I was a smart kid.
Please forgive me if this sounds like a brag, or some sad recollection of prodigious pre- adolescent talent overshadowed by adulthood mediocrity - it’s not like that.
From an early age, I knew I was a bit smarter than the other kids - but let me put this into perspective. First up, the other kids were pretty dumb… which gave me an advantage. Second, I was a streetwise city slicker kid dropped into a hic country school - where kids were often dropped off by their parents in a truck that also carried live pigs or chickens. And thirdly, I was no genius and I knew it… but as long as dumber kids were willing to call me “professor”, I was happy to let them believe I was. Bluff was a huge part of it… and is a cornerstone of what and who I am to this very day.
In the early years, school never really challenged me, and that tended to make me a bit, well, smart arsed. It’s not that I didn’t respect authority figures - I was certainly no rebel - it’s just I was able to recognise idiocy in adults from about age 10. I remember one report card that came home, and the comments my teacher wrote. “General boy continually disrupts other students, and seems to have appointed himself ‘deputy teacher’. And she was right, I had - but only because it frustrated me no end that she professed to be “teaching” us, but either had limited knowledge of the subject matter, or had no idea how to convey it. I felt it my duty to fill in the gaps, and clarify, and simplify things to the others in my class - in language they could understand. My mum was absolutely furious when she read the comment. I remember her literally gouging the words “ROT!! ( see attached note )” in dark blue biro into the parent’s comments section at the bottom of the page.
By the time I left primary school, I was generally rated as the brightest young hopeful, and great things we expected of me. Typically, a large portion of this lay in my bluffing abilities, and also my knack of finding lazy ways to get things done faster. I remember a daily maths test we had in grade 5, and the teacher had a marking system that was simple so all of the kids could swap at the end and mark each others papers. To make it exciting, she timed it - and awarded prizes to whoever finished the test first, and kept a running scoreboard on the back wall. By about the third test I noticed something… a sequence in the numbers… that I could exploit. All I had to do was figure out the start point in the test, which changed all the time - but once I knew that, all I had to do was write down the sequence of answers without actually performing the arithmetic. I kept mum about this, but by the third week of me finishing the test in 6 seconds flat, while other students were yet to complete question 1, the teacher figured something fishy was going on. I feared I would be exposed as a cheat - but to my delight, I was instead congratulated on my resourcefulness. I thought it was obvious - I simply couldn’t believe no-one else had figured it out.
I would have run ins and get off side with several other teachers, and tell them in plain, honest language that I simply thought they weren’t up to the job. But among them were a small minority… a handful of sharp, funny, gentle people - who saw something and were able to bring out the best in me. These people probably influenced me more than they know, and I still remember them with some fondness. In my first year of High School I was put in all the “A” level classes, and set on a path heavy in science and mathematics. These things certainly interested me - they always had, and I greeted this with much anticipation.
In year eight I was put in Mrs Dridan’s maths class, with all the other “brainy” kids. This was a major change for someone who was used to blitzing simple farm kids in maths games of “bang pop”. Suddenly there were people who were significantly smarter than me… and I had trouble adjusting. Despite this, I still managed good grades for the first two terms - after which we were given a new teacher - Mr Jenkins.
While Mrs Dridans’s style was supportive, encouraging, and non-preferential, Jenkins’ was selective, destructive and divisive. He had a ready made “boys club”, being the local footy umpire and having several junior players in his class. They would never get poor grades, could joke and muck around without getting any strife, and generally cruise the whole maths year. Jenkins also thought it was good form to teach his four favourite students, and let them set the pace for the rest of us. They would streak off ahead, quickly grasping concepts and methods that became increasingly beyond the rest of the class - me included. Just to help me that little extra, in the last term Jenkins began singling me out for ridicule - regularly making an example of me when I volunteered an incorrect answer. This soon stopped me even trying, but this seemed to fill him with even more glee as he repeatedly picked me at random to attempt the most difficult questions. Very occasionally, I’d surprise him and get it right, but more often than not, I choked.
I was lucky enough to get Jenkins for year nine, and by the second term mum and dad were starting to get concerned at my falling grades. I pulled a C+ and scraped through, but in the last term the best I could manage was a D. They called in a maths tutor as I was falling behind, but while he was a reasonable mathematician and teacher, his tendency to down half a bottle of Scotch before turning up soon raised my parent’s ire. When I was dudded again in year 10, and put in Jenkin’s class, they decided enough was enough. Mum let fly at him at a parent teacher night after he remarked that I appeared to be “in the early stages of giving up”. She knew that it was starting to effect my other subjects, as my confidence in myself went into a nosedive. I started to believe I was, well, just dumb.
So meetings were called, and co-ordinators consulted, and plans made. Jenkins gave an assurance that he would do his utmost to help arrest my flagging grades, even offering after school time in a special coaching class. So it seemed maybe I had dropped the ball, and maybe I did need to work harder - maybe I just misunderstood him and all he was trying to do was help me.
So you can imagine my utter amazement when, on the first day of term 2 in year 10, he let fly at me 5 minutes into the lesson with a vicious and personal verbal assault. At first it seemed completely unprovoked - and I am convinced I actually went part way into shock. But then I thought about the meetings, and how perhaps someone had given him some sort of warning about his methods in the light of an official complaint. And now he was going to make my life hell for it.
This went on for another 6 months - and eventually I started not turning up, since copping a truancy rap was preferable to sitting through more of Jenkins’ vitriol. I failed maths miserably for the year, and also Physics due to the frighteningly similar teaching style of one Mr. Watkins. I just scraped through Chem - but only because my smart arse sense of humour and “creative” style of writing reports amused my dry-witted teacher, Mrs Tregowan.
I finally managed to shake Jenkins in year 11, but despite several interesting subjects and a personable new maths teacher, by then the rot had well and truly set in. All I wanted to do was leave, now utterly convinced I was too stupid and inept to ever go to University. I set my heart instead on getting out, and getting an apprenticeship - and my independence. I followed this plan, but my fear of maths and my confidence in my ability took several years to recover. Having not been nurtured in those formative years, I knew I would never catch up.
Years later I decided I had to exorcise the Maths demon - and set about a vague plan to enroll at uni. I took a night class exclusively in technical maths, and to my amazement found I was doing OK at it. By the end of the 20 weeks I was starting to believe that maybe I could do this - so I took the plunge and did the entrance exam. I cruised it, and before I knew what was happening to me, I was a full time student.
That piece of paper got me my first “grown up” job, helped along in a major way by an old school buddy. Funnily enough, Shane also had Jenkins as a maths teacher, but being a good footballer he was always one of the “chosen ones” who never failed. We’d talk about Jenkins from time to time, but I’d bite my tongue since Shane had that “sportsground respect” thing for him. My job was at times maths heavy, and sometimes I would struggle - but I would eventually figure things out. In the back of my mind though, I wondered how much better at it I could have been. I was still angry for the years of my life he crushed my confidence - even after he was no longer in it.
One day Shane came in to work, and looked very downcast. I asked him what was up, and he said hadn’t I heard about Jenkins? And it turned out that he set up a business in the country town I grew up in that went bust, so he became a local politician but didn’t get elected. The night of the election defeat, Jenkins went home, grabbed a beer from his fridge, and wandered out to his poolroom. There he set up the balls as if he was going to have a practice game, then opened the case on the wall and removed the 12 gauge shotgun. He sat on one of the barstools, inserted two fresh rounds, put the muzzle in his mouth, and pulled the trigger.
His family was devastated, his two teenage boys now fatherless and his wife left a widow. They say when the cops came to do the investigation, Jenkins had left a note. No-one really knows what it said, but the cops asked about the pool table. It was obvious Jenkins had set up the game, but something was missing. The cops asked a distraught Mrs Jenkins if the table had never had a black ball, and she answered that of course the table had a black ball - it always had. The cops scoured the property for 2 days, and never found it.
No-one ever did.
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