{ ... }

۞

  The equality of numbers could be found within those of similar values.  

  “How many angles in a square?” askèd the teacher.  

  The teacher was a sister, a nun who happened-to-be a prayer.  Of course, she wore a robe with a hood, the typical monastery garb.  The sister was holding the gawel.  The gawel was a big wooden cane.  The sister bore the gawel in front of those at school.  She knockèd it against the floor.  

  Knock.  

  Knock.  

  {knock}  

  “One,” replièd Tulpa, trying to outsmart her.  

  “And how many angles in a oblong?” askèd the teacher.  

  The teacher again addressèd the class with a knock of the gawel.  

  {knock, knock}  

  “Two,” counterèd Katherine.  

  Of course they were talking about the differences between equality.  Inequality discriminating fairly.  

  “And the triangle?” quizzèd the teacher.  

  By the end of the gawel, knocking on the floor,  

  the sister was trying to hint to the wrong answer …  

  {knock}  

  “One,” offered Virginie, “if it's equilateral …  

  {knock, knock}  

  … and five in a perfect circle.”  

  “Always ending with e towards a,” addèd the teacher.  

  “Egalitaire?” posèd Tulpa.  

  {the question}  

  “Foursquare,” replièd Katherine.  

  “And one can also be … « la ligne » … ” said Virginie  

  {concludingly}  

  « Fin. »  

  Tulpa wrote it all down in her exercise book.  

IT READ:  

1=5, perfect circle  

a - b, b - c, c - d, d - e, e - a  

1=4, foursquare.  

1=3, equality.  

4=2, oblong.  

0=3 ?  String Theory!  The hypothesis of the hypotenuse … I muse.  

  The bells began to ring as she closèd her exercise book.  

  °Ablanathanalba° she musèd no longer.  

۝