"Recess At Last" by Gerald Aungst. The story headline is "An Interactive Restlessness". The story genre is "Fiction". The release number is 1. The story description is "After endless months of indoor recess, an eager student's plan to try out his brand new sneakers is thwarted by one missing assignment." The story creation year is 2008. [This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.] [==========================================================] Volume 1 - Preface Book 1 - Extensions Include Conversation Package by Eric Eve. Include Tailored Room Description by Emily Short. [Include Written Inventory by Jon Ingold.] Include Title Page by Jon Ingold. Include Locksmith by Emily Short. Include Punctuation Removal by Emily Short. Include Modified Exit by Emily Short. Include Basic Help Menu by Emily Short. To say quotation: say "The only people who think children are carefree are the ones who've forgotten their own childhood. (Orson Scott Card)". Book 2 - Website Release along with cover art, the source text, the introductory booklet, and a website. [==========================================================] Volume 2 - World Model Modifications Book 1 - Objects Part 1 - School-Desks A school-desk is a kind of container. A school-desk is always fixed in place, open, and not openable. A desktop is a kind of supporter. A desktop is part of every school-desk. The description of a desktop is usually "Just like every other desk in the school, this has a brown, flat fake-wood surface for writing and a black metal compartment underneath for storing books and things." Before inserting something into a desktop which is part of a school-desk (called the item): try inserting the noun into the item instead. Before putting something on a school-desk when a desktop (called the surface) is part of the second noun: try putting the noun on the surface instead. Rule for disclosing contents of a school-desk (called the item): let surface be a random desktop which is part of the item; let matching seat be the pair-match of the item; if something in the item is mentioned begin; say "Besides [the list of mentioned things in the item] you can see [a list of mentionable things on the surface] on [the item], and [a list of mentionable things in the item] inside. "; otherwise if the surface supports something; say "On [the item] [is-are a list of mentionable things on the surface][if the player is on the matching seat], and inside it [is-are a list of mentionable things inside the item][end if]. "; otherwise if the player is on the matching seat; say "Inside [the item] [is-are a list of mentionable things inside the item]. "; end if. [The desk is designed to appear to the player as one object even though it has two components--the player shouldn't have to distinguish between the inside of the desk and on the desktop.] The description of a school-desk is usually "Just like every other desk in the school, this has a brown, flat fake-wood surface for writing and a black metal compartment underneath for storing books and things." A description-concealing rule when the player is on a school-chair (called the current-seat): repeat with item running through school-desks in the location begin; if the item is not the pair-match of the current-seat, now the item is not marked for listing; end repeat. Definition: A school-desk (called the item) is nearby if the pair-match of the item supports the player. Does the player mean doing something when the noun is nearby or the second noun is nearby: it is very likely. [This is so the game only mentions the desk at which the player is sitting in the event there are more than one in the room.] Instead of opening a school-desk (called the target), try searching the target. Check closing a school-desk: say "The desk just has an open storage space below the desktop. It can[']t be closed." instead. Part 2 - School-Chairs A school-chair is a kind of supporter. It is usually fixed in place. It is always enterable. The description of a school-chair is usually "Nothing special, really. Blue plastic seat, metal legs. Good for making static and shocking people in the winter, though." Understand "seat" as a school-chair. A description-concealing rule: repeat with item running through school-chairs in the location begin; now the item is not marked for listing; end repeat. Rule for disclosing exterior of a person (called the target): if the target is in a school-chair, do nothing. Check entering when the noun is a school-chair (called the target): if the target encloses a person begin; let occupant be a random person on the target; say "You really don[']t want to sit in [nickname of occupant]'s lap." instead; end if. Pairing relates one thing to another (called the pair-match). The verb to be paired with implies the pairing relation. [This is marked to attach each school-desk to a unique school-chair for description purposes.] Part 3 - Hidden Items Hidden-item is a kind of thing. [Items which need to be invisible but in scope.] Hidden-Locker is a room. [This is to hold all the "invisible" socks and underwear!] "Why on earth would you think to look here?" After deciding the scope of the player: place Hidden-Locker in scope; repeat with item running through hidden-items begin; place item in scope; end repeat. A description-concealing rule: now every hidden-item is not marked for listing. A description-concealing rule: now every door is not marked for listing. Part 4 - Writable Jotters A jotter is a kind of thing. A jotter has a list of indexed text called the missive. A jotter can be fresh or marked. A jotter is usually fresh. A scriber is a kind of thing. After reading a command: remove quotes; resolve punctuated titles. [This will allow the player to type optional quotation marks around the text to be written without also recording the quotes. It will also strip the period out if the player types "Mrs." or "Mr."] Instead of reading a jotter (called the pad): if the pad is a packet: say "On [the pad] is printed:[/p][prompt of the pad]."; otherwise: say "On [the pad] you read:[/p][the missive of the pad vertically]". Instead of examining a fresh jotter (called the pad): if the pad is a packet, say "[description of pad][/p]On [the pad] is printed:[/p][prompt of the pad]. There is nothing written in the blanks."; otherwise say "[description of pad] [if the pad is not the jeans]There is nothing written on it.[end if]" Instead of examining a marked jotter (called the pad): if the pad is a packet: say "[description of pad][/l]On [the pad] is printed:[/l][prompt of the pad]."; if the pad is completed, say "It appears to be complete and ready to hand in."; if the pad is the assignment: now the printed name of the assignment is "finished Explorer assignment"; now the description of the assignment is "This is the Explorer worksheet you finished yesterday."; otherwise: say "[description of pad][/l]On [the pad] you read:[/l][the missive of the pad vertically]". To say (chosen list - a list of indexed text) vertically: repeat with current entry running through chosen list: say "[current entry][/l]". To erase (pad - a jotter): truncate the missive of the pad to zero entries; now the pad is fresh; To write on (pad - a jotter): let N be indexed text; let N be "[topic understood]" in sentence case; add N to the missive of the pad; now the pad is marked. Understand "write [text] on [something touchable]" as writing it on. Understand "write [text]" as writing it on. Understand "write down" as "[write]". Writing it on is an action applying to one topic and one thing. Rule for supplying a missing second noun while writing: if a jotter (called the pad) is carried: change the second noun to the pad; otherwise if a jotter (called the pad) is touchable: change the second noun to the pad; otherwise: say "You will have to specify what to write that on.". Definition: a thing is writable: if it is a jotter then decide yes; if it is your chair then decide yes; decide no. Does the player mean doing something when the second noun is the blue jeans: it is very unlikely. Check writing it on: if the player does not hold a scriber, say "You have nothing to write with." instead; if the second noun is not writable, say "You really shouldn[']t write anything there." instead; if the second noun is a packet, say "If you want to fill in the answers to the questions, try 'COMPLETE QUESTION 1'." instead; if the player holds a packet, say "If you are trying to fill in the answers on the worksheet, use the command 'COMPLETE QUESTION 1' instead.". Carry out writing it on: if the second noun is your chair begin; now the description of your chair is "You can tell this is your chair because of the design you scribbled onto the seat."; move the design to Room 9; now the description of the design is "Just a little random picture you drew in pencil when you were bored during recess today. It doesn[']t even look like anything specific."; otherwise; write on the second noun; end if. Report writing it on: if the second noun is your chair, say "You scribble another random design on it, just like the one you drew last week in math class."; say "In your best cursive handwriting, you write '[topic understood in sentence case]' on [the second noun]." Erasing is an action applying to one carried thing. Understand "erase [something touchable]" as erasing. Check erasing: if the player does not hold a scriber, say "You have nothing to erase it with." instead; if the noun is not a jotter or the second noun is not your chair, say "It's hard to see how." instead. Carry out erasing: if the noun is your chair begin; now the description of your chair is "Nothing special, really. Blue plastic seat, metal legs. Good for making static and shocking people in the winter, though."; remove the design from play; otherwise; erase the noun; end if. Report erasing: say "You scrub [the noun] with your eraser until all the pencil marks are gone." To error-correct (pad - a jotter): let N be indexed text; let N be "[topic understood]" in sentence case; repeat with current entry running through the missive of the pad begin; if current entry matches the text N, remove current entry from the missive of the pad; end repeat. Erasing it from is an action applying to one topic and one carried thing. Understand "erase [text] on/in/from [something touchable]" as erasing it from. Check erasing it from: if the player does not hold a scriber, say "You have nothing to erase it with." instead; if the second noun is your chair, try erasing your chair instead; if the second noun is not a jotter, say "It's hard to see how." instead; let N be indexed text; let N be "[topic understood]" in sentence case; if N is not listed in the missive of the second noun, say "You scan [the second noun], but cannot see '[N]' written anywhere on it." instead. Carry out erasing it from: error-correct the second noun. Report erasing it from: say "You carefully erase every line containing '[topic understood in sentence case]' from the page, leaving all the other writing." Copying is an action applying to two things. Understand "copy [something preferably held] on [something touchable]" as copying. Understand "copy [something preferably held]" as copying. Rule for supplying a missing second noun while copying when the noun is a packet: if a packet (called the pad) is carried begin; change the second noun to the pad; otherwise if a packet (called the pad) is touchable; change the second noun to the pad; otherwise; say "You will have to specify what to write that on."; end if. Rule for supplying a missing second noun while copying: if a jotter (called the pad) is carried: change the second noun to the pad; otherwise if a jotter (called the pad) is touchable: change the second noun to the pad; otherwise: say "You will have to specify what to write that on.". Check copying: if the player does not hold a scriber, say "You have nothing to write with." instead; if the noun is not a jotter or the noun is fresh, say "There's nothing written on this for you to copy." instead; if the noun is a packet and a fresh packet is not held, say "You need a blank copy of the worksheet to copy the answers onto." instead; if a fresh jotter is not held, say "You need a clean sheet to write on" instead. Carry out copying: if the noun is a packet, let the target be a random fresh packet held by the player; otherwise let the target be a random fresh jotter held by the player; repeat with current entry running through the missive of the noun begin; add current entry to the missive of the target; end repeat; now the target is marked. Report copying: say "You carefully copy the writing from [the noun] and make a duplicate." Part 5 - Packets A packet is a kind of jotter. A packet can be incomplete or completed. A packet has a text called the prompt. The prompt of a packet is always "[packet-heading][/l][packet-explorer][/l][packet-question1][/l][packet-question2][/l][packet-question3]". To say packet-heading: say "Name: __[italic type][student-name][roman type]__[/l]"; say "Directions: Please look up the answers to these three questions about your chosen explorer in the library. Use the book about your explorer that Miss Feeney has set aside for us. Fill in the correct answer and page number from the book.". To say packet-explorer: say "Name of explorer: __[italic type][explorer-name][roman type]__". To say packet-question1: say "1. Where was your explorer born? __[italic type][birthplace][roman type]__ (page _[italic type][birthplace-page][roman type]_)". To say packet-question2: say "2. What was your explorer's most famous discovery? __[italic type][discovery][roman type]__ (page _[italic type][discovery-page][roman type]_)". To say packet-question3: say "3. What year did your explorer make his first voyage? __[italic type][year][roman type]__ (page _[italic type][year-page][roman type]_)". Some packets are defined by the Table of Homework. Definition: a packet (called the schoolwork) is accurate: if the schoolwork is incomplete, decide no; if student-name of the schoolwork is not "Jamie Nelson", decide no; if explorer-name of the schoolwork is not "Vasco da Gama", decide no; if birthplace of the schoolwork is not "Sines", decide no; if birthplace-page of the schoolwork is not "3", decide no; if discovery of the schoolwork is not "Ocean route to the Orient", decide no; if discovery-page of the schoolwork is not "11", decide no; if year of the schoolwork is not "1497", decide no; if year-page of the schoolwork is not "6", decide no; decide yes. Definition: a packet (called the schoolwork) is cheated: if the schoolwork is incomplete, decide no; if student-name of the schoolwork is "Sam F.", decide yes; [if the player is dumb enough not to change the name.... ;-) ] let suspicions be 0; [This will be the number of suspicious "copied" entries. Too many that match Sam's work will mean it's copied.] if explorer-name of the schoolwork is "Henry Hudson", increase suspicions by 1; if birthplace of the schoolwork is "Blarney Medical Center", increase suspicions by 1; if birthplace-page of the schoolwork is "1", increase suspicions by 1; if discovery of the schoolwork is "Hudson Bay", increase suspicions by 1; if discovery-page of the schoolwork is "17", increase suspicions by 1; if year of the schoolwork is "1907", increase suspicions by 1; if year-page of the schoolwork is "8", increase suspicions by 1; if suspicions is greater than 3, decide yes; decide no. Part 6 - Generic "Use" command [This will respond appropriately to attempts to "use" something when the use is fairly obvious. It will also allow more specific "use" commands for other objects later on.] Understand "use [an edible thing]" as eating. Understand "use [a wearable thing]" as wearing. Understand "use [a closed openable container]" as opening. Understand "use [an open openable container]" as closing. Understand "use [something preferably held] on [a locked lockable thing]" as unlocking it with (with nouns reversed). Understand "use [something preferably held] on [an unlocked lockable thing]" as locking it with (with nouns reversed). Understand "use [a switched off device]" as switching on. Understand "use [something]" as using. Using is an action applying to one thing. Carry out using: say "You will have to be more specific about how you[']d like to use [the noun]. Try naming a particular action such as OPEN or WEAR or DROP." Understand "use [a door]" as opening. Understand "use [an open door]" as entering. Part 7 - Thermals [This identifies clothing that warms the player, specifically coat, hat, and mittens. Then the following "warmth-list" code will be able to list the specific thermal items that the the player is still not wearing. This will allow NPCs to tell the player which things he/she still needs to find and put on before going outside for recess.] A thermal is a kind of thing. A thermal is always wearable. Understand "put [any thermal] on" as wearing. To say warmth-list: let missing-items be the number of thermals not worn by the player; if the winter coat is not worn, say "coat"; if missing-items is 2, say " and "; if missing-items is 3, say ", "; if the ski hat is not worn, say "hat"; if the winter coat is worn and missing-items is 2, say " and "; if missing-items is 3, say ", and "; if the Spiderman mittens are not worn, say "mittens". Part 8 - Status Line with exits When play begins: change left hand status line to "Exits: [exit list]"; change right hand status line to "[location]". To say exit list: let place be location; repeat with way running through directions: let place be the room way from the location; if place is a room, say " [way]". [We may find that printing out full directions makes the status line unpleasantly crowded. Fortunately, it isn't hard to provide a set of abbreviations to use in this context:] Rule for printing the name of a direction (called the way) while constructing the status line: choose row with a heading of the way in the Table of Abbreviation; say "[shortcut entry]". Table of Abbreviation heading shortcut north "N" northeast "NE" northwest "NW" east "E" southeast "SE" south "S" southwest "SW" west "W" up "U" down "D" inside "IN" outside "OUT" Part 9 - Research Understand "look up/for [text]" or "research [text]" or "find [text]" or "locate [text]" or "look up/for a/-- book on/about [text]" or "find a/-- book on/about [text]" or "locate a/-- book on/about [text]" as examining as a book when the player is in the Library. Examining as a book is an action applying to one topic. Carry out examining as a book: say "You can't find any such text." Instead of examining as a book a topic listed in the Table of Book Titles: say "[description entry][paragraph break]"; if the title entry is "Vasco da Gama", move the Vasco da Gama book to the library. Instead of taking the books: say "Please tell me which book you'd like to take.". Table of Book Titles topic title description "Vasco da Gama" or "vasco/da/gama" or "da gama" "Vasco da Gama" "You find a small book on the shelf which has all the information you need for your worksheet." "Christopher Columbus" or "christopher/columbus" "Christopher Columbus" "You find a book about Columbus that looks like it has been here since your parents were in elementary school." "Henry Hudson" or "henry/hudson" "The Life of Henry Hudson" "You see a book about Henry Hudson that looks like it has more pictures than words." Part 10 - Reading Understand the command "read" as something new. Understand "read [something]" or "consult [something]" or "read in/from [something]" as reading. Instead of opening something readable (called the tome): try reading the tome. Understand "turn page" as a mistake ("Try 'TURN TO NEXT PAGE' instead."). Reading is an action applying to one thing, requiring light. Understand "read page [number] in/from/of [something]" or "look up page [number] in/from/of [something]" or "turn to page [number] in/from/of [something]" or "consult page [number] in/from/of [something]" as reading it in. Reading it in is an action applying to one number and one thing, requiring light. Named page is a kind of value. The named pages are first page, last page, next page, previous page. To decide what number is the effective value of (L - last page): decide on the length of the Vasco da Gama book. To decide what number is the effective value of (F - first page): decide on 1. To decide what number is the effective value of (N - next page): let X be the last page read of the Vasco da Gama book plus 1; decide on X. To decide what number is the effective value of (P - previous page): let X be the last page read of the Vasco da Gama book minus 1; decide on X. Understand "read the [named page] in/from/of [something]" or "read [named page] in/from/of [something]" as reading it relatively in. Reading it relatively in is an action applying to one named page and one thing, requiring light. This is the book requirement rule: if the player is not carrying the Vasco da Gama book, say "You're not reading anything." instead. Check reading it relatively in: if the second noun is not the Vasco da Gama book, say "There are no pages in [the second noun]." instead; abide by the book requirement rule. Carry out reading it relatively in: let N be the effective value of the named page understood; change the number understood to N; try reading N in the Vasco da Gama book. Check reading it in: if the second noun is not the Vasco da Gama book, say "There are no pages in [the second noun]." instead; abide by the book requirement rule. Check reading it in: if the number understood is greater than the length of the Vasco da Gama book, say "There are only [length of the second noun in words] pages in the book." instead; if the number understood is less than 1, say "The page numbering begins with 1." instead. Carry out reading it in: read page number understood. Definition: a thing (called the tome) is readable: if the tome is a jotter, decide yes; if the tome is a packet, decide yes; if the tome is the envelope, decide yes; if the tome is the note, decide yes; decide no. Check reading: if the noun is readable, try examining the noun instead; if the noun is not the Vasco da Gama book, say "There are no pages in [the noun]." instead; abide by the book requirement rule. Carry out reading: let N be a random number between 1 and the length of the Vasco da Gama book; change the number understood to N; say "You flip the pages randomly and arrive at page [the number understood]:[paragraph break]"; try reading the number understood in the Vasco da Gama book. Instead of reading the notes: try examining the notes. Understand "index" or "contents" or "table of contents" as "[index]". Understand "look in/up [index]" or "read [index]" as a mistake ("Unfortunately, the book has none. You could just READ BOOK to turn to a random page, READ NEXT PAGE or READ PREVIOUS PAGE, or READ PAGE 1 IN BOOK if you want to find a particular page."). Table of Book Contents page content 3 "Vasco da Gama was born in a city in Portugal named Sines." 6 "Vasco da Gama made his first voyage in 1497" 11 "Vasco da Gama is most famous for discovering an ocean route to the Orient." To read page (N - a number): now the last page read of the Vasco da Gama book is N; if there is a content corresponding to a page of N in the Table of Book Contents: choose row with a page of N in the Table of Book Contents; say "You scan the page looking for information you need. You see: '[content entry]'[paragraph break]"; otherwise: say "Page [N] doesn't seem to have any information you need for your worksheet.". Part 11 - Filling the Blanks Understand "fill" or "fill in" or "write" or "write in" or "complete" as "[fill in]". Understand "[fill in] question [number] on [something preferably held]" or "[fill in] question [number]" or "[fill in] answer [number] on [something preferably held]" or "[fill in] answer [number]" as filling the blanks. Understand "answer question" as a mistake ("Try saying 'COMPLETE QUESTION 1' in order to fill in the blanks on the worksheet."). Understand "write [text] on [packet]" or "write [text] in [text]" or "write answer" as a mistake ("You need to specify which question to answer. Instead, try saying 'COMPLETE QUESTION 1', for example."). A mode is a kind of value. The modes are off, page-mode, help-mode, or response-mode. Answer mode is a mode that varies. Answer mode is off. Current question is a number that varies. Filling the blanks is an action applying to one number and one thing. Check filling the blanks: if the player does not hold a scriber, say "You have nothing to write with." instead; if the second noun is not a packet, say "There are no questions to answer here." instead; if the number understood is greater than 3, say "There aren't that many questions on the worksheet!" instead. Carry out filling the blanks: now current question is the number understood; change the command prompt to " >>>"; if current question is: -- 1: say "[/l]Where was your explorer born?"; -- 2: say "[/l]What was your explorer's most famous discovery?"; -- 3: say "[/l]What year did your explorer make his first voyage?"; now answer mode is response-mode. Rule for supplying a missing second noun while filling the blanks: if a packet (called the pad) is carried: change the second noun to the pad; otherwise if a packet (called the pad) is touchable: try taking the pad; change the second noun to the pad; otherwise: say "You will have to specify where to write your answer.". After reading a command when answer mode is response-mode: let pad be a random packet held by the player; let N be indexed text; let N be "[player's command]" in sentence case; if N matches the regular expression "cean", change N to "Ocean route to the Orient"; if N matches the regular expression "oute", change N to "Ocean route to the Orient"; if N matches the regular expression "ines", change N to "Sines"; if current question is: -- 1: change birthplace of the pad to N; -- 2: change discovery of the pad to N; -- 3: change year of the pad to N; say "[/l]On what page did you find that information?"; now the answer mode is page-mode; now the pad is marked; reject the player's command. After reading a command when answer mode is page-mode: let pad be a random packet held by the player; let N be indexed text; let N be "[player's command]" in sentence case; if current question is: -- 1: change birthplace-page of the pad to N; -- 2: change discovery-page of the pad to N; -- 3: change year-page of the pad to N; say "[/l]You fill in the blanks for question [current question] with that information."; change the command prompt to ">"; now the answer mode is off; reject the player's command. Part 99 - Other random rules Rule for deciding whether all includes scenery: it does not. Rule for deciding whether all includes fixed in place things: it does not. Rule for deciding whether all includes people: it does not. Rule for deciding whether all includes Sam's unfinished Henry Hudson project: it does not. [This prevents commands like "TAKE ALL" from attempting to take people (they wouldn't care for that, you know ;-) or things which are part of the scenery.] A person has a text called nickname. The nickname of a person is usually "". Understand "steal [something]" as taking. Understand "take out [something]" as taking. [Implicit taking when you want to open a portable container you're not holding.] Check opening a container (called the target): if the target is not held: say "(first taking [the target])"; silently try taking target; continue the action. [Implicit opening and taking when you want to look inside a closed portable container.] Check searching a container (called the target): if the target is closed: if the target is not held: say "(first taking and opening [the target])"; silently try taking the target; silently try opening the target; otherwise: say "(first opening [the target])"; silently try opening target; continue the action. Understand "search for [something]" as a mistake ("You need to say where to look. Try 'SEARCH [random touchable container]', for example.") Before giving something to someone when the player is on a supporter (called the chaise): say "(first getting up from [the chaise])"; silently try exiting; continue the action. Understand "take [something preferably held] to [someone]" as giving it to. Does the player mean examining something known: it is very unlikely. [The following code will trap player questions and give a helpful response.] Understand "who" or "what" or "when" or "where" or "why" or "how" or "who's" or "what's" or "when's" or "where's" or "why's" or "how's" as "[query]". Understand "[query] [text]" as a mistake ("[story title] understands commands, such as '[command prompt]EXAMINE [a random thing that can be seen by the player]', but not questions. For more instructions, type HELP."). Use no scoring. [Shortcuts for the multiple paragraph and line breaks that will occur in character conversation, among other things.] To say /p: say paragraph break. To say /l: say line break. To say he-she: if the prior named noun is male, say "he"; if the prior named noun is female, say "she". Understand "pound on [text]" or "beat on [text]" or "hit [text]" or "slap [text]" or "kick [text]" as a mistake ("Losing your temper is more likely to get you sent to the Principal's office than it is to get you out to recess. No, you decide, it's not worth it.") Understand "walkthrough" and "walkthru" as a mistake ("Try 'HELP' for the help menus. A text file with a walkthrough is also available at the IF Comp website: http://www.ifcomp.org/comp08/download.html"). Book 2 - Character Movement Part 1 - Foundation Processes A person can be active or passive. A person is usually passive. Before doing something to an active person (called the target): change the target to passive. A person has a room called destination. The destination of a person is usually nowhere. A person has a room called last location. [This is for movement rules to allow the player to interact with characters who move. When we have specific rules for character movement, we'll also have to add a line to change them back to active every turn.] Part 2 - Automatic Character Movement To decide what room is the heading of (pedestrian - a person): let the current space be the location of the pedestrian; let the goal be the destination of the pedestrian; if the pedestrian is passive, decide on the current space; if the goal is nothing, decide on a random room which is adjacent to the current space; let the way be the best route from the current space to the goal, using even locked doors; let the next space be the room the way from the current space; if the next space is a room, decide on the next space; decide on nothing. Ambling is an action applying to nothing. Carry out someone ambling: let the pedestrian be the person asked; let the current space be the location of the pedestrian; let the next space be the heading of the pedestrian; let the way be the best route from the current space to the next space, using even locked doors; if the current space is End of the Hall and the next space is Room 10: now door to room 10 is unlocked; now door to room 10 is open; if the pedestrian is visible, say "[The pedestrian] [if the next space is Room 10]unlocks the door and [end if]heads [way] to [the next space]."; change the last location of the pedestrian to the holder of the pedestrian; move the pedestrian to next space; if the current space is Room 10 and the next space is End of the Hall: now door to room 10 is closed; now door to room 10 is locked; if the pedestrian is visible, say "[The pedestrian] [if the current space is Room 10]closes and locks the door as he [end if]comes in from [the current space].". After going: if an active person (called the guest) is in the room gone to, change the guest to passive; continue the action. Part 3 - Going By Name Understand "go to/in/into [any room]" as going by name. Understand "[any room]" as going by name. Understand "[door]" as entering. Understand "enter [any room]" as going by name. Does the player mean going by name when the noun is visited or the noun is adjacent to the location: it is very likely. Going by name is an action applying to one thing. Check going by name: if the noun is the location, say "You're already in [the location]." instead. Carry out going by name: while the player is not in the noun: let heading be the best route from the location to the noun, using even locked doors; if heading is not a direction, say "You can't think how to get there from here." instead; let destination be the room heading from the location; say "(heading [heading])[command clarification break]"; try going heading; if the player is not in the destination, rule fails. Part 4 - Going Nowhere [This is to give the player a little more help when they try going a direction that doesn't have an exit.] Definition: a direction is viable if the room it from the location is a room. Instead of going nowhere: let count of exits be the number of viable directions; if the count of exits is 0, say "You appear to be trapped in here." instead; if the count of exits is 1, say "From here, the only way you can go is to [a list of viable directions]."; otherwise say "You can[']t go that direction, but you could go to [a list of viable directions]." Instead of going nowhere for at least the second time: let count of exits be the number of viable directions; if the count of exits is 0, say "You still appear to be trapped in here." instead; otherwise say "You can[']t go that direction either. You can go to [a list of viable directions], or you can try just typing the name of the room where you want to go." Part 5 - Within Earshot [This helps me determine if a player is either in or near a given room.] Definition: a room is within earshot: if it is the location then decide yes; if it is adjacent to the location then decide yes; decide no. Definition: a person is within earshot: let spot be the location of it; if spot is the location then decide yes; if spot is adjacent to the location then decide yes; decide no. Part 6 - Following Following is an action applying to one visible thing. Understand "follow [any person]" as following. Understand the commands "chase" and "pursue" as "follow". Check following: if the noun is the player, say "Wherever you go, there you are." instead; if the noun is visible, say "[The noun] is right here." instead; if the last location of the noun is not the location, say "It's not clear where [the noun] has gone." instead. Carry out following: let the goal be the destination of the noun; if the goal is not a room, say "[The noun] isn't going anywhere you can follow." instead; say "[Noun] heads out. You follow him through the school, finally ending up at [goal]."; now the noun is in the goal; now the player is in the goal; if the goal is room 10: now door to room 10 is unlocked; now door to room 10 is open. [==========================================================] Volume 3 - The Player Part 1 - Description The description of the player is "Your favorite jeans and a faded green hoodie look positively tattered against the spotless white Reeboks on your feet." A person can be permitted to leave. The player is not permitted to leave. Part 2 - Clothing The player wears a faded green hoodie. Understand "sweat" or "sweats" or "shirt" or "sweatshirt" as the hoodie. The description of the hoodie is "The logo on the front is all but gone, the sleeves are fraying, and the pull string came out months ago, but this is still your most comfortable sweatshirt. The best part is that it was still warm from the dryer when you put it on this morning." The hoodie is familiar. Instead of smelling the hoodie, say "Mmm. Mountain Fresh. Or whatever it says on the box of store brand dryer sheets your mom uses." The logo is part of the hoodie. The description of the logo is "When you could read it, it was the logo of your favorite team." The sleeves are part of the hoodie. The description of the sleeves is "Stretched out at the cuff from when you used to suck on them. But you don[']t do that any more. Much." The cuff is part of the sleeves. The description of the cuff is "Still mostly attached." Understand "cuffs" as the cuff. The pull string is part of the hoodie. The description of the pull string is "Well, if you knew where it was, you'd probably have put it back into the hood. Or at least asked your mom to do it, anyway." The player wears a jotter called blue jeans. The printed name of blue jeans is "your blue jeans". Understand "pants" or "bluejeans" as the jeans. The description of the jeans is "You pulled these out of the 'clean' pile this morning: no obvious stains and they don[']t smell. Er, much." The blue jeans are familiar. The stains are part of the blue jeans. The description of the stains is "Mostly just dirt. And a little of yesterday's lunch." Understand "dirt" or "lunch" as the stains. Instead of smelling the jeans, say "Ew. Well, OK, maybe they do smell just a bit." The player wears a brand-new pair of Reebok sneakers. Understand "new" or "white" or "tennis" or "running" or "shoes" or "reeboks" as the sneakers. The description of the sneakers is "Practically glowing with shiny whiteness, the sneakers nearly leapt out of the box on their own this morning when you went to put them on. You can feel the energy poised to explode out of the pristine, cushy insoles as you walk. These shoes can[']t wait for recess!" The sneakers are familiar. Instead of smelling the sneakers, say "Oh, please. Weirdo." The insoles are part of the sneakers. The description of the insoles is "Well, you can[']t exactly see them while you're feet are in them, but they certainly feel cushy." Warmth is a kind of value. The warmths are freezing, cold, chilly, and warm. The player has a warmth. The player is freezing. Carry out wearing: if the noun is a thermal and the player is not warm, change the warmth of the player to the warmth after the warmth of the player. Part 3 - Hidden Garments The socks are hidden-items in Hidden-Locker. The description of the socks is "[If we have examined the sneakers]I said you[otherwise]You[end if] really don[']t want to see them." Before taking off or dropping the socks, say "On second thought, your toes are already starting to freeze." instead. Understand "toes" as the socks. Before doing something other than taking off or dropping or examining when the current action involves the socks: say "[One of]Focus...![or]Um, you'd like to get out to recess? Today?[or][or]Forget about your socks, already, and get on with it![at random]" instead. The underwear is a hidden-item in Hidden-Locker. The description of the underwear is "Ew. Gross." Before taking off or dropping the underwear, say "Not on your life!" instead. Before doing something other than taking off or dropping or examining when the current action involves the underwear: say "[One of]That's. Just. Weird.[or]Ew. Grosser.[or]Focus...![or]Um, you'd like to get out to recess? Today?[or][italic type]That[roman type] will cause me nightmares...ugh....[or]Forget about your underwear, already, and get on with it![at random]" instead. Part 4 - Preventing Indecent Exposure Instead of taking off the sneakers, say "The teachers frown on taking your shoes off in school, and anyway, your socks came out of the same 'clean' pile as your jeans, so you really don[']t want to see them." Definition: A thing is clothing if it is wearable and it is not a thermal. Instead of taking off clothing, say "[one of]You're actually a rather shy kid and chicken out before taking it off.[or]Even if the potential embarrassment didn[']t stop you, the realization that you could actually get suspended for disrobing in school does. You think better of it and decide to stay clothed.[or]Anyway, it's too cold in here.[or]If you're going to get out to recess today you'd better quit fiddling with your clothes and get that assignment done.[stopping]" [==========================================================] Volume 4 - The World Book 1 - The School Part 1 - Classrooms Chapter 1 - Mrs McClintock's Room (Room 9) Section 1 - Room 9 Itself Room 9 is a room. "[if visited]You notice a new flake of peeling paint to the left of the chalkboard that you hadn[']t seen before, but otherwise, every detail of your fourth grade classroom is unchanged from yesterday...and the day before...and the day before that...[otherwise]You've spent what seems like thousands of endless, dreary, winter days in this room during what should have been your recess period. But of course the weather didn[']t cooperate. Ever. And now, on the first sunny day in months, you're stuck inside because of one dumb missing assignment[end if]. From your classroom, you can go directly to the playground[if Unfinished Homework is happening] (when your assignment is finished)[end if] to the north, and the hallway is to the south. You can also go into the closet." Understand "class/classroom/room" as "[room]" Understand "my [room]" or "mrs mcclintock's [room]" or "mcclintock's [room]" or "fourth/4th grade [room]" as Room 9. Instead of an actor going outside in Room 9: try the person asked going north; rule succeeds. Before going north in Room 9: if Unfinished Homework is happening, say "Mrs. McClintock stops you before you can walk out the door.[/l]'Hold on, there, Jamie. Didn[']t I tell you to finish your Explorer worksheet before you go out? Get back in here.'" instead; if the player is not warm, say "Mrs. McClintock stops you before you can walk out the door.[/l]'Hold on, there, Jamie. It may be nice out, but it's still really cold. You'll freeze if you go outside without your [warmth-list].'" instead. Before going south in Room 9: if the player is not permitted to leave, say "'Jamie, where are you going?' Mrs McClintock says. 'You have homework to finish.'" instead. The chalkboard is scenery in Room 9. The description of the chalkboard is "There is not much available space on the board for Mrs. McClintock to write--she has all sorts of notes and posters neatly taped to it for reference. In the little bit of chalkboard left, you see:[/l]February 23[/l]Schedule:[/l]9:00 - Reading[/l]10:15 - Gym[/l]10:45 - Math[/l]11:45 - Recess/Lunch[/l]12:45 - Science[/l]1:30 - Social Studies[/l]2:15 - Writing Workshop[/l]3:00 - DEAR Time". The chalkboard is familiar. A flake of peeling paint is scenery in Room 9. The description of the flake of peeling paint is "Strange. If you look at it with your head tilted a little to the left, it kind of looks like Vasco da Gama. OK, now you [italic type]know[roman type] you need to get this worksheet turned in so you can get out of this room!" Section 2 - The Closet The Closet is inside from Room 9. "Oh, this is a total disaster. Mrs. McClintock usually insists that everyone hang their coats and schoolbags in the morning, but of course they all just dump them in a heap on the floor. Sucks to be you right now. From here you can go back out to the classroom." Instead of going west in Room 9, try going inside. Instead of going east in the Closet, try going outside. Understand "enter" as going when the noun is the Closet. A heap of students' belongings is fixed in place in the Closet. The description of the heap is "A completely disorganized, tangled mess of coats, hats, school bags, gloves, lunch boxes, scarves, and other belongings. Considering everyone is out at recess, it's surprising how much stuff is still in here right now...." Understand "coats" or "hats" or "school bags" or "schoolbags" or "gloves" or "lunch" or "boxes" or "lunchboxes" or "scarves" as the heap. The heap can be tangled or untangled. The heap is tangled. Instead of taking the heap: say "You try to pick up one of the items from the pile, but they're too tangled together. This could take a while to search through." Understand "untangle [something]" or "sort through/out [something]" or "sift through [something]" or "unravel [something]" or "extricate [something]" or "unsnarl [something]" or "look under [something]" as searching. Your backpack is a closed openable container. The description of the backpack is "It's bright yellow canvas with black patches on the sides and black straps. There are blue ball point pen doodles all over the front panel. When your mother asked you how they got there, you said, 'I don[']t know....' Hanging off of the strap is a Pokemon keychain." Your backpack is familiar. Instead of wearing the backpack: say "As much as you[']d like to just take your backpack and go home now, you decide it[']s better to get this work done so you can go out to recess." The front panel is a jotter. It is part of the backpack. The description of the front panel is "You've doodled all over the front panel in ball point pen. You tried to erase it once, after your mom yelled at you, but it wouldn[']t come off." The Pokemon keychain is part of your backpack. The description of the key chain is "Yes, yes, you know it's not 'cool' any more, but you still like the little yellow stuffed Pikachu." The strap is part of the backpack. The description of the strap is "The black padded shoulder straps are starting to come apart at the seams. The one on the left is much more worn out, since you usually just sling it over one shoulder when you carry it." The seams are part of the strap. The description of the seams is "The yellow threads are coming to pieces and the strap is starting to come apart. Time to ask Mom for a new one, probably." Understand "yellow" or "thread" or "threads" or "seam" as the seams. Inside your backpack are a ski hat and Spiderman mittens. The hat and mittens are familiar and thermals. The description of the ski hat is "This is the black ski hat you [if we have examined the mittens]also [end if]got for Christmas. It spends more time in your backpack than on your head." The description of the mittens is "You [if we have examined the ski hat]also [end if]got these for Christmas, so they're still pretty new." Instead of searching the tangled heap: say "As you dig through the pile, you catch a glimpse of the Pokemon keychain you have attached to the strap of your backpack."; now your backpack is in the Closet; now the heap is untangled. Instead of searching the untangled heap: say "You dig around a bit more, but you don't find anything else worth mentioning.". Section 3 - The Door door to room 9 is an open door. It is south of Room 9. The description of door to room 9 is "An ordinary classroom door. [if the location is Room 9 and door to room 9 is closed]On the inside is taped a large faded poster.[otherwise]On the outside it says in large letters 'Caution! Minds Under Construction! Enter at your own risk!'[end if]". The large poster is scenery in Room 9. The description of the poster is "[If door to room 9 is open]Even though you can[']t see it behind the door, you remember that the[otherwise]The[end if] Olsen twins are sitting on a couch reading. At the bottom of the poster, it simply says 'Got Books?'". Section 4 - Your Desk In room 9 is a school-desk called your desk. "[if the player is on your chair]Your desk is surprisingly organized today, probably because you had nothing better to do during recess yesterday than to clean it out[otherwise]The top of your desk is not normally this uncluttered[end if]. ". The description of your desk is "A perfectly ordinary school desk, just like all the other ones in the room. It has a flat top with an open space underneath to store your books." Your desk is familiar. Understand "jamies desk" or "jamie's desk" or "my desk" or "your desk" as your desk. A clean sheet of paper is a jotter on your desk's desktop. The description of the paper is "An ordinary sheet of white notebook paper with blue lines and three holes." The blue lines are part of the paper. The description of the lines is "They're blue. And straight. What more could you want?" The holes are part of the paper. The description of the holes is "Hole-y." The printed name of your desk's desktop is "your desk". The description of your desk's desktop is "[description of your desk]". An origami fortune teller is on your desk's desktop. The description of the origami is "It's one of those folded up paper thingies that you and your friends use to tell fortunes. You know, pick a color, etc., etc." Fiddling is an action applying to one touchable thing. Understand "play [something preferably held]" or "play with [something preferably held]" as fiddling. Check fiddling (this is the can't fiddle without the origami rule): if the noun is not the origami, say "You fiddle with [the noun] for a moment before getting bored." instead. Report fiddling: say "You pick a color and spell it, choose the number and count it, then open up the flap before you remember that this was the one you didn[']t write the fortunes in yet." Understand "use [origami]" as fiddling. Understand "tell fortune" as fiddling. Section 6 - The Binder and Supplies The binder is a closed openable container inside your desk. The description of the binder is "[if open]Your binder is neatly stuffed with papers going all the way back to September. If the explorer assignment were here you'd be able to find it pretty easily. You're sure it's not, though. You looked this morning. This is really annoying.[otherwise]Basic blue, nothing special. It's stuffed with papers from the whole year. The corners of a few of them stick out at odd angles here and there, but it's basically neat.[end if]". The binder is familiar. Inside the binder are some notes. The notes are plural-named. The description of the notes is "All written in very precise, neat handwriting with the proper heading at the top of every page:[/l]Jamie Nelson[/l]November 7[/l]Math, p. 63, #1-11 odd[/l]There are notes here from all your classes, though you find a page or two of social studies notes covered with doodles. You also keep careful track of your homework assignments here. The list from last night just says, 'Finish Vasco da Gama worksheet.'". The doodles are part of the notes. The doodles are scenery. The description of the doodles is "It[']s pretty sad that your doodles are more precise and detailed than your notes. Well, maybe if the class were more interesting...." The supply box is a closed openable container in your desk. The description of the supply box is "Your mom still doesn[']t quite get how fourth grade works. You wanted small and cool. She got you huge and dorky. At least it still works. Not that you keep much in it anyway." The supply box is familiar. A sharp pencil is a scriber. It is inside the supply box. The description of the sharp pencil is "The old standby, yellow and hexagonal. You've always wanted to try using a #3 pencil just to be different, but you never quite got up the nerve to be thatgive much of a rebel." The sharp pencil is familiar. Section 7 - Blue Folder The blue folder is a closed openable container inside your desk. The description of the blue folder is "This is your fifth homework folder already this year and it is already wearing thin at the edges. They tend to fall apart because of the way you shove them into your school bag at the end of the day. Oh well." Inside the blue folder are a fraction worksheet, a vocabulary word search, and a white envelope. The description of the fraction worksheet is "At the top of the page is the name 'Daniel N.' It is only half complete, and the handwriting is very sloppy. Looks like your younger brother got hold of this one!" The description of the vocabulary word search is "A large grid of capital letters fills most of the page. Below it is a list of science words. It looks like they all have something to do with ocean life. You still have that sheet? You learned that [italic type]last[roman type] year...." Section 8 - The Note The white envelope is a closed openable container. The description of the white envelope is "The white envelope is blank except for the words 'Mrs. McClintock' written in your mother's handwriting." The white envelope can be sealed or torn. The envelope is sealed. Inside the envelope is a note for the teacher. The description of the note is "[italic type][/l]Dear Mrs. McClintock,[/l]My son Daniel is home sick today, but left his homework folder in Mr. Bradley's classroom. Please allow Jamie to go pick it up and bring it home. Thank you![/l]Mrs. Nelson[roman type]". Instead of searching the sealed envelope, try opening the envelope instead. After an actor opening the sealed white envelope: Now the envelope is torn; Now the description of the envelope is "The torn envelope has the words 'Mrs. McClintock' written in your mother's handwriting."; continue the action. Instead of opening the torn envelope: say "It has already been torn open." Section 9 - Your Chair Your chair is a school-chair in room 9. The player is on your chair. Your chair is paired with your desk. Understand "my chair/seat" or "your chair/seat" as your chair. The description of your chair is "You can tell this is your chair because of the design you scribbled onto the seat." Your char is familiar. The design is scenery in room 9. The description of the design is "Just a little random picture you drew in pencil when you were bored in math class last week. It doesn[']t even look like anything specific." Section 10 - Sam's Desk and Chair Sam's desk is a school-desk in room 9. The description of Sam's desk is "Sam's desk is covered with stickers, crumpled papers, a couple of pencils, and a checklist of things that are supposed to help him stay organized. It's hard to see how he gets any work done." Before searching Sam's desk, say "Sam probably wouldn[']t appreciate you rooting through his things, especially with him sitting right there." instead. Before taking Henry Hudson project, say "Sam probably wouldn[']t appreciate you rooting through his things, especially with him sitting right there." instead. Sam's unfinished Henry Hudson project is in Sam's desk. It is marked and completed. Understand "sams project" or "sams homework" or "sams paper" as Sam's unfinished Henry Hudson project. Sam's chair is a school-chair in room 9. Sam's chair is paired with Sam's desk. Chapter 2 - Mr Bradley's Room (Room 10) Section 1 - Room 10 Itself Room 10 is a room. "This room is exactly the same size and shape as your classroom, but the room feels like a totally different place. You remember from last year that Mr. Bradley collects stamps, and he runs the school stamp club. Everywhere, there are posters of stamps, framed 'first day covers,' display binders, and boxes of donated stamps. One of the bulletin boards is a map of the world with different stamps from the various countries. From here you could try to go north out to the playground, or south to the end of the hall." Understand "my brother's [room]" or "brother's [room]" or "bradley's [room]" or "mr bradley's [room]" or "third/3rd grade [room]" as Room 10. Instead of an actor going outside in Room 10: try the person asked going north; rule succeeds. Before going north in Room 10: if Unfinished Homework is happening, say "[if Mr Bradley is not in room 10]You open the door to the playground, but you see the recess monitor standing nearby and decide you[']d better not risk it. You might never get out to recess at all the rest of the year if you do. Nope, not worth it.[/l]You close the door quietly and step back into the room.[otherwise]Mr Bradley sees you trying to open the door to the playground. 'Hey, there,' he says. 'Hadn[']t you better go back and check with Mrs McClintock first? Go back to your class, Jamie.'" instead; if the player is not warm, say "[if Mr Bradley is not in room 10]Just as you open the door, the recess monitor sees you coming out. 'Where[']s your [warmth-list]?' she asks. 'Go back and get it. I[']m not allowed to let you out without it.'[otherwise]Before you get far, you hear Mr Bradley call your name. 'Sorry,' he says. 'Can[']t go out without your [list of thermals not worn by the player]. Go back and get it.'" instead. Section 2 - Daniel's Desk Daniel's desk is a school-desk in room 10. "[if room 10 has been visited]Your brother[']s desk is near the front of the classroom.[otherwise]Among the sea of desks in the room, you're able to locate one with your brother's name on it[end if]." The description of Daniel's desk is "Taped to the top of your brother's desk is a name tag and a number line. There is also a plastic cup with a crayon in it." Daniel's chair is a school-chair in room 10. Daniel's chair is paired with Daniel's desk. Understand "daniels" or "daniels desk" as Daniel's desk. The name tag is scenery. It is part of Daniel's desk. The description of the name tag is "Mr. Bradley wrote 'Daniel N.' in printing and in cursive on a laminated strip of construction paper." The plastic cup is a container on the Daniel's desk's desktop. The description of the plastic cup is "Probably from the dollar store. A lot of teachers shop there." The Spongebob crayon is a scriber in the plastic cup. The description of the Spongebob crayon is "Your brother loves Spongebob. He got these crayons for Christmas this year." Section 3 - The Yellow Folder The yellow folder is a closed openable container in Daniel's desk. The description of the yellow folder is "For some reason, your brother doesn[']t seem to go through homework folders as fast as you do. This one is the same one he had in September, and it still looks almost new." In the yellow folder is a long division worksheet and a rough draft of a book report. The description of the long division worksheet is "That's funny, you didn[']t know the third graders were learning long division yet. This looks just like the one you did for homework last week." The description of the rough draft is "It's a rough draft of a book report on [italic type]Tales of a Fourth Grade Nothing[roman type]. Hmm...something really funny here. You read this book last week. And the handwriting is yours, too." The finished Explorer assignment is in the yellow folder. It is marked and completed. The printed name of the assignment is "social studies worksheet". Understand "social" or "studies" or "worksheet" as the assignment. The finished Explorer assignment is familiar. Section 4 - Mr Bradley's Closet Mr Bradley's closet is inside from Room 10. "Smells awfully funny in here. There is an enormous clump of student belongings piled on the floor here. The only exit is out to the classroom." Instead of going west in Room 10, try going inside. Instead of going east in Mr Bradley's Closet, try going outside. The clump of student belongings is in Mr Bradley's closet. It is fixed in place. The description of the clump is "It is a tangled mess of coats, hats, scarves, school bags, lunch boxes, and other unidentifiable things. You never could understand how everyone manages to find all their own things so easily at the end of the day." The tangled mess is scenery in Mr Bradley's closet. The description of the tangled mess is "A complete mess. Everything is tangled together." Understand "coats" or "hats" or "scarves" or "school" or "bags" or "schoolbags" or "lunch" or "boxes" or "lunchboxes" or "unidentifiable" as the tangled mess. Instead of taking the clump, say "You don[']t really want to pick up the whole pile, do you? I didn[']t think so." Instead of taking the tangled mess, say "You try to extricate something from the pile, but it's impossible to do it without removing everything at once. Better to leave it alone." Instead of searching the clump, say "You dig around for a while, but there really isn[']t anything here worth looking for." Section 5 - The Door door to room 10 is a locked openable door. It is south of Room 10. The description of door to room 10 is "An ordinary classroom door. [if the location is Room 10 and door to room 10 is closed]On the inside is taped yet another stamp collecting poster. It really did get old after a while.[otherwise]On the outside it says in large letters 'Welcome to Room 10.'[end if]". Section 6 - The Bulletin Board The bulletin board is scenery in Room 10. The description of the bulletin board is "In the center of the board is a large map of the world. Around it are dozens of stamps, each with a strand of yarn pointing to the country it came from. Next to each stamp is also an index card, written by one of the third graders, with an interesting fact about the country." Understand "map" as the bulletin board. The index card is scenery. It is part of the bulletin board. The description of the index card is "You find your brother's card next to a stamp from Romania with a picture of an old man with a beard wearing a strange yellow hat. His fact says, '[italic type]Constantin Brancusi was a famous artist in Romania. He was born in 1876. He traveled all over the world. He died in 1957 in Paris.[roman type]'". Understand "interesting" or "fact" or "yarn" as the index card. Before examining the stamps, say "There are dozens of stamps and pictures of stamps all over the room, all from different countries. A lot of them are really interesting, and you could spend hours looking at them, but you really need to get that assignment done so you can get out to recess today." instead. Section 7 - Other Room Items Posters of stamps are scenery in Room 10. The description of the posters of stamps is "Most of them seem to be from the Post Office and just say 'Collect Stamps' with pictures of different stamps on them." The first day covers are scenery in Room 10. The description of the first day covers is "Mr. Bradley has quite a collection of envelopes from the first day stamps were issued. The most interesting one you remember from class last year has a picture of a whistling frog on the envelope with a 7-cent stamp from Bermuda." The display binders are scenery in Room 10. The description of the display binders is "As you start to flip through the binders, looking at all the fascinating stamps, you catch yourself and realize you need to quit browsing and start getting that assignment done!" The boxes of donated stamps are scenery in room 10. The description of the boxes of donated stamps is "There are several boxes of various sizes, each full of stamps and envelopes that Mr. Bradley has gathered and that students have brought in. They are unsorted and unidentified, but you don[']t really have time to explore them any further today." Part 2 - The Rest of the School Chapter 1 - Hallway End of the Hall is south of door to room 10. "Other than a scuffed metal panel that you have never seen anyone open, the only door leads north to Mr. Bradley's room. The hallway continues to the east." The metal panel is scenery in End of the Hall. The description of the panel is "It could really use a coat of paint, it[']s so beat up." Instead of opening the metal panel, say "Yeah, you and every other kid who[']s ever been alone in this end of the hall. But your curiosity will also go unsatisfied--the panel won[']t budge." Main Hallway is east of the End of the Hall. "Sunshine pours through skylights along this broad, bright, clean hallway which continues east and west from here. Your homeroom is to the north and the school library is to the south." The door to room 9 is north of Main Hallway. Front Hallway is east of the Main Hallway. "Along this section of hallway are many bulletin boards and showcases highlighting the work and accomplishments of the best students in the school. Every time you walk by, you note with pride a certain ceramic dalmatian on display here. You can go west to the main hallway of the school, east to the lobby by the main entrance, or south to the gymnasium." The ceramic dalmatian is scenery in the Front Hallway. The description is "Probably your best art class project ever. You were so proud when you found out it was going to be in the annual Fine Arts Festival. You never did get what your parents meant when they called it your 'Homage to [italic type]Wheel of Fortune[roman type],' though." The ceramic dalmatian is familiar. The Lobby is east of the Front Hallway. "The lobby of the school is a bright, cheery place, especially at 3:15. Just outside is the bus circle. It is just possible that you might be able to sneak out of the building and around to the recess yard, but that might be risky. Instead, you might consider going west to the front hallway, southwest into the gym, or south to the main office." The main entrance is a closed openable door. It is outside from the Lobby. The description of the main entrance is "Two sets of double glass doors. Mr. Frank must have just cleaned them, because they're spotless. The sun shining through them feels very warm and inviting." Instead of going east in the Lobby, try going outside. Before going outside in the Lobby for the first time: say "You hesitate before going outside. You've never done anything that, well, rebellious before and you're really scared. At the last second you chicken out." instead. Before going outside in the Lobby: say "You pluck up your courage and decide to go for it. You feel a rush just before you push the bar that opens the door. Boy that felt good!"; Chapter 2 - Library The Library is south of Main Hallway. "Miss Feeney loves books and it shows. Besides the neat rows of books on dozens of identical shelves, there are covers of new books tacked around the walls and even on the ceiling, and books standing on each of the tables. On a cabinet near the checkout desk is a display of books by the author who visited school last week. The only way out of the library is north, back to the main hallway." Some books are scenery in the Library. Understand "copies" or "book" or "shelf" or "shelves" as the books. Instead of searching or examining the books: choose a random row in the Table of Book Titles; say "You scan the shelves and notice, among others, a volume entitled [italic type][title entry][roman type]."; if the title entry is "Vasco da Gama" then move the Vasco da Gama book to the Library. The Vasco da Gama book is a thing. The Vasco da Gama book has a number called the last page read. The Vasco da Gama book has a number called the length. The length of the Vasco da Gama book is 20. Understand "library book" or "small book" or "volume" as the Vasco da Gama book. Understand "miss feeney's/feeneys [room]" or "feeney's [room]" or "feeneys [room]" as the Library. Chapter 3 - Gym The Gymnasium is south of the Front Hallway and southwest of the Lobby. "As you enter, a red rubber kickball whizzes by your head, scaring the bejeebers out of you. When you catch your breath, you see your brother's class playing kickball. Mr. Stankman is at the center of the room, just about ready to roll the next pitch. There are two doorways out of the gym, one to the north, leading to the front hall, and one in the northeast corner, heading towards the lobby." Understand "gym" or "gym [room]" or "mr stankman's/stankmans [room]" or "stankman's [room]" or "stankmans [room]" or "kickball [room]" as the Gymnasium. Chapter 4 - Main Office The Office door is a closed openable door. It is south of the lobby. The description of the Office door is "You never really paid much attention to the door before, since it's always propped open. It has several glass panels with a diamond-pattern wire grid inside." Understand "glass" or "panel" or "panels" or "diamond" or "pattern" or "diamond-pattern" or "wire" or "grid" as the Office door. The Main Office is south of the Office door. "The main office of the school is usually a busy place, with teachers checking their mail and making copies, parents dropping off forgotten lunch boxes or picking up lost belongings, and students running errands or waiting for the principal. You must have hit a quiet moment, though, because right now you're the only one here besides the secretary. You can leave to the north, towards the lobby, or south into the principal's office." Does the player mean doing something when the noun is the Main Office: it is very likely. [This is to default to the main office instead of the Principal's Office if the player only types "office".] Before going south in the Main Office, say "Mrs Walker is too good a secretary to just let you walk into the Principal[']s office like that. Better think again." instead. Section 1 - Lost and Found The lost-and-found is a fixed in place container. "[if the Main Office is visited and the lost-and-found is unseen]You didn[']t notice it before, but behind[otherwise]Behind[end if] a partition in the main office is the school lost-and-found." The description of the lost-and-found is "A tall rack with many hooks and a bin at the bottom. It is full of shirts, coats, hats, gloves, scarves, lunch boxes, and other lost items." Understand "lost" or "found" or "lost and found" as the lost-and-found. [This begins the game out of play--it will get moved to the office when it is mentioned by one of the NPCs in conversation. The idea is that the player isn't aware of it, or doesn't think about it, until reminded.] After printing the name of the lost-and-found: now the lost-and-found is in the Main Office. [This moves the lost-and-found to the main office as soon as it is mentioned anywhere to the player.] Some lost items are fixed in place scenery in the lost-and-found. The description of the lost items is "There are so many unclaimed items here, you have trouble finding anything." Understand "shirts" or "coats" or "hats" or "gloves" or "lunch" or "boxes" or "lunchboxes" or "scarves" as the lost items. The winter coat is a thermal. The description of the winter coat is "One of the few cool things your mom has ever gotten, your coat is black with yellow and orange patches. It's also really warm." The winter coat is familiar. Instead of taking the lost items: say "You pick up one of the items from the pile, but you see that it's not yours and you put it back. This could take a while to search through." Instead of searching the lost-and-found: say "After a few minutes of rummaging, you finally see your winter coat hanging on one of the hooks at the back. Whew! Your mom would have been really annoyed if you came home without it."; now the winter coat is in the lost-and-found. Instead of searching the lost items, try searching the lost-and-found. Chapter 5 - Principal's Office The Principal's door is a closed openable door. It is south of the Main Office. The description of the Principal's door is "A very sturdy wood door with a shiny silver doorknob. It is covered with drawings by children who were trying to get on Mrs. Parker's good side." The Principal's Office is south of the Principal's door. "You were only in here once before, and that was a complete misunderstanding. Mrs. Parker keeps it painfully neat and organized. There is an enormous metal desk in the center of the office with several files and papers laid out on it. Behind it, Mrs. Parker's large chair, and against the back wall is a long cabinet with a variety of files and books. There is also a clock and a large vase of flowers on the cabinet. The only way out is north, back to where Mrs Walker is in the main office." Office knickknacks are scenery in the Principal's Office. The description of the office knickknacks is "You think about taking a closer look, but decide Mrs. Parker really wouldn[']t appreciate it very much." The silver doorknob is scenery in the Principal's Office. The description of the silver doorknob is "It's very shiny and clean. You can almost see your reflection in it." The drawings by children are scenery in the Principal's Office. The description of the drawings is "You've never really noticed before how many different kinds of pictures Mrs. Parker keeps on her door. Some quickly scribbled, some carefully drawn, some in crayon, some in pencil, some in paint. But all of them are actually really fun to look at." Understand "files" and "papers" and "cabinet" and "books" and "clock" and "large vase" and "vase" and "flowers" as office knickknacks. Book 2 - Outdoors Chapter 1 - Bus Circle The Bus Circle is outside from the main entrance. "A large expanse of concrete sidewalk spreads to each side of the entrance. This is where the buses line up in the morning and afternoon to unload and load hordes of students. To the north you can just make out the far corner of the playground where your class is still at recess. There is also a set of double doors into the lobby of the school.[if the Bus Circle is not visited] Unfortunately, just as you heard them click shut, you remembered that they are locked during the day.[end if]". Instead of going north in the Bus Circle, say "No, it would be an interesting idea to try and sneak out to recess from here, but there are too many recess monitors around, and the fence is locked anyway. You[']d almost certainly get caught trying to climb it, and you don't have a good reason for being out in front of the school anyway. Better not try." Instead of going west in the Bus Circle, try going inside. Instead of going inside in the Bus Circle for the first time, say "You try the doors, hoping that somehow, maybe, one of them isn[']t locked. No such luck." Instead of going inside in the Bus Circle for the second time, say "You appear to have two choices: wait until 3:15 when the doors open at dismissal time, or try the buzzer." Instead of going inside in the Bus Circle for the third time, say "Nope, wishing didn't make it so. Still locked." Instead of going inside in the Bus Circle for more than the third time, say "You still have the same two options. Wait, or try the buzzer." Instead of waiting in the Bus Circle for the seventh time, say "OK, maybe waiting until 3:15 isn't such a hot idea after all. Better ring the buzzer and get it over with." The buzzer is scenery in the Bus Circle. "A small gray box with a small button and speaker so that visitors can buzz in to the office to be let in." Understand "button" or "speaker" or "bell" or "gray" or "box" as the buzzer. The buzzer can be silent or activated. The buzzer is silent. Buzzing in is an action applying to one thing. Understand "buzz/press/push/try/ring/use" as "[ring]". Understand "buzz in" or "buzz" or "[ring] [buzzer]" as buzzing in. Rule for supplying a missing noun while buzzing in: change the noun to the buzzer. Check buzzing in: if the location is not the Bus Circle, say "You don't seem to have any way to do that." instead. Carry out buzzing in: now the buzzer is activated. Report buzzing in: say "You press the buzzer and wait nervously for the secretary to answer." Chapter 2 - Playground (Finally) The Playground is north of Room 9. "The happy sounds of children playing kickball and freeze tag surround you in the bright sunshine. Your mind whirls with the potential opportunities afforded by the white lines, circles, and boxes painted on the vast expanse of blacktop beneath your sneaker-clad feet." The West-Playground is west of the playground and north of room 10. The East-Playground is east of the Playground and north of the Bus Circle. [==========================================================] Volume 5 - Characters Book 1 - Mrs McClintock Mrs McClintock is a woman in room 9. The initial appearance of Mrs McClintock is "[if Unfinished Homework is happening]Mrs. McClintock [one of]is marking some papers, patiently[or]sits at her desk, checking her email,[or]looks up at you expectantly,[or]taps her pen impatiently on her desk,[or]steadily glares at you over the top of her glasses,[stopping] waiting for you to turn in your missing [one of]Explorer worksheet[or]homework[or]assignment[at random]. [otherwise]Mrs. McClintock [one of]is marking some papers[or]sits at her desk, checking her email[or]erases the board, getting ready for the afternoon[or]takes a sip from the mug on her desk[or]walks to the file cabinet and searches through the top drawer[at random]. [end if]". Mrs McClintock is familiar. The description of Mrs McClintock is "She is a thin woman a little taller than you, with short black hair. She is wearing a small pair of eyeglasses, a simple yellow dress, and two earrings in each ear. She was probably pretty when she was younger, but now that she's ancient (at least as old as your mother), she just seems plain." The printed name of Mrs McClintock is "Mrs. McClintock". The nickname is "the teacher". Understand "teacher" or "fourth/4th grade teacher" or "my teacher" or "miss/ms/mrs m" as Mrs McClintock. Some short black hair is part of Mrs McClintock. The short black hair is scenery. The description of the short black hair is "It's just a little too short and a little too black for a woman her age, but somehow it still looks nice on her. Not that you notice...." Mrs McClintock wears eyeglasses, a simple yellow dress, and earrings. The eyeglasses, the simple yellow dress, and the earrings are scenery. The description of the eyeglasses is "Very basic, very plain. You never really paid much attention before, and now that you look more closely, there[']s not really much to notice anyway." The description of the simple yellow dress is "It[']s a plain, solid yellow dress. It looks really comfortable, but not exactly what you[']d call fashionable. As if you cared, anyway." The description of the earrings is "You always thought it was really cool that your teacher had four earrings. Two of them are gold hoops, and the other two are some kind of pink-colored stone." Understand "pink-colored" or "stone" or "gold" or "hoops" as the earrings. Book 2 - Sam Sam is a male person on Sam's chair. The initial appearance of Sam is "[if room 9 is visited]Sam [one of]is in his seat, head in hands, looking rather dejected[or]is digging through his desk frantically searching for his Explorer worksheet that is probably not there, considering that he almost never does his homework[or]is searching his schoolbag, looking for the missing assignment[or]seems to be crawling on the floor, desperately hoping that the worksheet may have fallen there[or]is rooting through Suzie Derkin's desk, apparently thinking she somehow did two of them[cycling].[otherwise]Sam Freedman is sitting at his desk two rows to your left.[end if] ". Understand "freedman" or "sam f" as Sam. Sam is familiar. The description of Sam is "He's got longish blonde hair that can[']t quite decide whether it's spiky or just uncombed. He always has a huge grin on his face, except when Mrs. McClintock keeps him in for recess. Which is just about every day even when the weather [italic type]isn[']t[roman type] miserable." Some longish blonde hair and a huge grin are part of Sam. The blonde hair and huge grin are scenery. The description of the blonde hair is "Today it looks more uncombed than spiky." The description of the huge grin is "Full of teeth. And a little bit of leftover breakfast. Ugh." The nickname of Sam is "Sam". Book 3 - Mr Bradley Mr Bradley is a man in the Principal's Office. The initial appearance of Mr Bradley is "[if Mr Bradley is in Room 10]Mr Bradley is sitting at his desk marking some papers.[otherwise]Mr Bradley is here.[end if] ". The description of Mr Bradley is "Mr. Bradley still looks basically the same as you remember him from last year in third grade. He's very tall, with thick black hair. He's wearing a short-sleeved plaid shirt and tan pants--pretty much the same outfit he wears every day. A lot of the kids call him 'Mr. Potato Head.' You always thought he looked really sad, even when he was smiling." The printed name of Mr Bradley is "Mr. Bradley". The nickname is "the third grade teacher". Understand "teacher" or "third/3rd grade teacher" or "brother's teacher" or "my brother's teacher" or "mr b" as Mr Bradley. Mr Bradley is familiar. Some thick black hair is part of Mr Bradley. The description of the thick black hair is "Every day it seems to go in a slightly different direction, but it is always neatly combed." The thick black hair is scenery. Mr Bradley wears a short-sleeved plaid shirt and tan pants. The plaid shirt and the tan pants are scenery. The description of the plaid shirt is "You would never be caught dead wearing anything like it, but somehow Mr B manages to make it look OK." The description of the tan pants is "About as boring as you can get. They could use an iron, too. Not that you care much." Book 4 - Miss Feeney (Librarian) Miss Feeney is a woman in the Library. The initial appearance of Miss Feeney is "[One of]Miss Feeney is standing behind the circulation desk, checking in returned books[or]Miss Feeney is checking her email[or]You see Miss Feeney with a cart, carefully reshelving books[or]Across the room, Miss Feeney is straigtening up the cushions in the reading area[at random]. ". The description of Miss Feeney is "You're starting to see why the fifth grade boys have always loved going to the school library. Miss Feeney is quite pretty, with long, straight brown hair. She has several pens and a pair of glasses hanging from her ID badge lanyard." The nickname of Miss Feeney is "the librarian". Understand "teacher" or "librarian" or "miss/ms/mrs f" as Miss Feeney. Miss Feeney is familiar. Some long straight brown hair is part of Miss Feeney. It is scenery. The description of the brown hair is "It is very long, down almost to her waist, very straight, and shiny, just like on the shampoo commercials. It looks like it would be really soft, too. Not that you[']ve ever touched it. Um, anyway...." Miss Feeney wears some pens, the lanyard, and the pair of glasses. The pens, the lanyard, and the glasses are scenery. The description of some pens is "She always has several colors available for whatever she might need to mark up." The description of the lanyard is "The ID badge has a lousy picture of her, with the name 'J. Feeney' underneath. It's hanging from a plain, black strap around her neck." Understand "ID" or "badge" or "strap" or "picture" as the lanyard. The description of the glasses is "Very stylish." Book 5 - Mr Stankman (Gym Teacher) Mr Stankman is a man in the Gymnasium. The initial appearance of Mr Stankman is "[One of]Mr. Stankman[if the Gymnasium is not visited], the gym teacher,[end if] is at the center of the room, just about ready to roll the next pitch.[or]The gym teacher watches a tremendous kick sail over his head towards the outfield. One of the kids there chases the ball down and rolls it back to him.[or]Mr. Stankman[if the Gymnasium is not visited], the gym teacher,[end if] smiles as the third graders cheer each other on.[or]As the teams switch sides, Mr. Stankman[if the Gymnasium is not visited], the gym teacher,[end if] says, 'Way to go, everyone! Great inning!'[as decreasingly likely outcomes] ". The description of Mr Stankman is "The gym teacher is a short man, only a little taller than you, but he looks like he could pop that kickball just by squeezing it." The printed name of Mr Stankman is "Mr. Stankman". The nickname is "the gym teacher". Understand "teacher" or "gym/PE teacher" or "phys ed teacher" or "mr s" as Mr Stankman. Mr Stankman is familiar. Mr Stankman holds a red rubber kickball. The description of the kickball is "It's the same kind of red rubber ball that students have been using since your grandparents were in school. And the same kind that all the kids in your class are using outside at recess right now. Sigh...." Book 6 - Mrs Walker (Secretary) Mrs Walker is a woman in the Main Office. The initial appearance of Mrs Walker is "Mrs. Walker is sitting at her desk, simultaneously talking on the phone, filing some papers, and entering some information into her computer. Amazing. ". The description of Mrs Walker is "The story around the school is that Mrs. Walker has been the secretary here since it was built in the seventies. This is entirely possible. She knows everything and everybody, and even seems to have the answers to people's questions before they ask them.[/l]She is very neatly dressed, wearing a simple plain sweater, and her hair is pulled back away from her face with a headband." The printed name of Mrs Walker is "Mrs. Walker". The nickname is "the secretary". Understand "secretary" or "miss/ms/mrs w" as Mrs Walker. Mrs Walker is familiar. Mrs Walker wears a simple plain sweater and a headband. The simple plain sweater and the headband are scenery. The description of the sweater is "Just a brown pullover sweater." The description of the headband is "It[']s black with little yellow dots." Book 7 - Mrs Parker (Principal) Mrs Parker is a woman in the Principal's Office. The initial appearance of Mrs Parker is "Mrs. Parker is sitting at her desk looking at an open folder. ". The description of Mrs Parker is "When she came to the school as the new principal last year, you were surprised at how young Mrs. Parker was. She is kind of plain looking, and the other kids call her 'fat', but she has kind, brown eyes. She's always seemed nice to you, but a few of your friends have told you she can be pretty mean when she needs to be." The printed name of Mrs Parker is "Mrs. Parker". The nickname is "the principal". Understand "principal" or "miss/ms/mrs p" as Mrs Parker. Mrs Parker is familiar. Book 8 - Mr Frank (Custodian) Mr Frank is a man in the Lobby. The initial appearance of Mr Frank is "[if Mr Frank is not seen]You see the head custodian, Mr. Frank. He is always extremely busy in the school, often showing up out of nowhere.[otherwise][one of]Mr. Frank pauses in his work to wipe the sweat off his forehead.[or]Mr. Frank is sweeping up a mess on the floor.[or]Mr. Frank rolls a large trash can towards the other side.[or]Mr. Frank pauses for a moment to look at a broken floor tile.[or]Mr. Frank is whistling--out of tune as usual--and gives you a smile and a wink.[cycling][end if] ". The description of Mr Frank is "The school custodian is very tall and thin. His bony face is wrinkled but always smiling, and he has a fuzz of gray hair on the back of his head. He wears a t-shirt and heavy work pants with the ubiquitous enormous ring of keys hanging off his belt. ('Ubiquitous' was the challenge vocabulary word last week and you still remember what it means. Sorta.)" The printed name of Mr Frank is "Mr. Frank". The nickname is "the custodian". Understand "custodian" or "janitor" or "building supervisor" or "mr f" as Mr Frank. Mr Frank is familiar. Mr Frank wears a t-shirt, heavy work pants, and an enormous ring of keys. The t-shirt, heavy work pants, and ring of keys are scenery. The description of the t-shirt is "Surprisingly clean, considering." The description of the work pants is "He must have a dozen pairs of these, since he wears them every day." The description of the ring of keys is "You really hope Mr Frank never falls into the pool with these on. He[']d never come up again." Understand "key" or "keys" or "key ring" or "keyring" as the ring of keys. [==========================================================] Volume 6 - Scenes Book 1 - Start of Game When play begins: say "Mrs. McClintock stopped in the middle of explaining how to add fractions with unlike denominators, looked across the room at the four dozen eyes straining slyly to look out at the recess yard, and smiled. After what the weather lady on Channel 8 called 'the worst, wettest winter in recorded history,' the teacher had to know it was a lost cause.[/l]'OK, we'll finish this lesson tomorrow. Clear your desks and line up for recess.'[/l][italic type]Yesss![roman type][/p]You had been waiting for this moment since you woke up! A crisp, cold, bright day of sunshine and a brand new pair of sneakers--the perfect combination--nothing was going to ruin your recess today! Almost in unison, twenty-four fourth graders sighed in relief, twenty-four fourth graders put away their math books, and twenty-four fourth graders began to line up."; wait for any key; center "* - * - *"; say "[/p]Before you could move, Mrs. McClintock caught your eye.[/l]'Hold on, there, Jamie. You too, Sam. You two still didn[']t turn in your Explorer worksheets. You need to finish them before you can go out.'[/l]Two fourth graders slumped back down in their seats as twenty-two fourth graders dashed gleefully out into the cold sunshine."; wait for any key; repeat with item running through things begin; now the item is not mentioned; end repeat; clear the screen. Book 2 - Note From Home Note From Home is a scene. Note From Home begins when Mrs McClintock encloses the note for the teacher. Note From Home ends when the player holds the yellow folder. When Note From Home begins: if the envelope is sealed begin; say "Mrs McClintock tears off the end of the envelope and removes a piece of paper from inside. She opens it and reads for a moment."; remove the envelope from play; remove the note for the teacher from play; otherwise if Mrs McClintock encloses the envelope; say "Mrs McClintock glances at the torn envelope, then gives you a disapproving look. 'Jamie, I'm disappointed. It's unlike you to open an envelope that isn[']t addressed to you.'[/l]You look away sheepishly, feeling your face turning red.[/l]Mrs McClintock [if the envelope encloses the note]removes the note from inside and [end if]reads it. "; remove the envelope from play; remove the note for the teacher from play; otherwise; say "Mrs McClintock reads the note. "; remove the note for the teacher from play; end if; now the player is permitted to leave; say "'Your brother is sick today? I'm sorry to hear that. You need to go pick up his homework folder from Mr Bradley's room next door. Better do it now so that you don[']t forget.'". Every turn when Mr Frank is active: if the location of Mr Frank is not the destination of Mr Frank, try Mr Frank ambling. Every turn when Note From Home is happening and Mr Frank is passive: if the player is not in room 10, change Mr Frank to active. Book 3 - Daniel's Folder Daniel's Folder is a scene. Daniel's Folder begins when the destination of Mr Bradley is Room 10. Daniel's Folder ends when Mr Bradley is in Room 10. When Daniel's Folder begins: say "Mr. Bradley smiles and says, 'OK, Jamie, come with me and you can get your brother's stuff.'". When Daniel's Folder ends: change Mr Bradley to passive. Every turn when Mr Bradley is active: if the location of Mr Bradley is not the destination of Mr Bradley, try Mr Bradley ambling. Every turn when Daniel's Folder is happening and Mr Bradley is passive: change Mr Bradley to active. Book 4 - Unfinished Homework Unfinished Homework is a scene. Unfinished Homework begins when play begins. Unfinished Homework ends when Mrs McClintock holds an accurate packet. When Unfinished Homework ends: if the player is not warm, say "The teacher looks up. 'The weather might be nice, today, Jamie, but it[']s still really cold out. Be sure you put on your coat, hat, and gloves before you go out.'"; if the player is warm, say "'You[']re all set, Jamie,' Mrs M says. 'You can head out to recess now. Thank you.'[/l]She puts the worksheet in the pile on her desk, and turns back to her computer." Book 6 - Recess At Last! Recess is a scene. Recess begins when the player is in the Playground for the first time. When Recess begins, end the game saying "Recess at last!". Book 7 - Locked Out Locked Out is a scene. Locked Out begins when the buzzer is activated. When Locked Out begins: say "It's not long before Mrs. Walker answers. 'May I help you?'[/l]'Um. I got locked out,' you say.[/l]'Oh, you did? I'm sure Mrs. Parker will be very interested in hearing just exactly how. Come in, Jamie.'[/l]You hear a click as the lock opens and you enter the building. You briefly contemplate bypassing the office, but think better of it and head in.[/l]'Mrs Parker would like to talk to you,' says Mrs. Walker. You slink quietly into the principal's office.[/l]'So, Jamie, you decided to leave the building? Any particular reason?' You of course don[']t really have any good explanation for why you were outside, so you just sit with your head down.[/l]'Fine,' Mrs. Parker says. 'You[']ll be spending the rest of your recess with me today, and every day for the next week.'"; end the game saying "You blew your chance at recess. Maybe next week.". [==========================================================] Volume 7 - Support Book 1 - Hints and Help Part 1 - Modifying Basic Help Menu Content When play begins: choose row 1 in Table of Basic Help Options; change description entry to "The daily school routine of going out to recess, transformed into an epic quest. In this game, you play Jamie, a fourth grader in Mrs. McClintock's class. Eager to go out to recess and try out your brand new sneakers on the first nice day in months, you are thwarted by one missing homework assignment. Problem is, you are [italic type]certain[roman type] that you already did it. If it's at home, you're sunk. Your quest, then, is either to find the project--or do it again--and turn it in to your teacher so you can go out and play."; choose row 1 in Table of Instruction Options; change description entry to "The game you are playing is a work of Interactive Fiction. In interactive fiction you play the main character of a story. You type commands which determine the actions of the character and the flow of the plot. Unlike many computer games, this one provides no pictures; instead, the imagery is provided courtesy of your imagination. On the other hand, there's a wide range of action available: whereas in other games you may be restricted to shooting, movement, or searching itemqs you can click on with a mouse, IF allows you a wide range of verbs."; choose row 2 in Table of Instruction Options; change description entry to "The [command prompt] sign is where the game says, 'Okay, what do you want to do now?' You may respond by typing an instruction -- usually an imperative verb, possibly followed by prepositions and objects. So, for instance, LOOK, LOOK AT SNEAKERS, TAKE PENCIL.". Table of Basic Help Options (continued) title subtable description "Hints" Table of Hints -- "Settings" Table of Setting Options -- "About this game" -- "Like many current authors of interactive fiction, I have fond memories of playing Interactive Fiction games as a teenager. When I recently rediscovered it, I decided to combine my love of writing and my interest in computer programming and attempt writing my own." "Credits" -- "Thanks first of all to my wife, Michele, for allowing me the time to work on this little project that, as most of my projects do, managed to turn into a big one. (At least this one didn't involve a dozen trips to the hardware store and a much larger hole than originally planned.) She also gave me valuable feedback throughout the process of writing and developing the game.[/l]Many of the characters in Recess At Last were inspired by friends, colleagues, and teachers from my childhood, and this game is in part my way of honoring their influence on my life and of celebrating some wonderful memories.[/l]Thanks also to the many people on rec.arts.interactive-fiction who provided extensive and infinitely patient assistance as I wrestled with the Inform language and tried if not to tame it, at least to keep it on a manageable leash. In particular, Doug Egan, Jim Aikin, Jon Ingold, Emily Short, JDC, and cmasden gave invaluable suggestions as the game got bigger and more complex." "About the author" -- "I am a full time teacher of gifted students in a public school district in Pennsylvania. I am also married with three children, who also provided some of the inspiration for the events and story characters...but I'll never say which ones! When I'm not teaching or creating Interactive Fiction, I like to write and read, and I am also very active as a small group coach and member of the technical teams in my church.[/l]If you have any difficulties with [story title], please contact me at gerald@aungst.org." Table of Hints title subtable description toggle "Where is my missing homework?" Table of Explorer Packet Hints "" hint toggle rule "Can I get an extra copy of the packet?" Table of Extra Packet Hints "" hint toggle rule "Do I have a backpack?" Table of Backpack Hints "" hint toggle rule "I can't find anything to write with" Table of Scriber Hints "" hint toggle rule "I can't leave the classroom" Table of Room 9 Hints "" hint toggle rule "How do I find the answers to the questions?" Table of Research Hints "" hint toggle rule "How do I fill in the worksheet?" Table of Filling In Hints "" hint toggle rule "What do I do with the finished homework?" Table of Finished Hints "" hint toggle rule Table of Explorer Packet Hints hint used "Have you looked in all the obvious places?" a number "Did you look in your desk?" "Is there anything in your desk that might have the homework inside it?" "Check the blue folder." "No, of course it's not there, that would be too easy." "In your search, did you find any clues about where it might be?" "Check the other papers inside your folder." "Whose homework does it appear to be?" "If your brother's homework ended up in your folder...." "Find your brother's folder and see if it's there." Table of Extra Packet Hints hint used "Of course you can." a number "Who might have one?" "The teacher of course" "Ask Mrs McClintock for worksheet" Table of Backpack Hints hint used "Where would a student normally keep a backpack?" a number "Probably in the coat closet." "From Room 9, GO IN." "You can't see anything in this mess." "Try searching through the pile." Table of Scriber Hints hint used "Where would a student find a pencil?" a number "Look in your desk" "Anything there that might contain a pencil?" "Look inside the supply box" "You could also borrow one from someone" "Nope, Mrs. McClintock doesn't have one" "Neither does Sam." "But Mrs. Walker in the office does." Table of Room 9 Hints hint used "The teacher won't let you go outside without finishing your homework" a number "She also won't let you leave the classroom without a good reason" "Maybe you have a good excuse to go to another room" "Who could you go see that might help with your work" "Maybe the librarian has some information you could use" "Ask Mrs. McClintock about the librarian" Table of Research Hints hint used "The easiest way would be to copy from someone" a number "Try getting Sam to help you" "Of course, if you turn in a copied worksheet, the teacher might catch you" "Could be worth the risk, though. After all, recess is almost over." "On the other hand, might be better to look them up yourself." "Where could you find the answers?" "Try the library" "From Room 9, GO SOUTH twice" "Once there, LOOK UP VASCO DA GAMA" "Read the book to find the facts you need" Table of Filling In Hints hint used "Do you have a packet and something to write with?" a number "To write the answer to the first question, COMPLETE QUESTION 1" "When asked, type the correct answer" "The other questions work the same way" "You can answer the questions in any order you like" Table of Finished Hints hint used "Well, the teacher is the one keeping you in" a number "GIVE WORKSHEET TO MCCLINTOCK" "You were expecting something more complicated...?" Book 2 - Beta Testing commands - not for release Test me with "get box / open it / get pencil / write stuff on paper / read paper / write anything you want to put here in text form on paper / read paper / erase stuff from paper / read paper / write here's another sentence for the notes / read paper / erase paper / read paper" [==========================================================] Volume 8 - Conversation Topics Understand "talk to [someone] about [any known thing]" as informing it about. Book 1 - McClintock Response of McClintock when asked about McClintock: say "'How are you, Mrs. McClintock?' you ask.[/l]I'm perfectly fine, Jamie. But I[']ll be much better when you finish this project so you can go out to recess.' she replies." Understand "pen" or "pencil" or "writing implement" as "[pencil]". Response of McClintock when asked-or-told about the pencil: say "[McClintock-pencil-response]". Response of McClintock when asked-or-told about "[pencil]": say "[McClintock-pencil-response]". Response of McClintock when asked for the pencil: say "[McClintock-pencil-response]". To say McClintock-pencil-response: if the player carries a scriber, say "[one of]'Mrs. McClintock, can I borrow a pencil?'[/l]Mrs. McClintock glances down. 'Jamie,' she says. 'You[']re already holding one.'[/l]'Oh. Oops.' You feel your face turning red.[or]'Is this pencil OK?' you ask.[/l]'Certainly, Jamie. Any pencil is just fine.'[stopping]"; otherwise say "[one of]'Mrs. McClintock,' you ask, 'can I borrow a pencil?'[/l]'I[']m sorry, Jamie, I don[']t have one,' she says.[or]'I still can[']t find a pencil, Mrs. McClintock.'[/l]Mrs. McClintock opens her desk drawer and roots around a bit. 'I[']m really sorry. All of mine are missing.'[stopping]". Understand "homework" or "worksheet" or "project" or "Explorers" as "[homework]". To say McClintock-homework-response: say "[one of]'Mrs. McClintock?'[/l]'Yes, Jamie?'[/l]'I already finished the homework,' you say, truthfully. 'It must just be at home somewhere. Couldn't I maybe just go out today and find it tonight and then I promise I'll give it to you tomorrow?'[/l]'You know the worksheet was due yesterday, Jamie,' she says. 'I[']m surprised you didn[']t turn it in then. You're usually so prompt with your assignments. No, I'm sorry, I need it before you can go out. Would you like an extra copy?'[node extra-packet-node][or][confirm-name][or]You approach Mrs. McClintock again, but before you can speak, she just gives you that look that you know so well and you know she knows you know that if you push it any further she's going to lose her patience and get angry. 'Um, never mind,' is all you can manage and you turn away.[stopping]". Response of McClintock when asked-or-told about "[homework]": say "[McClintock-homework-response]". Response of McClintock when asked-or-told about the assignment: say "[McClintock-homework-response]". Response of McClintock when asked for the assignment: say "[McClintock-homework-response]". Response of McClintock when asked for "[homework]": say "[McClintock-homework-response]". To say move-the-worksheet: move the blank Explorer worksheet to the player; now the blank Explorer worksheet is seen. The extra-packet-node is a convnode. Response for extra-packet-node when saying yes: say "'Yes, please.'[/l]Mrs. McClintock pulls out a folder, takes a blank worksheet from it, and hands it to you.[move-the-worksheet][/l]'Thanks, Mrs. McClintock.'[/l]'You're welcome, Jamie. Now get some work done before recess is over.'[confirm-name][leavenode]". To say confirm-name: say "[/l]'Can you tell me again which explorer I[']m supposed to do?'[/l]'Sure, let me check.' She scans a list on her clipboard. 'You[']re researching Vasco da Gama.' "; if a packet (called the pad) is held and a scriber is held: say "You decide to write that down right on your worksheet before you forget it. You also write your name at the top."; now the explorer-name of the pad is "Vasco da Gama"; now the student-name of the pad is "Jamie Nelson"; otherwise if the player holds a jotter (called the pad) and the player holds a scriber: say "You decide to write that down so you don't forget it."; try writing "Vasco da Gama" on the pad; otherwise: say "And of course you have nothing to write it down with. Gotta find a pencil somewhere....". After taking a scriber: if the player holds a fresh packet (called the pad): say "Ah, good. Now, before you forget to do it later, you decide to write down that explorer and your name!"; now the explorer-name of the pad is "Vasco da Gama"; now the student-name of the pad is "Jamie Nelson"; continue the action. Response for extra-packet-node when saying no: say "'No, thanks, Mrs. McClintock. I'm sure it's already done. I'll find it somewhere,' you say.[/l]Mrs. McClintock doesn't seem convinced, but she smiles and says, 'OK, Jamie, that's fine. If you change your mind, let me know.'". Response for extra-packet-node when asked-or-told about the assignment: say "'I think I would like that extra packet.'[/l]Mrs. McClintock pulls out a folder, takes a blank worksheet from it, and hands it to you.[/l]'Thanks, Mrs. McClintock.'[/l]'You're welcome, Jamie. Now get some work done before recess is over.'[confirm-name][leavenode]"; Response of McClintock when asked for the assignment: if a school-chair encloses the player, silently try the player exiting; say "You approach the teacher's desk and wait until she finishes the paper she's marking. Mrs. McClintock looks up at you. 'What can I do for you, Jamie?'[/l]'I, um...lost my worksheet. Can I get another one?'[/l]'Of course. Not a problem. Hold on.' She pulls out a folder, takes a blank worksheet from it, and hands it to you.[/l]'Thanks, Mrs. McClintock.'[/l]'You're welcome, Jamie. Now get some work done before recess is over.'[confirm-name]"; Response of McClintock when asked-or-told about the ski hat: say "'Have you seen my hat?' you ask.[/l]'Sorry, no, I haven't,' she says, 'but maybe you could check in the [lost-and-found] in the main office.'"; now the player is permitted to leave. Response of McClintock when asked-or-told about the Spiderman mittens: say "'Mrs. McClintock, I can[']t find my mittens.'[/l]'Sorry, Jamie, I haven't seen them,' she says. 'Have you checked in the [lost-and-found] in the main office.'"; now the player is permitted to leave. Response of McClintock when asked-or-told about the winter coat: say "'Do you know where my coat is?'[/l]Mrs. McClintock glances up at you. 'If it isn[']t in the closet where it belongs, maybe it's in the [lost-and-found] in the main office.'"; now the player is permitted to leave. Response of McClintock when asked-or-told about the lost-and-found: say "'Can I go look in the [lost-and-found] for my stuff?'[/l]Mrs. McClintock gives you a kind, gentle look. 'Certainly, Jamie. Go ahead to the main office and check there.'"; now the player is permitted to leave. Response of McClintock when asked-or-told about "[recess]": say "[one of]You nervously approach your teacher. 'Mrs. McClintock?' you begin.[/l]'Yes, Jamie?'[/l]'I really really really want to go out today. Can[']t I just redo the paper tonight and give it to you tomorrow? Please?'[/l]A look of pity briefly passes over the teacher's face. 'I'm sorry, Jamie. I know you really want to go out to recess. But I really need you to finish your Explorer assignment first.'[or]But Mrs. McClintock. It's not fair. It such a nice day!'[/l]'Jamie, don[']t push me. First finish the assignment, then you can go out. I'm not going to debate it with you.'[stopping]". Understand "recess" or "playground" or "playing" or "blacktop" or "outside" as "[recess]". [This will make the above response fire when any of these topics are mentioned.] Response of McClintock when given-or-shown the note: if Mrs McClintock encloses the envelope, say "'Oops. Sorry. Here.'"; otherwise say "'Here, Mrs McClintock, my mom sent this in.'[/l]'Thank you, Jamie,' she replies.[/l]"; now Mrs McClintock holds the note. Response of McClintock when asked-or-told about the note: if Mrs McClintock encloses the envelope, say "'Oops. Sorry. Here.'"; otherwise say "'Here, Mrs McClintock, my mom sent this in.'[/l]'Thank you, Jamie,' she replies.[/l]"; now Mrs McClintock holds the note. Response of McClintock when given-or-shown the envelope: say "'Here, Mrs McClintock, my mom sent this in.'[/l]'Thank you, Jamie,' she replies.[/l]"; now Mrs McClintock holds the envelope; if the envelope does not enclose the note, say "Mrs. McClintock glances at the empty envelope, then at you. She says nothing, but her eyes tell you she's not happy.". Response of McClintock when asked-or-told about the envelope: say "'Mrs. McClintock? My mom gave me a note for you.'[/l]'May I have it, Jamie?'[/l]You hand her the envelope. 'Here you go.'[/l]'Thanks.'"; now Mrs McClintock holds the envelope; if the envelope does not enclose the note, say "Mrs. McClintock glances at the empty envelope, then at you. She says nothing, but her eyes tell you she's not happy.". Response of McClintock when asked-or-told about "[weather]": say "'So, Mrs. McClintock, the weather is really nice today.'[/l]Mrs. McClintock looks out the window and smiles a little. 'Yes, it is Jamie. It's the nicest day we[']ve had in a long time, though it's still really cold.'[/l]'It would really be a shame to waste it....'[/l]'Indeed it would. I suppose that should be plenty of motivation for you to get the assignment done, then.'[/l]'But--'[/l]'Finish the homework, Jamie. Then you can go out to recess.'". Understand "weather" or "cold" or "sun" or "shine" or "sunshine" or "nice" or "clear" or "snow" or "rain" as "[weather]". Response of McClintock when asked about "[brother]": say "'Can I go get my brother's folder now?'[/l]'Yes, certainly.'". Response of McClintock when told about "[brother]": say "'My brother is home sick today. My mom wanted me to go get his folder. Can I?'[/l]Mrs. McClintock says, 'Did she send in a note?'[node missing-note-node]". The missing-note-node is a closed convnode. Response for missing-note-node when saying yes: say "'Oh, yes, she did. I'll give it to you.'[leavenode]". Response for missing-note-node when saying no: say "'No, I don't think she did,' you say.[/l]Mrs. McClintock shakes her head. 'Then I'm afraid you may not go get the folder.'". Default response for missing-note-node: say "'Jamie, I asked you a question. Did you mother send in a note about your brother's folder? Yes or no.'". Understand "daniel" or "brother" or "sibling" or "little brother" or "younger brother" or "brother's folder" or "daniel's folder" or "homework" or "brother's homework" or "daniel's homework" as "[brother]". Response of McClintock when given the clean sheet of paper: if the paper is fresh: say "Mrs. McClintock looks confused. 'Jamie, are you giving me a blank sheet of paper for any particular reason?'[node blank-paper-node]"; otherwise: say "Mrs. McClintock scans what you've written on the paper. 'Jamie, what is this?'[node paper-writing-node]". The blank-paper-node is a convnode. Response for blank-paper-node when saying yes: say "'Um, yes, sure. I, uh, thought you could use it. Maybe?'[/l]'Thanks, Jamie,' Mrs. McClintock laughs, 'but I really don't need it.' She hands the paper back to you. 'Back to work now.'[leavenode]". Response for blank-paper-node when saying no: say "Embarrassed, you say, 'Oops. No. My mistake. Can I have it back?'[/l]Mrs. McClintock hands the paper back to you with a smile.[leavenode]". The paper-writing-node is a convnode. Response for paper-writing-node when asked-or-told about "[homework]": say "'It's my Explorer homework.'[/l]'I'm sorry Jamie,' Mrs. McClintock replies. 'You need to write it on your worksheet. Do you need another one?'[node extra-packet-node]". Response of McClintock when given the finished Explorer assignment: say "Mrs McClintock glances up from her work, then takes the worksheet you hold out to her. She quickly scans the page, checking your work.[/l]"; fact check the finished Explorer assignment. To fact check (schoolwork - a packet): if schoolwork is incomplete: say "'Jamie, you didn't finish it,' she says as she returns it to you."; otherwise if schoolwork is accurate: say "'This looks excellent, Jamie. You[']ve done a nice job on this.'"; now Mrs McClintock holds the schoolwork; otherwise if schoolwork is cheated: move schoolwork to Mrs McClintock; say "'Hm. Jamie, we have a problem. This looks an awful lot like the one Sam just turned in. Did you copy his work?'[node cheated-node]"; otherwise: say "'I'm afraid you have some errors on this. It needs to be correct before I can let you go out. I'm sorry.'[/l]She hands the worksheet back to you.". Response of McClintock when given Sam's unfinished Henry Hudson project: say "Mrs McClintock glances up from her work, then takes the worksheet you hold out to her. She quickly scans the page, checking your work.[/l]"; fact check Sam's unfinished Henry Hudson project. Response of McClintock when given the blank Explorer worksheet: say "Mrs McClintock glances up from her work, then takes the worksheet you hold out to her. She quickly scans the page, checking your work.[/l]"; fact check the blank Explorer worksheet. The cheated-node is a closed convnode. Response for cheated-node when saying yes: say "Mrs. McClintock frowns and thinks for a moment. 'Well, I appreciate your honesty. Thanks for telling me the truth. I don't like that you tried to cheat, but I'm giving you one more chance. Do your own work this time.[/p]'Recess is just about over, so you won't be able to go out today, but if you get this to me tomorrow you'll be able to go out."; end the game saying "Oh, well. Maybe tomorrow.". Response for cheated-node when saying no: say "Mrs. McClintock looks disappointed. 'I'd like to believe you, Jamie, but here's the thing. All of the answers that match Sam's worksheet are for [italic type]his[roman type] explorer, not yours. So he couldn't have copied from you. You must have copied from him.[/p]'I'm afraid this is going to mean a zero for the project and a phone call home. I'm also going to have to talk to the principal about it. Go back to your seat, Jamie. I'm very disappointed in you.'"; end the game saying "So much for recess.". Default response for cheated-node: say "Mrs. McClintock cuts you off. 'I asked you a question, Jamie. Did you copy Sam's work? Yes or no?'". Response of McClintock when asked-or-told about Sam: say "'But what about Sam? He's not working on his assignment. He's just fooling around.'[/l]'You worry about you, Jamie. Let me worry about Sam,' Mrs. McClintock replies.". Response of McClintock when asked-or-told about Bradley: say "'Mrs. McClintock, do you know where Mr. Bradley is right now?' you ask.[/l]Mrs. McClintock thinks for a moment. 'I'm pretty sure his class has gym now. He's probably either in his room or down at the main office.". Response of McClintock when asked-or-told about Feeney: say "'Can I go ask Miss Feeney for some help with this?'[/l]'Of course, Jamie. That's what she's there for. Go ahead over to the library.'"; now the player is permitted to leave. Response of McClintock when asked-or-told about "library": say "'Can I work on this assignment in the library?'[/l]'Definitely, Jamie. In fact, you may need some books there to answer the questions on the worksheet.'"; now the player is permitted to leave. Response of McClintock when asked for "[help]": say "'Mrs. McClintock, can you help me?' you ask.[/l]'Sure, Jamie,' she responds, 'but you'll have to be a little more specific than that.'". Response of McClintock when asked-or-told about Stankman: say "'Mrs. McClintock, where is Mr. Stankman?'[/l]The teacher looks at you quizzically. 'I imagine he's in the gym where he usually is.'". Response of McClintock when asked-or-told about Walker: say "'Mrs. McClintock, may I go ask the secretary something in the office?'[/l]'Certainly, Jamie,' she says"; now the player is permitted to leave. Response of McClintock when asked-or-told about Parker: say "'Mrs. McClintock, may I go talk to the principal about something?'[/l]'No, Jamie. I think whatever you want to ask her you can talk to me about,' she replies.". Response of McClintock when asked-or-told about Frank: say "'Mrs. McClintock, do you think maybe Mr. Frank might be able to help?'[/l]'He's a busy man, Jamie. I think you probably ought to figure this out on your own.'". Default ask-tell response for McClintock: say "[one of]Mrs. McClintock looks at you and says, 'Jamie, I'm sorry, I can't help you with that.'[/l](If you are trying to talk to Mrs. McClintock about something specific, try ASK MCCLINTOCK ABOUT [italic type]topic[roman type].)[or]Mrs. McClintock looks at you and says, 'Jamie, I'm sorry, I can't help you with that.'[stopping]". Default give-show response for McClintock: say "Mrs. McClintock looks at it and smiles. 'That's very nice, Jamie, but no thank you.'". Understand "shout at [someone]" or "yell at [someone]" as a mistake ("You begin shouting at [the noun], but -[he-she] just looks at you and you just can't bring yourself to do it."). The wedgie is a hidden-item in the Hidden-Locker. Before giving the wedgie to someone: if the second noun is McClintock: if the location of the wedgie is not the Hidden-Locker: say "Nope. Not going to try that again. No way."; remove wedgie from play; otherwise: now the player holds the wedgie; otherwise: say "Your better sense prevails and you decide not to do that." instead. Response of Mrs McClintock when given a wedgie: say "Sam dared you once to try giving the teacher a wedgie. You were way chicken and didn't even think about it. But for some reason today the nice weather has you feeling bold, and you walk quietly around behind her.[/l]You reach out...you can't believe you're actually going to do this...when suddenly she turns around to open the drawer on her desk and you freeze.[/l]'Yes, Jamie? Do you need something?'[/l]'Um. No. Uh. Well. No,' you manage to stammer. 'No, Mrs. McClintock. No, nothing. No.'[/l]'OK, then. Back to work, hm?'"; remove wedgie from play. Book 2 - Sam Freedman To say sam-pencil-response: say "'Hey, Sam, do you have a pencil I could borrow?'[/l]'Uh, hold on, let me check.' He begins digging around in his desk some more.[/l]After a while you realize it's probably a lost cause. 'Thanks anyway. I'll find another one,' you say.". Response of Sam when asked-or-told about the pencil: say "[sam-pencil-response]". Response of Sam when asked-or-told about "[pencil]": say "[sam-pencil-response]". Response of Sam when asked for the pencil: say "[sam-pencil-response]". Response of Sam when asked for "[help]": if the player does not carry a scriber: say "[sam-pencil-response]"; otherwise: say "[sam-homework-response]". To say sam-homework-response: say "You find Sam with his head almost entirely inside his desk, somehow. 'Hey, Sam, did you finish the homework?'[/l]Sam pulls his head out and scowls at you. 'Yeah, but now I can't find it.'[/l]'Me either,' you say.[node found-sams-homework-node]". Response of Sam when asked-or-told about "[homework]": say "[sam-homework-response]". Response of Sam when asked-or-told about the assignment: say "[sam-homework-response]". Response of Sam when asked-or-told about the Henry Hudson project: say "[sam-homework-response]". The found-sams-homework-node is a convnode. node-introduction for found-sams-homework-node: say "Sam shrugs and shoves his head back into his desk, and you turn back to what you were doing. Suddenly, you hear a muffled shout. 'I found it! Awesome!'"; move Sam's unfinished Henry Hudson project to Sam. Response of found-sams-homework-node when asked-or-told about the assignment: say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked-or-told about the Henry Hudson project: say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked-or-told about "[homework]": say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked for the assignment: say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked for the Henry Hudson project: say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked for "[homework]": say "[ask-sam-to-copy]". Response of found-sams-homework-node when asked for "[help]": say "[ask-sam-to-copy]". To say ask-sam-to-copy: say "You decide that the most efficient way to get this done is to do it right here and now. You ask Sam if you can borrow his homework to copy it.[/l]'I'm not sure, bud. Why should I do the work for you? Nah, I don't think so.'[node sam-wont-share-node]". The sam-wont-share-node is a convnode. To say convince-sam: say "'I'll tell you what, Sam. Next project, I'll let you copy mine. Deal?'[/l]Sam hesitates. 'Uh, I don't know.'[/l]'Come on, please? I promise.'[/l]'OK, I guess. Here.' He hands you his worksheet.'[leavenode]"; move Sam's unfinished Henry Hudson project to the player. Response of sam-wont-share-node when asked-or-told about the assignment: say "[convince-sam]". Response of sam-wont-share-node when asked-or-told about "[homework]": say "[convince-sam]". Response of sam-wont-share-node when asked-or-told about the Henry Hudson project: say "[convince-sam]". Response of sam-wont-share-node when asked for the assignment: say "[convince-sam]". Response of sam-wont-share-node when asked for "[homework]": say "[convince-sam]". Response of sam-wont-share-node when asked for the Henry Hudson project: say "[convince-sam]". Response of sam-wont-share-node when given the long division worksheet: say "'OK, how about if we trade? I'll let you copy this math homework if I can borrow your Explorer homework.'[/l]Sam brightens up. 'Oh, that's awesome, I didn't do that one either!' He takes the worksheet from you and glances at it. 'Thanks, bud, this is great. Here you go.' He hands you his Explorer worksheet.'[leavenode]"; move Sam's unfinished Henry Hudson project to the player. Response of sam-wont-share-node when given the rough draft of a book report: say "'OK, how about if we trade? I'll let you copy this book report if I can borrow your Explorer homework.'[/l]Yeah, right. Do you think I'm an idiot? Like Mrs. McClintock won't notice that we both turned in the same report. Nice try. You can do your own homework!' Sam shoves the paper back into your hands and goes back to searching his desk.[node silent-sam-node]". Response of sam-wont-share-node when given the fraction worksheet: say "'OK, how about if we trade? I'll let you copy this math homework if I can borrow your Explorer homework.'[/l]Sam brightens up. 'Oh, that's awesome, I didn't do that one either!' He takes the worksheet from you and glances at it. 'Hold on a second, this isn't the math homework Mrs. McClintock gave us. This looks like third grade stuff. What are you trying to pull on me? Forget it. Do your own homework!' Sam shoves the paper into your hands and goes back to searching his desk for the math homework.[node silent-sam-node]". Response of sam-wont-share-node when given the vocabulary word search: say "'OK, how about if we trade? I'll let you copy this vocabulary homework if I can borrow your Explorer homework.'[/l]Yeah, right. Do you think I'm an idiot? We didn't even have vocabulary homework this week. Nice try. You can do your own homework!' Sam shoves the paper back into your hands and goes back to searching his desk.[node silent-sam-node]". The silent-sam-node is a convnode. The next-node is silent-sam-node. Default ask-tell response for silent-sam-node: say "You try to speak to Sam, but he just ignores you and continues what he was doing.". Default give-show response for silent-sam-node: say "You hold out [the noun], but Sam won't even look up.". Response of Sam when asked-or-told about the ski hat: say "'Hey, Sam, do you happen to know where my hat might be?'[/l]'Probably on the floor of the closet with everyone else's junk.'". Response of Sam when asked-or-told about the Spiderman mittens: say "'Sam? Have you seen my gloves?'[/l]'You mean those dorky Spiderman mittens you usually wear?'[/l]You feel yourself turning red, though you're not sure if it's anger or embarrassment. 'Yeah, those ones.'[/l]'Did you look in the closet? They're probably there with all the other stuff.'". Response of Sam when asked-or-told about the winter coat: say "'Sam, do you know where my coat is?'[/l]'What do I look like, the door man? Geez. Why don't you look for it yourself. Probably in the closet where it's supposed to be.'". Response of Sam when asked-or-told about the lost-and-found: say "'Hey Sam, where's the [lost-and-found]?'[/l]'In the office where it always is. You an idiot?". Response of Sam when asked-or-told about "[recess]": say "'I can't wait to get out to recess, Sam. How about you?'[/l]Sam rolls his eyes. 'Yeah, whatever.'". Response of Sam when asked-or-told about "[weather]": say "'Isn't the weather awesome today?'[/l]Sam glances out the window. 'Sure. Great. Not like we're going to get to see any of it.'". Response of Sam when asked-or-told about Sam: say "'How are you today, Sam?'[/l]Sam looks at you for a full ten seconds before he answers. 'Trying to find my stupid homework. Duh.'". Response of Sam when asked-or-told about Bradley: say "'Sam, do you know where Mr. Bradley's room is?'[/l]'Well, duh, of course. Right next door. Why, do you think he moved it since yesterday?'[node sam-asked-bradley-node]". The sam-asked-bradley-node is a convnode. Response for sam-asked-bradley-node when saying yes: say "Sam smiles. 'Yeah, smart alec. Sure you do.' He shakes his head and goes back to what he was doing.". Response for sam-asked-bradley-node when saying no: say "'Didn't think so. You're not [italic type]that[roman type] dumb.'". Response of Sam when asked-or-told about Feeney: say "'Sam, do you know where Miss Feeney is?'[/l]'In the library across the hall where she always is.'". Response of Sam when asked-or-told about Stankman: say "'Sam, do you know where Mr. Stankman is?'[/l]'Where do you think he is? In the gym, dope.'". Response of Sam when asked-or-told about Walker: say "'Hey, Sam, where's Mrs. Walker?'[/l]'The secretary? In the office, probably.'". Response of Sam when asked-or-told about Parker: say "'Sam, do you think Mrs. Parker is nice?'[/l]'Well, she wasn't very nice the last three times I was in there. I don't think she likes kids.'". Response of Sam when asked-or-told about Frank: say "'Do you think Mr. Frank could help me?'[/l]'How's the custodian going to help you? Unless you're cleaning up someone's puke or opening a locked door or fixing a broken table, I mean.'". Default ask-tell response for Sam: say "Sam just shakes his head and mutters something under his breath. It sounds like 'Dork.'". Default give-show response for Sam: say "Sam looks at [the noun], rolls his eyes at you, and goes back to what he was doing." Book 3 - Bradley Response of Bradley when asked-or-told about the pencil: say "[bradley-pencil-response]". Response of Bradley when asked-or-told about "[pencil]": say "[bradley-pencil-response]". Response of Bradley when asked for the pencil: say "[bradley-pencil-response]". To say bradley-pencil-response: if the player carries a scriber, say "'Mr. Bradley, can I borrow a pencil?'[/l]Mr. Bradley glances down. 'Jamie,' he says. 'You[']re already holding one.'[/l]'Oh. Oops.' You feel your face turning red."; otherwise say "'Mr. Bradley,' you ask, 'can I borrow a pencil?'[/l]'I[']m sorry, Jamie, I don[']t have one,' he says.". Response of Bradley when asked-or-told about "[homework]": say "[bradley-homework-response]". Response of Bradley when asked-or-told about "[brother]": say "[bradley-homework-response]". Response of Bradley when asked for "[help]": say "[bradley-homework-response]". To say bradley-homework-response: say "'Mr. Bradley? My mom wants me to get my brother's homework.'[/l]Mr. Bradley nods. 'Sure, Jamie. Come with me.' he says. 'I hope your brother feels better soon.'"; change the destination of Mr Bradley to Room 10. Response of Bradley when asked-or-told about the assignment: say "'Mr. Bradley? I have this homework assignment I have to finish for Mrs. McClintock.'[/l]'How can I help, Jamie?' Mr. Bradley replies.[/l]'Um, well, I thought for sure I finished it already. I wish I knew where it was.'[/l]Mr. Bradley thinks for a moment. 'Did you check in your schoolbag?'[node schoolbag-check-node]". The schoolbag-check-node is a convnode. Response of schoolbag-check-node when saying yes: say "'Yes, Mr. B., I did. It's not in there.'[/l]'Hm. Well, maybe it's in the [lost-and-found] [if Mr Bradley is in the Main Office]here [end if]in the office. Try looking there.'[leavenode]". Response of schoolbag-check-node when saying no: say "'No, Mr. B., I didn't. That's a good idea, thanks.'[/l]Mr. Bradley smiles at you. 'You're quite welcome, Jamie. Good luck tracking it down!'[leavenode]". Response of Bradley when asked-or-told about the ski hat: say "'Hey, Mr. B., any idea where I might find my ski hat? Mrs. M. won't let me go outside without it.'[/l]'Good for her,' he replies. You were kind of hoping he'd talk some sense into your teacher, but oh, well. 'Did you try looking in your schoolbag?'[/l]'That's a great idea, thanks!'[node already-asked-thermal-node]". Response of Bradley when asked-or-told about the Spiderman mittens: say "'Do you know where I might find my mittens, Mr. B.? Mrs. McClintock won't let me go outside without them.'[/l]'Good for her,' he replies. You were kind of hoping he'd talk some sense into your teacher, but oh, well. 'Did you try looking in your schoolbag?'[/l]'That's a terrific idea! I'll check right away.'[node already-asked-thermal-node]". Response of Bradley when asked-or-told about the winter coat: say "'I can't go out to recess today without my coat, but I can't find it.'[/l]Mr. Bradley says, 'I assume you looked in the closet, right?'[node closet-search-node]". The closet-search-node is a convnode. Response of closet-search-node when saying yes: say "You roll your eyes at Mr. B. 'Yes, I did. Duh.'[/l]Mr. Bradley gives you a little smile. You always did like how he let you talk to him like a real person instead of a teacher. 'Well, then how about trying the [lost-and-found] [if Mr Bradley is in the Main Office]here [end if]in the office?'[leavenode]". Response of closet-search-node when saying no: say "You pause for a second and look down. You don't even need to say it. But you do. 'Uh, no, I guess I didn't.'[/l]'Well, that might be a good place to start, then.[node already-asked-thermal-node]". The already-asked-thermal-node is a convnode. Response of already-asked-thermal-node when asked-or-told about the ski hat: say "[l-a-f-response]". Response of already-asked-thermal-node when asked-or-told about the Spiderman mittens: say "[l-a-f-response]". Response of already-asked-thermal-node when asked-or-told about the winter coat: say "'So I looked in the closet for my coat. Not there.'[/l]'Oh, hm. Well, that stinks. Did you try the [lost-and-found] [if the location is the Main Office]here [end if]in the office?". To say l-a-f-response: say "'So I looked where you suggested. It was right there, of course.'[/l]'Oh, I'm so glad Jamie. That's great.'[leavenode]". Response of Bradley when asked-or-told about the lost-and-found: if the location is the Main Office, say "'Can you tell me where the [lost-and-found] is?'[/l]Mr. Bradley just stares at you for a moment. 'It's right here in the office, Jamie.'[/l]You don't even know what to say. So you don't say anything."; otherwise say "'Can you tell me where the [lost-and-found] is?'[/l]'Of course, Jamie. It's in the office.'". Response of Bradley when asked-or-told about the ring of keys: say "[bradley-key-response]". Response of Bradley when asked for the ring of keys: say "[bradley-key-response]". To say bradley-key-response: say "'Mr. Bradley, would you let me borrow the key to your room? I need to get in there for something.'[/l]'I don't think so, Jamie, but I'll let you in if you like. Follow me to my room.'". Response of Bradley when asked-or-told about "[recess]": say "'Mrs. McClintock won't let me outside today until I finish my homework,' you plead. 'Can you please talk to her?' You're so desperate you'll try anything at this point.[/l]'Sorry, Jamie. I can't help you. You'll need to get the work done and that's it.'". Response of Bradley when asked-or-told about "[weather]": say "'It sure is nice out today, isn't it, Mr. Bradley?'[/l]'Definitely, Jamie! So why are you in here?'[/l]Whatever good mood you had left just evaporated. 'Gotta finish my homework.'". Response of Bradley when asked-or-told about Sam: say "'Hey, Mr. B., do you remember Sam from last year?'[/l]'Sure do, Jamie. How's he doing?'[/l]'Same old.'[/l]'Ah, I see. I guess you learned your lesson when you tried to copy your homework from him that one time, hm?'[/l]'Yeah, I won't make that mistake again, that's for sure.'". Response of Bradley when asked-or-told about McClintock: say "'Mrs. McClintock won't let me outside today until I finish my homework,' you plead. 'Can you please talk to her?' You're so desperate you'll try anything at this point.[/l]'Sorry, Jamie. I can't help you. You'll need to get the work done and that's it.'". Response of Bradley when asked-or-told about Bradley: say "'So how are you today, Mr. B?'[/l]'I'm fine, Jamie. Thanks for asking.'". Response of Bradley when asked-or-told about Feeney: say "'Mr. B., have you seen Miss Feeney?'[/l]'Yes, Jamie, she was just in the library a few minutes ago when I was in there.'". Response of Bradley when asked-or-told about Stankman: say "''Do you know where Mr. Stankman is, Mr. B?'[/l]'Well, I certainly hope he's in the gym with my class, Jamie. Why, are you looking for your brother?'[/l]'No, I was just wondering.'". Response of Bradley when asked-or-told about Walker: if the location is the Main Office: say "'Mrs. Walker is really a nice person, isn't she, Mr. B?'[/l]Mr. Bradley glances at Miss Walker, then gives you sort of an odd look. 'Uh, yes, she is, Jamie.'[/l]There's an awkward silence."; otherwise: say "'I need to find Mrs. Walker. Have you seen her?'[/l]'Well, the main office would be the logical place, Jamie. She doesn't leave her desk very often.'". Response of Bradley when asked-or-told about Parker: say "'So what were you talking to the principal about, Mr. B?' The words are out before you realize how nosy you sound.[/l]'That's not really any of your business, Jamie.'[/l]'Sorry, Mr. B. I was just kind of wondering. Sorry.'". Response of Bradley when asked-or-told about Frank: say "'Do you know where Mr. Frank is?'[/l]'I saw him outside my room, but that was a while ago. He could be anywhere by now.'". Default ask-tell response for Bradley: say "Mr. Bradley shakes his head. 'Sorry, Jamie, I can't help you.'". Default give-show response for Bradley: say "Mr. Bradley looks at it and says, 'Thanks, Jamie, but no thanks.'". Book 4 - Feeney Response of Feeney when asked-or-told about the pencil: say "[feeney-pencil-response]". Response of Feeney when asked-or-told about "[pencil]": say "[feeney-pencil-response]". Response of Feeney when asked for the pencil: say "[feeney-pencil-response]". To say feeney-pencil-response: if the player carries a scriber, say "'Miss Feeney, can I borrow a pencil?'[/l]The librarian glances at you. 'Jamie,' she says. 'You[']re already holding one.'[/l]'Oh. Oops.' You feel your face turning red."; otherwise say "'Miss Feeney,' you ask, 'can I borrow a pencil?'[/l]'I[']m sorry, Jamie, I don[']t have one,' she says.". Response of Feeney when asked-or-told about "[homework]": say "'Miss Feeney? I have to finish my explorer assignment. Can you help me find some information?[/l]'Certainly, Jamie. Who's your explorer?'"; now the answer mode is help-mode. Response of Feeney when asked-or-told about the assignment: say "'Miss Feeney? I have to finish my explorer assignment. Can you help me find some information?[/l]'Certainly, Jamie. Who's your explorer?'"; now the answer mode is help-mode. Understand "help" or "assistance" as "[help]". Response of Feeney when asked for "[help]": say "[feeney-help-response]". Response of Feeney when asked for "book": say "[feeney-help-response]". To say feeney-help-response: say "'Miss Feeney? I need some help finding a book for my explorer project.'[/l]'Certainly, Jamie. Who's your explorer?'"; now the answer mode is help-mode. Response of Feeney when asked-or-told about "[vasco]": say "'Miss Feeney? Can you help me find information about Vasco da Gama?'[/l][feeney-vasco-response]". Response of Feeney when asked for "[vasco]": say "'Miss Feeney? Can you help me find information about Vasco da Gama?'[/l][feeney-vasco-response]". To say feeney-vasco-response: say "'We can certainly find you a book about him. Let's see....' She walks to the history section and scans the shelf. 'Here we are. Vasco da Gama.' Miss Feeney hands you the book."; now the player holds the Vasco da Gama book. Current research topic is a text that varies. The feeney-help-node is a closed convnode. Understand "Vasco da Gama" or "vasco" or "gama" or "da gama" as "[vasco]". After reading a command when the answer mode is help-mode: if the player's command matches "[vasco]": change the current research topic to "Vasco da Gama"; say "[feeney-vasco-response]"; otherwise: say "Miss Feeney hunts for a few minutes in the history section. 'I'm sorry, Jamie, I don't see that one here. Maybe someone else checked out that book.'"; now the answer mode is off; reject the player's command. Response of Feeney when asked-or-told about the lost-and-found: say "'Miss Feeney, I need to look for something in the [lost-and-found].'[/l]'OK, you can go check in the office if you want, then.'". Response of Feeney when asked-or-told about "[recess]": say "'I sure wish I could be out at recess instead of in here working on homework.'[/l]'What?! You don't like my library?'[/l]You blush. 'Oh, uh--'[/l]Miss Feeney winks at you. 'I'm teasing you, Jamie. Believe me, today I'd rather be outside today too.'". Response of Feeney when asked-or-told about "[weather]": say "'Weather sure is great today, isn't it, Miss Feeney?'[/l]'I know. Days like this I wish I had an outdoor library!'[/l]'Yeah, the rest of the class is outside at recess.'[/l]'I totally understand. So let's get this thing done so you can go out, hm?'[/l]'OK, sure!'". Response of Feeney when asked-or-told about Bradley: say "'Miss Feeney, do you know where Mr. Bradley might be?' you ask.[/l]'I'm sorry, no, Jamie. He was here a little while ago but he left. If he's not in his classroom, you'll probably have to ask in the main office.'". Response of Feeney when asked-or-told about Feeney: say "'How are you doing today, Miss Feeney?'[/l]'I'm just terrific, Jamie. Thanks for asking!'". Default ask-tell response for Feeney: say "Miss Feeney shakes her head. 'I'm really sorry, Jamie. I'm not sure I can help you with that.'". Default give-show response for Feeney: say "Miss Feeney looks at it. 'Thank you, but no,' she says with a smile.". Book 5 - Stankman Response of Stankman when asked-or-told about the pencil: say "[stankman-pencil-response]". Response of Stankman when asked-or-told about "[pencil]": say "[stankman-pencil-response]". Response of Stankman when asked for the pencil: say "[stankman-pencil-response]". To say stankman-pencil-response: if the player carries a scriber, say "'Mr. Stankman, can I borrow a pencil?'[/l]Mr. Stankman stops what he's doing and looks at you. 'Jamie,' he says. 'You[']re already holding one.'[/l]'Oh. Oops.' You feel your face turning red."; otherwise say "'Mr. Stankman,' you ask, 'can I borrow a pencil?'[/l]'I[']m sorry, Jamie, I'm in the middle of a class. I can't look for one right now,' he says.". Response of Stankman when asked-or-told about "[homework]": say "[stankman-homework-response]". Response of Stankman when asked-or-told about the assignment: say "[stankman-homework-response]". To say stankman-homework-response: say "You wait for a break in the kickball action--not that third graders have that much action in their kickball. While the teams switch sides you ask, 'Excuse me, Mr. Stankman, can you help me with my explorer project?'[/l]Mr. Stankman laughs a little. 'Well, Jamie, I appreciate your confidence in my abilities, but I really think Mrs. McClintock might be the better one to ask. Or you could try Miss Feeney in the library.'". Response of Stankman when asked-or-told about the lost-and-found: say "When you mention the [lost-and-found], Mr. Stankman says, 'Check in the main office. That's where I usually take the stuff kids leave here in the gym.'". Response of Stankman when asked-or-told about "[recess]": say "As you're watching the kickball game, you realize your friends are probably outside playing kickball right now. In between pitches, Mr. Stankman glances your way. 'What's wrong, Jamie?'[/l]You must have looked pretty upset. 'Oh, not much, Mr. Stankman. I'd just rather be outside at recess. But I have to finish my project.'[/l]'Well, I'm pretty sure you're not going to get much done hanging out here watching your brother play kickball.'[/l]He has a point. 'Yeah, I guess so. I better go work on it.'". Response of Stankman when asked-or-told about "[weather]": say "'Hey, Mr. Stankman!' you call after the third out. 'How come you're not playing outside today? The weather's awesome.'[/l]'I would, but it's still a little wet and the kids at recess are on the blacktop, so I can't use that.'[/l]As soon as he mentioned recess, you realize you really need to get going on this assignment instead of hanging out here in the gym.". Response of Stankman when asked-or-told about Bradley: say "'Mr. Stankman, excuse me, is Mr. Bradley here?'[/l]'This is his class, but he's not here. Why don't you check in the office?'". Response of Stankman when asked-or-told about Stankman: say "'How you doing, Mr. Stankman?'[/l]'I'm fine, Jamie, but you're interrupting. I really need to pay attention to my class.'[/l]'Oh, sorry. I'll leave you alone now.'". Default ask-tell response for Stankman: say "Mr. Stankman looks at you and says, 'Jamie, I really don't have time now. You could come back after my class is over if you want.'". Default give-show response for Stankman: say "You hand it to Mr. Stankman, but he just says, 'I'm sorry, I can't look at it now. I have a class. Maybe later.'". Book 6 - Walker Response of Walker when asked-or-told about the pencil: say "[walker-pencil-response]". Response of Walker when asked-or-told about "[pencil]": say "[walker-pencil-response]". Response of Walker when asked for the pencil: say "[walker-pencil-response]". To say walker-pencil-response: if the player carries a scriber, say "'Mrs. Walker, can I borrow a pencil?'[/l]The secretary glances at your hand. 'Jamie,' she says. 'You[']re already holding one.'[/l]'Oh. Oops.' You feel your face turning red."; otherwise say "'Mrs. Walker,' you ask, 'can I borrow a pencil?'[/l]'Certainly, Jamie, here you go."; move the sharp pencil to the player. Response of Walker when asked-or-told about the ski hat: say "'Mrs. Walker, did anyone turn in a ski hat?'"; if the lost-and-found is in the Main Office: say "'No, Jamie, I don't think so. I'm sorry.'"; otherwise: say "'No, Jamie, but you're welcome to check in the [lost-and-found].' She points to the bin behind her full of orphan clothes. Might be worth a look.". Response of Walker when asked-or-told about the Spiderman mittens: say "'Mrs. Walker, did anyone turn in some mittens?'"; if the lost-and-found is in the Main Office: say "'No, Jamie, I don't think so. I'm sorry.'"; otherwise: say "'No, Jamie, but you're welcome to check in the [lost-and-found].' She points to the bin behind her full of orphan clothes. Might be worth a look.". Response of Walker when asked-or-told about the winter coat: say "'Mrs. Walker, did anyone turn in a coat?'"; if the lost-and-found is in the Main Office: say "'Yes, Jamie, someone came in with one this morning. It's in the lost-and-found.'"; otherwise: say "'Yes, Jamie, I put it in the [lost-and-found].' She points to the bin behind her full of orphan clothes."; now the winter coat is in the lost-and-found. Response of Walker when asked-or-told about the lost-and-found: say "'Mrs. Walker, where's the [lost-and-found]?'[/l]'Right here, Jamie.' She points to a bin behind the divider.". Understand "bin" as the lost-and-found. Response of Walker when asked-or-told about Bradley: say "'Miss Walker? Is Mr. Bradley here?'[/l]Miss Walker smiles. 'He is in a meeting with the principal, Jamie, but he should be out in a moment.'[/l]No sooner does she say this than the principal's office door opens."; change Mr Bradley to active; change the destination of Mr Bradley to the Main Office. Response of Walker when asked-or-told about Walker: say "'Hi, Mrs. Walker. How are you today?'[/l]She smiles. 'I'm really busy, actually, Jamie, but thanks for asking.'". Response of Walker when asked-or-told about Parker: say "'Could I talk to the principal, Mrs. Walker?'[/l]'Sorry, Jamie, she's having a meeting right now. Can it wait until another time?'[/l]'Yes, I guess so.'". Response of Walker when asked-or-told about Frank: say "'I really need to talk to Mr. Frank. Can you call him?'[/l]'I'm not allowed to page him unless it's an emergency, Jamie.'[/l]'Well it is!'[/l]'What's the problem?'[/l]'I need to...um, finish my homework.'[/l]'I know that's an emergency to you, but I'm afraid Mrs. Parker wouldn't agree. You'll just have to go find him.'". Default ask-tell response for Walker: say "'I'm afraid I don't have an answer for you, Jamie.'". Default give-show response for Walker: say "'That's really interesting, Jamie. Thanks for showing it to me.'". Book 7 - Frank Response of Frank when asked-or-told about "[homework]": say "[frank-homework-response]". Response of Frank when asked-or-told about the assignment: say "[frank-homework-response]". Response of Frank when asked-or-told about the ring of keys: if Daniel's Folder is happening: say "[frank-homework-response]"; otherwise: say "'Hey, Mr. Frank, can I have your cool key ring?'[/l]'Sorry, son. I can't let you have that.'". Response of Frank when asked for the ring of keys: if Daniel's Folder is happening: say "[frank-homework-response]"; otherwise: say "'Hey, Mr. Frank, can I have your cool key ring?'[/l]'Sorry, son. I can't let you have that.'". Response of Frank when asked for "[help]": say "[frank-homework-response]". To say frank-homework-response: if Daniel's Folder is happening: say "'Hi, Mr. Frank. Could you let me in to Mr. Bradley's room? I need to get my brother's homework.'[/l]'Sure, son. Come on, I'll open the door for you.' You follow him down the hall to Room 10. He unlocks the door and you walk in.[/l]'Thank you so much!'[/l]'Sure thing. I'll be right here in the hall. Let me know when you're done and I'll lock it up.'"; now the player is in Room 10; now the door to room 10 is unlocked; now the door to room 10 is open; now Frank is in End of the Hall; otherwise: say "'Hey, Mr. Frank!' you say. 'I don't suppose you know anything about explorers, do you?'[/l]Mr. Frank laughs. 'Well, son, I know I've had to explore some parts of this school building pretty well. Other than that, no, I don't really.'[/l]'Hey, it was worth a shot, I guess.'". Response of Frank when asked-or-told about the lost-and-found: say "'Where's the [lost-and-found] Mr. Frank?'[/l]'You don't know?' he asks. He seems a little surprised.[/l]'I never lost anything before![/l]'Yeah, well, I guess that makes sense. It's in the office, son.'". Response of Frank when asked-or-told about "[recess]": say "Mr. Frank looks at you. 'You look a little down, son. What's wrong?'[/l]'I want to go out for recess, but I have to get my work done first.'[/l]'Ah, I see.' He nods. You're glad he didn't go on to tell you you should have done it before today.". Response of Frank when asked-or-told about "[weather]": say "'Awesome weather today, Mr. Frank!'[/l]'Yeah, but it's kind of wet. I hope they're keeping the kids on the blacktop during recess or I'm going to have a heck of a mess to clean up.". Response of Frank when asked-or-told about Bradley: say "'Have you seen Mr. Bradley?' you ask.[/l]'I think I saw him dropping his class off in the gym a little while ago,' Mr. Frank says, 'but I don't know where he went after that. Sorry!'". Response of Frank when asked-or-told about Frank: say "'How are you today, Mr. Frank?'[/l]'I'm having a darn good day today, son. I just got the boys' bathroom sink working again!' Mr. Frank's idea of a good day sure is different than yours....". Default ask-tell response for Frank: say "'Can't help you there, son,' he says." Default give-show response for Frank: say "'No, thank you, son,' he says." [==========================================================] Volume 9 - Answer Key Table of Homework packet description student-name explorer-name birthplace (indexed text) birthplace-page (indexed text) discovery (indexed text) discovery-page (indexed text) year (indexed text) year-page (indexed text) Sam's unfinished Henry Hudson project "The handwriting is a mess and it's hard to read what Sam has written, but you can just about figure out his handwriting." "Sam F." "Henry Hudson" "Blarney Medical Center" "1" "Hudson Bay" "17" "1907" "8" the finished Explorer assignment "[if we have examined the assignment]This is the assignment you need to turn in to Mrs. McClintock before you can go out to recess.[otherwise]This is your missing homework! You [italic type]did[roman type] finish it. Somehow it ended up in your brother[']s folder[end if]." "Jamie Nelson" "Vasco da Gama" "Sines" "3" "Ocean route to the Orient" "11" "1497" "6" the blank Explorer worksheet "The familiar questions stare back in your face, mocking you. You already did this, but of course now that the pressure is on, you can[']t remember a single one of the answers or page numbers." "" "" "" "" "" "" "" ""