Chapter 7. Passing the Test
Author's note
: For the benefit of non-British readers, universities in the UK offer places to students based on the grades they are required to get in their 'A'-level exams, taken around the age of 18. These are normally stated as 'Three As' or 'An A and two Bs', as most students specialise in just three subjects at this level. So a student might say 'I've had an offer of three Bs from Bristol', for example. (Nowadays, A grades are much more common than they used to be, so there's the added component of 'with Merit' or 'with Distinction'). If a university really wanted a particular student, they would make an 'unconditional' offer - the place was there regardless of grades achieved. Oxford and Cambridge colleges, and some other prestigious establishments, also had their own entrance exams and interview process.
*****
My interview was scheduled for 11:15. I arrived for breakfast around eight and sat with Phoebe, who was already there, looking a little dishevelled but still, in my eyes, pretty. We kissed.
"Yolanda doesn't seem too happy this morning," I remarked, looking across at the curvy blonde.
"Yes. She told me she took two of the rugby types back to her room last night," Phoebe replied.
"Two? Wow! That's adventurous."
"Yah, but she said it didn't live up to her expectations," Phoebe replied with a smug smile on her face.
"How so?"
"She said they both fucked her, but they couldn't make her come. It was only when one of them ate her pussy that she had an orgasm, and then not a strong one. She said his moustache kept tickling her and put her off. Meanwhile, both of them came in her mouth, and she said the taste was nasty."
"Whereas mine was delicious, according to my local cum connoisseur," I smiled back at her.
"Well, 'delicious' might be taking it a bit far, but yah, I told her. And that we'd both come three times."
"What? You told her about us..."
"Of course! Just because she's pretty, she seems to think she's entitled to great sex. I wanted to show her that she was wrong about you, and probably about me too. I think she thought I was just a virgin geek. I guess she might be a little disappointed that she swapped with me last night."
I would have found the look of self-satisfaction on Phoebe's face somewhat irritating if it hadn't been put there by my success in giving her - and myself - significant sexual pleasure. I smiled back.
When she was called for her interview at ten, I pondered some more on what to say when I was called. I'd lain awake until about two AM, alternately grinning like an idiot, remembering my impromptu sexual adventure with Phoebe and then agonising about the upcoming interview. Now I applied a technique Jill had taught me - and the whole class - called 'Mind Mapping'. It was a great way of summarising your thoughts, playing the game of consequences that led to the ultimate revelation. This aspect of the problem (or solution) leads to this, leads to that - and so on. By eleven, I realised I had the makings of a coherent answer to the question "Why do you want to come to this college?"
The panel comprised two of the people I'd heard speak the night before and one or two I hadn't previously seen. There were several crusty old men, and also a couple of middle-aged women. They had name-cards in front of them but they didn't bother to introduce themselves. I scanned the panel to see who I should focus my answers on; obviously the chairman, or whoever asked a question, but I felt one of the ladies might appreciate my boyish charms and slightly rakish look.
They asked me about my background, why I'd chosen History as a subject, my interests and hobbies. Finally, they got to the question I'd been anticipating. I glanced down at my mindmap, looked the chairman in the eye and started.
"I won't insult you by quoting Santayana, but a sound understanding of history is crucial for anyone capable of shaping the future of their employer, their country or the world - even shaping themselves. It's not sufficient to
know
history. If we don't
understand
it, we can never really learn from it. Every action is that proverbial stone dropped in a pool of water; if you like, one move in a game of consequences. The ripples will go out and on to affect things that were never meant to happen, and only by having a firm grasp of not just what happened but
why
it happened and its full consequences can we hope to shape the future."
So far, the reaction seemed good. I next looked at Professor Edmonds.
"And shaping the future is what this establishment, and every other one like it, is about, isn't it? You, sir, Professor Edmonds, said last night that the college was ready to enter the 21st Century. But while
you
will shape
us
, it is
we
, the students, the next generation, who will ultimately seek to shape the century ahead of us. Right now, I'm eighteen. I currently have no clear idea of how I could best employ a History degree from Oxford. I'm hoping that, over the next three years, that will become much clearer. But I do know that whichever path I choose - politics, journalism, the civil service, the diplomatic corps, academia, teaching - I will, in some way, shape the future, if only by influencing others. That's a powerful responsibility, and one of which I'm acutely aware."
I was watching for the body language. The odd contemplative pout, the slightest nod of the head. Yes, I felt I was getting there. One of the women I'd identified earlier seemed to be looking at me with interest, so I directed my gaze toward her and continued.