 In the twentieth century, the first published reaction to the surprise text paradox was to endorse the student’s elimination argument. D. J. O’Connor (1948) regarded the teacher’s announcement as self-defeating. If the teacher had not announced that there would be a surprise test, the teacher would have been able to give the surprise test. The pedagogical moral of the paradox would then be that if you want to give a surprise test do not announce your intention to your students!