Chemistry Teacher Quotes

Miss Ellis?" Mrs. Perterson says. "It's your turn. Introduce Alex to the class" "This is Alejandro Fuentes. When he wasn't hanging out on street corners and harrassing innocent people this summer, he toured the inside of jails around the city, if you know what i mean. His secret desire is to go to college and become a chemistry teacher, like you Mrs. Peterson." Brittney flashed me a triumpnet smile, thinking she won this round. Guess again, gringa. "This is Brittney Ellis," I say, all eyes focused on me. "This summer she went to the mall, bought new clothes to extend her wardrobe, and spent her daddy's money on plastic surgery to enhance her, ahem, assets. Her secret desire is to date a Mexicano before she graduates." Game on...

All depression has its roots in self-pity, and all self-pity is rooted in people taking themselves too seriously.” At the time Switters had disputed her assertion. Even at seventeen, he was aware that depression could have chemical causes. “The key word here is roots,” Maestra had countered. “The roots of depression. For most people, self-awareness and self-pity blossom simultaneously in early adolescence. It's about that time that we start viewing the world as something other than a whoop-de-doo playground, we start to experience personally how threatening it can be, how cruel and unjust. At the very moment when we become, for the first time, both introspective and socially conscientious, we receive the bad news that the world, by and large, doesn't give a rat's ass. Even an old tomato like me can recall how painful, scary, and disillusioning that realization was. So, there's a tendency, then, to slip into rage and self-pity, which if indulged, can fester into bouts of depression.” “Yeah but Maestra—” “Don't interrupt. Now, unless someone stronger and wiser—a friend, a parent, a novelist, filmmaker, teacher, or musician—can josh us out of it, can elevate us and show us how petty and pompous and monumentally useless it is to take ourselves so seriously, then depression can become a habit, which, in tern, can produce a neurological imprint. Are you with me? Gradually, our brain chemistry becomes conditioned to react to negative stimuli in a particular, predictable way. One thing'll go wrong and it'll automatically switch on its blender and mix us that black cocktail, the ol’ doomsday daiquiri, and before we know it, we’re soused to the gills from the inside out. Once depression has become electrochemically integrated, it can be extremely difficult to philosophically or psychologically override it; by then it's playing by physical rules, a whole different ball game. That's why, Switters my dearest, every time you've shown signs of feeling sorry for yourself, I've played my blues records really loud or read to you from The Horse’s Mouth. And that’s why when you’ve exhibited the slightest tendency toward self-importance, I’ve reminded you that you and me— you and I: excuse me—may be every bit as important as the President or the pope or the biggest prime-time icon in Hollywood, but none of us is much more than a pimple on the ass-end of creation, so let’s not get carried away with ourselves. Preventive medicine, boy. It’s preventive medicine.” “But what about self-esteem?” “Heh! Self-esteem is for sissies. Accept that you’re a pimple and try to keep a lively sense of humor about it. That way lies grace—and maybe even glory.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow.

That's why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work." Roth looked confused. "I'm referring to atoms and molecules, Roth," she explained. "The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them." "You mean by men." "I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach." "Well," he said, realizing he'd never seen it that way before, "I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us--teaches us our place in the world." "Really?" she said, surprised. "I think it lets us off the hook. I think it teachers us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we're not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness of the world. And we have the power to fix it.

BOTOLPHS (pl.n) Huge benign tumours which archdeacons and old chemistry teachers affect to wear on the sides of their noses.

We would talk about chemistry for hours at end, for I liked complex benzene rings with methyl groups hanging here and there, and she liked the thirty-something teacher who taught us the subject. Little did I know that we wouldn’t last long. For, I was like an inert gas, unlikeable and uninteractive, while she was like an alkali, combustible and excitable.

Тарквиний Змейк ворвался в класс, как свежий ветер, и задал вопрос, неожиданный для учителя химии: — Вы знаете, как выглядит китайский иероглиф «учиться»? Никто не знал. — Он составлен из трех элементов: ребенок под крышей, а сверху над ним — когти. Вопросы есть? И Гвидион сразу понял, что у него в сердце всегда найдется место для предмета, который ведет Тарквиний Змейк.

Змейк умел приближать свой предмет через непосредственное сравнение с учениками и проведение прямых параллелей. «А вы плавитесь при гораздо меньших температурах», — говорил он спокойно, и Афарви с Двинвен, болтавшие на задней парте, вздрагивали, перехватывали пронзительный взгляд черных глаз Змейка и начинали слушать очень внимательно.

There was some kind of X-men emergency, so all the teachers were gone. This happens every now and then. It's one of the perks of having super heroes for your teachers - when the world is about to end (which is like at least twice a month), school gets canceled. Heck, three weeks ago there was a big chemistry final for the upperclassmen. Beast was the teacher - he's this big, burly guy who can do acrobatic stuff like a monkey, but he also happens to be a super-genius. He's, like, legendary for his tough finals, so there were kids walking through the halls, going, "Oh, God, please let Galactus try to eat the earth. Please please please let there be an alien invasion by the Skrulls!

Such titles differ from the titles of all other textbooks students read in high school or college. Chemistry books, for example, are called Chemistry or Principles of Chemistry, not Triumph of the Molecule.

For three years, all through junior high, my social death was grossly overdetermined. I had a large vocabulary, a giddily squeaking voice, horn-rimmed glasses, poor arm strength, too-obvious approval from my teachers, irresistible urges to shout unfunny puns, a near-eidetic acquaintance with J.R.R. Tolkien, a big chemistry lab in my basement, a penchant for intimately insulting any unfamiliar girl unwise enough to speak to me, and so on.

At 4:00 a.m. on the first day of my senior year, my chemistry teacher overdosed in the parking lot behind United Methodist. He was known by his students as Mr. Tampari, but that summer, to me, he had become something different: Sammy, my first love.

Had a long talk with Mr Vann the Careers teacher today. He said that if I want to be a vet I will have to do Physics, Chemistry and Biology for O level. He said that Art, Woodwork and Domestic Science won’t do much good. I am at the Crossroads in my life. The wrong decision now could result in a tragic loss to the veterinary world. I am hopeless at science. I asked Mr Vann which O levels you need to write situation comedy for television. Mr Vann said that you don’t need qualifications at all, you just need to be a moron.

Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.

There's something hostile about the way they enter and leave the room that tells you what they think of you. It could be your imagination and you try to figure out what will bring them over to your side. You try lessons that worked with other classes but even that doesn't help and it's because of that chemistry. They know when they have you on the run. They have instincts that detect your frustrations.

Her days felt like being handed from person to person like a baton, her calculus teacher passing her to her Spanish teacher to her chemistry teacher to her friends and back home to her parents. Then one day, her mother's hand was gone and she'd fallen, clattering to the floor.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

Dark myths and suburban legends roam like living things through the halls of Leeds High School, whispered in stairwells over bubblegum-tinted tongues ; scrawled on the wall of the secret room above the auditorium stage ; argued over in the shaded courtyard adjacent to the cafeteria, buoyed on grey-brown clouds of cigarette smoke. There’s the Weird House up on Tremens Terrace, haunted by a trio of cannibalistic fiends with a taste for wayward boys. And the coven of teachers, including Mr. Gauthier (Chemistry) and Miss Knell (English), who cavort with a charred-skin devil in the glass-walled natatorium after dark.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

Ostwald was a great protagonist and an inspiring teacher. He had the gift of saying the right thing in the right way. When we consider the development of chemistry as a whole, Ostwald's name like Abou ben Adhem's leads all the rest ... Ostwald was absolutely the right man in the right place. He was loved and followed by more people than any chemist of our time.

On top of work woes, four times this month he’d been summoned in to see Mrs. Mudford, Amanda’s kindergarten teacher, who most recently had threatened to report him simply because, in a cloud of exhaustion and depression, he’d inadvertently packed his gin flask where Amanda’s milk thermos was supposed to go. He’d also sent a stapler instead of a sandwich, a script instead of a napkin, and some champagne truffles that time they were out of bread.

Okay, so I shouldn't have fucked with her on the introduction thing. Writing nothing except, Saturday night. You and me. Driving lessons and hot sex ... in her notebook probably wasn't the smartest move. But I was itching to make Little Miss Perfecta stumble in her introduction of me. And stumbling she is. "Miss Ellis?" I watch in amusement as Perfection herself looks up at Peterson. Oh, she's good. This partner of mine knows how to hide her true emotions, something I recognize because I do it all the time. "Yes?" Brittany says, tilting her head and smiling like a beauty queen. I wonder if that smile has ever gotten her out of a speeding ticket. "It's your turn. Introduce Alex to the class." I lean an elbow on the lab table, waiting for an introduction she has to either make up or fess up she knows less than crap about me. She glances at my comfortable position and I can tell from her deer-in-the-headlights look I've stumped her. "This is Alejandro Fuentes," she starts, her voice hitching the slightest bit. My temper flares at the mention of my given name, but I keep a cool facade as she continues with a made-up introduction. "When he wasn't hanging out on street corners and harassing innocent people this summer, he toured the inside of jails around the city, if you know what I mean. And he has a secret desire nobody would ever guess." The room suddenly becomes quiet. Even Peterson straightens to attention. Hell, even I'm listening like the words coming out of Brittany's lying, pink-frosted lips are gospel. "His secret desire," she continues, "is to go to college and become a chemistry teacher, like you, Mrs. Peterson." Yeah, right. I look over at my friend Isa, who seems amused that a white girl isn't afraid of giving me smack in front of the entire class. Brittany flashes me a triumphant smile, thinking she's won this round. Guess again, gringa. I sit up in my chair while the class remains silent. "This is Brittany Ellis," I say, all eyes now focused on me. "This summer she went to the mall, bought new clothes so she could expand her wardrobe, and spent her daddy's money on plastic surgery to enhance her, ahem, assets." It might not be what she wrote, but it's probably close enough to the truth. Unlike her introduction of me. Chuckles come from mis cuates in the back of the class, and Brittany is as stiff as a board beside me, as if my words hurt her precious ego. Brittany Ellis is used to people fawning all over her and she could use a little wake-up call. I'm actually doing her a favor. Little does she know I'm not finished with her intro. "Her secret desire," I add, getting the same reaction as she did during her introduction, "is to date a Mexicano before she graduates." As expected, my words are met by comments and low whistles from the back of the room. "Way to go, Fuentes," my friend Lucky barks out. "I'll date you, mamacita, " another says. I give a high five to another Latino Blood named Marcus sitting behind me just as I catch Isa shaking her head as if I did something wrong. What? I'm just having a little fun with a rich girl from the north side. Brittany's gaze shifts from Colin to me. I take one look at Colin and with my eyes tell him game on. Colin's face instantly turns bright red, resembling a chile pepper. I have definitely invaded his territory.

The classroom is a place of high drama. You'll never know what you've done to, or for, the hundreds coming and going. You see them leaving the classroom: dreamy, flat, sneering, admiring, smiling, puzzled. After a few years you develop antennae. You can tell when you've reached them or alienated them. It's chemistry. It's psychology. It's animal instinct. You are with the kids and, as long as you want to be a teacher, there's no escape. Don't expect help from the people who've escaped the classroom, the higher-ups. They're busy going to lunch and thinking higher thoughts. It's you and the kids. So, there's the bell. See you later. Find what you love and do it.

This is one of the most fantastic pieces of detective work that has ever been done—organic chemistry. To discover the arrangement of the atoms in these enormously complicated arrays the chemist looks at what happens when he mixes two different substances together. The physicist could never quite believe that the chemist knew what he was talking about when he described the arrangement of the atoms. For about twenty years it has been possible, in some cases, to look at such molecules (not quite as complicated as this one, but some which contain parts of it) by a physical method, and it has been possible to locate every atom, not by looking at colors, but by measuring where they are. And lo and behold!, the chemists are almost always correct.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow. If you’re a manager, remember that one third to one half of your workforce is probably introverted, whether they appear that way or not. Think twice about how you design your organization’s office space. Don’t expect introverts to get jazzed up about open office plans or, for that matter, lunchtime birthday parties or team-building retreats. Make the most of introverts’ strengths—these are the people who can help you think deeply, strategize, solve complex problems, and spot canaries in your coal mine.

Kids aren’t learning science right these days! The teachers teach it like it’s just supposed to be useful, like, here, learn this geometry so you can design a building, here, learn this chemistry so you can make a plastic bag. Of course kids don’t like it! No kid comes home from school and says, ‘I want to make plastic bags when I grow up!’ We already have plastic bags, and comfy chairs, and flying cars, we’ve had them for centuries, and they aren’t getting better because they work already so no one’s interested in replacing them, just making them cheaper, or with more games. That isn’t science! Science is figuring out where the universe is going! Science is noticing that the ants crawling up the picnic table like your sandwich better than your ba’sib’s and asking, ‘Why?’ Not ‘How is this useful?’ not ‘Can I make this into a plastic bag?’ but ‘Why?

Stanley Woodworth, my high school French teacher, once described the peculiar passion for his own vocation in the following terms: “The joy of teaching lies not in one’s own enthusiasm for the students, or even for the subject matter, but rather for the privilege of introducing the one to the other.” If this is true of French, chemistry, or history, how much more is it true of the pastor’s passion, which is not simply love of God or love of people, but rather the love of introducing the one (people) to the other (God)? The pastor’s special charge is to care for the people of God by speaking and showing and by being and doing God’s truth and love. Success in ministry is determined not by numbers (e.g., people, programs, dollars) but by the increase of people’s knowledge and love of God. This is the only way “to present everyone mature in Christ” (Col. 1:28).

Fifteen of his clubs, dedicated to politics, music, and the performing arts, had all been developing strategic plans for the past two years. And the local branches of various societies--whose goals were to advance aviation, knowledge of chemistry, automotive transportation, equestrian sports, highway construction, as well as the prompt eradication of ethnic chauvinism--existed only in the sick imagination of the local union committee. As for the school of continuing education, of which Sardinevich was especially proud, it was constantly reorganizing itself, which, as anybody knows, means it wasn't undertaking any useful activity whatsoever. If Sardinevich were an honest man, he would probably have admitted that all these activities were essentially a mirage. But the local union committee used this mirage to concoct its reports, so at the next level up nobody doubted the existence of all those musico-political clubs. At that level, the school of continuing education was imagined as a large stone building filled with desks, where perky teachers draw graphs that show the rise of unemployment in the United States on their chalkboards, while mustachioed students develop political consciousness right in front of your eyes.

I know the tutoring is not permanent. I know I cannot do it long-term. But I like it and am not bad at it. Maybe I can be a full-time teacher somewhere. At a school. Or a small college. When I can ensure them some sort of stability, I will tell them everything, the quitting of the PhD, my next steps. I need more time to figure this out, and once I do, I will tell them everything. Half of me says, By not telling the truth, you only hurt yourself. And the other half says, But by telling the truth now, without a plan of how to proceed, you will hurt them more. What would telling them accomplish? It will only cause strife. Peace of mind? Encouragement? Support? Don't say catharsis. Catharsis. I don't want to get married until I have done more for myself. But also I owe it to them to do more for myself, which is what Eric didn't' understand; he said, You shouldn't owe them anything. We argue over this. The American brings up the individual. The Chinese brings up xiao shun. When I ask Eric if he thinks a child can ever feel entirely independent of her parents, he says, What kind of question is that? But now I don't really know. There is too much already shared. Mother, Father, I think I know what it means to hurt for you.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The biology teacher has a way by maths, chemistry and logical reason.

Lemon Head, the chemistry teacher, found this recurrent animate response vexingly ludicrous and not a little unsettling. It was idiotic, and, worse than that, it was inscrutable.

I perform well enough to play for the choir and accompany singers but not well enough to carry my own concert. You don’t have the emotion, my Russian piano teacher says. You play everything correctly, the pedaling precise, but you play like a robot, without pain or sorrow, without happiness or joy.

Descartes’s books found eager readers in England, including the father of modern chemistry, Robert Boyle, and a shy, rather retiring teacher at Cambridge named Henry More.

So how did an entire generation of billions of people today come to universally accept planet Earth as being 4.6 billion years old? The answer is simple: It is because most people just believe what they are told, and errant scientists have crammed their guesswork down their throats. Today, we are inundated daily with newspapers, magazines, newscasters, and schoolteachers regurgitating scientist’s theories. But, friend, let us call a spade a spade; a theory is a guess! Therefore, the theory of macroevolution and the big bang theory are nothing more than speculation. And these two theories demand a very old Earth and universe to be true, so scientist — without definitive evidence — falsely assume they are! And, unfortunately, their guesses are being taught as truth to our children in schools. Thus, we have the perfect storm for festering evil: A generation of Biblically illiterate kids are growing up believing whatever their teachers teach them in school, which contradicts the Bible trueness! Friend, the great “end time” deception is in full force! Paul wrote about it: “evil men and seducers shall wax worse and worse, deceiving, and being deceived. But continue thou in the things which thou hast learned and hast been assured of … And that from a child thou hast known the Holy Scriptures” (II Timothy 3:13-15). As a 3 year Chemistry/Biochemistry majored collegiate student with a 3.84 GPA, let me assure you there is not a single test a scientist can perform to absolutely, positively verify the age of something! The tests all involve assumptions — including radiometric dating — and therein lay the error. Are you really going to throw away hard, cold, ancient, Biblical “end times” prophetic evidence, including the 7 day Creation story’s amazing prophetic verbiage, all of which support the truth of a 6,000 year old Earth, to believe in mankind’s scientific guesses? Allow me to tell you first HOW the world was created, for the answer is in Scripture! Then we will investigate how the great “end-time” deceptive theories like macroevolution & the big bang arrived, claiming a very old universe. Friend, the method God used to create the world is blatantly flaunted in a miracle Jesus performed twice. I want you to seriously consider the miracle, for it appears God wanted the miracle to be remembered above ALL other miracles, because it is the ONLY one contained in ALL 4 Gospels. And rightly so, for it should be contemplated by all: The

Rachel is… interesting. That’s all I can say without sounding negative. Or too positive.

So I went down to register at De Anza and saw that the classes for chemistry, physics, and calculus were all full. What? I couldn’t believe it. Here I was—the star science and math student at my high school and all set to be an engineer—and the three most important courses I needed were locked out. It was horrible. I called the chemistry teacher on the phone, who said if I showed up I could probably get in, but I couldn’t shake this terrible feeling that my future was shutting down. I could see it shutting down right in front of me. I felt my whole academic life was going to be messed up right from the start. And it was right then that I changed my mind, and decided to see if it was still possible to go to Colorado.

Out of the shadows came men whom fascism had not bowed, lawyers, professors, and workers, and we recognized in them our teachers, those from whom we had till then uselessly sought wisdom in the Bible, in chemistry, in the mountains. Fascism had reduced them to silence for twenty years, and they explained to us that fascism was not only a clownish and improvident bad government but the denier of justice; it not only had dragged Italy into an ill-omened and unjust war but had arisen and established itself as the guardian of a detestable order and law, based on coercion of those who work, on uncontrolled profits for those who exploit the work of others, on silence imposed on those who think and don’t wish to be slaves, on systematic and calculated lies.

That's when the game began Maybe not right away His arm around my shoulders His finders at the edge of my bra, it pulled all my atoms apart then dropped me into stasis. Weeks passed and months, everything that made me who I am rearranged, like Dr. Manhattan in the test chamber put back together as something not quite human. I saw on Tumblr that people with trauma will sometimes reexpose themselves to trauma over and over until they think they understand what happened. I don't know why I play the Game. I understand what happened. My biology teacher hurt me and if I was smarter I could find a clever metaphor about chemistry that tells why and how but the simplest way to say it is that I was a student but he saw a rabbit and no one will believe me because he's the most beloved wolf in school.

Modern art is a waste of time. When the zombies show up, you can't worry about art. Art is for people who aren't worried about zombies. Besides zombies and icebergs, there are other things that Soap has been thinking about. Tsunamis, earthquakes, Nazi dentists, killer bees, army ants, black plague, old people, divorce lawyers, sorority girls, Jimmy Carter, giant quids, rabid foxes, strange dogs, new anchors, child actors, fascists, narcissists, psychologists, ax murderers, unrequited love, footnotes, zeppelins, the Holy Ghost, Catholic priests, John Lennon, chemistry teachers, redheaded men with British accents, librarians, spiders, nature books with photographs of spiders in them, darkness, teachers, swimming pools, smart girls, pretty girls, rich girls, angry girls, tall girls, nice girls, girls with superpowers, giant lizards, blind dates who turn out to have narcolepsy, angry monkeys, feminine hygiene commercials, sitcoms about aliens, things under the bed, contact lenses, ninjas, performances artists, mummies, spontaneous combustion, Soap has been afraid of all of these things at one time or another, Ever since he went to prison, he's realized that he doesn't have to be afraid. All he has to do is come up with a plan. Be prepared. It's just like the Boy Scouts, except you have to be even more prepared. You have to prepare for everything that the Boy Scouts didn't prepare you for, which is pretty much everything.

Every few years, a teacher from Monroe Colored High loaded a band of students onto the flat bed of a pickup truck and rattled across the Missouri Pacific Railway tracks. They passed the rich people’s porticos and pulled up to the back entrance of the white high school in town. The boys jumped out and began stacking the truck bed with the books the white school was throwing away. That is how Monroe Colored High School got its books. The boys loaded the truck with old geography and English texts, some without covers and with pages torn out and love notes scrawled in the margins, and headed back to their side of town. By the time he was old enough to understand where the books came from, Pershing was fast putting together the pieces of the world he lived in. He knew there was a dividing line, but it was hitting him in the face now. He was showing a talent for science and was getting to the point that he needed reference books to do his lesson. But it was against the law for colored people to go to the public library. “And the library at the Colored High School did not live up to its name,” he said years later. He was in the eighth grade when word filtered to his side of the tracks that Monroe was getting a new high school. It wouldn’t replace the old building that Monroe Colored High was in. It was for the white students, who already had a big school. It would be called Neville High. The colored people could see it going up when they ventured to the other side of the tracks. It rose up like a castle, four stories of brick and concrete with separate wings and a central tower, looking as if it belonged at Princeton or Yale. It opened in 1931 on twenty-two acres of land. The city fathers made a fuss over the state-of-the-art laboratories for physics and chemistry, the 2,200-seat balconied auditorium, the expanded library, and the fact it was costing $664,000 to build. As the new high school took shape across town, Pershing watched his father rise in the black of morning to milk the cows and walk the mile and a half to open his building the size of a grade school. His father, his mother, and the other teachers at Monroe Colored High School were working long hours with hand-me-down supplies for a fraction of the pay their white counterparts were getting. In Louisiana in the 1930s, white teachers and principals were making an average salary of $1,165 a year. Colored teachers and principals were making $499 a year, forty-three percent of what the white ones were.

It behoves us always to remember that in physics it has taken great men to discover simple things. . . . How far even then mathematics will suffice to describe, and physics to explain, the fabric of the body, no man can foresee. It may be that all the laws of energy, and all the properties of matter, and all the chemistry of all the colloids are as powerless to explain the body as they are impotent to comprehend the soul. For my part, I think it is not so. Of how it is that the soul informs the body, physical science teaches me nothing; and that living matter influences and is influenced by mind is a mystery without a clue. Consciousness is not explained to my comprehension by all the nerve-paths and neurons of the physiologist; nor do I ask of physics how goodness shines in one man’s face, and evil betrays itself in another. But of the construction and growth and working of the body, as of all else that is of the earth earthy, physical science is, in my humble opinion, our only teacher and guide.

She was startled by how rarely she had been alone back then. Her days felt like being handed from person to person like a baton, her calculus teacher passing her to her Spanish teacher to her chemistry teacher to her friends and back home to her parents. Then one day, her mother’s hand was gone and she’d fallen, clattering to the floor. She

Face the facts. Your life is too perfect. You probably lie awake at night, fantasizing about spicin’ up all that lily whiteness you live in.” But damn it, I get a whiff of vanilla from her perfume or lotion. It reminds me of cookies. I love cookies, so this is not good at all. “Gettin’ near the fire, chica, doesn’t necessarily mean you’ll get burned.” “You touch her and you’ll regret it, Fuentes,” Colin’s voice rings out. He resembles a burro, with his big white teeth and ears sticking out from his buzz cut. “Get the hell away from her.” “Colin,” Brittany says. “It’s okay. I can handle this.” Burro Face brought reinforcements: three other pasty white dudes, standing behind him for backup. I size up Burro Face and his friends to see if I can take them all on, and decide I could give all four a run for their money. “When you’re strong enough to play in the big leagues, jock boy, then I’ll listen to the mierda flyin’ out of your mouth,” I say. Other students are gathering around us, leaving room for a fight that is sure to be fast, furious, and bloody. Little do they know Burro Face is a runner. This time he’s got backup, though, so maybe he’ll stay to duke it out. I’m always prepared for a fight, been in more of ‘em than I can count on my fingers and toes. I’ve got the scars to prove it. “Colin, he’s not worth it,” Brittany says. Thanks, mamacita. Right back at ya. “You threatening me, Fuentes?” Colin barks, ignoring his girlfriend. “No, asshole,” I say, staring him down. “Little dicks like you make threats.” Brittany parks her body in front of Colin and puts her hand on his chest. “Don’t listen to him,” she says. “I’m not afraid of you. My dad’s a lawyer,” Colin brags, then puts his arm around Brittany. “She’s mine. Don’t ever forget that.” “Then keep a leash on her,” I advise. “Or she might be tempted to find a new owner.” My friend Paco comes up beside me. “Andas bien, Alex?” “Yeah, Paco,” I tell him, then watch as two teachers walk down the hall escorted by a guy in a police uniform. This is what Adams wants, perfectly planned to get my ass kicked out of school. I’m not falling into his trap only to end up on Aguirre’s hit list. “Si, everything’s bien.” I turn to Brittany. “Catch ya later, mamacita. I’m looking forward to researching our chemistry.” Before I leave and save myself from suspension on top of my detention, Brittany sticks that perky nose of hers in the air as if I’m the scum of the earth.

Alex whispers, “There’s a thin line between love and hate. Maybe you’re confusing your emotions.” I scoot away from him. “I wouldn’t bet on it.” “I would.” Alex’s gaze turns toward the door to the classroom. Through the window, his friend is waving to him. They’re probably going to ditch class. Alex grabs his books and stands. Mrs. Peterson turns around. “Alex, sit down.” “I got to piss.” The teacher’s eyebrows furrow and her hand goes to her hip. “Watch your language. And the last time I checked, you don’t need your books in order to go to the restroom. Put them back on the lab table.” Alex’s lips are tight, but he places the books back on the table. “I told you no gang-related items in my class,” Mrs. Peterson says, staring at the bandanna he’s holding in front of him. She holds out her hand. “Hand it over.” He glances at the door, then faces Mrs. Peterson. “What if I refuse?” “Alex, don’t test me. Zero tolerance. You want a suspension?” She wiggles her fingers, signaling to hand the bandana over immediately or else. Scowling, he slowly places the bandana in her hand. Mrs. Peterson sucks in her breath when she snatches the bandanna from his fingers. I screech, “Ohmygod!” at the sight of the big stain on his crotch. The students, one by one, start laughing. Colin laughs the loudest. “Don’t sweat it, Fuentes. My great-grandma has the same problem. Nothing a diaper won’t fix.” Now that hits home because at the mention of adult diapers, I immediately think of my sister. Making fun of adults who can’t help themselves isn’t funny because Shelley is one of those people. Alex sports a big, cocky grin and says to Colin, “Your girlfriend couldn’t keep her hands out of my pants. She was showin’ me a whole new definition of hand warmers, compa.” This time he’s gone too far. I stand up, my stool scraping the floor. “You wish,” I say. Alex is about to say something to me when Mrs. Peterson yells, “Alex!” She clears her throat. “Go to the nurse and…fix yourself. Take your books, because afterward you’ll be seeing Dr. Aguirre. I’ll meet you in his office with your friends Colin and Brittany.” Alex swipes his books off the table and exits the classroom while I ease back onto my stool. While Mrs. Peterson is trying to calm the rest of the class, I think about my short-lived success in avoiding Carmen Sanchez. If she thinks I’m a threat to her relationship with Alex, the rumors that are sure to spread today could prove deadly.

You’d think Peterson would be afraid of me, too, but that teacher wouldn’t fear me even if I shoved a live grenade into her hands. “I don’t got the money,” Blake blurts out. “That answer ain’t gonna cut it, man,” Paco chimes in from the sidelines. He likes coming with me. He thinks of it as playing good cop/bad cop. Except we play bad gang member/worse gang member.

For the first half of 7th grade, I was so distracted by a new middle school and a huge batch of new classmates and friends that I barely noticed that I hadn’t worked much. I was grateful not to be working, in fact, because I didn’t want to miss a minute of my new life. I moved from class to class, mixing with different kids every period. I had eight teachers instead of one, a whole range of new subjects to dig into, like chemistry and Spanish. And then there was a brand-new selection of boys. The student body was almost 10 times the size of my old school.

It happened in science lab on the very first day of their junior year. The chemistry teacher had handed her a beaker of some mysterious liquid and told her to carry it to her lab table. She had almost reached her seat when Jerome Hollis caught her eye and smiled. She blushed and tripped over her own feet. He plucked the beaker from her hands as she fell, then helped her stand up. “Thanks,” she said breathlessly. “For what?” He handed the flask back and her heart gave a little flip. He had straight black hair, hazel eyes, and black-framed glasses. He looked cute, in a nerdy-but-hip kind of way. She tried to collect herself. “For saving me from a horrible, disfiguring scar, of course,” she said. “After all, if I had been splashed with this, um—” She gingerly held the flask aloft. “Saline solution,” he said. “Otherwise known as salt water. You would have been fine.” “Oh.” She put the flask down and looked away. “Although,” he added thoughtfully, “if you had dropped the beaker, the gravitational force and speed of descent would have meant that it would have, in all probability, shattered.” Kate glanced back at him. “The force could have sent a shard of glass into my eye, blinding me,” she suggested. “Or cut a vein, causing a massive loss of blood. When you take all the disastrous possibilities into account—” “You should be given a medal for heroism,” Kate finished. “I can’t believe they’re not pinning it on my shirt right now.” He smiled, and she was lost.

Her days felt like being handed from person to person like a baton, her calculus teacher passing her to her Spanish teacher to her chemistry teacher to her friends and back home to her parents. Then one day, her mother's hand was gone and she'd fallen, clattering to the floor.