You remind me to all the shitty times in literature class where I had to rote memorize countless works from a given author (poet), think 40, then take a test id

You remind me to all the shitty times in literature class where I had to rote memorize countless works from a given author (poet), think 40, then take a test identifying which poem each of the given quotes was from. The little WinForms app I wrote to practice for these tests was one of the first programs I've ever written. I guess in that sense it's also a fond memory. I miss WinForms. Good thing they were public (?) works, wouldn't wanna get sued [0] for possibly being a two legged copyright infringement. Or should I say having been, since naturally I immediately erased all of these works from my mind just days after these tests, even without any legal impetus. Edit: thinking about it a bit more, you also remind me to our midterm tests from the same class. We had to produce multiple page long essays on the spot, analyzing a select work... from memory. Bonus points for being able to quote from it, of course. Needless to say, not many original thoughts were featured in those essays, not in mine, not in others' - the explicit expectation was that you'd peruse the current and older textbooks to "learn (memorize) the analysis" from, and then you'd "write about it in your own words", but still using technical terms. They were pretty much just tests in jargon use, composition, and memorization, which is definitely a choice of all time for a class on literature. But I think it draws an interesting perspective. At no point did we ever have to actually demonstrate a capability in literary analysis of our own, or was that capability ever graded, for example. But if you only read our essays, you'd think we were great at it. It was mimicry. Doesn't mean we didn't end up developing such a capability though. [0] https://youtu.be/-JlxuQ7tPgQ https://youtu.be/-JlxuQ7tPgQ