Published in 2004, Helen Fox's "Eager" is an entry into the Science Fiction genre. I read this piece as a selection for the Chapter and Verse cook club that I belong to.
LifeCorp (the company that "...provided transport, food, water, learning centers, factories, houses, and almost everything else..." - p. 28) has just released the new BDC4 robot. However, the Bell Family (Charlotte, Fleur, Gavin, and Mr. and Mr.s Bell), members of the "professional" class, can't afford this new model. They rely on "Grumps," their old robot, whose timer is not working properly. Only government officials and technocrats can afford the luxury of the BDC4, such as Fleur's best friend Marcie whose family has a brand new robot named "Boadicea." As a compromise, Mr. Bell arranges with Professor Ogden for his family to take in a prototype robot, EGR3, an experimental model robot whom they name "Eager." When the BDC4s start doing strange things and disappearing for long stretches at a time Fleur, Gavin, and Eager begin to suspect something big is amiss with the BDC4's. And they are correct! The action generally moves along at a good pace; however, there is so much jammed into the story that, at times, the plot gets confusing (the scene in the hotel room with Sea Captain Bradoc, an the other BDC4s, for example).
There is much here for readers to chew on, maybe a bit too much for middle schoolers, to the point that "Eager" feels "stuffed." Some of those thematic elements include:
- the question as to what makes someone or something human such as feelings and emotions, or the ability to think
- p. 17 - "'We humans don't last forever...and neither do machines.'"
- robots versus animals - p. 17-8 - "'Animals are alive, Mum...Robots are just machines that run on an energy supply'...'Animals need an energy supply too. They get theirs from food.'"
- robots versus humans
- the right to be free - p. 21
- the right to be happy - p. 21
- free will - p. 21
- the importance of education and lifelong learning
- privacy - p. 37 - "'You know, your mum and I discussed this when we built the house. We agreed it would be dreadful to spy on our own children. You've a right to privacy like anyone else.'"
- class: technocrats and governmental officials, professionals, city dwellers
- the ability to reason
- pp. 56-7 - "'We can teach it about the physical world, but we can't teach it about life...love, loyalty, kindness, joy, compassion, courage, fear, envy, anger, loss...You can't teach those things in computer simulations.'"
- the energy crisis - pp. 62-3
- p. 66-7 - "'When I was your age, Fleur, everything seemed to be collapsing about us. Our food no longer nourished us, we couldn't move for traffic, the rivers and sees were polluted, trees were dying, there were floods and earthquakes and hurricanes and drought...Much of it was our fault. And while people all over the world were getting richer, a lot of the poor were getting poorer. Some people went on buying and buying things they didn't really need as if that were the answer to all our problems...My mum and dad did their best. They decided that what mattered in life was thier family, their friends, and helping others. Lots of people thought the same and they tried to live more simply...When I grew up, I didn't think they'd done enough.There were thousands of us, young people...we demanded healthy food, clean air, but most of all a fairer system...Then the petrol began to run out and the real changes began. The air grew cleaner...'"
- friendship
- truth and honesty versus lies
- what makes us "alive," and what makes us "dead"? - the cycle of "life"- p. 88 - "'How can we know about death before we die?...how can you have a good death without a good life?'"
- p. 89 - "'Without questions, how will we ever know?'"
- the ethics of robotics - p. 96 - "'A robot must never harm, or allow harm to be done to, a human being. A robot must never do anything that might endanger a human being. A robot must not harm itself or another robot, unless the other robot is endangering a human being.'"
- p. 99 - "'You were ignorant of the facts and now you know better? This is a step toward the good life.'"
- p. 135 - "'...no one's starving or homeless these days...But there are still things we need to fight for...Freedom. The freedom to do or say what we want, to travel and live where we want, to choose our won jobs, to build things for ourselves...'"
- the value of art
- p. 182 - "'We robots cannot be programmed to know everything...Therefore we must learn, and learning involves mistakes. The same is true for humans, I believe.'"
- pp. 194-5 - pollution and recycling - "Decades of twentieth century plastic...bags, toys, bowls, pens, computers, light fittings, shoes, jewelry, toothpaste tubes, nappies...All waiting to be dug up and turned back into oil...'What happens to waist now?'...'We send it into outer space, way beyond the earth's orbit.'"
- p. 201 - "'You're sort of alive because you can see and thing and talk and move...But if you mean alive like the trees, then no, you're not. You see, we're organisms and we can reproduce ourselves, and you're a machine.'"
- p. 207 - "'We humans are a stupid lot...making a fuss about a machine. There must be something about the way we're made....'"
- p.211 - "'It is a thought that animals are not aware that they exist. At least, they cannot reflect on their actions.'"
- p. 212 - "'...we are talking about free will...I'm talking about choices...Whether we are really free to act or whether some greater is controlling our actions.'"
- p. 244 - the discussion of the story of Icarus - "'I see it as a lesson to us all. Sometimes we have to fly close to the sun because part of being human is to reach for things beyond us. The secret is to know when to stop.'"
- artificial intelligence
- who controls the media and the information that we receive
- the power of large corporations - p. 254 - "'It's a sorry tale of ambition and hubris.'"
- knowing the difference between right and wrong
- p.258 - "'Memories shape who we are. Most of us adults feel a yearning for at least part of our "lost world."'"
Technologies that intended readers might find interesting (though we have many technologies similar to these that include:
- a house that has the capability of watching its occupants
- robots - p.13 - "'We weren't the first robots, of course. Did you know, we go back to the twentieth century? My ancestors used to assemble cars and television sets. They couldn't think, mind you...They just did the same repetitive task.'"
- gobetweens
- gobeys
- delivery pods
- jinns
- hoverbusses
- moving walls
- simulations
- telepathy
- radio transmitters
- scanner
- cars that drive themselves
Aimed at middle school readers, there is some pretty sophisticated stuff going on here. For instance, Gavin and Eager spend a lot of time on the "gobetween" speaking to the philosopher, Sophocles. Most middle schoolers will have little knowledge of Sophocles and his philosophy.Though the basic warning about the dangers of technology will be clear to middle schoolers (p.253 - "'It's the old story, isn't it? The robot that turns against its creator. We love to scare ourselves...'"), much of the thematic material here is complex and difficult as well. In addition, much of the technology that the author accurately predicted would be apart of our future, has arrived (though the names are not the same), or we are on the brink of seeing these technologies as reality. In this sense, "Eager" feels a bit dated for the 2016 reader. Finally, American readers may find the British terminology ("lorry" and "petrol," for example) confusing.
On the positive side, there is some humor that readers may appreciate. The characters, especially Eager and the Bells, are generally endearing as well.
Just O.K. for me in 2016.