Pupils Achievement Quotes

I've managed to bring the backlog down to a mere sixty-eight years," she announced with some small sense of achievement. "I hope to be able to start marking the papers of pupils who are still alive by the end of the decade.

As long as a man knows very well the strength and weaknesses of his teaching, his art, his religion, its power is still slight. The pupil and apostle who, blinded by the authority of the master and by the piety he feels toward him, pays no attention to the weaknesses of a teaching, a religion, and soon usually has for that reason more power than the master. The influence of a man has never yet grown great without his blind pupils. To help a perception to achieve victory often means merely to unite it with stupidity so intimately that the weight of the latter also enforces the victory of the former.

All great achievements arose from dissatisfaction. It is the desire to do better, to dig deeper that propels a civilization to greatness. All of us have heard the story of Icarus, the young boy who took the wings his father built for him. Wings that were meant to carry him over the ocean to freedom and used them instead for a joyride. For a brief moment Icarus felt what it was like to live like a god, to touch the sun, to soar above the common man. And for doing so he payed the ultimate price. Like Icarus we too have been given gifts: knowledge, education, experience. And with these gifts comes the responsibility of choice. We alone decide how our talents are bestowed upon the world. This is our destiny and we hold it in the palm of our hands.

To produce the mental ease necessary for the reduction of useless efforts, the group is repeatedly encouraged to learn to do a little less well than is possible when trying hard to be less fast, less vigorous, less graceful, etc. They are often asked to do the utmost and then deliberately to do a little less. This is more important than it might seem. For if enabled to feel progress while not tensing, pupils have the sensation of being able to do better, which induces more progress. Achievements that otherwise may need numerous hours of work can be obtained in twenty minutes with this attitude of mind and body.

Aquinas was not alone in admiring the achievements of their scholarship. Even the pope’s own household had long been managed by Jewish administrators. As a pupil of Abelard had freely acknowledged, ‘A Jew, however poor, if he had ten sons would put them all to letters, not for gain, as the Christians do, but for the understanding of God’s law – and not only his sons, but his daughters.

We need to develop within our children and young people the capacity to respect the cultures and beliefs of the different groups that make up our society; and we need to develop the resolve to treat each other justly. Secondly, we must eliminate, so far as any society can, the under-achievement of many of our children and young people from all sections of the community. We need to raise the performance of all pupils and to tackle the obstacles to higher achievement which are common to all. But we also need to tackle those special factors which additionally may contribute to the under-achievement of many members of our ethnic minorities.

An OBJECTIVE, I explained, is simply WHAT is to be achieved, no more and no less. By definition, objectives are significant, concrete, action oriented, and (ideally) inspirational. When properly designed and deployed, they’re a vaccine against fuzzy thinking—and fuzzy execution. KEY RESULTS benchmark and monitor HOW we get to the objective. Effective KRs are specific and time-bound, aggressive yet realistic. Most of all, they are measurable and verifiable. (As prize pupil Marissa Mayer would say, “It’s not a key result unless it has a number.”) You either meet a key result’s requirements or you don’t; there is no gray area, no room for doubt.

Also noticeable when staring at her eyes is the shiny liquid quality that Leonardo was able to achieve with his oils. Just to the right of each pupil is a tiny spot of luster, showing the sparkling glint from the sunlight coming from the front left. The same use of luster can be seen on her curls. This perfect glint of luster—the white sparkle caused by a light hitting a smooth and shiny surface—was another of Leonardo’s signature marks. It is a phenomenon we see every day but do not often contemplate closely. Unlike reflected light, which “partakes of the color of the object,” Leonardo wrote, a spot of luster “is always white,” and it moves when the viewer moves. Look at the lustrous glimmer of the curls of Ginevra de’ Benci, then imagine walking around her. As Leonardo knew, those spots of luster would shift and “appear in as many different places on the surface as different positions are taken by the eye.”68

Dave does extra-mural work for the University, and collects about him many youths who have a part-time interest in truth. Dave’s pupils adore him, but there is a permanent fight on between him and them. They aspire like sunflowers. They are all natural metaphysicians, or so Dave says in a tone of disgust. This seems to me a wonderful thing to be, but it inspires in Dave a passion of opposition. To Dave’s pupils the world is a mystery; a mystery to which it should be reasonably possible to discover a key. The key would be something of the sort that could be contained in a book of some eight hundred pages. To find the key would not necessarily be a simple matter, but Dave’s pupils feel sure that the dedication of between four and ten hours a week, excluding University vacations, should suffice to find it. They do not conceive that the matter should be either more simple or more complex than that. They are prepared within certain limits to alter their views. Many of them arrive as theosophists and depart as Critical Realists or Bradeians. It is remarkable how Dave’s criticism seems os often to be purely catalytic in its action. He blazes upon them with the destructive fury of the sun, but instead of shrivelling up their metaphysical pretensions, achieves merely their metamorphosis from one rich stage into another. This curious fact makes me think that perhaps after all Dave is, in spite of himself, a good teacher. Occasionally he succeeds in converting some peculiarly receptive youth to his own brand of linguistics analysis; after which as often as not the youth loses interest in philosophy altogether. To watch Dave at work on these young men is like watching someone prune a rose bush. It is all the strongest and most luxuriant shoots which have to come off. Then later perhaps there will be blossoms; but not philosophical ones, Dave trusts. His great aim is to dissuade the young from philosophy. He always warns me off it with particular earnestness.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

An OBJECTIVE, I explained, is simply WHAT is to be achieved, no more and no less. By definition, objectives are significant, concrete, action oriented, and (ideally) inspirational. When properly designed and deployed, they’re a vaccine against fuzzy thinking—and fuzzy execution. KEY RESULTS benchmark and monitor HOW we get to the objective. Effective KRs are specific and time-bound, aggressive yet realistic. Most of all, they are measurable and verifiable. (As prize pupil Marissa Mayer would say, “It’s not a key result unless it has a number.”)

A ministerial report published in May 2016 found ‘widespread practices of improper and unfair influence affecting the outcomes of the appointment of educators’, and that the ‘current process for selecting candidates for appointment in the education sector is riddled with inconsistencies’. It concluded that ‘where authority is weak, inefficient and dilatory, teacher unions [the South African Democratic Teachers’ Union, SADTU] move into the available spaces and determine policies, priorities and appointments, achieving undue influence over matters which primarily should be the responsibility of the Department [of Basic Education]’.155 The report followed widespread coverage of corruption and abuse of learners, including teachers paying union officials to appoint them to senior positions, and demands for sex in return for jobs. A January 2017 article in The Economist (‘South Africa has one of the world’s worst education systems’) found that: ‘A shocking 27% of pupils who have attended school for six years cannot read, compared with 4% in Tanzania and 19% in Zimbabwe. After five years of school about half cannot work out that 24 divided by three is eight. Only 37% of children starting school go on to pass the matriculation exam; just 4% earn a degree.’156

This made her a quick pupil for anyone who had the nerve to tell her something really filthy or offensive. That was a double thrill for her—she could be shocked and amused at the same time. Smut was a surefire way of getting her to laugh. It would not be a natural, convivial sound, however, but a great, honking, nasal guffaw. The more offensive the joke, the more unattractive would be her reaction. She also enjoyed the shock she could achieve by repeating the worst from her collection. Needless to say, we did not plumb quite those depths on the first day. It took a week at least.

For many years it had been claimed that the average achievement by pupils in some South-East Asian countries was significantly higher than in the United Kingdom. Then it came to light that the weakest pupils in that country were removed from the total who were evaluated at an earlier stage in the educational process. Clearly, the effect of their removal is to skew the average attainments to be higher than they would otherwise be.

10. Never Give Up If there’s one person who understood the value and importance of sticking with things, it was Sir Winston Churchill. Legend has it that when he once gave a speech at Harrow School, he simply stood up and said, ‘Never give in, never, never, never. Never give in.’ He knew those simple words make such a difference. Whatever your walk in life, the ability to dig in and not quit when it gets tough will not only set you apart, it will set you up for a more exciting, more fulfilled and more prosperous life. That dogged resolve, that never-say-die attitude, takes people to a place that few are prepared to explore. And it is here that life becomes most interesting. So, when you think you’ve exhausted all possibilities, look inwards and just remember one thing: you haven’t! You always retain the ultimate decision whether or not to hang on in there. No one can force you to quit. And luckily Churchill knew that this tenacity had power. ‘Never give in, never, never, never. Never give in.’ He didn’t need to say any more during that speech. They were the wisest few words he could ever have imparted to those pupils - and it was a lesson learnt the hard way, at the bleak coalface of war. Never give in, never, never, never. Never give in.

Simplicity is everything. After having exhausted all the difficulties, after having played immense quantities of notes, and more notes, then simplicity emerges with all its charm, like art’s final seal. Whoever wants to obtain this immediately will never achieve it: you can’t begin with the end. One has to have studied a lot, tremendously, to reach this goal; it’s no easy matter.’107 Chopin/Streicher/Niecks, II, p. 342

This Vajrabodhi achieved through a new and very powerful form of Tantric yoga, the Yoga of the Adamantine Crown, into which he and Amoghavajra initiated pupils across China.22

Our nation’s schools, having more than doubled their annual per pupil expenditures since 1970, have achieved precious little improvement against previous performances—a reduction in outcomes, in fact, if you ask the makers of the SAT.

When a Single Glance Can Cost a Million Dollars Under conditions of stress, the human body responds in predictable ways: increased heart rate, pupil dilation, perspiration, fine motor tremors, tics. In high-pressure situations, such as negotiating an employment package or being cross-examined under oath, no matter how we might try to play it cool, our bodies give us away. We broadcast our emotional state, just as Marilyn Monroe broadcast her lust for President Kennedy. We each exhibit a unique and consistent pattern of stress signals. For those who know how to read such cues, we’re essentially handing over a dictionary to our body language. Those closest to us probably already recognize a few of our cues, but an expert can take it one step further, and closely predict our actions. Jeff “Happy” Shulman is one such expert. Happy is a world-class poker player. To achieve his impressive winnings, he’s spent much of his life mastering mystique. At the highest level of play, winning depends not merely on skill, experience, statistics, or even luck with the cards, but also on an intimate understanding of human nature. In poker, the truth isn’t written just all over your face. The truth is written all over your body. Drops of Sweat, a Nervous Blink, and Other “Tells” Tournament poker is no longer a game of cards, but a game of interpretation, deception, and self-control. In an interview, Happy says that memorizing and recognizing your opponent’s nuances can be more decisive than luck or skill. Imperceptible gestures can reveal a million dollars’ worth of information. Players call these gestures “tells.” With a tell, a player unintentionally exposes his thoughts and intentions to the rest of the table. The ability to hide one’s tells—and conversely, to read the other players’ tells—offers a distinct advantage. At the amateur level, tells are simpler. Feet and legs are the biggest moving parts of your body, so skittish tapping is a dead giveaway. So is looking at a hand of cards and smiling, or rearranging cards with quivering fingertips. But at the professional level, tells would be almost impossible for you or me to read. Happy spent his career learning how to read these tells. “If you know what the other player is going to do, it’s easier to defend against it.” Like others competing at his level, Happy might prepare for a major tournament by spending hours reviewing tapes of his competitors’ previous games in order to instantly translate their tells during live competition.

Scarlett …” The alarming voice of Nickolas sounded from behind her. This girl was looking for her own execution. As much as he dreaded admitting it they had lost. The rebellion failed many and young people sacrificed their lives for this failure. Scarlett was a victim he was not willing to sacrifice. She only turned to him without saying a word. Her gaze was invincible. He saw literal flames burning in her blue eyes. He recognized the emotion immediately. Scarlett’s eyes were burning with rage! Was he seeing things, or were these actual flames? “It’s time for this bastard to pay for being such a treacherous ass!” she spoke. With every word, it was as if the fire in her eyes whirled around her pupils like a vortex. She felt her whole body start to burn. The blood in her veins was boiling like never before. Smoke began to emerge from her skin. It hurt her, she felt as if her whole body had set itself on fire. The pain could not be compared to the first time it happened with her palms. She was fighting the urge to scream as loud as she could, but could not afford even the slightest distraction. Nickolas’s life, as well as Chris’, depended on her. The men around her looked stunned at what was happening. Pratcher realized that nothing had played with his sanity when the soldiers, along with Hammerdell, took a step back after the girl’s body had begun emitting smoke. It was all very real indeed. What the hell was going on? “Get away from her! She will set herself on fire!” Christopher grabbed the man’s shoulders and pulled him back. He knew what was going to happen. He had seen Scarlett burn her palms, but never her whole body. He was afraid for her! The telekinesis with the jeep was a step away from killing her, and with that burning, her death could be inevitable. There was not enough energy in her body to escape without consequences. Scarlett did not stop focusing on her anger. She had to maintain it if she wanted to achieve the desired result. The pain was taking over her, she felt exhausted and gave out smoke. Her eyes did not go down from Hammerdell. At first, her hands were ablaze, and fire spread all over her body as if it had been covered with gas. Her clothes became ash. Scarlett remained naked under the tongues of the red flames. She fell to her knees on the pebble track - the fire swirled, and the pain was growing even more intolerable. “Shoot!” The mayor screamed in a voice full of fear. He had never seen such a thing. What was that hat girl? Definitely not an ordinary person! Seconds before they pulled the trigger, the guns jumped off from the hands of the soldiers all by themselves. A cone of fire separated from Scarlett and flew towards them, enclosing them in a perfect circle. She sacrificed her last drop of strength to create a fiery dome above them, which trapped her enemies and became a lid from which they could not get away. They burned alive with the last shrieking screams of panic, fear, and despair. It was over. Hammerdell had earned his merit. Now, the rebels could finally rest easy. In pain and exhaustion, she left herself get swallowed by the darkness.

The gifted student who has studied under a great teacher would almost certainly adopt a less independent tone in his first papers, because he would have the attitude of a pupil to his senior, besides a deference due to appreciation of his senior’s achievements. A student without deference after distinguished tuition is almost always mediocre.

Start with the basics: what is our agreed response to poor behaviour? What gentle nudges might we use before any reminders or warnings are necessary? When, how and why would we give a reminder or warning to a pupil? What would trigger a child to go on the recognition board? What will we say in public and what is better said in private? What three rules will we both refer to in response to fabulous behaviour and behaviour that needs to be adjusted?

Assuming that his talent can survive the increasing strain, there is one scarcely avoidable danger that lies ahead of the pupil on his road to mastery. Not the danger of wasting himself in idle self-gratification – for the East has no aptitude for this cult of the ego – but rather the danger of getting stuck in his achievement, which is confirmed by his success and magnified by his renown: in other words, of behaving as if the artistic existence were a form of life that bore witness to its own validity.

Try making coaching questions part of your intervention strategy for your pupils. The right one at the right time can develop a difficult conversation into a truly reflective one.

The Self is not conscious in the ordinary sense of the word. However, it is also not unconscious. It is, rather, pure Awareness or Superconsciousness (cit). All other attributes are simply superimpositions, projections of the mind. For the Self to reveal itself in its native splendor, all these projections must be withdrawn, or pierced through. This is achieved by means of the via negativa of the neti neti method. This approach of negation is succinctly illustrated in the Nirvāna-Shatka (Six [Stanzas] on Extinction), which is one of the many didactic poems attributed to Shankara. The full text reads as follows: I am not the mind or the wisdom faculty (buddhi), the I-sense, or thought; neither hearing nor the tongue; neither the nose nor the eyes; nor am I ether, earth, fire, or air. I am Shiva in the form of Awareness (cit) and Bliss (ānanda). I am Shiva. I am not what is called the life force (prāna), nor am I the five airs [circulating in the body]; nor the seven [bodily] constituents; nor the five [bodily] sheaths. I am also not mouth, hands, feet, genitals, and anus. I am Shiva in the form of Awareness and Bliss. I am Shiva. I am Shiva. I have neither hatred nor passion, neither greed nor delusion; neither exhilaration nor the mood of envy. I am without virtue or prosperity, without lust or liberation. I am Shiva in the form of Awareness and Bliss. I am Shiva. [In me there is] neither good nor evil, neither happiness nor suffering, neither mantra nor pilgrimage, neither the Vedas nor sacrifices. I am not food, the eater, or eating. I am Shiva in the form of Awareness and Bliss. I am Shiva. I am not [subject to] death, fear, or category of birth. I have no father or mother; [in fact, I have] no birth. I have no relatives or friends, no teacher or pupils. I am Shiva in the form of Awareness and Bliss. I am Shiva I am undifferentiated, of formless form. Due to [my] omnipresence I am everywhere [present for the benefit of all the senses. I am neither in bondage nor in liberation. [I am] immeasurable. I am Shiva in the form of Awareness and Bliss. I am Shiva.

And yet—I have said that I would have killed to protect them, only there was no one to kill. If that were the solution—which, of course, it isn’t—the man to kill was Robert Stadler. Of any one person, of any single guilt for the evil which is now destroying the world—his was the heaviest guilt. He had the mind to know better. His was the only name of honor and achievement, used to sanction the rule of the looters. He was the man who delivered science into the power of the looters’ guns. John did not expect it. Neither did I. . . . John came back for his postgraduate course in physics. But he did not finish it. He left, on the day when Robert Stadler endorsed the establishment of a State Science Institute. I met Stadler by chance in a corridor of the university, as he came out of his office after his last conversation with John. He looked changed. I hope that I shall never have to see again a change of that kind in a man’s face. He saw me approaching—and he did not know, but I knew, what made him whirl upon me and cry, ‘I’m so sick of all of you impractical idealists!’ I turned away. I knew that I had heard a man pronounce a death sentence upon himself. . . . Miss Taggart, do you remember the question you asked me about my three pupils?

Every man builds his world in his own image,” he said. “He has the power to choose, but no power to escape the necessity of choice. If he abdicates his power, he abdicates the status of man, and the grinding chaos of the irrational is what he achieves as his sphere of existence—by his own choice. Whoever preserves a single thought uncorrupted by any concession to the will of others, whoever brings into reality a matchstick or a patch of garden made in the image of his thought—he, and to that extent, is a man and that extent is the sole measure of his virtue. They”—he pointed at his pupils—“made no concessions. This”—he pointed at the valley—“is the measure of what they preserved and of what they are. . . . Now I can repeat my answer to the question you asked me, knowing that you will understand it fully. You asked me whether I was proud of the way my three sons had turned out. I am more proud than I had ever hoped to be. I am proud of their every action, of their every goal—and of every value they’ve chosen.

I quit and joined him and went on strike,” said Hugh Akston, “because I could not share my profession with men who claim that the qualification of an intellectual consists of denying the existence of the intellect. People would not employ a plumber who’d attempt to prove his professional excellence by asserting that there’s no such thing as plumbing—but, apparently, the same standards of caution are not considered necessary in regard to philosophers. I learned from my own pupil, however, that it was I who made this possible. When thinkers accept those who deny the existence of thinking, as fellow thinkers of a different school of thought—it is they who achieve the destruction of the mind. They grant the enemy’s basic premise, thus granting the sanction of reason to formal dementia. A basic premise is an absolute that permits no co-operation with its antithesis and tolerates no tolerance. In the same manner and for the same reason as a banker may not accept and pass counterfeit money, granting it the sanction, honor and prestige of his bank, just as he may not grant the counterfeiter’s demand for tolerance of a mere difference of opinion—so I may not grant the title of philosopher to Dr. Simon Pritchett or compete with him for the minds of men. Dr. Pritchett has nothing to deposit to the account of philosophy, except his declared intention to destroy it. He seeks to cash in—by means of denying it—on the power of reason among men. He seeks to stamp the mint-mark of reason upon the plans of his looting masters. He seeks to use the prestige of philosophy to purchase the enslavement of thought. But that prestige is an account which can exist only so long as I am there to sign the checks. Let him do it without me. Let him—and those who entrust to him their children’s minds—have exactly that which they demand: a world of intellectuals without intellect and of thinkers who proclaim that they cannot think. I am conceding it. I am complying. And when they see the absolute reality of their non-absolute world, I will not be there and it will not be I who will pay the price of their contradictions.

Several of the filmʼs key sound effects were accomplished musically, the most famous being the monsterʼs roars, which went beyond the sound departmentʼs capabilities.  Various animal noises were recorded and modified but nothing worked until Ifukube came to the rescue by using a contrabass (basically a large bass fiddle); however the only one in existence in all Japan was at the prestigious Tokyo Music Conservatoryʼs Music Department which was not about to loan-out their precious instrument for the purpose of making a monster movie.  So one night Ifukube “borrowedˮ it, removed its lowest string, then had pupil Sei Ikuno stroke the remaining strings with a coarse leather glove coated with resin.  The sound was then tape-recorded before being played backwards at a slower speed supplemented with echo-chamber mixing, and the different roars were achieved by changing the playback speeds, giving the monster a melodic quality (the sound of the monster using its radioactive ray was a sped-up cymbal roll).

Once away from home, a good thrashing was accepted as an essential part of the process of turning out a gentleman. The champion flogger was the Reverend Dr John Keate, appointed headmaster of Eton in 1809, who beat an average of ten boys each day (excluding his day of rest on Sundays). On 30 June 1832 came his greatest achievement, the thrashing of over eighty of his pupils. At the end of this marathon, the boys stood and cheered him. It says something about the spirit of these places that he was later able to tell some of the school’s old boys of his regret that he hadn’t flogged them more often.

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No longer can the church be seen as a school of moral achievement in which some pupils take all the prizes. On the contrary, it is a hospital for sick sinners, who are cured not by their own inner resources but by the healthy medicine of divine grace.

Many theories have been advanced to explain racial gaps in performance, of which these are the most common: black and Hispanic schools do not get enough money, their classes are too big, students are segregated from whites, minorities do not have enough teachers of their own race. Each of these explanations has been thoroughly investigated. Urban schools, where non-whites are concentrated, often get more money than suburban white schools, so blacks and Hispanics are not short-changed in budget or class size. Teacher race has no detectable effect on learning (Asians, for example, outperform whites regardless of who teaches them), nor do whites in the classroom raise or lower the scores of students of other races. Money is not the problem. From the early 1970s to the 2006-2007 school year per-pupil spending more than doubled in real terms. The Cato Institute calculates that when capital costs are included, the Los Angeles School District spends more than $25,000 per student per year, and the District of Columbia spends more than $28,000. Neither district gets good results. Demographic change can become a vicious cycle: As more minorities and immigrants enter a school system average achievement falls. More money and effort is devoted to these groups, squeezing gifted programs, music and art, and advanced placement courses. The better-performing students leave, and standards fall further.

It is an ideal which I hope to live for and to achieve. But, if needs be, it is an ideal for which I am prepared to die.

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

On one side were the Odessa High fans, dressed in red, ready for this to be the year when the jinx was finally broken, when they joyously shed the yoke of football famine that had caused them so much embarrassment and so many feelings of inferiority. On the other side were the Permian fans, dressed in black, arms folded, looking like highland-mighty music teachers listening to the annual school recital, so used to superlative achievement from their star pupils that only the most flawless performance would break their cold impassivity.

Mathematics is a kind of language. The only one in the universe that spurns the thought of limits. Under duress, psychology and biology have admitted that there is a limit to the conditions to which living creatures may be subjected. That there is a limit to the amount of discipline, hard work and firm structure that children can bear. Even physics has its limits. The cosmic and the atomic chronon. The upper and the lower limit. But mathematics is limitless. Because there are no lower and upper limits, there is only infinity. Maybe this, as they say, is in itself neither bod or good. But there, where we met it -- as a manifestation of time, as figures measuring achievement and improvement, as an argument for the feasibility of the absolute -- it was not human. It was unnatural. ...... ...in the beginning God created heaven and earth as raw material, like a group of pupils entering Primary I, designated and earmarked for processing and ennoblement. As the straight path along with the process of evolution should progress He created linear time. And as an instrument for measuring how the process of evolution had advanced, He created mathematics and physics.

This suggests that, at least in part, low achievement in schools is exacerbated by pupils not understanding what it is they are meant to be learning. (p. 40)

Because this class is taught every day and relies on the most current information, you will also answer to Professor Markham, who deserves nothing but your utmost respect.” She waves the scribe forward, and he moves to stand next to her, the cream color of his uniform contrasting with her stark black one. He leans in when she whispers something to him, and his thick eyebrows fly high as he whips his head in my direction. There’s no approving smile when the colonel’s weary eyes find mine, only a sigh that fills my chest with heavy sorrow when I hear it. I was supposed to be his star pupil in the Scribe Quadrant, his crowning achievement before he retires.

These three, I later learn, are old school friends. Their alma mater is Charterhouse in Surrey, a grand and exclusive—not to mention expensive—400-year-old Church of England private boarding school of significant educational repute. It’s a boys-only establishment that, by definition, prizes tradition, heritage, discipline, sporting and academic achievement, and much arcane phraseology and terminology. Former pupils like Mike, Peter and Tony are known as Old Carthusians.