Brave New World, Page 3

  “I see,” said the student, and was silent, lost in admiration.

  There was a silence; then, clearing his throat, “Once upon a time,” the Director began, “while our Ford was still on earth, there was a little boy called Reuben Rabinovitch. Reuben was the child of Polish-speaking parents.” The Director interrupted himself. “You know what Polish is, I suppose?”

  “A dead language.”

  “Like French and German,” added another student, officiously showing off his learning.

  “And ‘parent’?” questioned the D.H.C.

  There was an uneasy silence. Several of the boys blushed. They had not yet learned to draw the significant but often very fine distinction between smut and pure science. One, at last, had the courage to raise a hand.

  “Human beings used to be …” he hesitated; the blood rushed to his cheeks. “Well they used to be viviparous.”

  “Quite right.” The Director nodded approvingly.

  “And when the babies were decanted …”

  “‘Born,’” came the correction.

  “Well, then they were the parents—I mean, not the babies, of course; the other ones.” The poor boy was overwhelmed with confusion.

  “In brief,” the Director summed up, “the parents were the father and the mother.” The smut that was really science fell with a crash into the boys’ eye-avoiding silence. “Mother,” he repeated loudly rubbing in the science; and, leaning back in his chair, “These,” he said gravely, “are unpleasant facts; I know it. But then most historical facts are unpleasant.”

  He returned to Little Reuben—to Little Reuben, in whose room, one evening, by an oversight, his father and mother (crash, crash!) happened to leave the radio turned on.

  (“For you must remember that in those days of gross viviparous reproduction, children were always brought up by their parents and not in State Conditioning Centres.”)

  While the child was asleep, a broadcast programme from London suddenly started to come through; and the next morning, to the astonishment of his crash and crash (the more daring of the boys ventured to grin at one another), Little Reuben woke up repeating word for word a long lecture by that curious old writer (“one of the very few whose works have been permitted to come down to us”), George Bernard Shaw, who was speaking, according to a well-authenticated tradition, about his own genius. To Little Reuben’s wink and snigger, this lecture was, of course, perfectly incomprehensible and, imagining that their child had suddenly gone mad, they sent for a doctor. He, fortunately, understood English, recognized the discourse as that which Shaw had broadcasted the previous evening, realized the significance of what had happened, and sent a letter to the medical press about it.

  “The principle of sleep-teaching, or hypnopædia, had been discovered.” The D.H.C. made an impressive pause.

  The principle had been discovered; but many, many years were to elapse before that principle was usefully applied.

  “The case of Little Reuben occurred only twenty-three years after Our Ford’s first T-Model was put on the market.” (Here the Director made a sign of the T on his stomach and all the students reverently followed suit.) “And yet …”

  Furiously the students scribbled. “Hypnopædia, first used officially in A.F. 214. Why not before? Two reasons. (a) …”

  “These early experimenters,” the D.H.C. was saying, “were on the wrong track. They thought that hypnopædia could be made an instrument of intellectual education …”

  (A small boy asleep on his right side, the right arm stuck out, the right hand hanging limp over the edge of the bed. Through a round grating in the side of a box a voice speaks softly.

  “The Nile is the longest river in Africa, and the second in length of all the rivers of the globe. Although falling short of the length of the Mississippi-Missouri, the Nile is at the head of all rivers as regards the length of its basin, which extends through 35 degrees of latitude …”

  At breakfast the next morning, “Tommy,” some one says, “do you know which is the longest river in Africa?” A shaking of the head. “But don’t you remember something that begins: The Nile is the …”

  “The - Nile - is - the - longest - river in - Africa - and -the - second in length - of - all - the - rivers - of - the - globe …” The words come rushing out. “Although - falling - short - of …”

  “Well now, which is the longest river in Africa?”

  The eyes are blank. “I don’t know.”

  “But the Nile, Tommy.”

  “The - Nile - is - the - longest - river - in - Africa - and - second …”

  “Then which river is the longest, Tommy?”

  Tommy burst into tears. “I don’t know,” he howls.)

  That howl, the Director made it plain, discouraged the earliest investigators. The experiments were abandoned. No further attempt was made to teach children the length of the Nile in their sleep. Quite rightly. You can’t learn a science unless you know what it’s all about.

  “Whereas, if they’d only started on moral education,” said the Director, leading the way towards the door. The students followed him, desperately scribbling as they walked and all the way up in the lift. “Moral education, which ought never, in any circumstances, to be rational.”

  “Silence, silence,” whispered a loud speaker as they stepped out at the fourteenth floor, and “Silence, silence,” the trumpet mouths indefatigably repeated at intervals down every corridor. The students and even the Director himself rose automatically to the tips of their toes. They were Alphas, of course; but even Alphas have been well conditioned. “Silence, silence.” All the air of the fourteenth floor was sibilant with the categorical imperative.

  Fifty yards of tiptoeing brought them to a door which the Director cautiously opened. They stepped over the threshold into the twilight of a shuttered dormitory. Eighty cots stood in a row against the wall. There was a sound of light regular breathing and a continuous murmur, as of very faint voices remotely whispering.

  A nurse rose as they entered and came to attention before the Director.

  “What’s the lesson this afternoon?” he asked,

  “We had Elementary Sex for the first forty minutes,” she answered. “But now it’s switched over to Elementary Class Consciousness.”

  The Director walked slowly down the long line of cots. Rosy and relaxed with sleep, eighty little boys and girls lay softly breathing. There was a whisper under every pillow. The D.H.C. halted and, bending over one of the little beds, listened attentively.

  “Elementary Class Consciousness, did you say? Let’s have it repeated a little louder by the trumpet.”

  At the end of the room a loud speaker projected from the wall. The Director walked up to it and pressed a switch.

  “… all wear green,” said a soft but very distinct voice, beginning in the middle of a sentence, “and Delta Children wear khaki. Oh no, I don’t want to play with Delta children. And Epsilons are still worse. They’re too stupid to be able to read or write. Besides they wear black, which is such a beastly colour. I’m so glad I’m a Beta.”

  There was a pause; then the voice began again.

  “Alpha children wear grey. They work much harder than we do, because they’re so frightfully clever. I’m really awfully glad I’m a Beta, because I don’t work so hard. And then we are much better than the Gammas and Deltas. Gammas are stupid. They all wear green, and Delta children wear khaki. Oh no, I don’t want to play with Delta children. And Epsilons are still worse. They’re too stupid to be able …”

  The Director pushed back the switch. The voice was silent. Only its thin ghost continued to mutter from beneath the eighty pillows.

  “They’ll have that repeated forty or fifty times more before they wake; then again on Thursday, and again on Saturday. A hundred and twenty times three times a week for thirty months. After which they go on to a more advanced lesson.”

  Roses and electric shocks, the khaki of Deltas and a whiff of asafœtida—wedded indissolubly b
efore the child can speak. But wordless conditioning is crude and wholesale; cannot bring home the finer distinctions, cannot inculcate the more complex courses of behaviour. For that there must be words, but words without reason. In brief, hypnopædia.

  “The greatest moralizing and socializing force of all time.”

  The students took it down in their little books. Straight from the horse’s mouth.

  Once more the Director touched the switch.

  “… so frightfully clever,” the soft, insinuating, indefatigable voice was saying, “I’m really awfully glad I’m a Beta, because …”

  Not so much like drops of water, though water, it is true, can wear holes in the hardest granite; rather, drops of liquid sealing-wax, drops that adhere, incrust, incorporate themselves with what they fall on, till finally the rock is all one scarlet blob.

  “Till at last the child’s mind is these suggestions, and the sum of the suggestions is the child’s mind. And not the child’s mind only. The adult’s mind too—all his life long. The mind that judges and desires and decides—made up of these suggestions. But all these suggestions are our suggestions!” The Director almost shouted in his triumph. “Suggestions from the State.” He banged the nearest table. “It therefore follows …”

  A noise made him turn round.

  “Oh, Ford!” he said in another tone, “I’ve gone and woken the children.”

  3

  Outside, in the garden, it was playtime. Naked in the warm June sunshine, six or seven hundred little boys and girls were running with shrill yells over the lawns, or playing ball games, or squatting silently in twos and threes among the flowering shrubs. The roses were in bloom, two nightingales soliloquized in the boskage, a cuckoo was just going out of tune among the lime trees. The air was drowsy with the murmur of bees and helicopters.

  The Director and his students stood for a short time watching a game of Centrifugal Bumble-puppy. Twenty children were grouped in a circle round a chrome steel tower. A ball thrown up so as to land on the platform at the top of the tower rolled down into the interior, fell on a rapidly revolving disk, was hurled through one or other of the numerous apertures pierced in the cylindrical casing, and had to be caught.

  “Strange,” mused the Director, as they turned away, “strange to think that even in Our Ford’s day most games were played without more apparatus than a ball or two and a few sticks and perhaps a bit of netting. Imagine the folly of allowing people to play elaborate games which do nothing whatever to increase consumption. It’s madness. Nowadays the Controllers won’t approve of any new game unless it can be shown that it requires at least as much apparatus as the most complicated of existing games.” He interrupted himself.

  “That’s a charming little group,” he said, pointing.

  In a little grassy bay between tall clumps of Mediterranean heather, two children, a little boy of about seven and a little girl who might have been a year older, were playing, very gravely and with all the focussed attention of scientists intent on a labour of discovery, a rudimentary sexual game.

  “Charming, charming!” the D.H.C. repeated sentimentally.

  “Charming,” the boys politely agreed. But their smile was rather patronizing. They had put aside similar childish amusements too recently to be able to watch them now without a touch of contempt. Charming? but it was just a pair of kids fooling about; that was all. Just kids.,

  “I always think,” the Director was continuing in the same rather maudlin tone, when he was interrupted by a loud boo-hooing.

  From a neighbouring shrubbery emerged a nurse, leading by the hand a small boy, who howled as he went. An anxious-looking little girl trotted at her heels.

  “What’s the matter?” asked the Director.

  The nurse shrugged her shoulders. “Nothing much,” she answered. “It’s just that this little boy seems rather reluctant to join in the ordinary erotic play. I’d noticed it once or twice before. And now again to-day. He started yelling just now …”

  “Honestly,” put in the anxious-looking little girl, “I didn’t mean to hurt him or anything. Honestly.”

  “Of course you didn’t, dear,” said the nurse reassuringly. “And so,” she went on, turning back to the Director, “I’m taking him in to see the Assistant Superintendent of Psychology. Just to see if anything’s at all abnormal.”

  “Quite right,” said the Director. “Take him in. You stay here, little girl,” he added, as the nurse moved away with her still howling charge. “What’s your name?”

  “Polly Trotsky.”

  “And a very good name too,” said the Director. “Run away now and see if you can find some other little boy to play with.”

  The child scampered off into the bushes and was lost to sight.

  “Exquisite little creature!” said the Director, looking after her. Then, turning to his students, “What I’m going to tell you now,” he said, “may sound incredible. But then, when you’re not accustomed to history, most facts about the past do sound incredible.”

  He let out the amazing truth. For a very long period before the time of Our Ford, and even for some generations afterwards, erotic play between children had been regarded as abnormal (there was a roar of laughter); and not only abnormal, actually immoral (no!): and had therefore been rigorously suppressed.

  A look of astonished incredulity appeared on the faces of his listeners. Poor little kids not allowed to amuse themselves? They could not believe it.

  “Even adolescents,” the D.H.C. was saying, “even adolescents like yourselves …”

  “Not possible!”

  “Barring a little surreptitious auto-erotism and homosexuality—absolutely nothing.”

  “Nothing?”

  “In most cases, till they were over twenty years old.”

  “Twenty years old?” echoed the students in a chorus of loud disbelief.

  “Twenty,” the Director repeated. “I told you that you’d find it incredible.”

  “But what happened?” they asked. “What were the results?”

  “The results were terrible.” A deep resonant voice broke startlingly into the dialogue.

  They looked around. On the fringe of the little group stood a stranger—a man of middle height, black-haired, with a hooked nose, full red lips, eyes very piercing and dark. “Terrible,” he repeated.

  The D.H.C. had at that moment sat down on one of the steel and rubber benches conveniently scattered through the gardens; but at the sight of the stranger, he sprang to his feet and darted forward, his hand outstretched, smiling with all his teeth, effusive.

  “Controller! What an unexpected pleasure! Boys, what are you thinking of? This is the Controller; this is his ford-ship, Mustapha Mond.”

  In the four thousand rooms of the Centre the four thousand electric clocks simultaneously struck four. Discarnate voices called from the trumpet mouths.

  “Main Day-shift off duty. Second Day-shift take over. Main Day-shift off…”

  In the lift, on their way up to the changing rooms, Henry Foster and the Assistant Director of Predestination rather pointedly turned their backs on Bernard Marx from the Psychology Bureau: averted themselves from that unsavoury reputation.

  The faint hum and rattle of machinery still stirred the crimson air in the Embryo Store. Shifts might come and go, one lupus-coloured face give place to another; majestically and for ever the conveyors crept forward with their load of future men and women.

  Lenina Crowne walked briskly towards the door.

  His fordship Mustapha Mond! The eyes of the saluting students almost popped out of their heads. Mustapha Mond! The Resident Controller for Western Europe! One of the Ten World Controllers. One of the Ten … and he sat down on the bench with the D.H.C., he was going to stay, to stay, yes, and actually talk to them … straight from the horse’s mouth. Straight from the mouth of Ford himself.

  Two shrimp-brown children emerged from a neighbouring shrubbery, stared at them for a moment with large, astonished eyes
, then returned to their amusements among the leaves.

  “You all remember,” said the Controller, in his strong deep voice, “you all remember, I suppose, that beautiful and inspired saying of Our Ford’s: History is bunk. History,” he repeated slowly, “is bunk.”

  He waved his hand; and it was as though, with an invisible feather wisk, he had brushed away a little dust, and the dust was Harappa, was Ur of the Chaldees; some spider-webs, and they were Thebes and Babylon and Cnossos and Mycenae. Whisk. Whisk—and where was Odysseus, where was Job, where were Jupiter and Gotama and Jesus? Whisk—and those specks of antique dirt called Athens and Rome, Jerusalem and the Middle Kingdom—all were gone. Whisk—the place where Italy had been was empty. Whisk, the cathedrals; whisk, whisk, King Lear and the Thoughts of Pascal. Whisk, Passion; whisk, Requiem; whisk, Symphony; whisk …