In disoccupied moments she had more than once covered a sheet of paper with signs and hieroglyphics which she stated were Greek and Irish and Hebrew characters. She had interrogated constantly at varying intervals as to the correct method of writing the capital initial of the name of a city in Canada, Quebec. She understood little of political complications, internal, or balance of power, external. In calculating the addenda of bills she frequently had recourse to digital aid. After completion of laconic epistolary compositions she abandoned the implement of calligraphy in the encaustic pigment, exposed to the corrosive action of copperas, green vitriol and nutgall. Unusual polysyllables of foreign origin she interpreted phonetically or by false analogy or by both: metempsychosis (met him pike hoses), ALIAS (a mendacious person mentioned in sacred scripture).
What compensated in the false balance of her intelligence for these and such deficiencies of judgment regarding persons, places and things?
The false apparent parallelism of all perpendicular arms of all balances, proved true by construction. The counterbalance of her proficiency of judgment regarding one person, proved true by experiment.
How had he attempted to remedy this state of comparative ignorance?
Variously. By leaving in a conspicuous place a certain book open at a certain page: by assuming in her, when alluding explanatorily, latent knowledge: by open ridicule in her presence of some absent other's ignorant lapse.
With what success had he attempted direct instruction?
She followed not all, a part of the whole, gave attention with interest comprehended with surprise, with care repeated, with greater difficulty remembered, forgot with ease, with misgiving reremembered, rerepeated with error.
What system had proved more effective? Indirect suggestion implicating selfinterest. Example?
She disliked umbrella with rain, he liked woman with umbrella, she disliked new hat with rain, he liked woman with new hat, he bought new hat with rain, she carried umbrella with new hat.
Accepting the analogy implied in his guest's parable which examples of postexilic eminence did he adduce?
Three seekers of the pure truth, Moses of Egypt, Moses Maimonides, author of MORE NEBUKIM (Guide of the Perplexed) and Moses Mendelssohn of such eminence that from Moses (of Egypt) to Moses (Mendelssohn) there arose none like Moses (Maimonides).
What statement was made, under correction, by Bloom concerning a fourth seeker of pure truth, by name Aristotle, mentioned, with permission, by Stephen?
That the seeker mentioned had been a pupil of a rabbinical philosopher, name uncertain. Were other anapocryphal illustrious sons of the law and children of a selected or rejected race mentioned?
Felix Bartholdy Mendelssohn (composer), Baruch Spinoza (philosopher), Mendoza (pugilist), Ferdinand Lassalle (reformer, duellist).
What fragments of verse from the ancient Hebrew and ancient Irish languages were cited with modulations of voice and translation of texts by guest to host and by host to guest?
By Stephen: SUIL, SUIL, SUIL ARUN, SUIL GO SIOCAIR AGUS SUIL GO CUIN (walk, walk, walk your way, walk in safety, walk with care).
By Bloom: KIFELOCH, HARIMON RAKATEJCH M'BAAD L'ZAMATEJCH (thy temple amid thy hair is as a slice of pomegranate).
How was a glyphic comparison of the phonic symbols of both languages made in substantiation of the oral comparison?
By juxtaposition. On the penultimate blank page of a book of inferior literary style, entituled SWEETS OF SIN (produced by Bloom and so manipulated that its front cover carne in contact with the surface of the table) with a pencil (supplied by Stephen) Stephen wrote the Irish characters for gee, eh, dee, em, simple and modified, and Bloom in turn wrote the Hebrew characters ghimel, aleph, daleth and (in the absence of mem) a substituted qoph, explaining their arithmetical values as ordinal and cardinal numbers, videlicet 3, 1, 4, and 100.
Was the knowledge possessed by both of each of these languages, the extinct and the revived, theoretical or practical?
Theoretical, being confined to certain grammatical rules of accidence and syntax and practically excluding vocabulary.
What points of contact existed between these languages and between the peoples who spoke them?
The presence of guttural sounds, diacritic aspirations, epenthetic and servile letters in both languages: their antiquity, both having been taught on the plain of Shinar 242 years after the deluge in the seminary instituted by Fenius Farsaigh, descendant of Noah, progenitor of Israel, and ascendant of Heber and Heremon, progenitors of Ireland: their archaeological, genealogical, hagiographical, exegetical, homiletic, toponomastic, historical and religious literatures comprising the works of rabbis and culdees, Torah, Talmud (Mischna and Ghemara), Massor, Pentateuch, Book of the Dun Cow, Book of Ballymote, Garland of Howth, Book of Kells: their dispersal, persecution, survival and revival: the isolation of their synagogical and ecclesiastical rites in ghetto (S. Mary's Abbey) and masshouse (Adam and Eve's tavern): the proscription of their national costumes in penal laws and jewish dress acts: the restoration in Chanah David of Zion and the possibility of Irish political autonomy or devolution.
What anthem did Bloom chant partially in anticipation of that multiple, ethnically irreducible consummation?
KOLOD BALEJWAW PNIMAH
NEFESCH, JEHUDI, HOMIJAH.
Why was the chant arrested at the conclusion of this first distich?
In consequence of defective mnemotechnic.
How did the chanter compensate for this deficiency?
By a periphrastic version of the general text.
In what common study did their mutual reflections merge?
The increasing simplification traceable from the Egyptian epigraphic hieroglyphs to the Greek and Roman alphabets and the anticipation of modern stenography and telegraphic code in the cuneiform inscriptions (Semitic) and the virgular quinquecostate ogham writing (Celtic). Did the guest comply with his host's request?
Doubly, by appending his signature in Irish and Roman characters. What was Stephen's auditive sensation?
He heard in a profound ancient male unfamiliar melody the accumulation of the past. What was Bloom's visual sensation?
He saw in a quick young male familiar form the predestination of a future.
What were Stephen's and Bloom's quasisimultaneous volitional quasisensations of concealed identities?
Visually, Stephen's: The traditional figure of hypostasis, depicted by Johannes Damascenus, Lentulus Romanus and Epiphanius Monachus as leucodermic, sesquipedalian with winedark hair. Auditively, Bloom's: The traditional accent of the ecstasy of catastrophe.
What future careers had been possible for Bloom in the past and with what exemplars?
In the church, Roman, Anglican or Nonconformist: exemplars, the very reverend John Conmee S. J., the reverend T. Salmon, D. D., provost of Trinity college, Dr Alexander J. Dowie. At the bar, English or Irish: exemplars, Seymour Bushe, K. C., Rufus Isaacs, K. C. On the stage modern or Shakespearean: exemplars, Charles Wyndham, high comedian Osmond Tearle (died 1901), exponent of Shakespeare.
Did the host encourage his guest to chant in a modulated voice a strange legend on an allied theme?
Reassuringly, their place, where none could hear them talk, being secluded, reassured, the decocted beverages, allowing for subsolid residual sediment of a mechanical mixture, water plus sugar plus cream plus cocoa, having been consumed.
Recite the first (major) part of this chanted legend.
LITTLE HARRY HUGHES AND HIS SCHOOLFELLOWS ALL
WENT OUT FOR TO PLAY BALL.
AND THE VERY FIRST BALL LITTLE HARRY HUGHES PLAYED
HE DROVE IT O'ER THE JEW'S GARDEN WALL.
AND THE VERY SECOND BALL LITTLE HARRY HUGHES PLAYED
HE BROKE THE JEW'S WINDOWS ALL.
How did the son of Rudolph receive this first part?
With unmixed feeling. Smiling, a jew he heard with pleasure and saw the unbroken kitchen window.
Recite the second part (minor) of the legend.
THEN OUT THERE CAME THE JEW'S DAUGHTER
AND SHE ALL DRESSED IN GREEN.
"COME BACK, COME BACK, YOU PRETTY LITTLE BOY,
AND PLAY YOUR BALL AGAIN."
"I CAN'T COME BACK AND I WON'T COME BACK
WITHOUT MY SCHOOLFELLOWS ALL.
FOR IF MY MASTER HE DID HEAR
HE'D MAKE IT A SORRY BALL."
SHE TOOK HIM BY THE LILYWHITE HAND
AND LED HIM ALONG THE HALL
UNTIL SHE LED HIM TO A ROOM
WHERE NONE COULD HEAR HIM CALL.
SHE TOOK A PENKNIFE OUT OF HER POCKET
AND CUT OFF HIS LITTLE HEAD.
AND NOW HE'LL PLAY HIS BALL NO MORE
FOR HE LIES AMONG THE DEAD.
How did the father of Millicent receive this second part?
With mixed feelings. Unsmiling, he heard and saw with wonder a jew's daughter, all dressed in green.
Condense Stephen's commentary.
One of all, the least of all, is the victim predestined. Once by inadvertence twice by design he challenges his destiny. It comes when he is abandoned and challenges him reluctant and, as an apparition of hope and youth, holds him u