States Grammar School Interim Report to Parents
By Nancy Greggs
Dear Mr. and Mrs. G.H.W. Bush,
Once again, it is that time of year when we update the parents
of our students on their child's progress, and we regret to
inform you that your son, Georgie, is not doing as well as
we'd hoped and expected when he embarked on his four-year
program at our school.
As you are well aware, Georgie was installed as class president
at the start of the school year, despite the fact that the
majority of his fellow students did not vote for him. We foresaw
problems immediately, but were assured by several school board
members (who, as we understand it, are friends of your family)
that this would not result in any real difficulty. Unfortunately,
they have been proven wrong.
In the area of scholastic achievement, despite our best
efforts, Georgie is still reading and speaking at a grade
level far below our usual standards. At this point, we are
not sure if his failure to learn is due to laziness and a
lack of ability to apply himself to his studies, or if he
simply lacks the intellectual capacity to improve in these
His oral presentations to the class are particularly troubling;
it is apparent that Georgie has not read the necessary materials,
and he often simply fabricates facts to hide this shortcoming.
In oral exams, he tends to repeat the same answers over and
over, e.g. "The economy is good; jobs are on their way," indicating
a profound failure to keep up with the Current Events portion
of the curriculum.
Georgie also tends to fabricate elaborate stories about
himself - which, admittedly, can sometimes be very amusing.
During a school celebration last May, he delighted his fellow
students by coming to class in a little "flight suit" (just
like the grown-ups wear!), and had everyone in stitches with
his story about the family dog having eaten his report card
from military pre-school!
On the whole, however, Georgie does not play well with other
children. His "leadership" in the classroom continues to divide
many students, one against the other. Other study groups,
such as our French and German-language classes, are no longer
willing to cooperate with Georgie's group, even though they
have traditionally done so in the past.
Your son also displays a lack of taking responsibility for
his failings, and seems unable to appreciate the consequences
of his actions. Although he was provided with the best textbooks
on the subjects of the Economy, Job Creation, The Environment,
et cetera, these books were damaged or completely destroyed
within a matter of months. Georgie insists that he "inherited"
these books in poor condition, despite all evidence to the
contrary. (In fact, these same textbooks were previously used
by one of our very best students, who actually returned them
in better condition than he found them!)
During his first few weeks with us, Georgie quickly became
part of a group of other "problem students." Despite warnings,
he has consistently befriended children whom we consider to
be "bad elements," such as Little Kenny Lay and a foreign-exchange
student named Chalabi. Both of these youngsters have been
expelled from other schools due to their involvement in cheating
other students out of their lunch money. We feel that these
kinds of relationships can only lead to no good, and hope
that you will advise your child accordingly.
Georgie often displays aggressive behaviour in the schoolyard,
and recently assaulted a student in another school district,
completely unprovoked. When asked about this incident, Georgie
insisted that the other child was armed and dangerous. When
investigation into the matter proved otherwise, Georgie changed
his story several times: he was just trying to "democratize"
the other child, the other child's school was harboring gang
members, and so on. Quite frankly, his story on this topic
has so changed from week to week, we simply can't trust his
word at all anymore.
Georgie's friends, while not great in number, are very loyal,
but tend to be over-protective. If any of the other students
point out Georgie's failing grades, these friends simply shout
them down and tell them not to speak at all. When Georgie
was summoned to the principal's office several weeks ago,
he insisted that his "best friend" come with him. We feel
that it is in Georgie's best interest to learn to stand up
for himself; failure to do so could seriously damage his ability
to handle a leadership role in his adult years.
As you are aware, final exams will be held in November,
and Georgie's past performance leads us to conclude that he
will not be able to achieve the grades necessary to continue
on with another four-year term at our institution.
Ms. J.Q. Public, Assistant Principal