not, the performance is at an end."
And amid a glorious burst of music from the orchestra the curtain fell, and the audience dispersed, convinced that there are some tricks, at any rate, that are not done up the conjurer"s sleeve.
Hints to Travellers
The following hints and observations have occurred to me during a recent trip across the continent: they are written in no spirit of complaint against existing railroad methods, but merely in the hope that they may prove useful to those who travel, like myself, in a spirit of meek, observant ignorance.
1. Sleeping in a Pullman car presents some difficulties to the novice. Care should be taken to allay all sense of danger. The frequent whistling of the engine during the night is apt to be a source of alarm. Find out, therefore, before travelling, the meaning of the various whistles. One means "station," two, "railroad crossing," and so on. Five whistles, short and rapid, mean sudden danger. When you hear whistles in the night, sit up smartly in your bunk and count them. Should they reach five, draw on your trousers over your pyjamas and leave the train instantly. As a further precaution against accident, sleep with the feet towards the engine if you prefer to have the feet crushed, or with the head towards the engine, if you think it best to have the head crushed. In making this decision try to be as unselfish as possible. If indifferent, sleep crosswise with the head hanging over into the aisle.
2. I have devoted some thought to the proper method of changing trains. The system which I have observed to be the most popular with travellers of my own cla.s.s, is something as follows: Suppose that you have been told on leaving New York that you are to change at Kansas City. The evening before approaching Kansas City, stop the conductor in the aisle of the car (you can do this best by putting out your foot and tripping him), and say politely, "Do I change at Kansas City?" He says "Yes." Very good. Don"t believe him. On going into the dining-car for supper, take a negro aside and put it to him as a personal matter between a white man and a black, whether he thinks you ought to change at Kansas City. Don"t be satisfied with this. In the course of the evening pa.s.s through the entire train from time to time, and say to people casually, "Oh, can you tell me if I change at Kansas City?" Ask the conductor about it a few more times in the evening: a repet.i.tion of the question will ensure pleasant relations with him. Before falling asleep watch for his pa.s.sage and ask him through the curtains of your berth, "Oh, by the way, did you say I changed at Kansas City?" If he refuses to stop, hook him by the neck with your walking-stick, and draw him gently to your bedside. In the morning when the train stops and a man calls, "Kansas City! All change!" approach the conductor again and say, "Is this Kansas City?" Don"t be discouraged at his answer. Pick yourself up and go to the other end of the car and say to the brakesman, "Do you know, sir, if this is Kansas City?" Don"t be too easily convinced. Remember that both brakesman and conductor may be in collusion to deceive you. Look around, therefore, for the name of the station on the signboard. Having found it, alight and ask the first man you see if this is Kansas City. He will answer, "Why, where in blank are your blank eyes? Can"t you see it there, plain as blank?" When you hear language of this sort, ask no more. You are now in Kansas and this is Kansas City.
3. I have observed that it is now the practice of the conductors to stick bits of paper in the hats of the pa.s.sengers. They do this, I believe, to mark which ones they like best. The device is pretty, and adds much to the scenic appearance of the car. But I notice with pain that the system is fraught with much trouble for the conductors. The task of crushing two or three pa.s.sengers together, in order to reach over them and stick a ticket into the c.h.i.n.ks of a silk skull cap is embarra.s.sing for a conductor of refined feelings. It would be simpler if the conductor should carry a small hammer and a packet of shingle nails and nail the paid-up pa.s.senger to the back of the seat. Or better still, let the conductor carry a small pot of paint and a brush, and mark the pa.s.sengers in such a way that he cannot easily mistake them. In the case of bald-headed pa.s.sengers, the hats might be politely removed and red crosses painted on the craniums. This will indicate that they are bald. Through pa.s.sengers might be distinguished by a complete coat of paint. In the hands of a man of taste, much might be effected by a little grouping of painted pa.s.sengers and the leisure time of the conductor agreeably occupied.
4. I have observed in travelling in the West that the irregularity of railroad accidents is a fruitful cause of complaint. The frequent disappointment of the holders of accident policy tickets on western roads is leading to widespread protest. Certainly the conditions of travel in the West are altering rapidly and accidents can no longer be relied upon. This is deeply to be regretted, in so much as, apart from accidents, the tickets may be said to be practically valueless.
A Manual of Education
The few selections below are offered as a specimen page of a little book which I have in course of preparation.
Every man has somewhere in the back of his head the wreck of a thing which he calls his education. My book is intended to embody in concise form these remnants of early instruction.