At the first meeting of the class Moore would define the basic terms and either challenge the class to discover the relations among them, or, depending on the subject, the level, and the students, explicitly state a theorem, or two, or three. Class dismissed. Next meeting: “Mr Smith, please prove Theorem 1. Oh, you can’t? Very well, Mr Jones, you? No? Mr Robinson? No? Well, let’s skip Theorem 1 and come back to it later. How about Theorem 2, Mr Smith?” Someone almost always could do something. If not, class dismissed. It didn’t take the class long to discover that Moore really meant it, and presently the students would be proving theorems and watching the proofs of others with the eyes of eagles. (...) The procedure quickly led to an ordering of the students by quality. Once that was established, Moore would call on the weakest student first. That had two effects: it stopped the course from turning into an uninterrupted series of lectures by the best student, and it made for a fierce competitive attitude in the class – nobody wanted to stay at the bottom.