it was inequality that made school laborious for some (me, for example), and almost a game for others (Pietro, for example); on the other hand, inequality or not, one had to study, and do well, in fact very well—I was proud of my journey, of the intelligence I had demonstrated, and I refused to believe that my labor had been in vain, if in certain ways obtuse. And yet, for obscure reasons, with Pietro I gave expression only to the injustice of inequality. I said to him: You act as if all your students were the same, but it’s not like that, it’s a form of sadism to insist on the same results
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