In a future where schools have no teachers and no classrooms, Jennifer Calderon is the perfect student. Every day she watches her video modules, plays her edu games, and never misses an answer. Life is comfortable in the Plex, a mile-wide apartment building. Corporations and brand names surround her and satisfy her every want and need.
Then one day, her foul-mouthed, free-spirited, 90’s-kitsch-wearing girlfriend Melody disrupts everything. She introduces her to a cynical, burned-out former teacher, who teaches them the things no longer taught in school. Poetry. Critical thinking. Human connection.
But these lessons draw the attention of EduForce, the massive corporation with a stranglehold on education. When they show how far they are willing to go keep their customers obedient, Jennifer has to decide what is most important to her and how much she is willing to sacrifice for it.
At the Trough
Adam Knight © 2019
All Rights Reserved
One: Learning if Fun
“The brain releases the neurotransmitter dopamine in response to certain stimuli. Eating candy, having sex, consuming drugs, even petting a dog can trigger a pleasure response. Video games, especially ones with bright lights, upbeat music, and facile accomplishments are especially potent, flooding the brain with a sense of reward. As such, they were the bane of teachers for many years. That is, until EduForce began to use these games in their products. The scourge of learning was being disguised as learning itself.”
—Charles Winston, The Trough, p. 114
Jennifer Calderón stared into the screen, slack-jawed and passive as the bright colors and shapes burst before her eyes. Her pupils traced letters and blocks as they bounced from one end of the sixty-inch screen to the next. She reached out and touched a word before it hit the bottom–GAMBOLED. The white letters lit up, neon-green, and the word whooshed across the screen to smash into another word—GAMBLED—and shatter into a shower of sparkles.
“Same-sounder found!” a chirpy electronic voice declared.
Dopamine squirted into Jennifer’s brain in happy little jets. A smile traced the corners of her lips. Learning was fun.
Jennifer flicked her eyes to the upper right-hand corner of the screen. The figure 23/25 quickened her pulse. Two more. Two more word pairs and she would earn the Same-Sounder Achievement.
A new word appeared at the bottom of her screen. ASCENT, it read. The friendly female voice read the word and definition. Bubbles with other vocabulary terms floated around the screen. Colors whirled before her eyes and electronic dance beats filled her ears as she searched for Same-Sounders. Then she saw it. The word, in white letters on a floating bubble, drifted toward the bottom. Jennifer’s finger jabbed at the screen. Pop! The word ASSENT exploded in fireworks. More music and chirpy voices.
“Same-sounder found,” the voice said. More dopamine gushed into Jennifer’s brain. Her eyes flicked up to the corner. 24/25.
Once more, Jennifer scanned the bubbles and blobs and cubes and tetrahedrons swirling in her vision. Her breath was shallow. More and more words poured onto the screen. In one moment after another, tiny subdivided fractions of seconds, Jennifer saw and rejected words she did not think made the same sound as “cymbal.” Her eyes, her brain, and her hands all had to work in unison. Each level of Same-Sounder Finder was faster, more complex, and more stimulating than the last.
Then she saw it. SYMBOL.
She thrust her finger out to the screen. The little magenta gem in which the word sat was zigzagging down the screen, and she almost missed it and pressed the word TUMBLE crossing its path. But the SYMBOL illuminated, exploded, and a fireworks finale showed on the screen. 25/25.
“Same-sounder found,” the voice declared, then louder and triumphantly, “Same-sounder achievement unlocked!”
Jennifer leaped and thrust her fists in the air as a fanfare of electronic tones rang through her bedroom. Not many students earned perfect scores on Same-Sounder Finder, but Jennifer did. She earned perfect scores on everything. She was twenty-three years old and finishing her last year of schooling, a year ahead of the usual schedule. Because of all the hours she put into learning, and because she never had to redo any of her modules, she had raced ahead of her peers, many of whom were still on Achievement Level 13 or 14. She was working on 15.
After the music died down, the screen went still. Jennifer’s head was still pounding. A headache was setting in, as was a twinge of crankiness. She left her bedroom and went to the kitchen where she poured herself a cup of coffee. Her mother always had a pot brewing, anything to keep her beloved daughter focused on school. Jennifer clogged the coffee with sugar and milk, stirred it, and took a gulp. Better. She freed a couple of aspirins from their foil pouches and swallowed them with the next mouthful of coffee. She returned to her room.
Jennifer slid her finger along the screen and opened it to a new frame, one summarizing her academic progress. Current Achievement Level: 14. 12 percent of the way to 15. 106 of 880 modules completed. Achievement Level Grade Point Average: 5.0/5.0.
Total Progress to Completion of all Achievement Levels: 97 percent. 12,845 of 13,215 modules completed.
And then there was the final number. The prized number, the number she had worked for since age three.
Aggregate Grade Point Average: 5.0/5.0
Every assignment Jennifer had ever done, from toddlerhood into now her mid-twenties, had been flawless. Missing just one question on one task would eradicate her record—The Perfect Five. There had been students with 5.0 GPAs before, but their scores came with asterisks. Usually the student had missed a smattering of questions throughout their education, resulting in a score that would round up to 5.0 in the ten-thousandths place. But Jennifer Calderón began each module on a knife’s edge, knowing one slip up would end her lunge at history. Each completed question nudged her progress toward earning Achievement Level 15, the equivalent of what was once her high school diploma. Thus far, however, all she had was poor digestion, headaches, sleep deprivation, and occasional interviews for the NewsFeed as her accomplishment became more improbable.
Jennifer left the score screen and opened a new frame to continue with a new module. She had done three Grammar Modules in a row and wished for a change, so she opened a Chemistry Module. It made no difference to her. She never understood students who had favorite subjects, who would put off Math or Writing as long as possible. She never understood procrastination. She simply worked until she was exhausted, every day, with no heed to the subject area. It was all the same to her.
To unlock the next series of edugames, she needed to watch the Chemistry vidlesson. At the opening screen, she was given a choice of several hundred different teachers to choose from. Each teacher had his or her own style. Some were brusque and businesslike, while others joked and kept the lesson light. Some had an air of wisdom and experience, while others were young and attractive. Some explained topics deliberately, but Jennifer returned to the same half-dozen teachers who explained briskly. Unlike many students, Jennifer always watched the vidlesson before the edugame. It was true “Learning Was Fun” but it was also true that “Hard Work Pays Off.” It’s so easy, she thought. They give you all of the answers right in the lesson.
Too easy. But the thought was fleeting, and she brushed it away.
Jennifer selected Mr. 85. She was not sure why the teachers did not have real names, but she did not dwell on it long. Mr. 85 was a favorite of hers because he spoke a little faster than other teachers. The content of what he said was the same—it had to be; the teachers were scripted—but he lingered a few seconds less on the examples and generally made his points and moved on. She wondered how many minutes of her educational life had been saved by Mr. 85’s expediency.
Her stomach rumbled. I should eat, she thought, but instead she touched the icon for the Chemistry video and sat on the edge of her bed. The video opened. It was six minutes. Damn. A long one.
The introduction music came up, a familiar, infectious jingle followed by a voiceover. “Chemistry—All You Need to Know. A lesson by the EduForce Corporation.” Then the camera fixed on Mr. 85. Mr. 85 was a middle-aged black man with graying hair. He never smiled. Jennifer kind of liked that. He stood in front of a display showing an elaborate chart with boxes. Each box had one or two letters inside.
“Good day, I am Mr. 85. Today we are going to learn all about Chemistry. As you remember from the Introduction to Chemistry lesson, Chemistry is the part of science that is chemicals. The chemicals have names and symbols. Today I will teach them to you.”
He stepped to the right and indicated the chart. Jennifer already knew she would have to rewatch this segment of the video. Maybe the whole thing. All those boxes and letters would be difficult to remember.
“This is called the Chemical Chart. It used to be called the ‘Periodic Table of the Elements,’ but let’s keep it simple. The Chemical Chart shows you a list of all the chemicals, called ‘elements,’ in the world. Little ones are on the top and big ones are on the bottom.
“Let’s look at some of them. The very top one is called ‘hydrogen.’ Its symbol is H. The next one is Helium. Its symbol is He.”
Mr. 85 pointed out about a dozen of the most common elements and their symbols. Aluminum. Carbon. Oxygen. Phosphorous. Jennifer repeated to herself everything Mr. 85 said.
“Next, we are going to look at what the elements do together,” he went on. “But first, you may be getting tired. Do you find your energy dragging after all this learning? If so, why not order a box of Perk-Eez? It’s the little yellow pill that keeps you shining bright!”
The video of Mr. 85 paused and was replaced with a new screen offering Jennifer the opportunity to order a box of Perk-Eez. She touched the “Yes, please!” button on the screen, and a message immediately appeared. “Thank you! Your delivery will arrive at your unit shortly. Your household account will be debited.” Perk-Eez were another reason Jennifer was on track to graduate two years early.
Mr. 85 returned.
“Now that you know some of the chemicals’ names, let’s look at what chemicals do. They like to be together. Sometimes the same kinds of chemicals get together. One oxygen and another oxygen will get together, and they make up the oxygen we breathe. If you have taken the Human Biology module, you know we breathe oxygen.”
The Chemical Chart was replaced with a graphic of two blue blobs with the letter “O” on them smooshing together.
“Sometimes different chemicals get together. A carbon and two oxygens get together and make up something called carbon dioxide. Yes, that’s right, carbon dioxide, the bad thing your grandparents put into the air that almost killed Earth!”
A new graphic with two blue blobs and a red blob with a “C” all clinging together replaced the old one.
“All kinds of chemicals get together. Let’s look at some combinations.”
The screen showed a series of different colored balls, all with different letters, making different combinations. Jennifer shook her head, trying to maintain focus. It was a lot of new information.
As the video neared completion, Mr. 85 folded his hands and stepped to the center of the screen again. Jennifer thought she almost detected a smile.
“I hope you have enjoyed this lesson on Chemistry. Please rewatch this video as many times as you like before going onto the edugames. My name is Mr. 85 and it has been a pleasure teaching you today. This has been an EduForce vidlesson. EduForce, making learning easy and fun since 2034.”
The video closed. Jennifer watched it again three times. After the second time, the doorbell rang. She accepted the delivery from SentiAid, the pharmacy delivery service. She tore open a foil packet and gobbled a couple of Perk-Eez. Almost instantly, even faster than after a cup of coffee, her brain and body were buzzy and alive.
All right, she thought. Let’s play some more edugames.
The Chemistry edugame was called “Elementastic!!!” She read the instruction screen, then the game began. After a countdown, two words appeared on the screen:
Jennifer typed in FEAR. The letters Fe and Ar zoomed in from the left and right of the screen, collided in a burst of color, and formed the word “fear,” which dissolved into sparkles that floated up to the top of the screen.
Carbon Oxygen Oxygen Phosphorous
Easy, Jennifer thought. She typed COOP.
More collisions and explosions.
Tin Iodine Phosphorous
Helium Aluminum Sulfur
Jennifer fell into a rhythm, working faster and faster on each round. Her breathing became shallow. Her pulse quickened and her pupils dilated as the words came faster, exploded bigger and more colorfully, until finally a computerized voice—male this time—announced, “Activity Complete. Chemistry Achievement Unlocked!” and Jennifer lowered her hands, panting.
The voice continued, “To celebrate your achievement, how about downloading the new song from Tuliphead? The infectious single ‘Plex Lovin’’ is already breaking new—”
“Sure,” Jennifer said, and the advertisement stopped. Buying was the easiest way to make the ads go away.
Even as a small child, edugames had come easily to her. She watched the vidlessons, played the edugames, and thought little of it. She learned with carefree abandon. But when she reached the age of twelve or thirteen, she became aware she was doing something unusual. Of course, she did not have classmates to compare herself to, and she had few friends to ask, but she understood she was different. Other children made mistakes, even had to redo modules they had not mastered. She had wondered what mistakes were, to have the certainty of rightness yanked out from under you.
As she grew older, she became acutely aware of her achievement. At age fifteen, she received a request for a vid interview with a reporter. She had sheepishly declined, unsure of what to say and certain her mother would not have allowed it. But over the subsequent years, several more interview requests came to her, and she began to accept them. Each time she said the same things, that she was proud and studied a lot to do the best she could. That answer was only half true. She was proud of her grade but never had to study. She watched a vidlesson, played the edugame, then moved on to the next.
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Meet the Author
Born in upstate New York, Adam now lives in northern New Jersey with his wife, son, a neurotic dog and two cats. He teaches middle school English and writes science fiction, fantasy, and history, often in strange combinations. His stories and essays have been published in several anthologies and online magazines. Beyond writing and teaching, his interests include running and making improvements on his creaky old house.