“Like a lot of gym teachers, Coach Babcock loved to torture his students. He felt he had failed as a teacher if his students didn't cry out for mercy. He often bragged that he held the school district's record for causing the most hysterical breakdowns in one afternoon. He used such classic forms of torture as weight training, wrestling, long-distance running, rope climing, wind spirits, chin-ups, and the occasional game of wet dodgeball (the wet ball was superloud when it hit a kid, and it left a huge red welt). But his favorite device of torment was so horrible, so truly evil, that it would drive most children to the brink of madness. It was the square dance.For six weeks of the school year, his students suffered through the Star Promenade, the Slip the Clutch, and the Ferris Wheel. As Babcock saw it, square dancing was the most embarrassing and uncomfortable form of dancing ever created, and a perfect way to prepare his students for the crushing heartbreak of life. Square dancing was a metaphor for like- you got swung around and just when you thought you were free, you got dragged back into the dance. He really thought he was doing the kids a favor.”

“It felt like we were reliving the first day of the school year, when students and teachers do the get-to-know-you dance—teachers tell students something about who they are, students pretend to care, and then vice-versa.”

“An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers?”

“The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.”

“It got so that when he closed his eyes, letters and words danced in his mind. He thought of little else during that time.”

“He can hum the music in his old man's quivering voice, but he prefers it in his head, where it lives on in violins and reedy winds. If he imagines it in rehearsal he can remember every step of his three-minute solo as if he had danced it only yesterday, but he knows, too, that one time, onstage in Berlin, he had not danced it as he had learned it; this much he knows but cannot recreate, could no recreate it even a moment after he had finished dancing it. While dancing he had felt blind to the stage and audience, deaf to the music. He had let his body do what it needed to do, free to expand and contract in space, to soar and spin. So, accordingly, when he tries to remember the way he danced it on stage, he cannot hear the music or feel his feet or get a sense of the audience. He is embryonic, momentarily cut off from the world around him. The three most important minutes of his life, the ones that determined his fate and future, are the three to which he cannot gain access, ever.”