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"Stilly indeed!" "I

"Stilly indeed!"
"I saw you turn on the old charm for him!" replied Royster.
"Sure 引越し金額 I did! The kids told me it would help!"
"Oh." He ought to have guessed that, he realized. His anger was suddenly gone. He said, "I'm sorry for jumping on you that way, Miss Smith. It was uncalled-for. Nerves, I guess . . . I have no objection, really, to you continuing that test with Stevie and David. So if you want to get on with it . . ."
She blinked a couple of times and turned toward her cubbyhole 中古軽自動車 office. "No. I don't know. Maybe tomorrow . . ." She turned to face him again. "You really think it's a waste of time, don't you?"
He nodded glumly. "Yes, I do. But I don't know everything, after all, and had no business sounding off as if I did. I know that my own ideas work—today the kids proved just how well they've worked. But that doesn't make all other ideas worthless. So, if there's anything you want to try . . ."
"I . . . I don't think so." She sat down and propped her chin in her hand. "You're probably right, and it's high 写真共有 time I realized that. Maybe you had to yell at me to get through. ESP ability isn't a . . . a gift . . ."
"In a way it is," Royster said. "It's a gift in the sense that Sandylou's musicianship is a gift. But a gift is merely a capacity. Sandylou's doesn't automatically make her a great violinist, it just provides her with the capacity to become one—after several more years of hard work and practice. What would have happened to her gift if our society had no use for music, if the whole concept of music didn't exist? Not much of anything would have happened to it. Unless maybe it got her thrown in the loony-bin for making strange noises.
"That's what happens to ESP capacity, most of the time. A few people, like Old Man Thorling, manage to develop some primitive skill with it. But mostly, it just pops up, unexplainably and usually frighteningly, in moments of great emotional stress, and then it's gone again. It's an unrealized capacity because it isn't trained.
"That's what I decided while with the parapsychology group, working with the children brought there. Thorling agreed when I explained it to him. Take a child with ESP capacity, still young enough to have a pliable mind, let him know that ESP development is desirable, and figure out ways to train him to use his capacity. Encourage him to practice, practice, practice! Bring many such children together, so they can learn things from each other that we don't know to teach them. Children are eager to please, and to learn—and they'll work hard to do both.
"Now, as for shortcuts, some may exist. But I believe if they do they won't be discovered by you or me. The kids will find them. They have the knowledge and the skills that we'll never attain for ourselves. If Sandylou learns an improved violin technique, it will be from another fiddle player, not from a non-musician. That's why I feel our job is to help the children develop themselves, in the only way we know how, and leave it to them to devise ways to build on their basic skills."
"One thing bothers me about this," said Miss Smith. "You keep referring to consciously-controlled ESP as a skill, and equating its development to other skills such as learning to play a violin. Yet, you say the learning has to start at a very tender age—in the kindergarten years if not sooner. But this isn't true of other skills. I know it helps for a child to start his musical training early, but many adults, starting with no musical training at all, learn to become adequate performers on some instrument. Now if ESP were really a skill, why couldn't you, or I, or some of the teachers develop some degree of it? All of us have tried, without the slightest result."
Royster shook his head. "You're wrong, I think, when you speak of an adult learning to play an instrument with no early musical training at all. I don't think there is any such adult, for the simple reason that every person in our