Home' Teacher : November 2009 Contents OUTSIDE THE SQUARE 61
always performed above average in class
time. Under the table, we raced through our
extra reader twice as fast as the noisy boys.
We had to bear the embarrassment of being
held up as a good example.
'Look,' our exasperated teacher would
say to them, 'the other two are already on
the third book. You boys can do better.'
My buddy and I never confessed that we
cheated. We rarely read through the instruc-
tions or examples provided by the books.
Instead, we skipped to the answers in the
back. 'Let's just check that result,' we'd say
every few seconds, insert the answer, and
then work backwards to the question. Then
we'd mark our 'work,' taking care to give
ourselves a believable score by occasionally
inserting the odd mistake. We did learn a
little but not as much as, nor the way, we
were expected to.
At the transition to high school, I entered
a selective school, based on my test results.
In Year 10 I was tested again at the school
certificate, coming in the top band for
Maths and English, and at the top of the
second highest band for Science.
Shortly after the end of Year 11, suddenly
and seemingly mysteriously, I dropped out
of high school. Soon afterwards I enrolled
at another school, from where I once again
disappeared. I never finished school.
What went wrong?
To put it briefly, I left because I could
not at that point see the benefit of staying
on and, essentially, because nobody stopped
me. It was a mistake.
It's not often that anyone discusses such
situations neither that of entering school
slightly ahead of the curve, nor the experi-
students in school?
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