Рафаэль Лафферти - The Best of R. A. Lafferty

Literature, passive.

Calculi, hand and machine pankration.

Advanced wit and logic.

Second alcoholic appreciation.

Differential religion.

First business ventures.

Complex oratory.

Building-scaling. (The buildings are higher and the gravity stronger than on Earth; this climbing of buildings like human flies calls out the ingenuity and daring of the Camiroi children.)

Nuclear physics and post-organic chemistry.

Simple pseudo-human assembly.

SEVENTH YEAR COURSE:

History reading, Camiroi and galactic, cultural.

Advanced prodigious memory.

Vehicle operation and manufacture of simple vehicle.

Literature, active.

Astrognosy, prediction and programming.

Advanced pankration.

Spherical logic, hand and machine.

Advanced alcoholic appreciation.

Integral religion.

Bankruptcy and recovery in business.

Conmanship and trend creation.

Post-nuclear physics and universals.

Transcendental athletics endeavor.

Complex robotics and programming.

EIGHTH YEAR COURSE:

History reading, Camiroi and galactic, seminal theory.

Consummate prodigious memory.

Manufacture of complex land and water vehicles.

Literature, compendious and terminative. (Creative book-burning following the Camiroi thesis that nothing ordinary be allowed to survive.)

Cosmic theory, seminal.

Philosophy construction.

Complex hedonism.

Laser religion.

Conmanship, seminal.

Consolidation of simple genius status.

Post-robotic integration.

NINTH YEAR COURSE:

History reading, Camiroi and galactic, future and contingent.

Category invention.

Manufacture of complex light-barrier vehicles.

Construction of simple asteroids and planets.

Matrix religion and logic.

Simple human immortality disciplines.

Consolidation of complex genius status.

First problems of post-consciousness humanity.

First essays in marriage and reproduction.

TENTH YEAR COURSE:

History construction, active.

Manufacture of ultra-light-barrier vehicles.

Panphilosophical clarifications.

Construction of viable planets.

Consolidation of simple sanctity status.

Charismatic humor and pentacosmic logic.

Hypogyroscopic economy.

Penentaglossia. (The perfection of the fifty languages that every educated Camiroi must know including six Earthian languages. Of course the child will already have colloquial mastery of most of these, but he will not yet have them in their full depth.)

Construction of complex societies.

World government. (A course of the same name is sometimes given in Earthian schools, but the course is not of the same content. In this course the Camiroi student will govern a world, though not one of the first aspect worlds, for a period of three or four months.)

Tenth form thesis.

COMMENT ON CURRICULUM:

The child will now be fifteen years old and will have completed his primary education. In many ways he will be advanced beyond his Earth counterpart. Physically more sophisticated, the Camiroi child could kill with his hands an Earth-type tiger or a cape buffalo. An Earth child would perhaps be reluctant even to attempt such feats. The Camiroi boy (or girl) could replace any professional Earth athlete at any position of any game, and could surpass all existing Earth records. It is simply a question of finer poise, strength and speed, the result of adequate schooling.

As to the arts (on which Earthlings sometimes place emphasis) the Camiroi child could produce easy and unequaled masterpieces in any medium. More important, he will have learned the relative unimportance of such pastimes.

The Camiroi child will have failed in business once, at age ten, and have learned patience and perfection of objective by his failure. He will have acquired the techniques of falsification and conmanship. Thereafter he will not be easily deceived by any of the citizens of any of the worlds. The Camiroi child will have become a complex genius and a simple saint; the latter reduces the index of Camiroi crime to near zero. He will be married and settled in those early years of greatest enjoyment.

The child will have built, from materials found around any Camiroi house, a faster-than-light vehicle. He will have piloted it on a significant journey of his own plotting and programming. He will have built quasi-human robots of great intricacy. He will be of perfect memory and judgment and will be well prepared to accept solid learning.

He will have learned to use his whole mind, for the vast reservoirs which are the unconscious to us are not unconscious to him. Everything in him is ordered for use. And there seems to be no great secret about the accomplishments, only to do everything slowly enough and in the right order: thus they avoid repetition and drill which are the shriveling things which dull the quick apperception.

The Camiroi schedule is challenging to the children, but it is nowhere impossible or discouraging. Everything builds to what follows. For instance, the child is eleven years old before he is given post-nuclear physics and universals. Such subjects might be too difficult for him at an earlier age. He is thirteen years old before he undertakes category invention, that intricate course with the simple name. He is fourteen years old when he enters the dangerous field of panphilosophical clarification. But he will have been constructing comprehensive philosophies for two years, and he will have the background for the final clarification.

We should look more closely at this other way of education. In some respects it is better than our own. Few Earth children would be able to construct an organic and sentient robot within fifteen minutes if given the test suddenly; most of them could not manufacture a living dog in that time. Not one Earth child in five could build a faster-than-light vehicle and travel it beyond our galaxy between now and midnight. Not one Earth child in a hundred could build a planet and have it a going concern within a week. Not one in a thousand would be able to comprehend pentacosmic logic.

RECOMMENDATIONS:

A. Kidnapping five Camiroi at random and constituting them a pilot Earth PTA.

B. A little constructive book-burning, particularly in the education field.

C. Judicious hanging of certain malingering students.

Some stories you don’t forget.

I first read R. A. Lafferty’s “Continued on Next Rock” over forty years ago, in the autumn of 1975. I remember it exactly. I was in graduate school, taking a Master’s degree, and I’d signed up for a course in science fiction. The text was Speculations: An Introduction To Literature Through Fantasy and Science Fiction, edited by Thomas E. Sanders. It included poetry, three essays, and forty-one stories. I know the exact number because I still have the book. The stories ranged widely, including genre precursors by Nathaniel Hawthorne, Herman Melville, and Rudyard Kipling; 1940s stories by writers such as Walter Van Tilburg Clark, Murray Leinster, and Judith Merril; and a lot of newer stories by then-current stars like Robert Silverberg, Theodore Sturgeon, and Robert Sheckley.

I read the entire volume the first weekend after I purchased it.

Among the stories was “Continued on Next Rock.” I read it, puzzled a while, and read it again. This was different. This was way different. It was clearly a love story, but not like any I’d ever read. Magdalen and Anteros seemed very strange, if not downright crazy. Actually, they are crazy. Sexually obsessed, he chases her through time, leaving amorous poems in strata of ancient rock. She spurns him, in what may or may not be a courtship ritual. Or murder.