A boy who is late for any division or other appointment may be required to sign "Tardy Book", a register kept in the School Office, between 7.35am and 7.45am, every morning for the duration of his sentence (typically three days). Tardy Book may also be issued for late work. For more serious misdeeds, a boy is summoned from his lessons to the Head Master, or Lower Master if the boy is in the lower two years, to talk personally about his misdeeds. This is known as the "Bill". The most serious misdeeds may result in expulsion, or rustication (suspension). Conversely, should a master be more than 15 minutes late for a class, traditionally the pupils might claim it as a "run" and absent themselves for the rest of its duration.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): When a boy is summoned to the Head Master, what is the experience called?
Ah, so.. the "Bill"

Among Peirce's major contributions was to place inductive reasoning and deductive reasoning in a complementary rather than competitive mode, the latter of which had been the primary trend among the educated since David Hume wrote a century before. To this, Peirce added the concept of abductive reasoning. The combined three forms of reasoning serve as a primary conceptual foundation for the empirically based scientific method today. Peirce's approach "presupposes that (1) the objects of knowledge are real things, (2) the characters (properties) of real things do not depend on our perceptions of them, and (3) everyone who has sufficient experience of real things will agree on the truth about them. According to Peirce's doctrine of fallibilism, the conclusions of science are always tentative. The rationality of the scientific method does not depend on the certainty of its conclusions, but on its self-corrective character: by continued application of the method science can detect and correct its own mistakes, and thus eventually lead to the discovery of truth".
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Who said the doctrines of science are always definitive?
Ah, so.. unanswerable

Towards the end of the Republic, religious and political offices became more closely intertwined; the office of pontifex maximus became a de facto consular prerogative. Augustus was personally vested with an extraordinary breadth of political, military and priestly powers; at first temporarily, then for his lifetime. He acquired or was granted an unprecedented number of Rome's major priesthoods, including that of pontifex maximus; as he invented none, he could claim them as traditional honours. His reforms were represented as adaptive, restorative and regulatory, rather than innovative; most notably his elevation (and membership) of the ancient Arvales, his timely promotion of the plebeian Compitalia shortly before his election and his patronage of the Vestals as a visible restoration of Roman morality. Augustus obtained the pax deorum, maintained it for the rest of his reign and adopted a successor to ensure its continuation. This remained a primary religious and social duty of emperors.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): How were Augustus's reforms viewed?
Ah, so..
adaptive, restorative and regulatory