Читать книгу Hazards of Time Travel - Joyce Carol Oates - Страница 11

Or so at first it seemed.

I’d been named valedictorian of my class at Pennsboro High School. And I’d been the only one at our school, of five students nominated, to be awarded a federally funded Patriot Democracy Scholarship.

My mother came running to hug me, and congratulate me. And my father, though more warily.

“That’s our girl! We are so proud of you.”

The principal of our high school had telephoned my parents with the good news. It was rare for a phone to ring in our house, for most messages came electronically and there was no choice about receiving them.

And my brother, Roderick, came to greet me with a strange expression on his face. He’d heard of Patriot Democracy Scholarships, Roddy said, but had never known anyone who’d gotten one. While he’d been at Pennsboro High he was sure that no one had ever been named a Patriot Scholar.

“Well. Congratulations, Addie.”

“Thanks! I guess.”

Roddy, who’d graduated from Pennsboro High three years before, and was now working as a barely paid intern in the Pennsboro branch of the NAS Media Dissemination Bureau (MDB), was grudgingly admiring. I thought—He’s jealous. He can’t go to a real university.

I never knew if I felt sorry for my hulking-tall brother who’d cultivated a wispy little sand-colored beard and mustache, and always wore the same dull-brown clothes, that were a sort of uniform for lower-division workers at MDB, or if—actually—I was afraid of him. Inside Roddy’s smile there was a secret little smirk just for me.

When we were younger Roddy had often tormented me—“teasing” it was called (by Roddy). Both our parents worked ten-hour shifts and Roddy and I were home alone together much of the time. As Roddy was the older, it had been Roddy’s task to take care of your little sister. What a joke! But a cruel joke, that doesn’t make me smile.

Now we were older, and I was tall myself (for a girl of my age: five feet eight), Roddy didn’t torment me quite as much. Mostly it was his expression—a sort of shifting, frowning, smirk-smiling, meant to convey that Roddy was thinking certain thoughts best kept secret.

That smirking little smile just for me—like an ice-sliver in the heart.

My parents had explained: it was difficult for Roddy, who hadn’t done well enough in high school to merit a scholarship even to the local NAS state college, to see that I was doing much better than he’d done in the same school. Embarrassing to him to know that his younger sister earned higher grades than he had, from the very teachers he’d had at Pennsboro High. And Roddy had little chance of ever being admitted to a federally mandated four-year university, even if he took community college courses, and our parents could afford to send him.

Something had gone wrong during Roddy’s last two years of high school. He’d become scared about things—maybe with reason. He’d never confided in me.

At Pennsboro High—as everywhere in our nation, I suppose—there was a fear of seeming “smart”—(which might be interpreted as “too smart”)—which would result in calling unwanted attention to you. In a True Democracy all individuals are equal—no one is better than anyone else. It was OK to get B’s, and an occasional A−; but A’s were risky, and A+ was very risky. In his effort not to get A’s on exams, though he was intelligent enough, and had done well in middle school, Roddy seriously missed, and wound up with D’s.

Dad had explained: it’s like you’re a champion archer. And you have to shoot to miss the bull’s-eye. And something willful in you assures that you don’t just miss the bull’s-eye but the entire damned target.

Dad had laughed, shaking his head. Something like this had happened to my brother.

Poor Roddy. And poor Adriane, since Roddy took out his disappointment on me.

It wasn’t talked about openly at school. But we all knew. Many of the smartest kids held back in order not to call attention to themselves. HSPSO (Home Security Public Safety Oversight) was reputed to keep lists of potential dissenters/ MIs/ SIs, and these were said to contain the names of students with high grades and high I.Q. scores. Especially suspicious were students who were good at science—these were believed to be too “questioning” and “skeptic” about the guidelines for curriculum at the school, so experiments were no longer part of our science courses, only just “science facts” to be memorized (“gravity causes objects to fall,” “water boils at 212 degrees F.,” “cancer is caused by negative thoughts,” “the average female I.Q. is 7.55 points lower than the average male I.Q., adjusting for ST status”).

Of course it was just as much of a mistake to wind up with C’s and D’s—that meant that you were dull-normal, or it might mean that you’d deliberately sabotaged your high school career. Too obviously “holding back” was sometimes dangerous. After graduation you might wind up at a community college hoping to better yourself by taking courses and trying to transfer to a state school, but the fact was, once you entered the workforce in a low-level category, like Roddy at MDB, you were there forever.

Nothing is ever forgotten, no one is going anywhere they aren’t already at. This was a saying no one was supposed to say aloud.

So, Dad was stuck forever as an ME2—medical technician, second rank—at the district medical clinic where staff physicians routinely consulted him on medical matters, especially pediatric oncology—physicians whose salaries were five times Dad’s salary.

Dad’s health benefits, like Mom’s, were so poor Dad couldn’t even get treatment at the clinic he worked in. We didn’t want to think what it would mean if and when they needed serious medical treatment.

I hadn’t been nearly as cautious in school as Roddy. I enjoyed school where I had (girl) friends close as sisters. I liked quizzes and tests—they were like games which, if you studied hard, and memorized what your teachers told you, you could do well.

But then, sometimes I tried harder than I needed to try.

Maybe it was risky. Some little spark of defiance provoked me.

But maybe also (some of us thought) school wasn’t so risky for girls. There had been only a few DASTADs—Disciplinary Actions Securing Threats Against Democracy—taken against Pennsboro students in recent years, and these students had all been boys in category ST3 or below.

(The highest ST—SkinTone—category was 1: “Caucasian.” Most residents of Pennsboro were ST1 or ST2 with a scattering of ST3’s. There were ST4’s in a neighboring district and of course dark-complected ST workers in all the districts. We knew they existed but most of us had never seen an actual ST10.)

It seems like the most pathetic vanity now, and foolishly naïve, but at our school I was one of those students who’d displayed some talent for writing, and for art; I was a “fast study” (my teachers said, not entirely approvingly), and could memorize passages of prose easily. I did not believe that I was the “outstanding” student in my class. That could not be possible! I had to work hard to understand math and science, I had to read and reread my homework assignments, and to rehearse quizzes and tests, while to certain of my classmates these subjects came naturally. (ST2’s and 3’s were likely to be Asians, a minority in our district, and these girls and boys were very smart, yet not aggressive in putting themselves forward, that’s to say at risk.) Yet somehow it happened that Adriane Strohl wound up with the highest grade-point average in the Class of ’23—4.3 out of 5.

My close friend Paige Connor had been warned by her parents to hold back—so Paige’s average was only 4.1, well inside the safe range. And one of the obviously smartest boys, whose father was MI, like my Dad, a former math professor, had definitely held back—or maybe exams so traumatized him, Jonny had not done well without trying, and his average was a modest/safe 3.9.

Better to be a safe coward than a sorry hero. Why I’d thought such remarks were just stupid jokes kids made, I don’t know.

Fact is, I had just not been thinking. Later in my life, or rather in my next life, as a university student, when I would be studying psychology, at least a primitive form of cognitive psychology, I would learn about the phenomenon of “attention”—“attentiveness”—that is within consciousness but is the pointed, purposeful, focused aspect of consciousness. Just to have your eyes open is to be conscious only minimally; to pay attention is something further. In my schoolgirl life I was conscious, but I was not paying attention. Focused on tasks like homework, exams, friends to sit with in cafeteria and hang out with in gym class, I did not pick up more than a fraction of what hovered in the air about me, the warnings of teachers that were non-verbal, glances that should have alerted me to—something …

I would realize, in my later life, that virtually all of my life beforehand had been minimally conscious. I had questioned virtually nothing, I had scarcely tried to decipher the precise nature of what my parents were actually trying to communicate to me, apart from their words. For my dear parents were accursed with attentiveness. I had taken them for granted—I had taken my own bubble-life for granted …

So it happened, Adriane Strohl was named valedictorian of her graduating class. Good news! Congratulations!

Now I assume that no one else who might’ve been qualified wanted this “honor”—just as no one else wanted a Patriot Democracy Scholarship. Except there’d been some controversy, the school administration was said to favor another student for the honor of giving the valedictory address, not Adriane Strohl but a boy with a 4.2 average and also a varsity letter in football and a Good Democratic Citizenship Award, whose parents were allegedly of a higher caste than mine, and whose father was not MI but EE (a special distinction granted to Exiled persons who had served their terms of Exile and had been what was called 110 percent rehabilitated—Exile Elite).

I’d known about the controversy vaguely, as a school rumor. The EE father’s son had not such high grades as I did, but it was believed that he would give a smoother and more entertaining valedictory address, since his course of study was TV Public Relations and not the mainstream curriculum. And maybe administrators were concerned that Adriane Strohl would not be entertaining but would say “unacceptable” things in her speech?

Somehow without realizing, over a period of years, I’d acquired a reputation among my teachers and classmates for saying “surprising” things—“unexpected” things—that other students would not have said. Impulsively I’d raised my hands and asked questions. I was not doubtful exactly—just curious, and wanting to know. For instance was a “science fact” always and inevitably a fact? Did water always boil at 212 degrees F., or did it depend upon how pure the water was? And were boy-students always smarter than girl students, judging from actual tests and grades in our school?

Some of the teachers (male) made jokes about me, so that the class laughed at my silly queries; other (female) teachers were annoyed, or maybe frightened. My voice was usually quiet and courteous but I might’ve come across as willful.

Sometimes the quizzical look in my face disconcerted my teachers, who took care always to compose their expressions when they stood in front of a classroom. There were approved ways of showing interest, surprise, (mild) disapproval, severity. (Our classrooms, like all public spaces and many private spaces, were “monitored for quality assurance” but adults were more keenly aware of surveillance than teenagers.)

Each class had its spies. We didn’t know who they were, of course—it was said that if you thought you knew, you were surely mistaken, since the DCVSB (Democratic Citizens Volunteer Surveillance Bureau) chose spies so carefully, it was analogous to the camouflage wings of a certain species of moth that blends in seamlessly with the bark of a certain tree. As Dad said, Your teachers can’t help it. They can’t deviate from the curriculum. The ideal is lockstep—each teacher in each classroom performing like a robot and never deviating from script under penalty of—you know what.

Was this true? For years in our class—the Class of NAS-23—there’d been vague talk of a teacher—how long ago, we didn’t know—maybe when we were in middle school?—who’d “deviated” from the script one day, began talking wildly, and laughing, and shaking his/her fist at the “eye” (in fact, there were probably numerous “eyes” in any classroom, and all invisible), and was arrested, and overnight Deleted—so a new teacher was hired to take his/her place; and soon no one remembered the teacher-who’d-been-Deleted. And after a while we couldn’t even remember clearly that one of our teachers had been Deleted. (Or had there been more than one? Were certain classrooms in our school haunted?) In our brains where the memory of———should have been, there was just a blank.

Definitely, I was not aggressive in class. I don’t think so. But compared with my mostly meek classmates, some of whom sat small in their desks like partially folded-up papier-mâché dolls, it is possible that Adriane Strohl stood out—in an unfortunate way.

In Patriot Democracy History, for instance, I’d questioned “facts” of history, sometimes. I’d asked questions about the subject no one ever questioned—the Great Terrorist Attacks of 9/11/01. But not in an arrogant way, really—just out of curiosity! I certainly didn’t want to get any of my teachers in trouble with the EOB (Education Oversight Bureau) which could result in them being demoted or fired or—“vaporized.”

I’d thought that, well—people liked me, mostly. I was the spiky-haired girl with the big glistening dark-brown eyes and a voice with a little catch in it and a habit of asking questions. Like a really young child with too much energy in kindergarten, you hope will run in circles and tire herself out. With a kind of naïve obliviousness I earned good grades so it was assumed that, despite my father being of MI caste, I would qualify for a federally mandated State Democracy University.

(That is, I was eligible for admission to one of the massive state universities. At these, a thousand students might attend a lecture, and many courses were online.)

Restricted universities were far smaller, prestigious and inaccessible to all but a fraction of the population; though not listed online or in any public directory, these universities were housed on “traditional” campuses in Cambridge, New Haven, Princeton, etc., in restricted districts. Not only did we not know precisely where these centers of learning were, but we also had not ever met anyone with degrees from them.

When in class I raised my hand to answer a teacher’s question I often did notice classmates glancing at me—my friends, even—sort of uneasy, apprehensive—What will Adriane say now? What is wrong with Adriane?

There was nothing wrong with me! I was sure.

In fact, I was secretly proud of myself. Maybe just a little vain. Wanting to think I am Eric Strohl’s daughter.