"It's ... just a minute." Mr. Ames consulted the folder. "My number is 34-72-oh-41. And we've got a three-year guarantee," he added pointedly.
"Yes, sir. Just a minute sir." There was a whirring sound at the other end of the circuit. After a short wait, the coordinator's voice came through again.
"Well, sir," she said. "You have the select model in our scientific line of seven-year-olds. According to our records, he checked out perfectly on all phases of learning and aptitude. Have you tried memory teaching?"
"Yes, I've tried memory teaching. He learns fine." Mr. Ames stopped. "Look, you don't seem to understand. He's okay as far as performance goes. He does everything we tell him and all that, but he's still a real pain in the—I mean, he's developing very annoying characteristics."
"Please go on, Mr. Ames." The coordinator's voice was warm and sympathetic. "How does he annoy you?"
"Well, for one thing, he's getting pronounced possessive tendencies. He almost seems to resent being left alone. Why, just this evening he told me he wants us to play with him!"
"Did you say play with him?"
"That's right," Mr. Ames said, triumphantly. "And he says he needs companionship, or something like that."
"Companionship," the coordinator repeated. "Oh, dear. This is more serious than I thought. I'm afraid you definitely have a reject, Mr. Ames. If he shows these tendencies at this early age, then the situation will be intolerable later on."
"It's intolerable right now," Henry insisted. "Anyway, I thought you people were supposed to clear up all this emotional unbalance in the primary psych indoctrination."