To prove that one really understands what he learns, he must he able to
apply the principles. Hence we demonstrate our knowledge of subjects we
have studied by using language appropriate to them.
The science teacher, DISCOVERING his students, exerts KINETIC ENERGY
trying to learn the classes' POTENTIAL ENERGIES. He usually overcomes the
MENTAL INERTIA, starts CEREBRAL ACCELERATION and thus begins the ACTION
and REACTION. The teacher's EAR DRUM is VIBRATED by what he expects to be
an answer, but is a related question. This DISPLAY contradicts the LAW OF
MACHINES (work input equals work output disregarding friction) because
there was no OUTPUT and excessive FRICTION. The teacher's EFFORT isn't
great enough to overcome the RESISTANCE, and his preconceived PRINCIPLES
which he thought a MECHANICAL ADVANTAGE become a MENTAL DISADVANTAGE. Now
with teacher and students confused, one questions who is the WHEEL and who
is the AXLE? SURVIVAL OF THE FITTEST is now at hand and due to the
teacher's TROPISM to SPONTANEOUSLY accommodating students with the SYMBOL
of OXYGEN, the BALANCE OF NATURE remains.
The history department CAMPAIGNING to promote FRIENDLY RELATIONS between
teacher and students welcomes information and questions by the latter.
STRATEGIC students therefore CAPITALIZE on this PROVISION and ask
questions when the teacher is staging a SNEAK ATTACK of INVESTIGATING
homework. Through the ALLIED efforts of the students, the question is usually
an involved one and the teacher wishes to REFUSE TO ANSWER ON THE GROUNDS
THAT IT MIGHT INCRIMINATE HIM, but unavoidably begins to FILIBUSTER.
ORATION completed, an UNCIVIL WAR of opinions begins. The teacher
ARBITRATES the discussion in a DEMOCRATIC fashion following PARLIAMENTARY
PROCEDURE. Pros and cons expressed, he begins to show the
CONSTITUTIONALITY of each statement as the bell rings. The students CEASE
FIRE as it is against UNION REGULATIONS to think at the sound of the bell.
The PROBLEM of the math department is to DISPROVE THE AXIOM that math is
a subject for SQUARES. Thus a TRIANGLE is CONSTRUCTED of an enthusiastic
teacher, students with no INTEREST and a coming regents exam. The type of
TRIANGLE VARIES DIRECTLY according to the DEGREE of influence of the
ANGLES. Thus we begin with an OBTUSE TRIANGLE, the teacher the OBTUSE
ANGLE trying to convince his students that math is a prime FACTOR of life.
CONVERSELY the students feel that it is THE SHORTEST DISTANCE BETWEEN TWO
POINTS, life and death. The regents, the smallest of the angles, serves as
MEDIAN between these two ideas. The student's POWER of REASONING alters
the LEGS of the triangle to a RIGHT TRIANGLE as he's REDUCED the teacher's
influence to LOWER TERMS, resulting in a SCALENE TRIANGLE because the
teacher can CALCULATE no PRINCIPLE to CHECK or PARALLEL that of the
students. At this point EUCLID has CIRCUMSCRIBED his grave and the teacher
seeking a ROOT to a SERIES of ideas to uphold the noble field of
mathematics, by slow PROGRESSION, EXPANDS his persuasiveness and the
triangle becomes EQUIANGULAR as students, teacher and regents have