"The major problem," Lessing said, "has been to shield the children from any external psionic stimuli1, except those we wished to expose them to. Our goal is a perfectly2 controlled psi environment. The monitors are quite effective—a simple Renwick scrambler screen."
"It blocks off all types of psi activity?" asked Melrose.
"As far as we can measure, yes."
"Which may not be very far."
"But you don't know why," added Melrose.
"All right, we don't know why. Nobody knows why a Renwick screen works—why blame us?" They were walking down the main corridor and out through an open areaway. Behind the buildings was a broad playground. A baseball game was in progress in one corner; across the field a group of swings, slides, ring bars and other playground paraphernalia4 was in heavy use. The place was teeming5 with youngsters, all shouting in a fury of busy activity. Occasionally a helmeted supervisor6 hurried by; one waved to them as she rescued a four-year-old from the parallel bars.
They crossed into the next building, where classes were in progress. "Some of our children are here only briefly," Lessing explained as they walked along, "and some have been here for years. We maintain a top-ranking curriculum—your idea of a 'country day school' wasn't so far afield at that—with scholarships supported by Hoffman Center funds. Other children come to us—foundlings, desertees, children from broken homes, children of all ages from infancy7 on. Sometimes they stay until they have reached college age, or go on to jobs. As far as psionics research is concerned, we are not trying to be teachers. We are strictly8 observers. We try to place the youngsters in positions where they can develope what potential they have—without the presence of external psionic influences they would normally be subject to. The results have been remarkable9."
He led them into a long, narrow room with chairs and ash trays, facing a wide grey glass wall. The room fell into darkness, and through the grey glass they could see three children, about four years old, playing in a large room.
"They're perfectly insulated from us," said Lessing. "A variety of recording10 instruments are working. And before you ask, Dr. Melrose, they are all empirical instruments, and they would all defy any engineer's attempts to determine what makes them go. We don't know what makes them go, and we don't care—they go. That's all we need. Like that one, for instance—"
In the corner a flat screen was flickering12, emitting a pale green fluorescent13 light. It hung from the wall by two plastic rods which penetrated14 into the children's room. There was no sign of a switch, nor a power source. As the children moved about, the screen flickered15. Below it, a recording-tape clicked along in little spurts16 and starts of activity.
"What are they doing?" Melrose asked after watching the children a few moments.
"Those three seem to work as a team, somehow. Each one, individually, had a fairly constant recordable psi potential of about seventeen on the arbitrary scale we find useful here. Any two of them scale in at thirty-four to thirty-six. Put the three together and they operate somewhere in the neighborhood of six hundred on the same scale." Lessing smiled. "This is an isolated17 phenomenon—it doesn't hold for any other three children on the Farm. Nor did we make any effort to place them together—they drew each other like magnets. One of our workers spent two weeks trying to find out why the instruments weren't right. It wasn't the instruments, of course."
Lessing nodded to an attendant, and peered around at Melrose. "Now, I want you to watch this very closely."
He opened a door and walked into the room with the children. The fluorescent screen continued to flicker11 as the children ran to Lessing. He inspected the block tower they were building, and stooped down to talk to them, his lips moving soundlessly behind the observation wall. The children laughed and jabbered18, apparently19 intrigued20 by the game he was proposing. He walked to the table and tapped the bottom block in the tower with his thumb.
The tower quivered, and the screen blazed out with green light, but the tower stood. Carefully Lessing jogged all the foundation blocks out of place until the tower hung in midair, clearly unsupported. The children watched it closely, and the foundation blocks inched still further out of place....
点击收听单词发音
1 stimuli | |
n.刺激(物) | |
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2 perfectly | |
adv.完美地,无可非议地,彻底地 | |
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3 jack | |
n.插座,千斤顶,男人;v.抬起,提醒,扛举;n.(Jake)杰克 | |
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4 paraphernalia | |
n.装备;随身用品 | |
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5 teeming | |
adj.丰富的v.充满( teem的现在分词 );到处都是;(指水、雨等)暴降;倾注 | |
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6 supervisor | |
n.监督人,管理人,检查员,督学,主管,导师 | |
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7 infancy | |
n.婴儿期;幼年期;初期 | |
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8 strictly | |
adv.严厉地,严格地;严密地 | |
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9 remarkable | |
adj.显著的,异常的,非凡的,值得注意的 | |
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10 recording | |
n.录音,记录 | |
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11 flicker | |
vi./n.闪烁,摇曳,闪现 | |
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12 flickering | |
adj.闪烁的,摇曳的,一闪一闪的 | |
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13 fluorescent | |
adj.荧光的,发出荧光的 | |
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14 penetrated | |
adj. 击穿的,鞭辟入里的 动词penetrate的过去式和过去分词形式 | |
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15 flickered | |
(通常指灯光)闪烁,摇曳( flicker的过去式和过去分词 ) | |
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16 spurts | |
短暂而突然的活动或努力( spurt的名词复数 ); 突然奋起 | |
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17 isolated | |
adj.与世隔绝的 | |
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18 jabbered | |
v.急切而含混不清地说( jabber的过去式和过去分词 );急促兴奋地说话 | |
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19 apparently | |
adv.显然地;表面上,似乎 | |
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20 intrigued | |
adj.好奇的,被迷住了的v.搞阴谋诡计(intrigue的过去式);激起…的兴趣或好奇心;“intrigue”的过去式和过去分词 | |
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