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    "Can't tell, but somewheres a long ways off."

    Supposing Bischoff to be right in assigning 340,000,000 years to that era of our earth's past, I have calculated that Jupiter would require about seven times and Saturn nearly five times as long, or about 2,380,000,000 and 1,500,000,000 years respectively, and by these respective periods would they be behind the earth as respects this stage of development. Suppose, however, on the other hand, that Bischoff has greatly overrated the length of that era—and I must confess that experiments on the cooling of small masses of rock, such as he dealt with, seem to afford very unsatisfactory evidence respecting the cooling of a great globe like our earth. Say that instead of 340,000,000 years we must assign but a tenth part of that time to the era in question. Even then we find for the corresponding era of Jupiter's existence about 238,000,000 years, and for that of Saturn's 150,000,000 years, or in one case more than 200,000,000 years longer, in the other more than 110,000,000 years longer than in our earth's case.

    ‘Certainly not,’ said the Djinn.

    “It was horrible. But it’s still more horrible to defy all warnings; it’s still more horrible to be landed in — ” Without saying in what I disgustedly shrugged my shoulders.

    ‘Yes, Duchess, for you.’

    "I'll call," said Oedipa. She left, and was all the way outside before thinking, I went in there to ask about bones and instead we talked about the Trystero thing. She stood in a nearly deserted parking lot, watch-ing the headlights of Metzger's car come at her, and wondered how accidental it had been.

    He considered. "I'm not sure."

    But all this means a necessary change in the attitude of the school, one of which we are as yet far from realizing the full force. Our school methods, and to a very considerable extent our curriculum, are inherited from the period when learning and command of certain symbols, affording as they did the only access to learning, were all-important. The ideals of this period are still 41largely in control, even where the outward methods and studies have been changed. We sometimes hear the introduction of manual training, art and science into the elementary, and even the secondary schools, deprecated on the ground that they tend toward the production of specialists—that they detract from our present scheme of generous, liberal culture. The point of this objection would be ludicrous if it were not often so effective as to make it tragic. It is our present education which is highly specialized, one-sided and narrow. It is an education dominated almost entirely by the medi?val conception of learning. It is something which appeals for the most part simply to the intellectual aspect of our natures, our desire to learn, to accumulate information, and to get control of the symbols of learning; not to our impulses and tendencies to make, to do, to create, to produce, whether in the form of utility or of art. The very fact that manual training, art and science are objected to as technical, as tending toward mere specialism, is of itself as good testimony as could be offered to the specialized aim which controls current education. Unless education had been virtually identified with the exclusively intellectual pursuits, with learning as such, all these materials and methods would be welcome, would be greeted with the utmost hospitality.

    Part 3 Chapter 2

    So it is with the Penal Code which directs this vast machinery, doing its utmost with tireless, ceaseless revolutions to mold body and soul slowly, remorselessly, into the shape demanded by Act of Parliament.

    So we picked out a spot where it would be convenient to build a pump house afterward, and he fixed up the engine and began grinding away. And he ground and ground and ground. Every morning, whistling a cheerful air, he would set his drills in circular motion, and all day he would keep it turning and turning. At eventide I would call on him and he would report progress—he had advanced so many feet or so many yards in a southerly direction and had encountered such and such a formation.

    “Don't you think people will—forget after a while?” asked Lydia, her blue eyes fixed appealingly on the two young faces. “I don't see why everybody should—”

    He even wrote a paper to that effect. However, in the endmost people, including John Taylor, have come to theconclusion that black holes must radiate like hot bodies if ourother ideas about general relativity and quantum mechanics arecorrect. Thus, even though we have not yet managed to find aprimordial black hole, there is fairly general agreement that ifwe did, it would have to be emitting a lot of gamma rays andX rays.

    With one accord Ned, Bob, and Jerry looked at one another, their faces close together in the thick fog that was settling down over everything in a white, damp pall.

    Chapter 9

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