Hunter and the Trap (18 page)

Only this thought saddens me. Otherwise, Mark and I are very happy—perhaps as happy as two human beings have any right to be. As you read this letter I think you will come to understand why.

Now, about the barrier—which must exist or you would not have opened the letter—tell them that there is no harm to it and that no hurt will be caused by it. The very worst that can happen is that if one leans against it too long, one's skin may be badly blistered. But the barrier cannot be broken into because it is a negative power rather than a positive one, an absence instead of a presence. I will have more to say about it later, but I don't think I will be able to explain it better. My physics is limited, and these are things for which we, as human beings, have no real concepts. To put it into visual terms or understandable terms for a layman is almost impossible—at least for me. I imagine that some of the children could put it into intelligible words, but I want this to be my report, not theirs.

Strange that I still call them children and think of them as children—when in all fact we are the children and they are the adults. But they still have the quality of children that we know best: the innocence and purity that vanishes so quickly with the coming of puberty in the outside world.

Now, dear Harry, I must tell you what came of our experiment—or some of it. Some of it, for how could I ever put down the story of the strangest two decades that man ever lived through? It is all incredible and, at the same time, it is all commonplace. We took a group of wonderful children and we gave them an abundance of love, security and truth—but I think it was the factor of love that mattered most, and because we were able to give them these three very obvious things—love, security and truth—we were able to return to them their heritage, and what a heritage it is, Harry!

During the first year we weeded out those couples who showed less than a total desire to love the children. I mention this because you must not think that any stage of this was easy or that any part of it ran smoothly. We went into the reservation with twenty-three couples; six of them—that is, twelve people—failed to meet our test, and they had to go, but they were still good people and they abided by the necessity for silence and security.

But our children are easy to love, and they were easy to love from the very beginning. You see, I call them our children, Harry, because as the years passed they became our children—in every way. The children who were born to the couples in residence here simply joined the group. No one had a father or a mother; we were a living, functioning group in which all the men were the fathers of all the children and all the women were the mothers of all the children.

Now this is very easy to state as a fact, Harry; it is easy to project as a concept; but its achievement was far from easy. Its achievement was something that tore us to pieces. We had to turn ourselves inside out, totally reëxamine ourselves, to achieve this. This among ourselves, Harry, among the adults who had to fight and work and examine each other inside and outside again and again and again—and tear out our guts and tear our hearts out—so that we could present ourselves to the children as something in the way of human beings. I mean a quality of sanity and truth and security embodied in a group of adult men and women. Far more spectacular achievements than this were accomplished, Harry—but perhaps nothing more wonderful than the fact that we, the adults, could remake ourselves. In doing so, we gave the children their chance.

And what did the chance amount to? How shall I tell you of an American Indian boy, five years old, composing a splendid symphony? Or of the two children, one Bantu, one Italian, one a boy, one a girl, who at the age of six built a machine to measure the speed of light? Will you believe that we, the adults, sat quietly and respectfully and listened to these six-year-olds explain to us a new theory of light? We listened, and perhaps some of us understood, but most of us did not. I certainly did not. I might translate it and repeat it in these terms—that since the speed of light is a constant anywhere, regardless of the motion of material bodies, the distance between the stars cannot be mentioned or determined in terms of the speed of light, since distance so arrived at is not, and has no equivalence to, distance on our plane of being. Does what I have said make any sense to you? It makes just a little to me. If I put it poorly, awkwardly, blame my own ignorance.

I mention just this one small thing. In a hundred—no, in a thousand—of these matters, I have had the sensations of an uneducated immigrant whose beloved child is exposed to all the wonders of school and knowledge. Like this immigrant, I understand a little of what the children achieve, but very little indeed. If I were to repeat instance after instance, wonder after wonder—at the ages of six and seven and eight and nine—would you think of the poor, tortured, nervous creatures whose parents boast that they have an IQ of 160 or of 170 and, in the same breath, bemoan the fate that did not give them normal children? Do you understand me, Harry? These children of ours, in your world, would have been condemned to disaster—not to simple disaster but to the specific, terrible disaster that befalls the super-knowing, the super-sensitive, the super-intelligent who are ground down, degraded and destroyed just as that Assamese child raised by the wolves was destroyed. Well, our children were and are normal children. Perhaps they are the first truly normal children that this world has seen in a long time—in many thousands of years. If just once you could hear them laugh or sing, you would know how absolutely true my statement is. If only you could see how tall and strong they are, how fine of body and movement. They have a quality that I have never seen in children before.

I suppose, dear Harry, that much about them would shock you just as it would shock most of the population of the outside world. Most of the time, they wear no clothes. Sex has always been a joy and a good thing to them, and they face it and enjoy it as naturally as we eat and drink-more naturally, for we have no gluttons in sex or food, no ulcers of the belly or the soul.

Our children kiss and caress each other and do many other things that the world has specified as shocking, nasty, forbidden, dirty, obscene. But whatever they do, they do it with grace and they do it with joy, and they have no guilt nor any knowledge whatsoever of guilt.
Guilt
as word or fact is meaningless to them.

Is all this possible? Or is it a dream and an illusion? I tell you that it has been my life for almost twenty years now. I live with these children, with boys and girls who are without evil or sickness, who are like pagans or gods, however you would look at it.

But the story of the children and of their day-to-day life is one that will some day be told properly in its own time and place. Certainly I have neither the time nor the ability to tell it here, Harry. You will have to content yourself with the bits and snatches that I can put down in this letter to you. All the indications that I have put down here add up only to great gifts and great abilities. But, after all, this was inherent in the children we selected. Mark and I never had any doubts about such results; we knew that if we created a controlled environment that was predicated on our hypothesis, the children would learn more than children do on the outside.

Naturally, this part of it came about. How could it have been otherwise—unless, of course, Mark and I had flubbed the whole thing and acted like fools and sentimentalists. But I don't think that there was much danger of that. Without being egotistical I can say that we, and of course Professor Goldbaum (who was with us through all the most difficult years), and our associates—we knew what we were doing. We knew precisely what we were doing and we knew pretty well how to do it.

In the seventh year of their lives, the children were dealing easily and naturally with scientific problems normally taught on the college level or on the postgraduate level in the outside world. But, as I said, this was to be expected, this was normal and we would have been very disappointed indeed if this development had not taken place. It was the unexpected that we hoped for, prayed for, dreamed of and watched for. A flowering, a development of the mind of man that was unpredictable and unknowable, which we could comprehend only negatively by theorizing that a block to such development is locked in every single human being on the outside.

And it came. Originally, it began with a Chinese child in the fifth year of our work. The second incident occurred in an American child, and the third in a Burmese child. Most strangely, it was not thought of as anything very unusual by the children themselves. We did not realize what was happening until the seventh year, that is, two years after the process had begun; and by that time it had happened already in five of the children. The very fact that it took place so gently, so naturally, so obviously, was a healthy symptom.

Let me tell you how we discovered what was happening. Mark and I were taking a walk that day—I remember it so well, a lovely, cool and clear northern California day—when we came upon a group of children in a meadow. There were about a dozen children gathered together in the meadow. Five of the children sat in a little circle, with a sixth child in the center of their circle. The six heads were almost touching. They were full of little giggles, ripples of mirth and satisfaction. The rest of the children sat in a group about ten feet away—watching intently, seriously, respectfully.

As we came closer the children were neither alarmed nor disturbed. The children in the second group put their fingers to their lips, indicating that we should be quiet. So we came rather close, and then we stood and watched without speaking.

After we were there about ten minutes, the little girl in the center of the circle of five children leaped to her feet, crying out ecstatically:

“I heard you! I heard you! I heard you!”

There was a kind of achievement and delight reflected in the sound of her voice that we had not experienced before, not even from our children. Then all of the children there rushed together to kiss and embrace the girl who had been in the middle of the group of five. They did a sort of dance of play and delight around her. All this we watched with no indication of surprise or even very great curiosity on our part. For even though this was the first time anything like this—anything beyond our expectation or comprehension—had ever happened, we had worked out what our own reaction should be to such discoveries and achievements on the part of the children. We had made up our minds that whatever they accomplished, our position would be that it was perfectly natural and completely expected.

When the children rushed to us for our congratulations, we nodded and smiled and agreed that it was all very wonderful.

“Whose turn is it now?” Mark asked.

They called all the men “Father,” the women “Mother.” A Senegalese boy turned to me and said excitedly, “Now, it's my turn, Mother. I can do—well, I can almost do it already. Now there are six to help me, and it will be much easier.”

“Aren't you proud of us?” another child cried.

“So proud,” I said. “We couldn't be more proud.”

“Are you going to do it now?” Mark asked him.

“Not now, we're tired now. You know, when you go at it with a new one, it's terribly tiring. After that, it's not tiring. But the first time it is.”

“Then when will you do it?” I asked.

“Maybe tomorrow.”

“Can we be here? I mean would you want us here when you do it or does it make it harder?”

“No harder,” one of them said.

“Of course you can be here,” another answered. “We would like you to be here.”

“Both of us?” Mark asked.

“Of course, both of you and any other mother or father who wants to come.”

We pressed it no further, but that evening at our regular staff meeting Mark described what had happened and repeated the conversation.

“I noticed the same thing a few weeks ago,” Mary Hengel, our semantics teacher, said. “I watched them, but either they didn't see me or they didn't mind my watching them.”

“Did you go up close to them?” I asked her.

“No, I was a little uncertain about that. I must have stayed about forty or fifty yards away.”

“How many were there then?” Professor Goldbaum asked Mary Hengel. He was very intent on his question, smiling slightly.

“Three. No, there was a fourth child in the center—the three had their heads together. I simply thought it was one of their games—they have so many—and I walked away after a little while.”

“They make no secret about it,” someone else observed.

“Yes,” I said, “we had the same feeling. They just took it for granted that we knew what they were doing, and they were quite proud of what they were doing.”

“The interesting thing is,” Mark said, “that while they were doing it, no one spoke. I can vouch for that.”

“Yet they were listening,” I put in. “There is no question about that; they were listening and they were listening for something, and finally, I imagine, they heard what they were listening for. They giggled and they laughed as if some great joke were taking place—you know the way children laugh about a game that delights them.”—.

“Of course,” said” Abel Simms, who was in charge of our construction program, “of course they have no knowledge of right and wrong in our terms, and nothing they do ever seems wrong to them, just as nothing they do ever seems right to them; so there is no way to gauge their attitude in that sense toward whatever they were doing.”

We discussed it a bit further, and it was Dr. Goldbaum who finally put his finger on it. He said, very gravely:

“Do you know, Jean—you always thought and hoped and dreamed too that we might open that great area of the human mind that is closed and blocked in all human beings. I think they found out how to open it. I think they are teaching each other and learning from each other what is to them a very simple and obvious thing—how to listen to thoughts.”