I’d never felt the slightest vocation for teaching—and my fifteen years as a teacher had only confirmed that initial lack of vocation. What little private tutoring I’d done, to raise my standard of living, soon convinced me that the transmission of knowledge was generally impossible, the variance of intelligence extreme, and that nothing could undo or even mitigate this basic inequality. Worse, maybe, I didn’t like young people and never had, even when I might have been numbered among them. Being young implied, it seemed to me, a certain enthusiasm for life, or else a certain defiance,
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