[GalFisk] A through F

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[GalFisk] A through F

Postby GalFisk » Tue Jul 03, 2018 11:29 am

Because of Shakespeare, he could not get the candy. He tried and tried, but failed and failed.
Because of Shakespeare, he devised a cunning plan to get the candy.
Everything backfired, but he got the candy - briefly.

FSEI. I'm not sure how well-known these stories are.
They were written by a UK author, but got extremely popular in Norway due to brilliant translation/localization work.
No googling.
Last edited by GalFisk on Wed Aug 22, 2018 5:54 am, edited 1 time in total.
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Re: [GalFisk] A through F

Postby invisiblemimsy » Tue Jul 03, 2018 12:53 pm

He = HAM, HCM? Currently alive or dead?
Shakespeare = HAM, William Shakespeare, who wrote all the plays?
Did this, or could this, happen in real life?
Was a game involved? A theft?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Jul 03, 2018 2:17 pm

He = HAM, HCM? A teenage boy, age 13-14. Currently alive or dead? He's a character in a story that I based the puzzle on. But he's alive in the story.
Shakespeare = HAM, William Shakespeare, who wrote all the plays? Yes.
Did this, or could this, happen in real life? It could.
Was a game involved? A theft? No to both.
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Re: [GalFisk] A through F

Postby invisiblemimsy » Tue Jul 03, 2018 2:35 pm

Did he try to get the candy using an idea or plot device he got from one (or more) of Shakespeare's plays? Was a stage production, film, or book of the play involved?

When you say he got the candy - did he get it but then lose it again?

Is it relevant exactly how he got the candy, and how he lost it?

Was the boy from the same era as Shakespeare, in modern times, or somewhen else?

Was anyone else involved?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Jul 03, 2018 3:29 pm

Did he try to get the candy using an idea or plot device he got from one (or more) of Shakespeare's plays? Yes - when several previous attempts had failed. Was a stage production, film, or book of the play involved? A script, but irr.

When you say he got the candy - did he get it but then lose it again? Yes.

Is it relevant exactly how he got the candy, and how he lost it? Yes.

Was the boy from the same era as Shakespeare, in modern times, or somewhen else? Modern times, but not that relevant.

Was anyone else involved? Yes.
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Re: [GalFisk] A through F

Postby irishelk » Thu Jul 05, 2018 1:48 pm

He both could not get the candy and devised a plan to get the candy because of Shakespeare--is it the same idea from Shakespeare in both instances? Is it two different ideas from Shakespeare? Is he aware of the Shakespearean influence?

Is he trying to buy the candy? Steal it? Trick someone out of it? From a store? From a friend? From a parent?

Does he pretend to be someone else? Does her fake an injury or death? Does he use a play on words? Does he use a Shakespeare quote?
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Re: [GalFisk] A through F

Postby GalFisk » Thu Jul 05, 2018 3:41 pm

He both could not get the candy and devised a plan to get the candy because of Shakespeare--is it the same idea from Shakespeare in both instances? Noish. Is it two different ideas from Shakespeare? Only the plan is based on an idea from Shakespeare. Not getting the candy has another connection. Is he aware of the Shakespearean influence? Yes.

Is he trying to buy the candy? Steal it? Trick someone out of it? From a store? From a friend? From a parent? No to all.

Does he pretend to be someone else? No. Does her fake an injury or death? No, but explore. Does he use a play on words? Does he use a Shakespeare quote? No to both.
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 08, 2018 4:13 pm

Hint: this happens at a boarding school. Harry Potter is not relevant.
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Re: [GalFisk] A through F

Postby jumpingjacks » Sat Aug 11, 2018 6:51 pm

Is the candy a prize? A reward?
The Shakespearean connections (cause of non-candy-getting and root of cunning plan): are they both from the same play?
When he briefly has the candy, does he get to taste it? Is it relevant to know what sort of candy it is?
How does he lose the candy - does someone take it from him? steal it from him? does he drop it? lose it? is he forced to give it to someone else? does another student at the school come into possession of it? a teacher? another person?
Is disguise relevant at all?
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Re: [GalFisk] A through F

Postby Earnest » Sun Aug 12, 2018 8:28 am

He could not get them = he could not reach them?
First connection = based on a Shakespeare's book on the shleves (I mean the book was for instance a physical impediment)? A shakespeare's play in theater to which he took part? A shakespeare's statue/painting?
Were there physical impediments that prevented him from taking the candy (height, glass, the candies were hidden, a lock, others?)? Did someone else adopt a plan based on a Shakespeares' play to impeed him to take the candy so that he was forced to elaborate a plan, which was the same thought by the charachter in the play in order to overcome the plan of the first (a little bit convoluted...hope it is clear)

Is it allowed the list of Shakespeare's plays? If not: is it Macbeth? Was a candy directly involved in the Shakespeare's play? Poison relevant (poisoned food in the play)?
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Re: [GalFisk] A through F

Postby GalFisk » Mon Aug 13, 2018 5:06 pm

Is the candy a prize? A reward? No to both.
The Shakespearean connections (cause of non-candy-getting and root of cunning plan): are they both from the same play? Yes.
When he briefly has the candy, does he get to taste it? No, but irr. Is it relevant to know what sort of candy it is? Noish.
How does he lose the candy - does someone take it from him? Yesish. steal it from him? does he drop it? lose it? is he forced to give it to someone else? does another student at the school come into possession of it? a teacher? This. another person?
Is disguise relevant at all? No.


He could not get them = he could not reach them? He could not go to where they were.
First connection = based on a Shakespeare's book on the shleves (I mean the book was for instance a physical impediment)? No. A shakespeare's play in theater to which he took part? A shakespeare's statue/painting? No to all.
Were there physical impediments that prevented him from taking the candy (height, glass, the candies were hidden, a lock, others?)? No. Did someone else adopt a plan based on a Shakespeares' play to impeed him to take the candy so that he was forced to elaborate a plan, which was the same thought by the charachter in the play in order to overcome the plan of the first (a little bit convoluted...hope it is clear) Those who impeded him were not inspired by Shakespeare.

Is it allowed the list of Shakespeare's plays? If not: is it Macbeth? Yes. Was a candy directly involved in the Shakespeare's play? Poison relevant (poisoned food in the play)? No to both.
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Re: [GalFisk] A through F

Postby jumpingjacks » Tue Aug 14, 2018 1:13 am

Does he goad someone into getting the candy for him?
A teacher took the candy from him - would it be accurate to say it was confiscated? Was he not supposed to have the candy?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Aug 14, 2018 6:12 am

Does he goad someone into getting the candy for him? No.
A teacher took the candy from him - would it be accurate to say it was confiscated? Yes. Was he not supposed to have the candy? Not at the time and in the place where he wanted.
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Re: [GalFisk] A through F

Postby Earnest » Tue Aug 14, 2018 9:31 am

So, sorry for needing a recap but it could be useful: a) he could not get the candy because of something inspired by Shakespeare's Macbeth.
b) he elaborated a plan based on Macbeth to get them?

Not remember every plan of Macbeth and I'm confusing it with Amlet...Macbeth plans: get someone drunk? Smear the blood on someone else to make he/she guilty? Killing Duncan relevant?

He could not go to where they were but no physical impediments were present right? Was him not allowed to go where they were? Was there someone guarding the candies? Or simply he was able to get them but knew that he could not and someone would have discover it? Were there rules impeding him to get the candies? Did he let someone else get the candies?

He failed and failed = he attempted several times? If so time from one and the other attempt: seconds? Hours? Days?

To be sure: did he kmow where they were? Did he know how to reach them? Can he see them?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Aug 14, 2018 11:22 am

So, sorry for needing a recap but it could be useful: a) he could not get the candy because of something inspired by Shakespeare's Macbeth.
b) he elaborated a plan based on Macbeth to get them?
Correct. Though "inspired" may be the wrong word for a).

Not remember every plan of Macbeth and I'm confusing it with Amlet...Macbeth plans: get someone drunk? Smear the blood on someone else to make he/she guilty? Killing Duncan relevant? No to all.

He could not go to where they were but no physical impediments were present right? Correct. Was him not allowed to go where they were? Correct. Was there someone guarding the candies? No, but explore. Or simply he was able to get them but knew that he could not and someone would have discover it? He feared that he would be discovered. Were there rules impeding him to get the candies? Yes. Did he let someone else get the candies? No. He wanted to get them in order to share them though.

He failed and failed = he attempted several times? Yes. If so time from one and the other attempt: seconds? Hours? Days? All attempts were made within an hour or two.

To be sure: did he kmow where they were? Yes. Did he know how to reach them? If he could get there without being discovered, yes. Can he see them? No, not until he gets there.
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Re: [GalFisk] A through F

Postby Earnest » Tue Aug 14, 2018 12:35 pm

Were there cameras? Alarms (hope it is clear)? Soldiers hiding themselves with the branches (forest that moves...)?

Were the rules inspired by Mcbeth? Took the name of a Macbeth's charachter? Ghosts relevant? Witches?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Aug 14, 2018 1:39 pm

Were there cameras? Alarms (hope it is clear)? Soldiers hiding themselves with the branches (forest that moves...)? No to all.

Were the rules inspired by Mcbeth? Took the name of a Macbeth's charachter? Ghosts relevant? Witches? No to all.
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Re: [GalFisk] A through F

Postby jumpingjacks » Tue Aug 14, 2018 1:51 pm

So the candies were in a place he was not allowed to go to, right? Were other people allowed to go to this place? teachers? other students?
Did his plan to get the candies take place at night? While others were asleep? Did he pretend to be sleepwalking?
Is this an all-boys boarding school? Relevant? Dorm rooms relevant? Were the candies in another dorm perhaps?
When he failed again and again - does this mean that he was discovered each time? Or just that he did not get the candies, but was not caught in the attempt?
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Re: [GalFisk] A through F

Postby Earnest » Tue Aug 14, 2018 2:10 pm

He tried and tried, but failed and failed = he was seen? People was passing? A ticket was needed to access to the place where the candies were served?

Was the amount of candies diminishing in time because someone was eating them?

Relevant which kind of candy he wanted to reach (e.g. ice cream, a cake...)? He was not allowed = he was not allowed temporarely (e.g. he was among the last ones in a row at the canteen and could not jump the line? In which case my question is: was him interested in a particular kind of candy?) or he was not allowed as a general rule (e.g. students has right to candies just in specific time spans or "just some kind of students, for instance those of the nth year, has right to the candies"...) ? Was there a buffet? Were the candies for people having taken part of Macbeth's representation in order to celebrate the success of their performance? Were the candies for just a category of students (e.g. students of a sport team; students of the school choir/orchestra/band...?)? If so, did he fake to be one of them?

Were the candies in a room? In a canteen? In a public place?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Aug 14, 2018 3:15 pm

So the candies were in a place he was not allowed to go to, right? Correct - at the time of the puzzle. Were other people allowed to go to this place? Yes, but irr. teachers? Yes. other students? No (at the time of the puzzle).
Did his plan to get the candies take place at night? Evening. While others were asleep? Part of it. Did he pretend to be sleepwalking? Yes!
Is this an all-boys boarding school? Yes. Relevant? Not really. Dorm rooms relevant? Yes. Were the candies in another dorm perhaps? No.
When he failed again and again - does this mean that he was discovered each time? Yes. Or just that he did not get the candies, but was not caught in the attempt? He failed to reach the place with the candy, until his last attempt.



He tried and tried, but failed and failed = he was seen? Yes. People was passing? Yes. A ticket was needed to access to the place where the candies were served? No, but he needed either permission or not being seen.

Was the amount of candies diminishing in time because someone was eating them? No.

Relevant which kind of candy he wanted to reach (e.g. ice cream, a cake...)? It was hard candy. He was not allowed = he was not allowed temporarely (e.g. he was among the last ones in a row at the canteen and could not jump the line? Correct - he was temporarily not allowed. But not like your example. In which case my question is: was him interested in a particular kind of candy?) He wanted a particular box. or he was not allowed as a general rule (e.g. students has right to candies just in specific time spans or "just some kind of students, for instance those of the nth year, has right to the candies"...) ? No student was allowed to go to the place where the candy was in the evening. Was there a buffet? No. Were the candies for people having taken part of Macbeth's representation in order to celebrate the success of their performance? No. Were the candies for just a category of students (e.g. students of a sport team; students of the school choir/orchestra/band...?)? No. If so, did he fake to be one of them? No.

Were the candies in a room? Yes, but... In a canteen? No. In a public place? No, but...
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Re: [GalFisk] A through F

Postby jumpingjacks » Tue Aug 14, 2018 4:16 pm

Is there something relevant about the particular box other than the candy it contained? Does he have another reason for wanting the candies other than that they taste good and he wants to share them?
So when he "sleepwalked", was he seen? By students? By teachers? Was his sleepwalking act believed? Was it believed at first, and then revealed to be fake later? Was anyone else in cahoots with him? Or was this a solo plan?
When the candies were confiscated by the teacher, was he in the forbidden place?
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Re: [GalFisk] A through F

Postby GalFisk » Tue Aug 14, 2018 7:07 pm

Is there something relevant about the particular box other than the candy it contained? No. Does he have another reason for wanting the candies other than that they taste good and he wants to share them? He promised his roomates.
So when he "sleepwalked", was he seen? Yes. By students? Only his roomates. By teachers? Yes. Was his sleepwalking act believed? Yope. Was it believed at first, and then revealed to be fake later? Sort of. Was anyone else in cahoots with him? Or was this a solo plan? He and his roomates came up with it, but he acted alone.
When the candies were confiscated by the teacher, was he in the forbidden place? No.
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Re: [GalFisk] A through F

Postby Earnest » Tue Aug 14, 2018 7:35 pm

Did he sleepwalk with open eyes? Did teacher try to stop him? Did he know to be seen by teachers? Did he say something while sleepwalking? If so is there that Macbeth became relevant?
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Re: [GalFisk] A through F

Postby jumpingjacks » Tue Aug 14, 2018 10:38 pm

They were temporarily not allowed... does this mean that they would have been allowed to have the candy eventually? Was it being saved for a special occasion? Perhaps the teachers were stocking up for the school's Christmas feast, for example? But the boys wanted to have the candy now?
Was the box of candy in a staff room or similar sort of area? Storage space?

Yope to his sleepwalking act being believed - did some teachers believe it, and some not? Did they fear to wake him? Did they see him "sleeptake" the candies?
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 15, 2018 4:32 am

Did he sleepwalk with open eyes? Yes. Did teacher try to stop him? No, because... Did he know to be seen by teachers? He knew he might be seen, and had a backup plan for that eventuality. Did he say something while sleepwalking? Yes. If so is there that Macbeth became relevant? The sleepwalking plan was inspired by Macbeth.


They were temporarily not allowed... does this mean that they would have been allowed to have the candy eventually? Yes. Was it being saved for a special occasion? No. Perhaps the teachers were stocking up for the school's Christmas feast, for example? No. But the boys wanted to have the candy now? Yes.
Was the box of candy in a staff room or similar sort of area? No. Storage space? Yes.

Yope to his sleepwalking act being believed - did some teachers believe it, and some not? Correct. Did they fear to wake him? Yes. Did they see him "sleeptake" the candies? No, he didn't do this.
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Re: [GalFisk] A through F

Postby Earnest » Wed Aug 15, 2018 10:05 am

Did he ask the teacher to take the candies? To someone else? Did he fake to eat candies? To have already taken candies ? Did he say something about the candies? Did he "distract" the teacher while someone else took the candies?

Did he fake to faint (so that teachers believe he needed sugars to wake)?
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 15, 2018 10:51 am

Did he ask the teacher to take the candies? Thisish was plan A - he asked if the teacher wanted a candy, hoping the teacher would say yes and give him an excuse to go get them. The teacher said no. To someone else? No. Did he fake to eat candies? No. To have already taken candies ? No. Did he say something about the candies? Yes, during plan A. Did he "distract" the teacher while someone else took the candies? Plan C was to have someone else distract the teacher while he went to get the candy. It failed too. How it failed may be worth exploring.

Did he fake to faint (so that teachers believe he needed sugars to wake)? No.
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Re: [GalFisk] A through F

Postby jumpingjacks » Wed Aug 15, 2018 11:58 am

When you say "Plan A", "Plan B", "Plan C", do you mean his attempts prior to the sleepwalking plan? Do we need to discover the details of all his prior plans? Were there just three? So sleepwalking was Plan D?
Are the boys ill, by any chance? Is this why they are temporarily banned from the candies? This doesn't have a Shakespeare connection though... hmm. Is English Literature class relevant? Are they studying the play for class? Does anyone, at any point, put on a performance of Macbeth?
When the teachers saw him sleepwalking, did they suspect he was trying to get the candies? (maybe some of them suspect but some don't?) Since they fear to wake him, do they set up a trap to test whether or not his sleepwalking is genuine?
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 15, 2018 12:53 pm

When you say "Plan A", "Plan B", "Plan C", do you mean his attempts prior to the sleepwalking plan? Yes. Do we need to discover the details of all his prior plans? No. Were there just three? So sleepwalking was Plan D? Yes.
Are the boys ill, by any chance? No. Is this why they are temporarily banned from the candies? No. This doesn't have a Shakespeare connection though... hmm. Is English Literature class relevant? Yes. Are they studying the play for class? Yes. Does anyone, at any point, put on a performance of Macbeth? No.
When the teachers saw him sleepwalking, did they suspect he was trying to get the candies? No. (maybe some of them suspect but some don't?) Since they fear to wake him, do they set up a trap to test whether or not his sleepwalking is genuine? Yope, explore.
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Re: [GalFisk] A through F

Postby jumpingjacks » Wed Aug 15, 2018 2:57 pm

They yopely set a trap for him... perhaps the 'trap' was unintentional on their part? Does he give himself away? Do the teachers say something that makes him react? makes him laugh? shocks him? worries him? upsets him? Does a teacher mention Macbeth? Lady Macbeth? Does anyone relevantly touch him?

Is a Macbeth assignment relevant? exam? homework? Are his grades relevant?
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 15, 2018 4:04 pm

They yopely set a trap for him... perhaps the 'trap' was unintentional on their part? No, they intentionally set something that wasn't really a trap, but explore. Does he give himself away? No. Do the teachers say something that makes him react? Yes. makes him laugh? shocks him? worries him? upsets him? No to all. Does a teacher mention Macbeth? Lady Macbeth? Yes, but not that relevant. Does anyone relevantly touch him? No.

Is a Macbeth assignment relevant? Yes. exam? homework? This - but explore how homework works in this school. Are his grades relevant? No.
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Re: [GalFisk] A through F

Postby Earnest » Wed Aug 15, 2018 4:55 pm

Since ge was so good in doing Macbethian plans did teacher tell one to the other that he/she would have anticipated the exam? Made an oral exam to him? Was him supposed to know something relevant about Macbeth?
Something like "since he knows macbeth also while sleeping he must be good at it for sure..."
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Re: [GalFisk] A through F

Postby jumpingjacks » Wed Aug 15, 2018 7:33 pm

explore how homework works in this school


I will! So when I think of 'homework', I'm imagining the following -- a teacher sets an assignment, students complete it, students hand it in before the deadline, the teacher marks it, and finally returns it to them with a grade. Does the process differ in this school? If so, which stage of the homework process is worthy of further exploration -- the way the teachers set the assignment? The deadline? The way students complete their homework? Individually? In pairs? In groups? The way students hand in their homework? The way it is marked? The way grades are decided? The way it is returned? Does a student's grade determine something else? Whether or not they get candy, for instance?
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Re: [GalFisk] A through F

Postby GalFisk » Thu Aug 16, 2018 7:35 am

Since ge was so good in doing Macbethian plans did teacher tell one to the other that he/she would have anticipated the exam? Made an oral exam to him? There was no exam, sorry if that was unclear Was him supposed to know something relevant about Macbeth? No.
Something like "since he knows macbeth also while sleeping he must be good at it for sure..." No.


explore how homework works in this school

I will! So when I think of 'homework', I'm imagining the following -- a teacher sets an assignment, students complete it, students hand it in before the deadline, the teacher marks it, and finally returns it to them with a grade. Does the process differ in this school? Not those details, no. If so, which stage of the homework process is worthy of further exploration -- the way the teachers set the assignment? The deadline? The way students complete their homework? Explore this. Individually? In pairs? In groups? Irr. The way students hand in their homework? The way it is marked? The way grades are decided? The way it is returned? Does a student's grade determine something else? Whether or not they get candy, for instance? No/irr to all.
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Re: [GalFisk] A through F

Postby Earnest » Thu Aug 16, 2018 8:03 am

Were the students supposed to do researches? To personify the characters? To make each one a different research about a specific charachter? To analyze specific parts of the book (so that, for instance, they answer to tried to replicate scenes of the play to which they knew he was not prepared)? Did he pretend to personify Macbeth?
Did what they set up pander the fact that he was adopting a Macbethian plan? (e.g. they call someone, for instance a pretty girl, playing the role of Macbeth lover, to wake him up)

Was the teacher's main aim to unmask him?

In sleepwalking did he always repeat the same words? Can we assume he would have been unmasked once he answer back/ react to what the teachers set up? Did the teacher say something relevant? About the candies?
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Re: [GalFisk] A through F

Postby GalFisk » Thu Aug 16, 2018 9:39 am

Were the students supposed to do researches? To personify the characters? To make each one a different research about a specific charachter? To analyze specific parts of the book (so that, for instance, they answer to tried to replicate scenes of the play to which they knew he was not prepared)? They were supposed to read and understand a passage each. Our hero got assigned the sleepwalking scene. Did he pretend to personify Macbeth? No.
Did what they set up pander the fact that he was adopting a Macbethian plan? No. (e.g. they call someone, for instance a pretty girl, playing the role of Macbeth lover, to wake him up)

Was the teacher's main aim to unmask him? No, not at all.

In sleepwalking did he always repeat the same words? No/irr. Can we assume he would have been unmasked once he answer back/ react to what the teachers set up? Not at all. Did the teacher say something relevant? Yes. About the candies? No.
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Re: [GalFisk] A through F

Postby Earnest » Thu Aug 16, 2018 11:03 am

Did he unmask himself eventually? If so by laughing? By having fear something would have happened?
Did teacher pursue the sleepwalking scene?
Relevant that "The Gentlewoman replies she (lady Macbeth) has ordered a light be beside her at all times (she is now afraid of the dark, having committed her crimes under its cover)"?

Was the teacher who gave him the homework present? Relevant? Glasses relevant?
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Re: [GalFisk] A through F

Postby GalFisk » Thu Aug 16, 2018 12:50 pm

Did he unmask himself eventually? No, explore. If so by laughing? By having fear something would have happened?
Did teacher pursue the sleepwalking scene? Not the one from Macbeth.
Relevant that "The Gentlewoman replies she (lady Macbeth) has ordered a light be beside her at all times (she is now afraid of the dark, having committed her crimes under its cover)"? No. Sleepwalking is the only important element, apart from doing the homework.

Was the teacher who gave him the homework present? Some of the time. Relevant? No. Glasses relevant? No.
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Re: [GalFisk] A through F

Postby jumpingjacks » Thu Aug 16, 2018 1:04 pm

Did teacher pursue the sleepwalking scene? Not the one from Macbeth.


Ooh? So the teacher quotes lines from another sleepwalking scene? from another play? novel?

Is his homework merely to 'read and understand' the Lady Macbeth scene? To discuss in class at a later time? Has he already discussed it in class? Is memorising the lines part of his homework? Is re-enacting the scene part of his homework? Does he need to write anything?

Did the English Lit teacher mention something along the lines of, "Well, he's certainly done his homework?" Did he/she treat it as part of the student's assignment?
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Re: [GalFisk] A through F

Postby Earnest » Thu Aug 16, 2018 2:24 pm

Did he come back to his room? Did the teacher quote a modern time movie/play/book? Did the teacher pursue another sleepwalking scene from a Shakespearean play?

Mainly and relevantly his reaction = surprise? Fear? Fun? Anger? Happyness? Rush? Hurry to do something? Concern? Sadness? Dancing?

Did one of the teacher fake to be sleepwalking as well?
Did he understood that he could not get the candy by faking himself sleepwalking? If so just because of the constant presence of the teachers? Did the teacher say somethibg about the way of assigning homeworks (e.g. change the way to assign them/ change the timing...?)? Did they say that since the students were so interested in the homework given, they should give more? Something along these lines? Did they mention some disciplinary action? Something that would have happened the day after?

Did they say something about sleepwalking?
About his quotation of Macbeth? (Did he quote the play? If so was him brilliant in doing it? Did the teacher understand the reference to Macbeth in the sleepwalking scene?) About the student that was sleepwalking?
Can we assume that the student was a good student having already completed his homework? Has he ever sleepwalked before? Relevant? Were there other students of his class present? Did the teacher say that since all the class seen his performance, the next day she would have assigned to him another passage? Did the teacher relevantly appreciate his performance?
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Re: [GalFisk] A through F

Postby GalFisk » Fri Aug 17, 2018 7:23 am

Ooh? So the teacher quotes lines from another sleepwalking scene? from another play? novel? No, they make something specific up, explore.

Is his homework merely to 'read and understand' the Lady Macbeth scene? Pretty much. To discuss in class at a later time? Has he already discussed it in class? Yes, DOYD of "in class", explore. Is memorising the lines part of his homework? Is re-enacting the scene part of his homework? Does he need to write anything? No to all

Did the English Lit teacher mention something along the lines of, "Well, he's certainly done his homework?" Did he/she treat it as part of the student's assignment? No to both.


Did he come back to his room? Eventually. Did the teacher quote a modern time movie/play/book? No. Did the teacher pursue another sleepwalking scene from a Shakespearean play? No.

Mainly and relevantly his reaction = surprise? Fear? Fun? Anger? Happyness? Rush? Hurry to do something? Concern? Sadness? Dancing? When the teacher spoke, our hero felt a mixture of annoyance and relief.

Did one of the teacher fake to be sleepwalking as well? No, but they did play along somehow, explore.
Did he understood that he could not get the candy by faking himself sleepwalking? When the teacher started playing along, he knew he had failed. But then he hatched plan F, based on something the teacher did.If so just because of the constant presence of the teachers? Mostly this. Did the teacher say somethibg about the way of assigning homeworks (e.g. change the way to assign them/ change the timing...?)? No. Did they say that since the students were so interested in the homework given, they should give more? No. Something along these lines? Something related to the homework, and the way homework was done in this school. Did they mention some disciplinary action? Something that would have happened the day after? No to both.

Did they say something about sleepwalking? NO.
About his quotation of Macbeth? (Did he quote the play? If so was him brilliant in doing it? Did the teacher understand the reference to Macbeth in the sleepwalking scene?) No to all. About the student that was sleepwalking? The teacher said something to the "sleepwalker".
Can we assume that the student was a good student having already completed his homework? No. Has he ever sleepwalked before? No. Relevant? Yes. Were there other students of his class present? No. Did the teacher say that since all the class seen his performance, the next day she would have assigned to him another passage? Did the teacher relevantly appreciate his performance? No to both.
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Re: [GalFisk] A through F

Postby Earnest » Fri Aug 17, 2018 9:02 am

Oh..now I understand the title of the puzzle...

So we said that he felt relief and he was not a good student. The teacher spoke about the way of doing homework to the sleepwalker, right? Hence I would like to ask wheather the teacher told him about a duty he has no more to attend...I was thinking that maybe the teacher did not know about his aim to take the candies but imagine that the whole scene was set up to obtain a benefit in terms of "homework / school related duties". Am I correct?

Did the teacher say something about the next scene he would have been assigned? (E.g. because he fake the scene he was assigned and he was not a good student, she played around by saying that assigning another scene, for instance one in which the charachter does effort in studying..., he would have imitated it maybe...)

Did student need to act the given part? Was it an acting school? Did they need to give a personal interpretation to the scene? To reproduce it? To rewrite it? To sing it? To imitate lady Macbeth? To play it with an instrument? Has the student previously fake to be a sleepwalker? Maybe in front of the class? Or did he refuse to do so? Or again because he never completed his homework he did not even know he was assigned the sleepwalking scene? Did he need to play the role of Lady Macbeth?

Way in which homework works = teacher assign (randomly? Relevant?) a scene to be read and interpreted to students (who are aware of which scene they are assigned right?). So to single students correspond a single scene right? Students must read understand and discuss the scene but in a particular way right?

DOYD of class = does it mean that he did not discuss in a physical class but he discussed in a place X in front of the class meant as the component of the class? To be sure :class = class of people? An audience? Was the audience composed by his mates? By teachers? Did the whole scene take part in inside? In a corridor?

They started play along = they referred to the previous discussion of him in class?
What the teacher did = a movement? A gesture? Look for something? Try to help him? Ask him what he wanted to come back to sleep? Go away from the room? She felt so that all the attention was focused on her?
Did the teacher have the key for the candies? Did the teacher said him to pay attention to something? Plan F = has the final aim of conducting the teachers away from the room? Of letting the teacher take a candy for him?
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Re: [GalFisk] A through F

Postby GalFisk » Fri Aug 17, 2018 11:09 am

Oh..now I understand the title of the puzzle... It's also about school grades. In the original story they ended ut at plan H, but I simplified it a bit for the puzzle.

So we said that he felt relief and he was not a good student. The teacher spoke about the way of doing homework to the sleepwalker, right? Yes. Hence I would like to ask wheather the teacher told him about a duty he has no more to attend... The teacher told the "sleepwalking" student that homework time was over, and that he could go to bed. I was thinking that maybe the teacher did not know about his aim to take the candies Correct. but imagine that the whole scene was set up to obtain a benefit in terms of "homework / school related duties". Am I correct? The teacher didn't know why the boy did what he did. One thought he was sleepwalking, another thought he was up to no good. What the techer did would have the same effect either way. Explore.

Did the teacher say something about the next scene he would have been assigned? No. (E.g. because he fake the scene he was assigned and he was not a good student, she played around by saying that assigning another scene, for instance one in which the charachter does effort in studying..., he would have imitated it maybe...) No.

Did student need to act the given part? No. Was it an acting school? No. Did they need to give a personal interpretation to the scene? To reproduce it? To rewrite it? To sing it? To imitate lady Macbeth? To play it with an instrument? No/irr to all. Has the student previously fake to be a sleepwalker? Maybe in front of the class? No to both. Or did he refuse to do so? Irr. Or again because he never completed his homework he did not even know he was assigned the sleepwalking scene? He did know. He did his homework, but he was not a good student. Did he need to play the role of Lady Macbeth? No.

Way in which homework works = teacher assign (randomly? Relevant?) a scene to be read and interpreted to students (who are aware of which scene they are assigned right?). Right. So to single students correspond a single scene right? Right. Students must read understand and discuss the scene but in a particular way right? The way is unspecified in the story.
Explore where and how the teachers might arrange for homework in a boarding school.


DOYD of class = does it mean that he did not discuss in a physical class but he discussed in a place X in front of the class meant as the component of the class? He discussed it during homework time, and the class was present. To be sure :class = class of people? An audience? Was the audience composed by his mates? By teachers? Class: his classmates, and a teacher. Did the whole scene take part in inside? Everything happened inside. In a corridor? Fake sleepwalking happened here, among others.

They started play along = they referred to the previous discussion of him in class? Yesish.
What the teacher did = a movement? Yes. A gesture? Look for something? Try to help him? Yesish. Ask him what he wanted to come back to sleep? Go away from the room? The teacher asked the student to go back to bed. More context is needed though.She felt so that all the attention was focused on her? Irr (and the teacher was male).
Did the teacher have the key for the candies? No. Did the teacher said him to pay attention to something? Yes. Plan F = has the final aim of conducting the teachers away from the room? No, but it was concocted when the teacher did leave. It's important to discover why he left. Of letting the teacher take a candy for him? No.
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Re: [GalFisk] A through F

Postby Earnest » Fri Aug 17, 2018 1:49 pm

Are homworks meant to be punishments? Are homeworks meant to be preparatory for next lessons? Are the meant to be done everywhere? At any time? Is the fact that in boarding schools students live relevant? Are there activities at night time? Mist the homework be contestualised? E.g. like a game...because lady Macbeth sleepwalked during the night the student should perform the scene during the night?...homework time = morning? Afternoon? Evening? Night? In specific days? In specific rooms? In classes? During sport time? During entertainment time? After lessons? Before? During? In public spaces (cabteen/theaters/bathrooms/...)? Is the fact that the subject is English Literature relevant? I mean...the most famous boarding schools are in UK...moreover Macbeth is set in a castle... so it could be that the scenes are discussed in the places where they took place in the play as elitary boarding schools resemble castles somehow. Is this the case?

Just a question I woukd like to ask before...his aim was to reach candies. Can we assume his first intentions were to silently go and grab candies without making noise but then he was discovered by teachers and fake to sleepwalk?

How = teacher ask the student questions? Mates discuss with the student the meaning of the scene? Teacher coordinate a debate among students? Are the dialogues read laud by students? By the teacher? Are slides been done? Final reports/analyses? If so, are they gathered together? And maybe one should read/study and correct the report of another student?


Did the teacher threaten the student? E.g. he raised his hand...was the movement of the teacher due to physical pain? Was the movement done with a specific part of the body? May I invoke the list of body parts? Did the teacher manifest drowsiness? Was the movement sudden? Movement = take an object? Yawn? Scratch? Was the movement voluntary?
Is the finishing of the homework time given by a relevant movement of the teacher (e.g. applause? The teacher ringing a bell?...)? Does the same movement indicate the beginning of the break?

Did the teacher left while the student remained in the room with candies?
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Re: [GalFisk] A through F

Postby GalFisk » Fri Aug 17, 2018 3:46 pm

Are homworks meant to be punishments? No, but a punishment is relevant. Are homeworks meant to be preparatory for next lessons? Are the meant to be done everywhere? No. At any time? No. Is the fact that in boarding schools students live relevant? Yes. Are there activities at night time? If you mean during the evening, before bedtime, then yes. Mist the homework be contestualised? No. E.g. like a game...because lady Macbeth sleepwalked during the night the student should perform the scene during the night? No....homework time = morning? Afternoon? Evening? This. Night? In specific days? Weekdays. In specific rooms? Yes. In classes? The class is gathered during homework time. During sport time? No. During entertainment time? No. After lessons? Yes, after the lessons of the day. Before? During? No to both. In public spaces (cabteen/theaters/bathrooms/...)? No. Is the fact that the subject is English Literature relevant? Not really. I mean...the most famous boarding schools are in UK...moreover Macbeth is set in a castle... so it could be that the scenes are discussed in the places where they took place in the play as elitary boarding schools resemble castles somehow. Is this the case? Nice guess, but no.

Just a question I woukd like to ask before...his aim was to reach candies. Can we assume his first intentions were to silently go and grab candies without making noise but then he was discovered by teachers and fake to sleepwalk? No, plan D was to fake sleepwalking the whole time, and switch to plan F if he was seen doing so.

How = teacher ask the student questions? No. Mates discuss with the student the meaning of the scene? Possibly. Teacher coordinate a debate among students? Possibly. Are the dialogues read laud by students? Not necessarily. By the teacher? No. Are slides been done? Final reports/analyses? If so, are they gathered together? And maybe one should read/study and correct the report of another student? No to all.


Did the teacher threaten the student? No, not at all. E.g. he raised his hand...was the movement of the teacher due to physical pain? Was the movement done with a specific part of the body? May I invoke the list of body parts? Did the teacher manifest drowsiness? Was the movement sudden? Movement = take an object? Yawn? Scratch? Was the movement voluntary? The movement was a complex action. It was not violent, sudden or involuntary. It's worth more exploring what the teacher did in general, than how he moved.
Is the finishing of the homework time given by a relevant movement of the teacher (e.g. applause? The teacher ringing a bell?...)? Yes! The teacher rang the school bell to indicate the end of homework time for all classes. Does the same movement indicate the beginning of the break? Yes, but our hero got no break, because...

Did the teacher left while the student remained in the room with candies? No.
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Re: [GalFisk] A through F

Postby Earnest » Fri Aug 17, 2018 4:03 pm

Yes, but our hero got no break, because...--> maybe because he was punished?...my idea is that he wanted to be punished with a punishment like "while the others are doing the break you must stay in your room" so that he could take advantage of the absence of people in the candy room..
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Re: [GalFisk] A through F

Postby jumpingjacks » Fri Aug 17, 2018 4:06 pm

Does he actually try to get the candies during homework time? While other students are in the homework room doing their homework?
You mentioned before that we should find out why the teacher left - was this it, he left to ring the bell? Was the bell so loud, that the student had to "wake up"? It was unrealistic to pretend to continue sleeping?
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Re: [GalFisk] A through F

Postby GalFisk » Fri Aug 17, 2018 4:48 pm

Yes, but our hero got no break, because...--> maybe because he was punished? Yes, his entire class was punished. Why?...my idea is that he wanted to be punished with a punishment like "while the others are doing the break you must stay in your room" so that he could take advantage of the absence of people in the candy room.. Nice thought, but no.


Does he actually try to get the candies during homework time? While other students are in the homework room doing their homework? No to both.
You mentioned before that we should find out why the teacher left - was this it, he left to ring the bell? Yes. Was the bell so loud, that the student had to "wake up"? No, but the other students woke up. Explore. It was unrealistic to pretend to continue sleeping? No.
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Re: [GalFisk] A through F

Postby Earnest » Fri Aug 17, 2018 6:24 pm

Did the student wake them up? Did the teacher? Was the entire class present at the time he sleepwalked? Was the class aware of his plans of taking the candies?

Punishment = not having the break? Was it an advantage for him to take candies?

Was the class punished because of his behavior? Because he told something relevant? Did the entire class broke a rule? Of being outside of the rooms during night time?

So timeline: the class was awake. He was faking to sleepwalk. The teacher rang the bell. Right? Or did the class and all the other students woke up due ro the bell's sound? If so did they pretend that the punishment was unfair? Did they ask candies instead of breakfast?
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Re: [GalFisk] A through F

Postby jumpingjacks » Fri Aug 17, 2018 7:28 pm

Is the temporary candy ban the punishment itself? Because the students in our hero's class didn't do their Macbeth homework to the satisfaction of the teacher? Maybe they were messing about during homework time instead of focusing on Macbeth? Or perhaps they were sneaking the candy box around instead of doing their homework? instead of paying attention to the Macbeth lesson? And so the candy box gets nabbed, put into storage, triggering the grand candy plans of our hero?
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Re: [GalFisk] A through F

Postby GalFisk » Sat Aug 18, 2018 2:42 pm

Did the student wake them up? Did the teacher? This. Was the entire class present at the time he sleepwalked? None of the class was present.Was the class aware of his plans of taking the candies? No.

Punishment = not having the break? Yes. Was it an advantage for him to take candies? Yes, if he had gotten to eat and share them.

Was the class punished because of his behavior? Everyone behaved badly. Because he told something relevant? No. Did the entire class broke a rule? Mabe not a rule, but they annoyes the teacher sufficiently. Of being outside of the rooms during night time? No.

So timeline: the class was awake. He was faking to sleepwalk. The teacher rang the bell. Right? Or did the class and all the other students woke up due ro the bell's sound? The class was asleep, he faked sleepwalking, the teacher rang the bell, the class woke up. If so did they pretend that the punishment was unfair? The class thought it was unfair. Did they ask candies instead of breakfast? No.


Is the temporary candy ban the punishment itself? No. Hint: the teachers don't know about the candy. Because the students in our hero's class didn't do their Macbeth homework to the satisfaction of the teacher? Yes. Maybe they were messing about during homework time instead of focusing on Macbeth? Yes! Rhey did discuss MacBeth, but kept going on irelevant tangents instead of discussing the subject matter. Or perhaps they were sneaking the candy box around instead of doing their homework? instead of paying attention to the Macbeth lesson? And so the candy box gets nabbed, put into storage, triggering the grand candy plans of our hero? No to all.
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Re: [GalFisk] A through F

Postby GalFisk » Mon Aug 20, 2018 5:12 pm

Recap:
The class was doing homework on MacBeth in their classroom, supervised by a teacher. Our hero asked the teacher for help, and the class kept going off on irrelevant tangents while discussing the homework.
This annoyed the teacher mightily, and as a punishment the students did not get a break before bedtime. This annoyed our hero equally, since he had promised his roommates to get some candy from his locker and share with them after bedtime.
Our hero and his friends concocted plan A: just ask the teacher if he could go to the locker. It was declined.
Plan B: ask the teacher if he wanted some candy, and then go get it. The teacher didn't want any candy.
Plan C: a friend would distract the teacher while our hero went for the candy. It failed (maybe worth exploring how it failed).
Plan D: pretend to sleepwalk, so that if he was seen by a teacher, they wouldn't understand that he was up to no good. He was seen.
Some teachers believed the boy was sleepwalking, while others believed he was up to no good.
Plan E: ???
The teacher spoke to our hero, not wanting to wake him up. The teacher was acting out an improvised scene. The teacher rang the school bell, waking all other students. Why did he do this? What did the students do then?
Plan F: ??? This plan was hatched when all other students awoke, and our hero got possession of the candy - briefly.
??? happened and a teacher confiscated the candy.
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Re: [GalFisk] A through F

Postby jumpingjacks » Wed Aug 22, 2018 3:35 am

Did any of the students mistake the bell for a fire drill? Or pretend to mistake it as such?
Improvised scene -- was the teacher pretending that it was still homework time? And after playacting homework time, rang the bell as part of the scene, to signal to the boy that it was time to go to bed?
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Re: [GalFisk] A through F

Postby GalFisk » Wed Aug 22, 2018 5:54 am

Did any of the students mistake the bell for a fire drill? Yes, all of them - because after bedtime, the school bell was used as a fire alarm. Or pretend to mistake it as such?
Improvised scene -- was the teacher pretending that it was still homework time? Yes. And after playacting homework time, rang the bell as part of the scene, to signal to the boy that it was time to go to bed? Correct.

You've got all the important bits. This puzzle is based on a Norwegian radio play, based on an adaptation of the Jennings books by Anthony Buckeridge.

SPOILER:
Jennings and his classmates are doing the evening's homework in their classroom, supervised by their teacher. Their assignment is to read and understand (and in the radio play, to translate) scenes from MacBeth.
Our hero is confused by the word "taper", because he doesn't know that it means candle, and asks the teacher for assistance. He helpfully suggests that maybe Shakespeare made a mistake, because maybe he was in a hurry. His friend pipes in with "yes, like me when I write assignments. Maybe he was in a hurry to go out and play football?", and he and the other students waste several minutes discussing why Shakespeare made this mistake, why Lady MacBeth needs a candle when she's asleep, why the teacher calls the scene a "passage" and if there's a passage at the top of the stairs she's descending, etc.
The teacher, famously choleric in temperament, and fed up with all this nonsense, detains the class while the other classes get a ten minute break before bedtime. He goes to ring the school bell in order to signal the end of homework time for the other classes.
Jennings and his roommates discuss the unfairness of it all. Jennings is especially annoyed, and tells his roomates that he really needed to go to the locker room before bedtime, in order to retrieve a box of giant American pineapple candies ("so lare you can't get more than one on your mouth at a time; I've tried several times!"). He wanted to share them with his friends after bedtime. His roommates, now wanting the candies too, are encouraged to devise plans to get them anyway.

Plan A: ask for permission to go to the locker room. Since Jennings can't find a suitable excuse in time, permission is denied.
Plan B: ask the teacher if he wants a candy. "Thanks, but I'm not hungry for sweets at this tome fo day." he replies. "Oh yes, you are!" doesn't change his mind.
Plan C: Jennings' mate distracts the teacher while Jennings runs down to the lockers. The distraction works fine, but Jennings runs into the headmaster in the stairs. His hurried excuses that he really meant to go to bed, and that they worked late with the homework, gives the headmaster the impression that Jennings is overworked.
Plan D: The students have gone to bed, the teacher has inspected the bedrooms and turned off the light. Jennings and his friends are more hungry for candy than ever, but a bit discouraged. Jennings tells them about his encounter with the headmaster, and his friend suggests that he could try getting to the locker room while pretending to sleepwalk. "If the headmaster sees you, he's likely to believe you've gone mad with overexertion, and that's why you're walking around in your sleep."
Plan E is an emergency plan: in case he is seen, he must keep on "sleepwalking" go to the classroom and pretend to continue studying MacBeth, because any other reaction would be suspicious.
They think the teachers are all busy in the teacher's lounge, but the headmaster steps out for a bit and Jennings is seen. He enacts plan E, and the headmaster believes him, and doesn't want to wake him up.
The headmaster tells the other teachers, and then goes to find the Matron, who has studied pschology, in order to get some advice. The other teachers are less easily fooled, but decide to play along with Jennings in order to give him an excuse to go back to bed.
His techer enters the classroom, pretends that it's the end of homework time, and goes to ring the bell. completely forgetting, in the heat of the moment, that he is now ringing the fire alarm.
The boys wake up and start running downstairs, in order to assemble outside as the fire rules dictate. The headmaster is mightily annoyed, but order the teachers to pretend it's a planned fire drill so that some order can be instilled. The teacher is thoroughly embarrased.
Jennings takes advantage of the confusion to come up with and enact plan E: go get the candies from the locker while everyone is milling around half awake.
He shows upp to the assembly late, with an appropriately confused explanation. "Th teacher said homework time was over, but the boys said there was a fire, so I didn't know what to believe, but I ran to save something valuable from my locker." He then confides to his friends that "something valuable" was the box of candies, which he had snuck up into the room.

Another teacher did an inspection of the rooms during the assembly, to see if anyone was left there, as per the rules. He found and confiscated the box of candy, and thay finally had an explanation for Jennings' strange behavior this evening. He wisely decided to go have a serious chat with Jennings right away, because "If he has started this much trouble just to get the candies to his room, imagine what he might do to find out where they disappeared to!"

Thanks for playing!
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Re: [GalFisk] A through F (SOLVED)

Postby jumpingjacks » Wed Aug 22, 2018 11:40 am

Awesome! Thanks for a fun puzzle =)
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Re: [GalFisk] A through F (SOLVED)

Postby Earnest » Thu Aug 23, 2018 8:19 am

Awsome! Thanks!
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