🚀 go-pugleaf

In article <93Jan11.145434est.47766@neat.cs.toronto.edu>, tlai@cs.toronto.edu (Tony Wen Hsun Lai) writes:
>In article <C0pBLz.6M2@gpu.utcs.utoronto.ca> lamoran@gpu.utcs.utoronto.ca (L.A. Moran) writes:
>>Pete Lancashire gave us an example of a bright student who decided
>>to play basketball rather than putting all of his effort into
>>getting good grades. His school and his parents supported this
>>decision. Pete writes;
>>
>>     "I was a mentor to this summer, (est IQ over 135) didn't want
>>      to get good grades because he felt that he would not have
>>      any friends, and he did not want to be a 'nurd and geek',
>>      his words. Also he had to make a choice between basketball
>>      EVERY NIGHT of the week or homework, the school (big into
>>      sports) and his parents felt that his basketball was more
>>      important.
>[stuff deleted]
>>
>>I doubt that either the parents or the school said "to hell with
>>academics". If the student had been doing poorly I'm sure that
>>basketball would be dropped.
>
>Um, I think you missed article <1993Jan9.061912.6608@sequent.com>, where
>petel@sequent.com (Pete Lancashire) writes:
>[lots of stuff deleted]
>:His academics, he is currently getting D's and F's in math, english, and
>:history, sorry forgot to say this in the first post.

    I think the misunderstanding is plausible.   Pete said that
the kid had an IQ over 135, which implied (incorrectly) that the
kid was getting good grades.   In this case, what might have 
happened is that the teachers thought "he's not such a good student
anyway", and therefore concluded that it wasn't worth it to improve
the student's grades.   Too bad.

--
Charles Lin
clin@eng.umd.edu