Deja Vu AscendancyChapter 6: The First Couple Of Months free porn video
Saturday, November 29, 2003 to Saturday, January 31, 2004
I had planned otherwise, but I started showing my apparently increased intelligence at school much more than I'd intended. It started with the teachers seeing that I was bored. They assumed my not paying attention was because I was misbehaving and they used the time-honored tactic of challenging me to answer a question about whatever they were currently talking about. I didn't have any reason to give deliberately incorrect answers, and I was surprisingly unwilling to act dumb on purpose, so I answered their challenges correctly.
I was also correctly answering their normal questions when called upon in class, doing better homework, and there were several tests near the end of the term which I got very high scores in because it's hard not to do really well in tests when there are two of you.
When I'd first gone to school after merging and discovered that school was easier, I'd thought that I'd got smarter. Then I'd thought my academic improvement was just because there were two of me, each no smarter than before. My opinion continued to fluctuate. My current thinking is that I'm probably a bit smarter, maybe 5%, or even 10% in the good subjects, but the large improvement my teachers and classmates have noticed is mostly from my having two minds, enabling us both to work on a problem or to work on twice as many problems in the same time. Being better at school was a somewhat quantifiable, as I could estimate the reduction of my study time and my grade improvements were obvious, but it was hard to decide how much of the improvement was from an increased IQ, if any.
My grades continued to improve as I discovered new ways to take advantage of having two minds. For example, my two minds could quiz each other while we were studying, looking for something that neither of us remembered or understood well. It was very hard to hide a gap in my knowledge from myself when he was trying to catch me out. The discovered gaps gave us very good indications on what we needed to study some more or ask the teacher about.
My grades also benefited to a minor degree from the effect that the more I mastered of a subject, the easier it was for me to master the rest of that subject. But the main reason my grades improved was because I stopped holding myself back. I'd done such a poor job of hiding most of my improvement, that hiding the rest of it was pointless. I was happy to stop being cautious, as I didn't like pretending to be dumb and I particularly disliked giving deliberately incorrect answers in tests. So it didn't take long for my teachers and classmates to notice that I was doing VERY well.
My Math teacher, Mr. Barrett, held me back after class one day, "Mark, I've noticed that you are understanding the course material very easily, and that the class doesn't seem to be a challenge to you anymore. Is that right?"
"Yes sir. The material seems much easier than it used to be."
"It's not because you learned this material somewhere else?" This was Mr. Barrett's first year at our school so he might've thought I'd done extra work last year, or transferred in from another school that'd already taught the current material, or something.
"No sir. I understand it better now. I'd noticed my improvement too, and checked it by reading ahead in our textbook. I understood most of it fairly easily, for the next five chapters or so. I'm also doing better in most of my other subjects too, although Math is the one that I seem to have improved in the most."
"Okay, I've seen this happen a few times before."
My attention LEAPED up at that. I had VERY DEFINITELY decided not to tell anyone what had happened to me, but it'd be great to find out that I wasn't unique.
Mr. Barrett explained, "Sometimes the IQ of young teenagers can suddenly increase with adolescence." He smiled when he added, "Although most teenagers seem to get stupider then. Brains go through a reorganization in much the same way as your bodies do. In your case it seems to have happened to good effect."
My attention level returned to normal. His explanation was wrong - leaving out important little details like dying and having two minds - but it was still good to know because I'd be able to use it in the future. It was a pity he hadn't known of my real situation and mentioned it as a known phenomenon, as it would be great to have other people I could talk with about it.
Mr. Barrett continued, "If you're finding the material so easy next term, I'll also give you material from next year's syllabus that you can work through at your own pace, including during class time if you wish. You can't ask me questions about the new material during class as that'd be unfair to the other students, but you can talk with me outside of class and I'll give you my email address too. Okay?"
"Yes sir, thanks very much."
"No problem. It's good to see a student enjoy math."
[Mr. Barrett didn't teach the next year's material as that was high school which had separate teachers, but when the new term started and I was still so good at math, he got the notes from a 9th grade Math teacher.]
Toward the end of the term, something similar happened in some of my other classes too (not English, obviously). I think the teachers must've had a little conference about me for most of them to copy Mr. Barrett so quickly. I was given the option of doing some extra material, maybe for extra credit. I was happy to agree, both to relieve the boredom, and to push myself to find out how much more capable I was.
By the time school finished for the calendar year, my teachers and classmates had noticed that I was much smarter. I had the bruises to prove it.
^
Writing how we tried to catch each other out with gaps in our knowledge reminds me of a little incident that's worth mentioning. My minds sometimes competed with each other for the fun of it, but we had a problem rewarding the winner. The usual types of reward wouldn't work: "Loser does the winner's chores" wasn't much of an incentive. We tried letting the winner run the body for a time, but that was usually pointless as we both wanted to do the same things and we usually forgot that only one of us was supposed to be in charge.
By now we totally trusted each other with our body, and both of us moved it as automatically as you move yours. I will mention that there was one major weirdness about our situation: our body would often be doing something that I (either of my two minds) hadn't made it do. Obviously my other mind was directing the body then. We'd long since stopped being surprised by that. Sometimes the other mind would request
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