The Lost World by Michael Crichton Page A

together a stack of telescoping aluminum struts. "High observation platform, made to be assembled in the field. Scaffolding sets up into a rigid structure, about fifteen feet high. Fitted with a little shelter on top. Also collapsible."
    "A platform to observe what?" Arby said. Thorne said, "He didn't tell you?"
    "No," Kelly said.
    "No," Arby said.
    "Well, he didn't tell me, either," Thorne said, shaking his head. "All I know is he wants everything immensely strong. Light and strong, light and strong. Impossible." He sighed. "God save me from academics."
    "I thought you were an academic," Kelly said.
    "Former academic," Thorne said briskly. "Now I actually make things. I don't just talk."
    Colleagues who knew Jack Thorne agreed that retirement marked the happiest period in his life. As a professor of applied engineering, and a specialist in exotic materials, he had always demonstrated a practical focus and a love of students. His most famous course at Stanford, Structural Engineering 101a, was known among the students as "Thorny Problems," because Thorne continually provoked his class to solve applied-engineering challenges he set for them. Some of these had long since entered into student folklore. There was, for example, the Toilet Paper Disaster: Thorne asked the students to drop a carton of eggs from Hoover Tower without injury. As padding, they could only use the cardboard tubes at the center of toilet paper rolls. There were spattered eggs all over the plaza below.
    Then, another year, Thorne asked the students to build a chair to support a two-bundred-pound man, using only, paper Q-tips and thread. And another time, he hung the answer sheet for the final exam from the classroom ceiling, and invited his students to pull it down, using whatever they could make with a cardboard shoebox containing a pound of licorice, and some toothpicks.
    When he was not in class, Thorne often served as an expert witness in legal cases involving materials engineering. He specialized in explosions, crashed airplanes, collapsed buildings, and other disasters. These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, "How can you design for people if you don't know history and psychology? You can't. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up." He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu.
    But as a professor who was popular with his students-and who advocated general education-Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory. But in the end, it was his fondness for Chang-tzu that pushed him out the door. In a departmental meeting, one of his colleagues got up and announced that "Some mythical Chinese bullshitter means fuck-all for engineering."
    Thorne took early retirement a month later, and soon after started his own company. He enjoyed his work thoroughly, but he missed contact with the students, which was why he liked Levine's two youthful assistants. These kids were smart, they were enthusiastic, and they were young enough so that the schools hadn't destroyed all their interest in learning. They could still actually use their brains, which in Thorne's view was a sure sign they hadn't yet completed a formal education.
    "Jerry!" Thorne bellowed, to one of the welders on the RVS. "Balance the struts on both sides! Remember the crash tests!" Thorne pointed to a video monitor set on the floor, which showed a computer image of the RV crashing into a barrier. First it crashed end-on, then it crashed sideways, then it rolled and crashed again. Each time, the vehicle