Chapter 2: Additional Research

The important thing about projects is that if you ever want credit for it, you have to finish it. You can't stop in the middle of something, because you were bored, or it was too hard. Would you just kill yourself if you had a minor setback in life?

The same goes for me. If I want to actually know how to survive high school, I need to experience it, meaning it's back to observation. Continuing with English class.

Usually there is some sort of pointless activity we're forced to do, but today Ms. Wales just keeps on talking about the importance of Shakespeare's life and how it affected literature in the following centuries. I understand when it's in scientific terms. The law of inertia states that no object will move unless a force is acted on it. Now apply this to literature. If Shakespeare is the force, then he is what sets of a literature movement.

Well, historically, he didn't...but he was part of one. During the reign of Queen Elizabeth, she greatly supported the arts: visual, theatre, literature, etc. You could say she was the initial force of England's Renaissance.

Forty-three minutes later (although it seemed a near eternity to me), the bell rings, freeing me from Shakespearian murder by boredom. It was only first period. I didn't have math until fifth period and science until seventh. Oh well, onto history.

You would expect history to be as boring as English, which it is. But unlike English, it mainly focuses on facts, dates, and names. Since it's based on memorization, it's an easy A. Of course there are essay questions asking how one event or person affected another, but there's no interpretation of quotes or anything. Maybe a speech, but those are pretty straightforward. No BS to deal with.

I'm thirty seconds late to history (they have to place these rooms on the opposite sides of the building?!) but Ms. Sullivan doesn't mind at all. I like her better than Ms. Wales. She may talk as much but only when necessary. I sit next to Sam Michaels who looks like he's ready to take a nap.

History begins. We're learning about the French Revolution. Apparently they got the idea from us Americans. Who knew we influenced people way back then. I take notes on what she says. Not that I need them, but Sam will eventually.

The lesson is abruptly interrupted when the vice principal walks in, asking to see Kevin Getis. An uncomfortable silence floats above our heads and eyes are locked onto him. It's not often that an authority figure will come into an honors classroom, asking to see a student. That only happens to the "at-risk" kids. I look over to Sam and stab him with my pencil. He looks up, pissed at me, but I nod my head over to the VP and he nods to me with gratitude.

Kevin seems stunned at the first mention at this name, but then is indifferent about it. He calmly stands up and adjusts his jacket.

"Take your books," VP commands. "You might not come back so soon."

I can almost feel the uncertainty in the air, although it is physically impossible. Maybe some unknown force is creeping into all of us. The spirit of the VP probably.

Kevin has an almost confused look on his face as he now adjusts his hat and bends over to pick up his bag. He slings it over one shoulder and uses his other arm to pick up the notebook on his desk. Slowly and confidently, like nothing is wrong and that the VP is harmless, he walks out of the classroom followed by the VP, who has a very stern expression on his face.

Ms. Sullivan clears her throat. "Well...that was...mildly awkward." She laughs to break the built up ice around our throats and we laugh as well. "I'm sure he'll return soon. Anyway, back to the French...maybe we could have a demonstration of students rebelling against our head departments."

We all laugh again.

Information gathered: Authority figure whisks honors student away, possible never to be seen.
Information inferred: High school is unpredictable.