Bibliographic record
Abstract
This article should be childishly simple because it is a record of my ownexperience as a boy and as a pupil during the early part of the presentcentury, with occasional indications of how that experience fitted in witheducational thought and conditions at the time.From age three to seven I was taught at home to tell the time and toplay dominoes, checkers, and a variety of card games-including euchre,cassino, thirty on the king, poker, and whist. These were obviouslyuseful accomplishments because we lived with grandparents, an aunt, andtwo uncles-all maternal. My aunt seemed to rely on me to get her offto work on time, and I was constantly in demand to make a fourth atcards, except on Sundays, when only dominoes and checkers were allowed.Another advantage was that I was well prepared for learning to readat school without having interest killed by pre-knowledge of what theschool would teach. Although the school had a kindergarten, I was notsent to it. My Anglican parents were probably aware of concern expressedin the Toronto synod in 1900 about heretical religious views of Froebel,but that would not have deterred them. Certainly it was not because kindergartenswere "progressive:" my father and mother were extremely "permissive"even if unaware of any such labels. My only recollection is thatthey saw no reason for rushing things by sending a child to be cooped upin school earlier than need be. Of course, no one in our house had r eceivedmore than an elementary education except my relatively youngaunt, who had a year or two in fifth book, but my parents set no upperlimits on the length of formal education-quite the contrary.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".