Light green background: Reader comments | Blue background: My response
From: fredsmithlikestowatch
I'm just re-reading this excellent series (again) and noticed the changes in Exported Rebellion about schools and exams. Thanks.
From: inher
On Chapter 21.
To tell the truth I'm only about halfway through the story, but I just had to say something. I am a huge fan of the NIS genre. But as a former teacher and the son of a teacher, I think I know something about teachers and the way the system(school) works.
I don't know where you are but no matter where in the world you are that strange sound you heard the other day was me screaming yes!!!!!!!!!!!!!!!!!!!!!!
There are a few things about the "Program" that bug the hell out of me. First and foremost is the teachers just fade into the background and instead of sex in the back seat it's sex in the front of the class.
Once I got over the shock of trying to read your phonetic Cockney, I loved the idea that that the teacher was actually using the NIS students as REAL teaching tools. In a society which has reached the point that they are actually teaching sex, it would be logically inevitable that a teacher would boys and girls performing oral sex on boys, and on girls. I could even see mandating anal sex--penis with the boys and a strap on with the girls.
Instead of "partners" "relieving" each other or volunteers. In a teaching system the teacher would ensure that every student is CALLED UPON to perform on each sex at LEAST once in their class. Possibly even blindfolding the person receiving sex and having them grade the person performing on them. Passing the class would not only involve enduring a week unclothed but receiving a favorable recommendation from the students that they satisfy anonymously.
Again many thanks, good work, and thank you
el Viejo verde
Thanks for the comments. For most of my career, I was a teacher (univ level though). Back a ways, in the armed forces, I taught at a service school and my "effectiveness rating" (student evaluations of my teaching) was about 3.87 out of 4.00 and I was designated as a "Master Instructor." Teachers MUST TEACH their subjects. I've been a firm believer of the Chinese proverb, Wén ér wàng zhī; jiàn ér jì zhī; xíng ér zhīzhī: I listen and I forget, I see and I remember, I do and I understand. I always used this maxim in teaching, and it looks like it found its way into my story.
I like the sig, dirty old man...
From: rustencel
On Chapter 9.
Love the story, but that Cockney accent being litterally type out how its spoken is really hard to read and way way way way way way way over used. Hopefully this is the only chapter its in cause it is really taking away from the story big time for me. Went from a solid 9.5 to a 6 for me rating wise if rated on this chapter alone.
Sorry you feel that way. I try for realism in both plot and character--but did you not see this note in Ch 9?
[Dialect Note: Hear them down in Soho Square, dropping haitches everywhere... As in the musical “My Fair Lady,” I chose to highlight the wonderful variety of British dialects in this story of Tom and Lynette. But two particular dialects, Cockney and Brum, are quite difficult to render in writing and therefore to understand—as they are, too, in actual speech for the ear unfamiliar with these colorful dialects. So to help you understand the conversation between Tom and Lynette and the British pupils in this chapter, dialect “translations” of Liz’ and Jess’ dialog may be found at the end of this chapter.] [Note: since moved to the immediately following paragraph.]
And did you not see the "translated" version of the dialog at the end of the chapter?
I wonder how you react to movies where the characters speak with heavy accents. Anyway, I appreciate that you're enjoying the story and hope you'll still rate it highly.