“We would like to see one of your schools in session,” said our Mr. Piper. “We would like to talk to the teachers and the students. We are here to compare the two systems of education.”
“There is no comparison,” said old Philoxenus, “—meaning no offense. Or no more than a little. On Camiroi, we practice Education. On Earth, they play a game, but they call it by the same name. That makes the confusion. Come. We’ll go to a school in session.”
“And to a public school,” said Miss Smice suspiciously. “Do not fob off any fancy private school on us as typical.”
“That would be difficult,” said Philoxenus. “There is no public school in Camiroi City and only two remaining on the planet. Only a small fraction of one percent of the students of Camiroi are in public schools. We maintain that there is no more reason for the majority of children to be educated in a public school than to be raised in a public orphanage. We realize, of course, that on Earth you have made a sacred buffalo of the public school.”
“Sacred cow,” said our Mr. Piper.
“Children and Earthlings should be corrected when they use words wrongly,” said Philoxenus. “How else will they learn the correct forms? The animal held sacred in your own near Orient was of the species bos bubalus rather than bos bos, a buffalo rather than a cow. Shall we go to a school?”
“If it cannot be a public school, at least let it be a typical school,” said Miss Smice.
“That again is impossible,” said Philoxenus. “Every school on Camiroi is in some respect atypical.”
We went to visit an atypical school. Incident:
Our first contact with the Camiroi students was a violent one. One of them, a lively little boy about eight years old, ran into Miss Munch, knocked her down, and broke her glasses. Then he jabbered something in an unknown tongue.
“Is that Camiroi?” asked Mr. Piper with interest. “From what I have heard, I supposed the language to have a harsher and fuller sound.”
“You mean you don’t recognize it?” asked Philoxenus with amusement. “What a droll admission from an educator. The boy is very young and very ignorant. Seeing that you were Earthians, he spoke in Hindi, which is the tongue used by more Earthians than any other. No, no, Xypete, they are of the minority who speak English. You can tell it by their colorless texture and the narrow heads on them.”
“I say you sure do have slow reaction, lady,” the little boy Xypete explained. “Even subhumans should react faster than that. You just stand there and gape and let me bowl you over. You want me analyze you and see why you react so slow?”
“No! No!”
“You seem unhurt in structure from the fall,” the little boy continued, “but if I hurt you I got to fix you. Just strip down to your shift, and I’ll go over you and make sure you’re all right.”
“No! No! No!”
“It’s all right,” said Philoxenus. “All Camiroi children learn primary medicine in the first grade, setting bones and healing contusions and such.”
“No! No! I’m all right. But he’s broken my glasses.”
“Come along Earthside lady, I’ll make you some others,” said the little boy. “With your slow reaction time you sure can’t afford the added handicap of defective vision. Shall I fit you with contacts?”
“No. I want glasses just like those which were broken. Oh heavens, what will I do?”
“You come, I do,” said the little boy. It was rather revealing to us that the little boy was able to test Miss Munch’s eyes, grind lenses, make frames and have her fixed up within three minutes. “I have made some improvements over those you wore before,” the boy said, “to help compensate for your slow reaction time.”
“Are all the Camiroi students so talented?” Mr. Piper asked. He was impressed.
“No. Xypete is unusual,” Philoxenus said. “Most students would not be able to make a pair of glasses so quickly or competently till they were at least nine.”
Random interviews:
“How rapidly do you read?” Miss Hanks asked a young girl.
“One hundred and twenty words a minute,” the girl said.
“On Earth some of the girl students your age have learned to read at the rate of five hundred words a minute,” Miss Hanks said proudly.
“When I began disciplined reading, I was reading at the rate of four thousands words a minute,” the girl said. “They had quite a time correcting me of it. I had to take remedial reading, and my parents were ashamed of me. Now I’ve learned to read almost slow enough.”
“I don’t understand,” said Miss Hanks.
“Do you know anything about Earth history or geography?” Miss Smice asked a middle-sized boy.
“We sure are sketchy on it, lady. There isn’t very much over there, is there?”
“Then you have never heard of Dubuque?”
“Count Dubuque interests me. I can’t say as much for the city named after him. I always thought that the Count handled the matters of the conflicting French and Spanish land grants and the basic claims of the Sauk and Fox Indians very well. References to the town now carry a humorous connotation, and ‘School-Teacher from Dubuque’ has become a folk archetype.”
“Thank you,” said Miss Smice, “or do I thank you?”
“What are you taught of the relative humanity of the Earthians and the Camiroi and of their origins?” Miss Munch asked a Camiroi girl.
“The other four worlds, Earth (Gaea), Kentauron Mikron, Dahae, and Astrobe were all settled from Camiroi. That is what we are taught. We are also given the humorous aside that if it isn’t true we will still hold it true till something better comes along. It was we who rediscovered the Four Worlds in historic time, not they who discovered us. If we did not make the original settlements, at least we have filed the first claim that we made them. We did, in historical time, make an additional colonization of Earth. You call it the Incursion of the Dorian Greeks.”
“Where are their playgrounds?” Miss Hanks asked Talarium.
“Oh, the whole world. The children have the run of everything. To set up specific playgrounds would be like setting a table-sized aquarium down in the depths of the ocean. It would really be pointless.” Conference:
The four of us from Earth, specifically from Dubuque, Iowa, were in discussion with the five members of the Camiroi PTA.
“How do you maintain discipline?” Mr. Piper asked.
“Indifferently,” said Philoxenus. “Oh, you mean in detail. It varies. Sometimes we let it drift, sometimes we pull them up short. Once they have learned that they must comply to an extent, there is little trouble. Small children are often put down into a pit. They do not eat or come out till they know their assignment.”
“But that is inhuman,” said Miss Hanks.
“Of course. But small children are not yet entirely human. If a child has not learned to accept discipline by the third or fourth grade, he is hanged.”
“Literally?” asked Miss Munch.
“How would you hang a child figuratively? And what effect would that have on the other children?”
“By the neck?” Miss Munch still was not satisfied.
“By the neck until they are dead. The other children always accept the example gracefully and do better. Hanging isn’t employed often. Scarcely one child in a hundred is hanged.”
“What is this business about slow reading?” Miss Hanks asked. “I don’t understand it at all.”
“Only the other day there was a child in the third grade who persisted in rapid reading,” Philoxenus said. “He was given an object lesson. He was given a book of medium difficulty, and he read it rapidly. Then he had to put the book away and repeat what he had read. Do you know that in the first thirty pages he missed four words? Midway in the book there was a whole statement which he had understood wrongly, and there were hundreds of pages that he got word-perfect only with difficulty. If he was so unsure on material that he had just read, think how imperfectly he would have recalled it forty years later.”