If you think that riding a plane, being in a business class lounge, or getting out of your third world country is not something to be proudly brag about, there is something fundamentally right with you.

Mr. Polly went into the National School at six and he left the private school at fourteen, and by that time his mind was in much the same state that you would be in, dear reader, if you were operated upon for appendicitis by a well-meaning, boldly enterprising, but rather over-worked and under-paid butcher boy, who was superseded towards the climax of the operation by a left-handed clerk of high principles but intemperate habits,—that is to say, it was in a thorough mess.

Like Semmering Academy, the Grove School was a Gothic pile of bricks run by 1950s-era chalk drones, which maintained its cultural viability by perpetuating a weirdly seductive anxiety throughout its community. Mary herself was a victim of the seduction; despite the trying and repetitive emotional requirements of her job, she remained eternally fascinated by the wicker-thin girls and their wicker-thin mothers, all of them favoring dark wool skirts and macintoshes and unreadably far-away expressions; if she squinted, they could have emerged intact from any of the last seven decades.

We get schooled by the people around us, and it stays inside us deep.

Since in early youth it cannot be known what ends are likely to occur to us in the course of life, parents seek to have their children taught a great many things, and provide for their skill in the use of means for all sorts of arbitrary ends, of none of which can they determine whether it may not perhaps hereafter be an object to determine their pupil, but which it is at all events possible that he might aim at; and this anxiety is so great that they commonly neglect to form and correct their judgement on the value of the things which may be chosen as ends.

Not long after the book came out I found myself being driven to a meeting
by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc.

But as I later realized, these are the games that all humans play when others
are sitting in judgment on them.