Martin Eden / Мартин Иден. Джек Лондон

desirous of shaping him into the image of her ideal of man. And when she pointed out the opportuneness of the time, that the entrance examinations to high school began on the following Monday, he promptly volunteered that he would take them.

      Then she played and sang to him, while he gazed with hungry yearning at her, drinking in her loveliness and marvelling that there should not be a hundred suitors listening there and longing for her as he listened and longed.

      Chapter X

      He stopped to dinner that evening, and, much to Ruth’s satisfaction, made a favorable impression on her father. They talked about the sea as a career, a subject which Martin had at his finger-ends, and Mr. Morse remarked afterward that he seemed a very clear-headed young man. In his avoidance of slang and his search after right words, Martin was compelled to talk slowly, which enabled him to find the best thoughts that were in him. He was more at ease than that first night at dinner, nearly a year before, and his shyness and modesty even commended him to Mrs. Morse, who was pleased at his manifest improvement.

      “He is the first man that ever drew passing notice from Ruth,” she told her husband. “She has been so singularly backward where men are concerned that I have been worried greatly.”

      Mr. Morse looked at his wife curiously.

      “You mean to use this young sailor to wake her up?” he questioned.

      “I mean that she is not to die an old maid if I can help it,” was the answer. “If this young Eden can arouse her interest in mankind in general, it will be a good thing.”

      “A very good thing,” he commented. “But suppose, – and we must suppose, sometimes, my dear, – suppose he arouses her interest too particularly in him?”

      “Impossible,” Mrs. Morse laughed. “She is three years older than he, and, besides, it is impossible. Nothing will ever come of it. Trust that to me.”

      And so Martin’s rôle was arranged for him, while he, led on by Arthur and Norman, was meditating an extravagance. They were going out for a ride into the hills Sunday morning on their wheels, which did not interest Martin until he learned that Ruth, too, rode a wheel and was going along. He did not ride, nor own a wheel, but if Ruth rode, it was up to him to begin, was his decision; and when he said good night, he stopped in at a cyclery on his way home and spent forty dollars for a wheel. It was more than a month’s hard-earned wages, and it reduced his stock of money amazingly; but when he added the hundred dollars he was to receive from the Examiner to the four hundred and twenty dollars that was the least The Youth’s Companion could pay him, he felt that he had reduced the perplexity the unwonted amount of money had caused him. Nor did he mind, in the course of learning to ride the wheel home, the fact that he ruined his suit of clothes. He caught the tailor by telephone that night from Mr. Higginbotham’s store and ordered another suit. Then he carried the wheel up the narrow stairway that clung like a fire-escape to the rear wall of the building, and when he had moved his bed out from the wall, found there was just space enough in the small room for himself and the wheel.

      Sunday he had intended to devote to studying for the high school examination, but the pearl-diving article lured him away, and he spent the day in the white-hot fever of re-creating the beauty and romance that burned in him. The fact that the Examiner of that morning had failed to publish his treasure-hunting article did not dash his spirits. He was at too great a height for that, and having been deaf to a twice-repeated summons, he went without the heavy Sunday dinner with which Mr. Higginbotham invariably graced his table. To Mr. Higginbotham such a dinner was advertisement of his worldly achievement and prosperity, and he honored it by delivering platitudinous sermonettes upon American institutions and the opportunity said institutions gave to any hard-working man to rise – the rise, in his case, which he pointed out unfailingly, being from a grocer’s clerk to the ownership of Higginbotham’s Cash Store.

      Martin Eden looked with a sigh at his unfinished “Pearl-diving” on Monday morning, and took the car down to Oakland to the high school. And when, days later, he applied for the results of his examinations, he learned that he had failed in everything save grammar.

      “Your grammar is excellent,” Professor Hilton informed him, staring at him through heavy spectacles; “but you know nothing, positively nothing, in the other branches, and your United States history is abominable – there is no other word for it, abominable. I should advise you—”

      Professor Hilton paused and glared at him, unsympathetic and unimaginative as one of his own test-tubes. He was professor of physics in the high school, possessor of a large family, a meagre salary, and a select fund of parrot-learned knowledge.

      “Yes, sir,” Martin said humbly, wishing somehow that the man at the desk in the library was in Professor Hilton’s place just then.

      “And I should advise you to go back to the grammar school for at least two years. Good day.”

      Martin was not deeply affected by his failure, though he was surprised at Ruth’s shocked expression when he told her Professor Hilton’s advice. Her disappointment was so evident that he was sorry he had failed, but chiefly so for her sake.

      “You see I was right,” she said. “You know far more than any of the students entering high school, and yet you can’t pass the examinations. It is because what education you have is fragmentary, sketchy. You need the discipline of study, such as only skilled teachers can give you. You must be thoroughly grounded. Professor Hilton is right, and if I were you, I’d go to night school. A year and a half of it might enable you to catch up that additional six months. Besides, that would leave you your days in which to write, or, if you could not make your living by your pen, you would have your days in which to work in some position.”

      But if my days are taken up with work and my nights with school, when am I going to see you?—was Martin’s first thought, though he refrained from uttering it. Instead, he said:-

      “It seems so babyish for me to be going to night school. But I wouldn’t mind that if I thought it would pay. But I don’t think it will pay. I can do the work quicker than they can teach me. It would be a loss of time—” he thought of her and his desire to have her—“and I can’t afford the time. I haven’t the time to spare, in fact.”

      “There is so much that is necessary.” She looked at him gently, and he was a brute to oppose her. “Physics and chemistry – you can’t do them without laboratory study; and you’ll find algebra and geometry almost hopeless without instruction. You need the skilled teachers, the specialists in the art of imparting knowledge.”

      He was silent for a minute, casting about for the least vainglorious way in which to express himself.

      “Please don’t think I’m bragging,” he began. “I don’t intend it that way at all. But I have a feeling that I am what I may call a natural student. I can study by myself. I take to it kindly, like a duck to water. You see yourself what I did with grammar. And I’ve learned much of other things – you would never dream how much. And I’m only getting started. Wait till I get—” He hesitated and assured himself of the pronunciation before he said “momentum. I’m getting my first real feel of things now. I’m beginning to size up the situation—”

      “Please don’t say ‘size up,’” she interrupted.

      “To get a line on things,” he hastily amended.

      “That doesn’t mean anything in correct English,” she objected.

      He floundered for a fresh start.

      “What I’m driving at is that I’m beginning to get the lay of the land.”

      Out of pity she forebore, and he went on.

      “Knowledge seems to me like a chart-room. Whenever I go into the library, I am impressed that way. The part played by teachers is to teach the student the contents of the chart-room in a systematic way. The teachers are guides to the chart-room, that’s all. It’s not something that they have in their own heads. They don’t make it up, don’t create it. It’s all in the chart-room and they know their way about in it, and it’s their business to