“Well, I had an idea.”

“Louder,” said the director, a heavy-set man in his early twenties.

The boy smiled with embarrassment. “Well, see, I was thinking, let’s say you throw a rock at something. At a tree. You throw it, and it goes through the air and hits the tree. Right? But it can’t. Because—can I have the slate? Look, here’s you throwing the rock, and here’s the tree,” he scribbled on the slate, “that’s supposed to be a tree, and here’s the rock, see, halfway in between.” The children giggled at his portrayal of a holum tree, and he smiled. “To get from you to the tree, the rock has to be halfway in between you and the tree, doesn’t it. And then it has to be halfway between halfway and the tree. And then it has to be halfway between that and the tree. It doesn’t matter how far it’s gone, there’s always a place, only it’s a time really, that’s halfway between the last place it was and the tree—”

“Do you think this is interesting?” the director interrupted, speaking to the other children.

“Why can’t it reach the tree?” said a girl of ten.

“Because it always has to go half of the way that’s left to go,” said Shevek, “and there’s always half of the way left to go—see?”

“Shall we just say you aimed the rock badly?” the director said with a tight smile.

“It doesn’t matter how you aim it. It can’t reach the tree.”

“Who told you this idea?”

“Nobody. I sort of saw it. I think I see how the rock actually does—”

“That’s enough.”

Some of the other children had been talking, but they stopped as if struck dumb. The little boy with the slate stood there in the silence. He looked frightened, and scowled.

“Speech is sharing—a cooperative art. You’re not sharing, merely egoizing.”

The thin, vigorous harmonies of the orchestra sounded down the hall.

“You didn’t see that for yourself, it wasn’t spontaneous. I’ve read something very like it in a book.”

Shevek stared at the director. “What book? Is there one here?”

The director stood up. He was about twice as tall and three times as heavy as his opponent, and it was clear in his face that he disliked the child intensely; but there was no threat of physical violence in his stance, only an assertion of authority, a little weakened by his irritable response to the child’s odd question. “No! And stop egoizing!” Then he resumed his melodious pedantic tone: “This kind of thing is really directly contrary to what we’re after in a Speaking-and-Listening group. Speech is a two-way function. Shevek isn’t ready to understand that yet, as most of you are, and so his presence is disruptive to the group. You feel that yourself, don’t you, Shevek? I’d suggest that you find another group working on your level.”