By Brian George
3
The 12-step curriculum of the wormhole; only two lines
could be saved from the Mahabharata
Hi Lance,
You wrote, “I just realized that George's writing parallels the layers of dreams I just saw in the movie 'Inception.’ There's a time-release / time-differential thing going on where some parts you get immediately and some just 'pop' in when you're not even thinking about it.”
It amazes me how moments of great significance can pass almost unnoticed at the time, and yet something has been seeded and set in motion in such a way that it will later smash and then rearrange your world. I, very luckily, became aware of this early on, and ever since have been reluctant to describe any potential teaching moment as being either a “positive” or a “negative” experience, until—at a minimum—several years have gone by.
When I was a senior at Doherty Memorial High School in Worcester, Massachusetts, I had a “Cultural and Intellectual History of Europe” teacher called Samuel Sleeper. He was gruff but not especially loveable—a classic professorial type, with a tweed jacket and Meerschaum pipe, brilliant but absent minded and more than a bit disgruntled, since he was teaching at a high school and not a college. He seemed to forever be picking some piece of mucus or tobacco off of his lip.
His eyes fixed on a point known only to himself, words almost but not quite exiting from his mouth, his hand half-raised in some archaic gesture, Mr. Sleeper would drift through the corridors of our shopping-mall-style school—as though drawn by the field of a Nietzschean magnet, as though each door were the cover of one of the Great Books. At times, he would sense some strange disturbance in the field, as when, for example, a student might flag him down to ask a question about homework. He would pause, annoyed, as his eyes refocused on the third dimension, before answering a question that the student did not ask.