(Janice, enough! You had ample opportunity to ask me about any and all of this, and would have received a more honest answer than the one generated by your suppositions. We may be siblings, but you cannot see into or through my mind. You have gotten it half right—which means you have gotten it all wrong. I did seek to educate my students first and foremost. This did require a varied and wide approach, primarily because few existing texts interwove the complexity of historical issues with a thorough cross-disciplinary approach. Why do you think I had to create that “document” on my wall back at the Institute in the first place? So I taught them, and taught them well. The subtext of my teaching—yes, there was a subtext, I admit it—had nothing to do with hoping my students would replicate my work. The only true way any of them could replicate my work would be to follow me underground, and, as you well know, I made that mistake only once.

(No. What you fail to see are the truly diabolical intentions behind my approach. You underestimate me. Validation? Hardly. Three hundred students could validate my findings and still not a soul would believe them, or me. No, my plan concerned additional research. With plucking the half-formed thoughts like plums. With growing another thirty or forty brains and limbs each semester, to become this multi-spined creature that might, in its flailing, lurching way, accomplish more than a single, if singular, scholar, ever could. Each text I made them read, every essay question answered, every research paper written, corresponded to a section of the grid in the incomplete map of my knowledge. They taught me in many cases. They didn’t have the scars I had, or the foreknowledge; they were unblinkered, unfettered by my peculiar brand of orthodoxy. I used to watch them, heads bowed, heavy with knowledge, working on the latest test, each swirling loop of letter from their pens on paper signifying a kind of progress—this permutation, that permutation, forever tried, discarded, yielding nothing, and yet valuable for that fact alone. Discount this, and you can begin testing that. Sabon was part of it at first, certainly—she bought into it, and may even have understood what I was doing.

(When one puzzle piece—and a semester of thirty students might fill in a single puzzle piece, at best—had been locked into position, we would move on to the next. A careful observer might have noticed that my curriculum began to resemble cheesecloth. Much of it was useless, much of it redundant, much of it insanely boring and obscured by lazy or talentless students. But they did receive a relatively full education from me. And keep in mind that I was not their only teacher.