interrupts him, flicking a walnut shell off the table. "Show me the proof."
"The proof? Very well, give me a pencil. Listen. . . . Suppose we want to divide seven eighths by two fifths. Well, the point of it is, my boy, that it's required to divide these fractions by each other. . . . Have they set the samovar?"
"I don't know."
"It's time for tea. . . . It's past seven. Well, now listen. We will look at it like this. . . . Suppose we want to divide seven eighths not by two fifths but by two, that is, by the numerator only. We divide it, what do we get?"
"Seven sixteenths."
"Right. Bravo! Well, the trick of it is, my boy, that if we . . . so if we have divided it by two then. . . . Wait a bit, I am getting muddled. I remember when I was at school, the teacher of arithmetic was called Sigismund Urbanitch, a Pole. He used to get into a muddle over every lesson. He would begin explaining some theory, get in a tangle, and turn crimson all over and race up and down the class-room as though someone were sticking an awl in his back, then he would blow his nose half a dozen times and begin to cry. But you know we were magnanimous to him, we pretended not to see it. 'What is it, Sigismund Urbanitch,? we used to ask him. 'Have you got toothache?' And what a set of young ruffians, regular cut-throats, we were, but yet we were magnanimous, you know! There weren't any boys like you in my day, they were all great hulking fellows, great strapping louts, one taller
