The Complete Stories (Page 227)

The vocalizer’s mechanical voice, as always, dripped perfection, but, again as always, lacked character. Sometimes, she wondered if it was wise to try to train the students into a speech that was divorced from individuality and geared only to a mass-average accent and intonation.

Today, however, she had no thought for that. It was Richard Hanshaw she watched. He sat quietly in his seat, quite obviously indifferent to his surroundings. He was lost deep in himself and just not the same boy he had been. It was obvious to her that he had had some unusual experience that morning and, really, she was right to call his mother, although perhaps she ought not to have made the remark about the probe. Still it was quite the thing these days. All sorts of people get probed. There wasn’t any disgrace attached to it. Or there shouldn’t be, anyway.

She called on Richard, finally. She had to call twice, before he responded and rose to his feet.

The general subject assigned had been: "If you had your choice of traveling on some ancient vehicle, which would you choose, and why?" Miss Robbins tried to use the topic every semester. It was a good one because it carried a sense of history with it. It forced the youngster to think about the manner of living of people in past ages.

She listened while Richard Hanshaw read in a low voice.

"If I had my choice of ancient vehicles," he said, pronouncing the "h" in vehicles, "I would choose the stratoliner. It travels slow like all vehicles but it is clean. Because it travels in the stratosphere, it must be all enclosed so that you are not likely to catch disease. You can see the stars if it is night time almost as good as in a planetarium. If you look down you can see the Earth like a map or maybe see clouds-" He went on for several hundred more words.

She said brightly when he had finished reading, "It’s pronounced vee-ick-ulls, Richard. No ‘h.’ Accent on the first syllable. And you don’t say ‘travels slow’ or ‘see good.’ What do you say, class?"

There was a small chorus of responses and she went on, "That’s right. Now what is the difference between an adjective and an adverb? Who can tell me?"

And so it went. Lunch passed. Some pupils stayed to eat; some went home. Richard stayed. Miss Robbins noted that, as usually he didn’t.

The afternoon passed, too, and then there was the final bell and the usual upsurging hum as twenty-five boys and girls rattled their belongings together and took their leisurely place in line.

Miss Robbins clapped her hands together, "Quickly, children. Come, Zelda, take your place."

"I dropped my tape-punch, Miss Robbins," shrilled the girl, defensively.

"Well, pick it up, pick it up. Now children, be brisk, be brisk."

She pushed the button that slid a section of the wall into a recess and revealed the gray blankness of a large Door. It was not the usual Door that the occasional student used in going home for lunch, but an advanced model that was one of the prides of this well-to-do private school.

In addition to its double width, it possessed a large and impressively gear-filled "automatic serial finder" which was capable of adjusting the door for a number of different co-ordinates at automatic intervals.

At the beginning of the semester, Miss Robbins always had to spend an afternoon with the mechanic, adjusting the device for the co-ordinates of the homes of the new class. But then, thank goodness, it rarely needed attention for the remainder of the term.

The class lined up alphabetically, first girls, then boys. The Door went velvety black and Hester Adams waved her hand and stepped through. "By-y-y-"

The "bye" was cut off in the middle, as it almost always was.

The Door went gray, then black again, and Theresa Cantrocchi went through. Gray, black, Zelda Charlowicz. Gray, black, Patricia Coombs. Gray, black, Sara May Evans.

The line grew smaller as the Door swallowed them one by one, depositing each in her home. Of course, an occasional mother forgot to leave the house Door on special reception at the appropriate time and then the school Door remained gray. Automatically, after a minute-long wait, the Door went on to the next combination in line and the pupil in question had to wait till it was all over, after which a phone call to the forgetful parent would set things right. This was always bad for the pupils involved, especially the sensitive ones who took seriously the implication that they were little thought of at home. Miss Robbins always tried to impress this on visiting parents, but it happened at least once every semester just the same.

The girls were all through now. John Abramowitz stepped through and then Edwin Byrne-

Of course, another trouble, and a more frequent one was the boy or girl who got into line out of place. They would do it despite the teacher’s sharpest watch, particularly at the beginning of the term when the proper order was less familiar to them.

When that happened, children would be popping into the wrong houses by the half-dozen and would have to be sent back. It always meant a mixup that took minutes to straighten out and parents were invariably irate.

Miss Robbins was suddenly aware that the line had stopped. She spoke sharply to the boy at the head of the line.

"Step through, Samuel. What are you waiting for?"

Samuel Jones raised a complacent countenance and said, "It’s not my combination, Miss Robbins."

"Well, whose is it?" She looked impatiently down the line of five remaining boys. Who was out of place?

"It’s Dick Hanshaw’s, Miss Robbins."

"Where is he?"

Another boy answered, with the rather repulsive tone of self-righteousness all children automatically assume in reporting the deviations of their friends to elders in authority, "He went through the fire door, Miss Robbins."