3. Show and Tell
3.1 Show and Tell is for Kindergardener!
“Okay,
guys, we're going to to something fun tomorrow! We're going to do
Show and Tell session, so bring your sharpest mindset tomorrow so
that you don't fail!” The teacher was just winding down the lesson
for the day. The students were looking at the teacher, confused.
“What kind
of show and tell?”
“Whadaya
mean, 'what kind'? Is there more than one? It's a simple show and
tell. I show you something, you tell me what it is.”
“But we
already know show and tell. We learned it since the beginning!” the
student protested.
“Well,
you're supposed to have already learned arithmetic, but we all know
the truth of THAT, don't we?” The teacher was unrelenting. “So
maybe you don't know it after all.”
“But we do!
We really do!”
“Do you
want to put a wager on it?” the teacher smiled evilly. “How about
a quick quiz right now? Describe a door to me. First person to get
the right description get 10 points, but if you got it wrong, minus 5
points!”
“A door is
something you walk through!” said a student.
“Nope.
You'll just hit the door on the head if you do that. Minus 5 points
for you, kid! Fail! Gya ha ha ha!”
“A door
that is opened can be walked through.” said another.
“That's a
description of a door frame, not the actual door itself. Fail!”
“A door is
a rectangular piece of wood, with door handle to open and close!”
“Not all
doors are rectangular or made of wood, either. Fail!”
The students
stopped to think about it. “What kind of materials can a door be
made of?”
“Wood,
metal, plastic, glass, for example.” said the teacher.
“Glass?
But, that's not a door! That's a window!”
“What's
that? You've never entered a supermarket before? That's not only made
of glass, but also have no handle! Fail! Gya ha ha ha!” The
students notice an evil smirk on the teacher's face.
“Uh, a door
is something you open in order to enter a supermarket, or a house.”
somebody was groping for words.
“Now that's
a description for a window! You can go into the house through a
window, you know? Fail!”
The students
were silent. Not only they have to describe a door correctly and
completely, they also have to not describe something that is NOT a
door.
Nobody said
anything for a long time. Finally, the teacher said, “I'll just
give everybody minus 5 points since you're all so stupid, you can't
even describe a door to me. Gya ha ha ha!”
“So, what
is a door?”
“A door?
You know the rectangular piece that goes in your front door? That's a
door. The round piece in a Hobbit's house. That's a door. The piece
of glass that slides sideways in the supermarket, that's a door. The
pieces of glass that rotates in place, that's a cylindrical/rotating
door. The plastic plates that goes up and down, that's a garage door.
The thick piece of metal that goes in front of a safe, that's a door.
The swinging plates that's goes in a saloon, that's a swinging door.
On, and on, and on, there are all kinds of doors wherever you look.
“Good luck
on your show and tell session, tomorrow. By the looks of it, you're
going to need it, badly! Gya ha ha ha!”
3.2 Describe to me: A horse!
“So, is
everybody ready? No points this time, since last time everybody was
such a loser that there is no point of even considering it. Now, I'm
going to start with something simple. No guarantee that you're not
going to make it difficult.”
Ramstrong,
the teacher was standing in front of the classroom. The students are
attentive and alert, ready to face whatever challenge the teacher may
throw in their way.
“Good,
let's start!” He wrote the word “HORSE” on the board. “Okay,
let's start with the show and tell session. Remember, you're supposed
to describe a horse, so no false description, OK? We'll start with
you.”
“Well, a
horse is an animal.” said a student.
The teacher
wrote “-animal” underneath the word “HORSE”. “That doesn't
seem to describe a horse to me. More like a description of a slug. A
slug is an animal, right? Next student.” The teacher wrote “slug”
next to “-animal”.
“A horse
has legs.”
“You mean
like a shrimp has legs? Next student.” the teacher wrote “-has
legs: spider” on the board.
“A horse is
a land animal.”
“Animal has
already taken, so you're redundant. You mean land-based, right?” He
wrote “-land-based: spider”. “Well, so far you've successfully
described a spider. How disappointing. Next student.”
“It doesn't
have 8 legs.”
“Like an
ant, which only has six. Next, please.” the teacher wrote “-not
have 8 legs: ant.”
“It has
four legs!”
“Ah, just
like cat. Next.” the teacher wrote “-has 4 legs: cat”
“It has a
snout!”
“Just like
an anteater!”
The students
are getting frustrated. Why is describing a horse so difficult?
“It can
run!”
“You mean a
cheetah?” the teacher was obviously enjoying the process.
“A horse
doesn't eat meat!”
“Whoa! Let
me stop you right there. Remember what I'm asking. I want you to
describe what a horse is. I don't want you to describe what a horse
isn't. Now, what word would describe 'does not eat meat'?” The
student ponders this for a while. “Too late! You fail! Next
student!”
“Vegetarian?”
“Yes! A
horse is a vegetarian. Just like giraffe!”
“About
horse-sized!”
“Yes? How
big is that?”
“This tall!
Is that 7 feet?”
“So, that's
a panda?”
The student
moaned. How long will this process last? “Teacher, why are you
making this so difficult?”
“I'm not
making it difficult. In fact, I don't know why you're having so much
difficulty.” He looked at the board.
HORSE
-an animal:
slug
-leg: shrimp
-land-based:
spider
-not have 8
legs: ant
-has 4 legs:
cat
-has snout:
anteater
-can run:
cheetah
-vegetarian:
giraffe
-7 feet
tall: panda
“Well,”
the teacher said finally. “You're getting closer. Keep plugging!
Next student.”
“It has
hair!”
“Sounds
like a description for a dog, to me!” The teacher laughed.
“It's not
fair!”
“Fail!
That's not a description of a horse. Next student!” the student, of
course, was just complaining, instead of issuing the description of a
horse. But that doesn't stop the teacher a bit. He took a stamp out
of his pocket and whacked the student's head with it! The word “FAIL”
is clearly marked on her forehead. The rest of the students trembled
in fear.
“Uh, um,”
the next student can't think straight due to the sudden event
happening next to her. The teacher grinned evilly. “The horse has
tail!”
“And a dog
does not?” the teacher was playing with the stamp.
“I mean, a
horse has tail shaped like a brush!” the student stammerred. She
was definitely fearful of the stamp.
“You mean
just like cow. Next.” the teacher wrote down “-brush-like tail:
cow”
“Umm, you
can ride a horse!”
“So can you
a cow. Fail! Next student!” Thankfully, the student didn't get
stamped this time.
“The horse,
um, um,” the next student was groping for description, “can
gallop!”
“Just like
a deer! Next student!”
“A horse is
a farm animal.”
“You mean a
donkey?”
“A horse
neighs!”
“That's the
sound of a horse, right? Same as Zebra, except zebras aren't farm
animals. So, I think you got it. Let's see what we have so far.”
HORSE
-an animal:
slug
-leg: shrimp
-land-based:
spider
-not have 8
legs: ant
-has 4 legs:
cat
-has snout:
anteater
-can run:
cheetah
-vegetarian:
giraffe
-7 feet
tall: panda
-has hair:
dog
-brush-like
tail: cow
-can gallop:
deer
-farm
animal: donkey
-neigh:
horse
“Well,
well, well. It took you guys 14 tries to get it right. That's a long
time. You also have some false guesses. That's not quick at all.”
The teacher just commented lightly. “Well, I guess I have to give
you credit. After all, you did managed to give me the correct answer
in the end. Do you know that some people cannot manage that?”
“Really?”
“Sure. In
fact, you know what one of them said? 'There is no difference between
a horse and a cow!' Gya ha ha ha!”
“Let's take
a quick break and review. Next time I ask you to describe a horse, I
want you to do it quick, okay? After all, you guys now have the
experience in describing a horse. And we all know that experience is
the best teacher! So, why don't you study the descriptions and let me
know when you are done. We'll pick it up from where we left off.”
The teacher then walk to his desk and sit on his chair, just
relaxing. The student studied the list very, very carefully.
HORSE
-an animal:
slug
-leg: shrimp
-land-based:
spider
-not have 8
legs: ant
-has 4 legs:
cat
-has snout:
anteater
-can run:
cheetah
-vegetarian:
giraffe
-7 feet
tall: panda
-has hair:
dog
-brush-like
tail: cow
-can gallop:
deer
-farm
animal: donkey
-neigh:
horse
“Ready?
Next student. Describe a horse to me!” The students couldn't
believe it. Isn't there the list right on the board? The student
thought about it for a while. There is nothing else to do, is there?
“The horse
is an animal that has leg, is land-based. The number of legs is not
8, but 4. It has snout. It can run like a cheetah, and is a
vegetarian like a giraffe. It is 7 feet tall, has hair and a brush
like tail. It can gallop like a deer and is considered a farm animal.
It makes neighing sound.”
The student
finished speaking, confident that he has described a horse well.
“Fail!”
said the teacher as he smacked the student on the forehead with his
stamp. “What a moron! Is this how you learn from experience? Gya ha
ha ha! Next student!”
The next
student stared in disbelief. What was he supposed to say. The
description sounds fine to him. He just stood there helplessly.
“Fail! Next
student. Any other try other than that way?” asked the teacher.
The students
all looked at one another. “But there's nothing wrong with the
description! How can that be a failure?”
“Hey,
remember what I told you: Experience is the best teacher! Is that
performance the best you can do? You do know that describing a horse
isn't a difficult thing to do, right? So, how come you're having so
much trouble? With the cheat sheet right in front of you, no less.
Are you serious about this?”
The students
could only stand there helplessly. Finally, somebody asked, “What
are we supposed to do?”
“Learn how
to do it faster and better, of course. Want me to show you?”
“Yes,
please.” The students all failed to know what to do.
“Okay, here
goes: a horse is an animal that neighs.” the teacher pointed to the
last item on the list. “Can you think an animal other than a horse
that neighs?”
“A zebra?”
“What's the
difference between a zebra and a horse?”
“Zebras
have stripes.”
“There you
go. Only two tries. Compare that to 14, and you can see what a big
difference that makes. That is how you're supposed to learn.”
“How are we
supposed to know that? You've never told us!” protested the
students.
“Come now,
are you still a child? Kindergarten level?”
“No, we're
in high school now.”
“So how
come you guys still act like an ignorant child? Finish these
sentences for me. If you open it...”
“You close
it.”
“Very
good.” said the teacher. “If you take it out...”
“You put it
back in.”
“If you
drop it...”
“You pick
it up.”
“If you
dirty it...”
“You clean
it.”
“There you
see? No trouble at all.” said the teacher. “That's why I'm having
trouble understanding why you're having so much trouble doing this.”
“But
teacher, Grandma's House Rules has nothing to do with describing a
horse!”
“Wrong! Are
you saying that your intelligent level is that of a child?” then he
saw that the student has “FAIL” stamped on her forehead. “What
am I talking about? Of course you are so stupid!” Then he stamped
her forehead a second time!
“Noooo!
Teacher! I don't understand!” pleaded the student.
“Do you
remember when we were discussing arithmetic that geniuses are doing
the calculation from left to right while stupid people like you are
doing it right to left?”
“Yes,
teacher.”
“Why do you
think that is?”
“I'm sorry.
I really don't understand.”
“Hmmm. You
really are stupid. Okay, somebody else. Finish these sentences. If
you look left...”
For a while
nobody said anything. Then Peter said, “You look right!”
“Correct!
If you look up...”
“You look
down!”
“If you
start from left going to the right...”
“You start
from right going to the left!”
“Correct!
If you go through the list top to bottom...”
“You go
through the list from bottom up!”
“There you
go. If geniuses go through the list from bottom up, then stupid
people...”
No student
finished the sentence, but the answer is obvious: Stupid people go
through the list from top to bottom! Which is exactly what everyone
has been doing so far. The teacher just laugh at the students. The
students are all red from embarassment.
The teacher
waved the students to sit down. After taking a bit break, he
continued, “That is why you are all so stupid. The answer has been
with you all these time. Why is describing a horse so hard? It's not
hard. There's nothing stopping you from doing it the easy way. Yet,
you did it the hard way. Why?
“Because
you are inexperienced. The thing is, you're supposed to be
experienced by now. After all, you learn show and tell in
kindergarten, right? Well, it's obvious to me that you didn't learn
it then, or anytime between then and now. What a great waste of time!
You've all passed through the grades based on a lie! That you knew
what you're doing. Well, you don't! Sorry to be the bearer of the bad
news, but it's true.”
3.3 Describe to me: A hammer!
“Wow,
Nancy, those are pretty nails you have there today!” Nancy, the
girl who was smacked on the forehead with the word “FAIL” twice
yesterday was looking pretty.
“Thank you.
I painted these this morning as to complete my look today.” said
Nancy.
“Any
reason?”
“Well,
today is the continuation of show and tell, and the teacher did say
that we're going to go a different route. That we're going to have to
actually show something. So, I figured, maybe I can show the pretty
bow on my head, and if that fails, the pretty finger nails.”
“Is that
what the teacher meant when he said we should show something?”
“I'm not
sure, but hopefully, he won't be smacking my head today because I'm
so pretty!”
They both
laughed nervously. The teacher isn't some dear, kind, old gentleman.
He's more like Terminator on the prowl.
The bell
rang, and all the students took to their seat. The class began with
the teacher carrying a hammer. He was showing it to everybody. The
students were all dumbfounded as to the purpose of it.
“Alright,
everybody! You all know what this is, right?” He was waving the
hammer around. “Do you know why I brought this thing in today?”
No response
from the students.
“Come on
now. You now what happened yesterday when I asked you to describe a
horse, don't you? What happened then?”
“You
stamped her forehead with the word 'FAIL' twice!” Nancy, the girl
in question, was red with embarrassment.
“So, now,
what do you think I bring this hammer for?” the teacher asked. The
students thought about it, and came to the conclusion that if the
teacher whacked a student's head with a stamper yesterday, then by
bringing a hammer today, the teacher will whack a student's head with
a hammer. The students recoiled in terror. One actually fainted.
“Gya ha ha
ha! Somebody revive her! Relax, I'm not going to hit you with the
hammer! I'm just bringing it for show and tell. It is obvious that
you have no skill whatsoever about show and tell, so I figured, why
not bring an actual object so that we can go properly observe the
thing and describe it well?”
The students
are not convinced that that's the actual purpose of bringing the
hammer, but otherwise said nothing.
“So, get
out a piece of paper and write your observation here. What is the
first thing that comes to your mind when looking at this hammer?”
“It has a
handle!”
“It has a
head.”
“The handle
is made of wood!”
“The head
is made of metal.”
The teacher
said, “So far what you are observing is the materials. A hammer is
composed of two objects: A handle and a head. They are made of wood
and metal respectively. What other observation can we make?”
“The wood
is shiny!”
“The metal
is dull!”
The teacher
laughed. “That's true, but rather irrelevant. You're not supposed
to observe inconsequential things before you notice all important
elements. Remember what happened yesterday. When you described the
horse, you went from the most obvious fact, when in fact, you need to
go from the most RELEVANT fact. Stupid people state the obvious.
Smart people state the relevant, and important facts.
“So, when
you look at this hammer, you don't want to just state the obvious,
that is to state the first thing that comes to mind. What you want to
do is to survey all the relevant observable facts, weight them
according to relevance, and go from the most important to the least
important.
“So, now
that you have describe the materials, what other observation can you
get from this hammer?”
The student
pondered for a while. Then somebody said,“What about weight? How
heavy it is?”
“Yes, but a
hammer can range from tiny ballpen hammer to nine pound hammer. So,
even though you can observe the weight of THIS hammer, you can't make
a general observation about it, can you?”
The students
said nothing.
“Of course,
while you cannot state anything in ABSOLUTE term, you can definitely
say something in RELATIVE term. Say, what does it mean to have a
proper weight ratio between the head and the handle?”
“Proper
balance?”
“Exactly.
You want a hammer that is easy to handle, effortless to use, and hit
with enough force as to be useful! Next observation?”
The students
are silent. They're not used to doing critical observation
activities.
“We have
materials, and we have weight. What else do we have?” prompted the
teacher.
“Shape?”
“Yes,
shape. What is wrong with you guys? You've never taken Geometry class
before?” Of course, they have. All of them have. “I'm so
disappointed with you guys. But I guess there's no helping it. After
all, you guys are just a bunch of losers who went through the grades
automatically, instead of by merit. Now, what about the shape?”
“The handle
is shaped like a cylinder.”
“Not
strictly true. This hammer's handle is shaped more like an oval. To
fit the hand better. So, it's not round all-around like a cylinder,
but more oval like a squished cylinder. Any other observation about
that?”
“It fits
the hand well. Easy to grip, and easy to swing.”
“Correct.
Now what about the head?”
“It's made
of metal and is flat on one side, and curved on the other.”
“Yes, go
on.”
“It has
more weight on the head, than it is on the handle.”
“Correct.
Are you guys writing all these down?” asked the teacher.
“Yes, we
are.” answered the students.
“Good. We
have material, weight, and shape. What else do we need?”
The students
needed a good deal of time to think since they're not used to being
asked open-ended questions. Usually, they're given a list of items to
be memorized, and if there's any observation or conclusion, their
teacher would do it for them.
“What about
usage?” prompted the teacher.
“It is used
to hit nails!”
“Correct.
What else?”
“It is used
to hit, ummmm, other things?” The student was reluctant to mention
“other people's head.”
“Okay, so
we use it to pound nails and hit other things. Anything else?”
The students
cannot think of anything else. What else is the purpose of a hammer
but to hit nails?
“Alright.
On your piece of paper, I want you to draw this hammer, as good as
you can. Then below the picture, or on the side, depending on how you
orient your paper, I want you to write down the complete description
of it. Got it? Start now!”
The students
all got busy in drawing the hammer. Some drew carefully and well.
Others not so well. Then they listed the characteristics of the
hammer:
-Handle is
made of wood.
-Head is
made of metal.
-Handle is
oval/semi-cylindrical in shape.
-Handle is
easy to grip, providing good balance.
-Head is
flat on one side, and curved on the other.
-Head
weights more than the handle.
-Hammer is
used to hit nails.
After all the
students are done, the teacher collected their papers. He just
laughed about it. The students were confused. Didn't they do their
job correctly? Why did the teacher act like the students failed in
their assignment?
“Is that
everybody? Alright. Next. Do this for show and tell!” The teacher
pulled out an old fashioned metallic lunchbox. It's made of tin and
shaped like a chest. Square on the bottom with half cylinder on top.
The top is adorned with a wooden handle. The teacher showed the lunch
box to everybody.
“Does
everybody get it?” the teacher asked. “What do you think?”
“Well, um,
it has a metal body, with a wooden handle. It opens and closes so you
can store food in it.” said Nancy, the hapless unlucky student.
“Are you
sure?” the teacher sudddenly looked very mean.
“Uh, um,
yes, I'm sure.”
“Well,
then, let's see if you actually know what you're talking about. Or
maybe you belong in the 90% clueless idiot group?”
“I know
what I'm talking about. I described the lunch box.” insisted Nancy.
“Oh, I
wasn't talking about your lunchbox description. I was talking about
your HAMMER description.”
“Huh?
Hammer? What's wrong with it?”
“Let's
see,” he fished out her paper. Handle made of wood.” The teacher
pointed to the lunchbox handle made of wood. “Head made of metal,
square on side, curved on the other.” the lunchbox body, the bottom
and top respectively. “Handle is easy to grip and provides good
balance.” he was swinging the lunchbox freely. “Seems to me,
you're not describing a hammer, but a lunchbox!”
Nancy was
flabbergasted. “It's used to hit nails!”
“Uh, yes.
Say, are those your nails? They're so pretty today.” the teacher
was looking at Nancy's carefully painted fingernails.
The rest of
students suddenly look uncomfortable, knowing what will happen next.
A few of them even thought “Say no! Say no!” hoping that the
telepathic transference will work. To no avail.
“Ummm,
yes?” Nancy was looking up to the teacher. She was happy that the
teacher noticed her hard work on the fingers.
The teacher
simply held the lunchbox in front of her, carelessly swinging it to
and fro, and then, with a sudden expected fury, slammed it down on
her hands.
“OOOOOOWWWWWW!!!!”
screamed Nancy.
3.4 Computer Programming: Math vs. Language
“That was
quite an interesting lesson, today,” Peter was at his office per
usual.
“Isn't it?
You know, there are many different levels of communication skills,
and show-and-tell ranks right on the bottom. It's the most
fundamental communication skills possible, and you blew it! That's
not how you're supposed to do it at all. The thing is, you're
supposed to learn how to do it many years ago, but you didn't. Your
education is incomplete. Sure you check out the boxes of skills. But
you do not really understand it, and was ignored for years.”
“How can
that happen? If our core skills are defective, shouldn't they noticed
it already? Shouldn't they do something to fix it?”
“Who's
'they'” ask the teacher.
“The
teachers teaching us all these years.” said Peter.
“Hmmmm, how
can I say this?” the teacher was mulling a bit, “You see, there
are grades for a reason. You have a learning schedule to keep,
right?”
“Yes, we
learn things gradually.”
“So, now
tell me. Let's say you are having trouble learning math, do you think
a mere teacher can tell you whether or not you're misunderstanding
the materials, or simply that you do not have talent in math?”
This time,
it's Peter's turn to think things over. “Well, I guess, unless it's
a specific thing or technique, a teacher may have difficulty telling
the difference.”
“Exactly.
The way the school system is set up, it's not conducive for
individual attention!”
Peter looked
at the teacher questioningly.
“What I
mean is,” the teacher patiently explained, “School is the best
way to educate large group of people. It's very efficient that way.
However, some individuals who are too smart or too stupid will be
out-of-sync with everybody. Unfortunately, the focus of group
teaching means that there is precious little time to handle such
cases. Understand?”
Peter nodded.
“That is
why teachers have consulting hours. In case that there is a misfit of
students, either because they are bored, or stupid, there is an
out-of-sync error somewhere. Oh, dear. Apparently, I'm into the
computer too much. I'm using computer terminology.”
“That's
alright. What about consulting hours?”
“Right. The
consulting hours is there to let the student sync it back into the
rhythm of the class, in case of stupid student, or to have extra
challenge outside the class core requirements, in case of smart
student. That is to say, when the need of an individual is not the
same of that of a group, the individual must be handled as special
cases. That's what consulting hours is all about.”
“I guess
that makes sense. I have questions that I want to ask, but I'm not
sure that fits into the class lessons, so I come here to ask them.”
“That's
right. And you do the right thing. These kind of sessions are really
individual sessions.”
“So, who
else besides me come here for these individual sessions?”
“No one.
You're the only one.”
“So, I
guess I'm the odd one out?”
“Either
that, or the rest are stupid.”
“Huh?”
“Listen,”
the teacher suddenly look tired. “It's not my, or any other
teacher's responsibility to actually teach you anything.”
“Really?
But isn't that what teaching is all about?”
“Nope. Sure
that is what it sounds like it should be, but teaching, like any
other communication process, is a two-way street. Do you know the
saying: 'When a tree falls in the forest, does it make a sound even
if there's no one there to hear it?'”
“No, what
does it mean?”
“How about,
'You can bring the horse to the water, but you can't make it drink?'”
“Yes, but
I'm not quite sure what it means, either.”
“How about,
'You can't teach a pig to sing. The pig will not sing, and you will
annoy the pig?'”
“Hmmm, it
means learning cannot take place if the student has no talent.”
“No talent,
or no desire to learn. When you wish to learn something, you will try
to learn everything you can of it. However, when you're just trying
to pass the class, you just want to learn the bare minimum of it. See
the difference?”
“Yes, I
see.”
“Therefore,
it is not the responsibility of a teacher to teach you these things.
You have to pro-actively learn these things! The best way to learn
things is to try to take it as far as you can. That means
experimentations. You have to do it in order to understand. You
cannot just read a book and say that you understand.
“So, when
you expand your knowledge, you'll inevitably comes into trouble.
That's when you come to us, your teachers, because we've been there
before. We've overcome such troubles. We can show you the way to do
it. Ask us, and we'll answer.
“But you
need TO COME TO US. We will not give you the knowledge freely. It's
not like we're mean or stingy. It's just that there's so many things
to consider that we simply do not have time. Remember, in the
beginning, when I say that I will not list all the mistakes that can
be made? Well, that's because it's better to let you make the
mistakes and have you overcome it yourself. We'll help you if needed,
but only if you need it, instead of just waiting there for us to tell
you about it.
Peter thought
about it. There's quite a lot of things in there that the young
student cannot appreciate, but he knows enough that at least the
message is consistent. Finally, he said, “There's a lot of these
that I do not understand.”
“That's
quite alright. Give it time. You will get it eventually. It's not a
question whether or not you'll get it. It's a question of when.”
“Still,”
Peter mused. “I find it hard to believe that show and tell is such
a difficult thing to do.”
“Do you?”
the teacher looked at him carefully. “It may interests you that
some graduate level students still don't have a good handle on
communication. They try to bluff their way in their research papers.”
“I find
that hard to believe.” admitted Peter.
“Even some
PhDs are stupid. Hard to believe, but it's true.” the teacher just
shook his head in disgust. “But don't worry about it. It's going to
get easier from now on.”
“Because
we'll practice it?”
“That, and
because we'll stop using English and start using Math. Math is a very
precise language. You'll see.”
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