The COMPLEAT Collected SFF Works 1911-1987

by C. L. Moore

"This isn't very nice is it, Denny?"

  "Hm-m-m." It was rather unpleasant, at first glance. One might have expected an anatomical dummy in a medical school, but a child's doll.

  The thing came apart in sections—skin, muscles, organs—miniature but quite perfect, as far as Paradine could see. He was interested. "Dunno. Such things haven't the same connotations to a kid."

  "Look at that liver. Is it a liver?"

  "Sure. Say, I—this is funny."

  "What?"

  "It isn't anatomically perfect, after all." Paradine pulled up a chair. "The digestive tract's too short. No large intestine. No appendix, either."

  "Should Emma have a thing like this?"

  "I wouldn't mind having it myself," Paradine said. "Where on earth did Harry pick it up? No, I don't see any harm in it. Adults are conditioned to react unpleasantly to innards. Kids don't. They figure they're solid inside, like a potato. Emma can get a sound working knowledge of physiology from this doll."

  "But what are those? Nerves?"

  "No, these are the nerves. Arteries here; veins here. Funny sort of aorta." Paradine looked baffled. "That—what's Latin for network, anyway, huh? Rita? Rata?"

  "Rales," Jane suggested at random.

  "That's a sort of breathing," Paradine said crushingly. "I can't figure out what this luminous network of stuff is. It goes all through the body, like nerves."

  "Blood."

  "Nope. Not circulatory, not neural. Funny! It seems to be hooked up with the lungs."

  They became engrossed, puzzling over the strange doll. It was made with remarkable perfection of detail, and that in itself was strange, in view of the physiological variation from the norm. "Wait'll I get that Gould," Paradine said, and presently was comparing the doll with anatomical charts. He learned little, except to increase his bafflement.

  But it was more fun than a jigsaw puzzle.

  Meanwhile, in the adjoining room, Emma was sliding the beads to and fro in the abacus. The motions didn't seem so strange now. Even when the beads vanished. She could almost follow that new direction—almost ...

  Scott panted, staring into the crystal cube and mentally directing, with many false starts, the building of a structure somewhat more complicated than the one which had been destroyed by fire. He, too, was learning—being conditioned ...

  -

  Paradine's mistake, from a completely anthropomorphic standpoint, was that he didn't get rid of the toys instantly. He did not realize their significance, and, by the time he did, the progression of circumstances had got well under way. Uncle Harry remained out of town, so Paradine couldn't check with him. Too, the midterm exams were on, which meant arduous mental effort and complete exhaustion at night; and Jane was slightly ill for a week or so. Emma and Scott had free rein with the toys.

  "What," Scott asked his father one evening, "is a wabe, Dad?"

  "Wave?"

  He hesitated. "I—don't think so. Isn't 'wabe' right?"

  " 'Wabe' is Scot for 'web.' That it?"

  "I don't see how," Scott muttered, and wandered off, scowling, to amuse himself with the abacus. He was able to handle it quite deftly now. But, with the instinct of children for avoiding interruption, he and Emma usually played with the toys in private. Not obviously, of course—but the more intricate experiments were never performed under the eye of an adult.

  Scott was learning fast. What he now saw in the crystal cube had little relationship to the original simple problems. But they were fascinatingly technical. Had Scott realized that his education was being guided and supervised—though merely mechanically—he would probably have lost interest. As it was, his initiative was never quashed.

  Abacus, cube, doll and other toys the children found in the box.

  Neither Paradine nor Jane guessed how much of an effect the contents of the time machine were having on the kids. How could they? Youngsters are instinctive dramatists, for purposes of self-protection. They have not yet fitted themselves to the exigencies—to them partially inexplicable—of a mature world. Moreover, their lives are complicated by human variables. They are told by one person that playing in the mud is permissible, but that, in their excavations, they must not uproot flowers or small trees. Another adult vetoes mud per se. The Ten Commandments are not carved on stone—they vary; and children are helplessly dependent on the caprice of those who give them birth and feed and clothe them. And tyrannize. The young animal does not resent that benevolent tyranny, for it is an essential part of nature. He is, however, an individualist, and maintains his integrity by a subtle, passive fight.

  Under the eyes of an adult he changes. Like an actor on stage, when he remembers, he strives to please, and also to attract attention to himself. Such attempts are not unknown to maturity. But adults are less obvious—to other adults.

  It is difficult to admit that children lack subtlety. Children are different from mature animals because they think in another way. We can more or less easily pierce the pretenses they set up, but they can do the same to us. Ruthlessly a child can destroy the pretenses of an adult. Iconoclasm is a child's prerogative.

  Foppishness, for example. The amenities of social intercourse, exaggerated not quite to absurdity. The gigolo—

  "Such savoir-faire! Such punctilious courtesy!" The dowager and the blonde young thing are often impressed. Men have less pleasant comments to make. But the child goes to the root of the matter.

  "You're silly!"

  How can an immature human being understand the complicated system of social relationships? He can't. To him, an exaggeration of natural courtesy is silly. In his functional structure of life patterns, it is rococo. He is an egotistic little animal who cannot visualize himself in the position of another—certainly not an adult. A self-contained, almost perfect natural unit, his wants supplied by others, the child is much like a unicellular creature floating in the bloodstream, nutriment carried to him, waste products carried away.

  From the standpoint of logic, a child is rather horribly perfect. A baby must be even more perfect, but so alien to an adult that only superficial standards of comparison apply. The thought processes of an infant are completely unimaginable. But babies think, even before birth. In the womb they move and sleep, not entirely through instinct. We are conditioned to react rather peculiarly to the idea that a nearly viable embryo may think. We are surprised, shocked into laughter and repelled. Nothing human is alien.

  But a baby is not human. An embryo is far less human.

  That, perhaps, was why Emma learned more from the toys than did Scott. He could communicate his thoughts, of course; Emma could not, except in cryptic fragments. The matter of the scrawls, for example.

  Give a young child pencil and paper, and he will draw something which looks different to him than to an adult. The absurd scribbles have little resemblance to a fire engine, but it is a fire engine, to a baby. Perhaps it is even three-dimensional. Babies think differently and see differently.

  Paradine brooded over that, reading his paper one evening and watching Emma and Scott communicate. Scott was questioning his sister. Sometimes he did it in English. More often he had resource to gibberish and sign language. Emma tried to reply, but the handicap was too great.

  Finally Scott got pencil and paper. Emma liked that. Tongue in cheek, she laboriously wrote a message. Scott took the paper, examined it and scowled.

  "That isn't right, Emma," he said.

  Emma nodded vigorously. She seized the pencil again and made more scrawls. Scott puzzled for a while, finally smiled rather hesitantly and got up. He vanished into the hall. Emma returned to the abacus.

  Paradine rose and glanced down at the paper, with some mad thought that Emma might abruptly have mastered calligraphy. But she hadn't. The paper was covered with meaningless scrawls, of a type familiar to any parent. Paradine pursed his lips.

  It might be a graph showing the mental variations of a manic-depressive cockroach, but probably wasn't. Still, it no doubt had meaning to Emma. Perhaps the
scribble represented Mr. Bear.

  Scott returned, looking pleased. He met Emma's gaze and nodded. Paradine felt a twinge of curiosity.

  "Secrets?"

  "Nope. Emma—uh—asked me to do something for her."

  "Oh." Paradine, recalling instances of babies who had babbled in unknown tongues and baffled linguists, made a note to pocket the paper when the kids had finished with it. The next day he showed the scrawl to Elkins at the university. Elkins had a sound working knowledge of many unlikely languages, but he chuckled over Emma's venture into literature.

  "Here's a free translation, Dennis. Quote. I don't know what this means, but I kid the hell out of my father with it. Unquote."

  The two men laughed and went off to their classes. But later Paradine was to remember the incident. Especially after he met Holloway. Before that, however, months were to pass, and the situation to develop even further towards its climax.

  -

  Perhaps Paradine and Jane had evinced too much interest in the toys. Emma and Scott took to keeping them hidden, playing with them only in private. They never did it overtly, but with a certain unobtrusive caution. Nevertheless, Jane especially was somewhat troubled.

  She spoke to Paradine about it one evening. "That doll Harry gave Emma."

  "Yeah?"

  "I was downtown today and tried to find out where it came from. No soap."

  "Maybe Harry bought it in New York."

  Jane was unconvinced. "I asked them about the other things, too. They showed me their stock—Johnson's a big store, you know. But there's nothing like Emma's abacus."

  "Hm-m-m." Paradine wasn't much interested. They had tickets for a show that night, and it was getting late. So the subject was dropped for the nonce.

  Later it cropped up again, when a neighbor telephoned Jane.

  "Scotty's never been like that, Denny. Mrs. Burns said he frightened the devil out of her Francis."

  "Francis? A little fat bully of a punk, isn't he? Like his father. I broke Burns's nose for him once, when we were sophomores."

  "Stop boasting and listen," Jane said, mixing a highball. "Scott showed Francis something that scared him. Hadn't you better—"

  "I suppose so." Paradine listened. Noises in the next room told him the whereabouts of his son. "Scotty!"

  "Bang," Scott said, and appeared smiling. "I killed 'em all. Space pirates. You want me, Dad?"

  "Yes. If you don't mind leaving the space pirates unburied for a few minutes. What did you do to Francis Burns?"

  Scott's blue eyes reflected incredible candor. "Huh?"

  "Try hard. You can remember, I'm sure."

  "Uh. Oh, that. I didn't do nothing."

  "Anything," Jane corrected absently.

  "Anything. Honest. I just let him look into my television set, and it—it scared him."

  "Television set?"

  Scott produced the crystal cube. "It isn't really that. See?"

  Paradine examined the gadget, startled by the magnification. All he could see, though, was a maze of meaningless colored designs.

  "Uncle Harry—"

  Paradine reached for the telephone. Scott gulped. "Is—is Uncle Harry back in town?"

  "Yeah."

  "Well, I gotta take a bath." Scott headed for the door. Paradine met Jane's gaze and nodded significantly.

  Harry was home, but disclaimed all knowledge of the peculiar toys. Rather grimly, Paradine requested Scott to bring down from his room all of the playthings. Finally they lay in a row on the table—cube, abacus, doll, helmet-like cap, several other mysterious contraptions. Scott was cross-examined. He lied valiantly for a time, but broke down at last and bawled, hiccuping his confession.

  "Get the box these things came in," Paradine ordered. "Then head for bed."

  "Are you—hup!—gonna punish me, Daddy?"

  "For playing hooky and lying, yes. You know the rules. No more shows for two weeks. No sodas for the same period."

  Scott gulped. "You gonna keep my things?"

  "I don't know yet."

  "Well—g'night, Daddy. G'night, Mom."

  After the small figure had gone upstairs, Paradine dragged a chair to the table and carefully scrutinized the box. He poked thoughtfully at the focused gadgetry. Jane watched.

  "What is it, Denny?"

  "Dunno. Who'd leave a box of toys down by the creek?"

  "It might have fallen out of a car."

  "Not at that point. The road doesn't hit the creek north of the railroad trestle. Empty lots—nothing else." Paradine lit a cigarette. "Drink, honey?"

  "I'll fix it." Jane went to work, her eyes troubled. She brought Paradine a glass and stood behind him, ruffling his hair with her fingers. "Is anything wrong?"

  "Of course not. Only—where did these toys come from?"

  "Johnson's didn't know, and they get their stock from New York."

  "I've been checking up, too," Paradine admitted. "That doll"—he poked it—"rather worried me. Custom jobs, maybe, but I wish I knew who'd made 'em."

  "A psychologist? That abacus—don't they give people tests with such things?"

  Paradine snapped his fingers. "Right! And say, there's a guy going to speak at the university next week, fellow named Holloway, who's a child psychologist. He's a big shot, with quite a reputation. He might know something about it."

  "Holloway? I don't—"

  "Rex Holloway. He's—hm-m-m! He doesn't live far from here. Do you suppose he might have had these things made himself?"

  Jane was examining the abacus. She grimaced and drew back. "If he did, I don't like him. But see if you can find out, Denny."

  Paradine nodded. "I shall."

  He drank his highball, frowning. He was vaguely worried. But he wasn't scared—yet.

  -

  Rex Holloway was a fat, shiny man, with a bald head and thick spectacles, above which his thick, black brows lay like bushy caterpillars. Paradine brought him home to dinner one night a week later. Holloway did not appear to watch the children, but nothing they did or said was lost on him. His gray eyes, shrewd and bright, missed little.

  The toys fascinated him. In the living room the three adults gathered around the table, where the playthings had been placed. Holloway studied them carefully as he listened to what Jane and Paradine had to say. At last he broke his silence.

  "I'm glad I came here tonight. But not completely. This is very disturbing, you know."

  "Eh?" Paradine stared, and Jane's face showed her consternation. Holloway's next words did not calm them.

  "We are dealing with madness."

  He smiled at the shocked looks they gave him. "All children are mad, from an adult viewpoint. Ever read Hughes' High Wind in Jamaica?"

  "I've got it." Paradine secured the little book from its shelf. Holloway extended a hand, took the book and flipped the pages till he had found the place he wanted. He read aloud:

  Babies, of course, are not human—they are animals, and have a very ancient and ramified culture, as cats have, and fishes, and even snakes; the same in kind as these, but much more complicated and vivid, since babies are, after all, one of the most developed species of the lower vertebrates. In short, babies have minds which work in terms and categories of their own, which cannot be translated into the terms and categories of the human mind.

  Jane tried to take that calmly, but couldn't. "You don't mean that Emma—"

  "Could you think like your daughter?" Holloway asked. "Listen: 'One can no more think like a baby than one can think like a bee.' "

  Paradine mixed drinks. Over his shoulder he said, "You're theorizing quite a bit, aren't you? As I get it, you're implying that babies have a culture of their own, even a high standard of intelligence."

  "Not necessarily. There's no yardstick, you see. All I say is that babies think in other ways than we do. Not necessarily better—that's a question of relative values. But with a different matter of extension." He sought for words, grimacing.

  "Fantasy," Paradine said, rather rude
ly but annoyed because of Emma. "Babies don't have different senses from ours."

  "Who said they did?" Holloway demanded. "They use their minds in a different way, that's all. But it's quite enough!"

  "I'm trying to understand," Jane said slowly. "All I can think of is my Mixmaster. It can whip up batter and potatoes, but it can squeeze oranges, too."

  "Something like that. The brain's a colloid, a very complicated machine. We don't know much about its potentialities. We don't even know how much it can grasp. But it is known that the mind becomes conditioned as the human animal matures. It follows certain familiar theorems, and all thought thereafter is pretty well based on patterns taken for granted. Look at this." Holloway touched the abacus. "Have you experimented with it?"

  "A little," Paradine said.

  "But not much, eh?"

  "Well—"

  "Why not?"

  "It's pointless," Paradine complained. "Even a puzzle has to have some logic. But those crazy angles—"

  "Your mind has been conditioned to Euclid," Holloway said. "So this—thing—bores us, and seems pointless. But a child knows nothing of Euclid. A different sort of geometry from ours wouldn't impress him as being illogical. He believes what he sees."

  "Are you trying to tell me that this gadget's got a fourth-dimensional extension?" Paradine demanded.

  "Not visually, anyway," Holloway denied. "All I say is that our minds, conditioned to Euclid, can see nothing in this but an illogical tangle of wires. But a child—especially a baby—might see more. Not at first. It'd be a puzzle, of course. Only a child wouldn't be handicapped by too many preconceived ideas."

  "Hardening of the thought arteries," Jane interjected.

  Paradine was not convinced. "Then a baby could work calculus better than Einstein? No, I don't mean that. I can see your point, more or less clearly. Only—"

  "Well, look. Let's suppose there are two kinds of geometry; we'll limit it, for the sake of the example. Our kind, Euclidean, and another, we'll call x. X hasn't much relationship to Euclid. It's based on different theorems. Two and two needn't equal four in it; they could equal y², or they might not even equal. A baby's mind is not yet conditioned, except by certain questionable factors of heredity and environment. Start the infant on Euclid—"