Mr. Carey - 10th grade Honors World History teacher. Apparently, his personal philosophies and family anecdotes were more important than learning world history. We heard about his vacations, and his ideas on child-rearing, and how they shared family time every evening, enjoying “taste treats”, whatever they were. He would talk an entire class period away on his personal topics or opinions. I didn’t much like history, but I really hated the monologues about his home life.
Mrs. Wickwire - 12th grade Honors English. She was a ditz who confused knowledge with opinion. I remember one test where she asked “What do you think was the saddest line in the story?” Apparently, there was only one correct answer. Forty years later, and I still remember that! I also remember a paper I wrote that I was particularly proud of. I got an A- with the comment “Your bibliography was in the wrong form.” No comment on what I’d researched or my conclusions, nothing about my approach. Just a gig on a format. I guess everything else was perfect, huh?
In college, in the school of engineering, no less, I had one professor who required us to *memorize *definitions and give them back, word-for-word on exams. No need to understand concepts - just recite! I passed only because I happened to be good at memorizing, but I don’t think I learned a thing. I don’t even remember what class it was. Sadly, his stupid class was required for my major.
Finally, a grad student for a required Electrical Engineer class in Feedback Circuits. Just to give a frame of reference, this was in the 70s - there were no laptops. Students still walked the campus with boxes full of punch cards. But in the EE building, there were a few terminals where you could input directly to the campus mainframe computer when you had projects to do. FEW being the key word - you had to sign up for time, and more than once, I was in there in the wee hours of the morning.
This particular grad student was arrogant, and fond of saying “It’s a piece if cake!!” and “This is so simple, a child of three could understand it!” Sorry, Skippy, but there are no 3-year-old children in this classroom, and I was and Aero Engineering major, so EE was not my strength. My only salvation in that class was my lab partner - he really understood what we were doing, plus he knew how to use the computers.
Our final project involved optimizing something via feedback loops. We were working down to the wire, at 2AM, trying to optimize by substituting different variables. We were pretty punchy. So, for no logical reason, we put pi in as a variable, and the output graph was decidedly phallic. At that point, genius took over. OK, and a little insanity. We set that graph aside and finished the project with a reasonable result - I guess, since we both passed.
Then we let our evil genius run wild. I bought a lined tablet like first-graders use and a box of crayons. We wrote a lab report by “A Child of Three”, in crayon, of course. It followed the required format and included the explanation that while the project was a “piece of cake” we felt it was more appropriate to go for “pi” instead. I know we added references to other stupid things he liked to say and do, and naturally, the phallic graph was attached to the report.
Unfortunately, the reports were turned in on the last day of class, so we never found out how he reacted to it, but it felt so good to give him a bit of snark.