Chemistry Class Prison

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CHEMISTRY CLASS PRISON

The classroom. Chemistry. Nothing to do.
I am a teenage boy, sitting in the front row. I watch the clock in the corner of the room. Tick – tick – tick – the second hand goes by. Seconds later, I am still sitting in the front row. I am still in chemistry class. I just sit there, doing nothing, saying nothing.
I begin to daydream. I begin to daydream of a cemetery.



The cemetery. Nighttime. Shrouded in mist.
The graveyard gate opened, creaking. A man stepped through the gate, through the metal archway, into the cemetery.



In the front of the room, the teacher explains something, droning on and on and on. He speaks slowly. His dull voice hurts our ears.
"As you can see on the periodic chart," he says, "Sodium, or Na, is in group one."
The teacher continues to waste our time.
"This makes it an alkali metal," he says. "You may notice that sodium's atomic number is eleven. Now, alkali metals have one valence electron."



Gravestones were aligned in rows from the metal gate to the horizon. Surrounding him, all around him, graves covered the ground, spread as far as the eye could see. Fog blanketed the graveyard, surrounding the graves with white mist. Above the mist, in the starry sky, the full moon glowed.



The girl next to me is doodling in her notebook. Two guys behind me are talking about a computer game. Some students are passing notes.
No one passes notes to me. No one talks to me. In the classroom, I just sit there, trying to ignore everything.



The full moon glowed.
Nervously, the man looked around. His breath was unsteady. Swiftly, he walked through the graveyard, surrounded by mist. He nearly stumbled over a gravestone. Wide eyed, he looked over his shoulder.
Something was watching him.



"Now, with this particular problem," the teacher says, going over the homework, "The book was asking for you to define the characteristics of halogens."
Minutes later, I am still sitting in the front row, doing nothing, saying nothing. I am trapped, forced to stay in my seat.
"Now, for the next problem," the teacher says, "We're looking at ions and electron orbitals."
This is torture. Torment. Agony. I try to ignore everything. I try to daydream.



Something was watching him.
The air was cold, chilling him. The grass, wet and slippery, glistened in the pale moonlight. In the distance, an owl hooted.
The man kept moving, walking between gravestones. His foot slipped, and he slid to the wet ground. Breathing heavily, he stood up, his legs damp and aching. He kept moving.


Ions and electron orbitals.
Let me out of here. I want to shout. I want to run. I want to break free.
"Now, these two elements are exceptions," says the teacher, "But we will move to the next problem. Number fifty-seven."
An intelligent girl raises her hand to ask a question.
"Excuse me," she says, "But could you explain why there is an exception for determining the number of electrons in that specific orbital?"
I squirm in my seat. I want to get out of here.
"I wouldn't worry about that," says the teacher. "I'm not going to put something like that on the test."
"Yes," says the intelligent girl, "But–"
The teacher just says, "Now for number fifty-seven."



The man kept moving.
The mist seemed to part around him, enclosing him in a circle. The sky above twinkled with stars. A cloud crossed over the moon, and the graveyard grew darker. In the distance, the cemetery gate creaked and closed shut.
Something was following him.



"In this problem," says the teacher, "The book is asking you to tell what halogens are like."
The teacher continues to talk about last night's homework.



Something was following him.
The man hurried through the cemetery. His leg slid, he fell, and he ended up kneeling before a specific tombstone. The man's eyes grew wide. His mouth opened.
A name was carved on the tombstone.



I sit in my seat, doing nothing, saying nothing.
"Oh, pardon me," says the teacher. "We already did that problem."
This is cruel and unusual punishment.



A name was carved on the tombstone.
The man stared at the tombstone. On the tombstone, written, carved, engraved, was his own name. His very own name.
The man was already dead.



Ions and electron orbitals.
I squirm in my seat.
This is prison.
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Hi :) seeing as you were talking about your story on chat the other night I thought I'd check it out! I wasn't disappointed either, I think you have written this really well and the italics work fine in showing a different subject :)

I watch the clock in the corner of the room. Tick – tick – tick – the second hand goes by. Seconds later, I am still sitting in the front row.


I think it might be effective to have 'Tick - tick - tick' in italics.

His dull voice hurts our ears.

The teacher continues to waste our time.


Before you were saying 'I' and I'd stick with that so you are just referring to him, especially as he seems kind of apart from the rest of the students. So here just changing both 'our' to 'my' :)

Surrounding him, all around him, graves covered the ground, spread as far as the eye could see. Fog blanketed the graveyard, surrounding the graves with white mist.


I can see what you are doing with the first sentence but I'm not sure if it works, I think it's the repetition of 'him' that sounds wrong to me. I think you could change maybe 'all around him' to something like 'everywhere' so you are not repeating him or just leave one of them out. You say 'surrounding' again in the second sentence and as you have so recently used it I'd maybe change that one- something like 'smothering' might work instead.

In the classroom, I just sit there, trying to ignore everything.


I think you could say something better than 'trying to ignore everything', it's kind of vague. Perhaps something about trying to block out his surroundings or the dullness of the classroom would be better in being more specific.

His breath was unsteady. Swiftly, he walked through the graveyard, surrounded by mist. He nearly stumbled over a gravestone. Wide eyed, he looked over his shoulder.


I think 'breath' should be 'breathing' and I'm not sure about using 'surrounded' again, something like 'encircled' or 'shrouded' could be good replacements, just so you are varying the description more. I think it might be better here as well to describe the almost stumbling moment- does his foot catch on the corner of the tombstone? Does he stumble into it? Is there moss beneath his fingertips from his touch on the grave? Little details like that could really add to the spookiness ;)

the teacher says, going over the homework,


When you say 'going over the homework' are you just referring to what he is talking about or to an action? If it's an action, I would describe it a bit more, like glancing down the homework sheet or something like that but if it's what he is talking about, maybe 'referring back to the homework' would sound better or something like that.

I try to ignore everything.


Again, I think you could maybe say something better here.

The air was cold, chilling him.


Just an idea but 'to the bone' on the end here might be good :P

An intelligent girl raises her hand to ask a question.


I think it might be better to describe how the girl looks as we can tell from the question that she is intelligent, maybe how her hair is or she has glasses or something like that.

"The book is asking you to tell what halogens are like."


'tell what halogens are like' sounded kind of awkward to me, especially for a teacher to be saying, maybe 'describe' or 'explain' would be better replacements for 'tell'.

The teacher continues to talk about last night's homework.


As we already know this, perhaps something more on his voice or speech going on and on or some new information on how perhaps the main character is feeling- like feeling his eyes almost closing shut or resting his head on the table, might be better here.

His leg slid, he fell, and he ended up kneeling before a specific tombstone.


I'd maybe add 'again' after 'slid' as this is the second time he has done so. I wouldn't say 'specific' tombstone as it would just be any tombstone to him until he looked up- he does not know it is specific yet, I don't think you need the third 'he' as well and I'd maybe rearrange the sentence a bit- having the 'and' before 'he fell' and changing 'ended' to 'ending'. So something like this- 'His leg slid and he fell, ending up kneeling before a tombstone.'

The man's eyes grew wide.


Just my preference, but I think 'The man's eyes widened' might be better here.

Overall: I think this is a nice combination of a boring chemistry lesson and a creepy setting- the change in writing styles really works too! :D

I noticed that you say 'says' a lot when describing the speech of the characters, I would try to vary this more. You can add more detail as to how something is said through their speech or tone, so I think it would be much more effective to add new words in instead of 'says'. For instance- '"Yes," says the intelligent girl, "But–"' could be 'protests' or even adding more in like 'protests urgently' to show that she really wants to know the answer.

There isn't a lot of description on the classroom, which is fine as there is already a good image of a boring ordinary room in my head :D I think the couple of sentences on the other students was good as well in setting the scene. The only bit of description that I think could be added to would be on the teacher- as he is the focus of everyone in the classroom, a bit more on his appearance might be helpful in the story. I do like how you repeat words for affect throughout this piece, a couple of times I thought it didn't work that well though and I pointed them out :)

I love how you set the scene for the cemetery- the panic of the character is shown really well and I can completely picture what it would be like. I think you end brilliantly too with the three short sentences :D great story! All my comments are just suggestions and I hope I've helped!
"Your mother is a hamster and your father smells of elderberries"
-Monty Python and The Holy Grail




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Hello!

Honestly, I was absorbed into this story. You maintained quite a spooky, eerie style of writing throughout, with lots of suspense. That I liked.


So has this character got emotional issues? It felt like he did throughout-kind of 'donnie darko'-esque.

The ending was maybe just slightly abrupt, I think. But hey-if that was your idea to have it that way who am to dispute it?

I enjoyed your style of writing throughout, as I said.
'Those who dream by day are cognizant of many things which escape those who dream only by night'-Edgar Allan Poe

'Nobody can make you feel inferior without your consent'-Eleanor Roosevelt




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Oh wow. Thanks for the critique and the comments.

His leg slid, he fell, and he ended up kneeling before a specific tombstone.

I just realized... I used two tenses in this sentence. The past, and the present. Oops.

Sorry if this story didn't have enough description. I wrote all of this yesterday... without stopping. (That's partly why I used the word 'says' a lot). This is actually the first draft.

I'll make changes to it later.

(By the way, Pippiedooda, Monty Python is awesome. I saw your signature.)

I've never seen donnie darko.

I don't know if this character has emotional issues. Interesting... I never thought about it that way.

Although I have had to sit through boring chemistry classes, so I'm not sure it's the character.

(No offense to chemists. I just had a boring teacher)

Hmm... I guess the ending is abrupt.
I'm not sure I want to change it though.

Thanks again for the comments.
If you have a horror story on YWS, feel free to PM me.
If you would like me to critique it, say so.



I'm also not sure why but even though I normally wear cool tones I have a feeling red would have been my color in the 1860s.
— Elinor