Didactron Teaching Space

A unit of Lasting Forests…Sustained forests; sustained profits
evolving since March 30, 1999 and
Rural System…Creating a Lasting Superior Rural System

The Didactron
A Tale of Educators' Lives in a High-Tech Teaching-Learning Space ©

9. The Cafeteria - II

"Doing all right?" said Burt as he slid into a chair across from Dave Sabinoff in the cafeteria.

"I haven't seen you in a long time," said Dave.

"I know. Something funny happened. After our last conversations, I was embarrassed to talk to you about, well, what we talked about last."

"Perfect intercourse."

"Yes."

"Why?"

"I don't know. Maybe its not embarrassment. Whatever it is, it has been in the way."

"Why break the spell now?"

"Partially because I didn't like the feeling; partially because we like you and Lori and I didn't want anything to get in the way of what may be a good relationship. We really have few friends -- and probably don't deserve many -- but there's no reason to cut off any we have or are forming."

"I know what you mean. Lori and I have few, also. Don't fret."

"Thanks. We were worried."

"Years ago a faculty member asked me where he could get a vasectomy. His local doctor then would not refer him. In this age of enlightenment, they told him it was 'castration.' Fortunately he knew different. I told him of a clinic. He's never spoken to me since. It seems that there are things too personal to share."

"I don't think our conversation the other night reached that level. They were pretty personal but…"

"They were about personal and intimate things but not about our personal tastes or activities."

"That's a big difference."

They both ate.

"Any second thoughts about our last conversation?" asked Dave.

"Plenty.

"It -- the idea of the system -- hangs together very well. I can't fault it now. I've thought about it a great deal. From one point of view, almost all of society is 'sick.' It is as if we were all wearing poorly prescribed glasses or if we were using the wrong code translator."

"Careful. I know what you're saying, but resist the temptation."

"Of what?"

"Of generalizing and starting to work on the general before you work on the specific."

" I don't follow you."

"Work through your own act before going after the public. I've found, slowly, that mastering my own action is so difficult that no diversionary efforts can be spent. Efforts directed away from self mastery are poorly spent. They demand intensive, mature, serious concentration toward perfection. Most advice comes from those who cannot master the responsibility. Helping others is a good excuse for not tending the local, at-home, 'other,' namely the wife (or husband)."

"That's tough to take."

"Its true, don't you think?"

"I guess most of the do-gooders I know have a slogan of 'do as I say; not as I do.' I usually discount those guys. The people I most admire are those that do good, not talk about it. I've struggled with this, for all teachers always seem to fall under the judgment -- they must talk about things. We usually say 'do what I say'"

"But the doers, the substance of the Didactron itself, the heroes, the vividly displayed action, those involved with students, all deny that."

"We're special here. But even now, I'm prone to think 'do as I say, not…'"

Eating relieved the unresolved silence.

"One thing occurred to me after our last discussion. You had talked about the importance of general health in the overall intercourse system. I hate to admit it, but most of my thoughts -- let's say interests -- have been on technique … positions and such. It dawned on me that when you look at the whole event, the system as you talk about it, good health is at least several times more important than any of the techniques."

Dave smiled with the pure pleasure of a teacher seeing a student learn.

"I agree. You have to be a little careful about deciding what is most important, though."

"I know," said Burt, ignoring the caution. He was going to 'have at' his new-found knowledge. Talking helps some people learn; the spoken and heard must be consistent with what is in the mind. It must sound right; it has to fit. If not, then it can be resolved on the brain bridge that exists between serious conversationists. "I know. But when you look at it from any point of view such as freedom from colds or distracting ailments -- or from the view of strength -- or of fatness and appearance -- or stamina -- or even good recovery rate -- they are all involved. Any of these can wipe out weeks of potentially great intercourse. Even longevity -- why 10 extra years could bring a lot more pleasure -- as you've emphasized -- to both partners." Dave seemed pleased with his thoughts.

"I thought you'd probably be ready to prove all of that to me in your engineering equations." "I think I can, using health as a notion of efficiency of each person, and the probability of each…"

"Spare me," interrupted Sabinoff, laughing.

"Have you heard anything about Alternative 16?" asked Burt, retreating from his analysis. He continued:

"I heard about it in the curriculum committee meeting. The results, if a suit occurred, can cut both ways. Our curriculum work can be invaluable, proof of continual updating and attention to change, even if expensive. I thought of your program and it might cut the other way, opening places for your opponents of mutualism to attack.

"It's going to be interesting. I've got to go to class. Good to see you."

Link to Chapter 10

Perhaps you will share ideas with me
about some of the topic(s)
Email the author: RHGiles at Rural System dot com.

Last revision January, 2008.