No, this "curse" was something big...bigger than her, and that was saying something. Clara was determined to get to the bottom of this mystery. Besides, it was still science, of a sort, just more of a social science, but still science, she reasoned.
Clara opened to a fresh page in her notebook. Okay, first things first; time to write down what she already knew. Observations were the key to starting her investigation off right. She began to scribble out her notes:
August 27, 2:43PM - Buttercombe "Curse" Log
Observations:
1. School serves foods of high caloric values in massive quantities. While meals are served buffet style, thereby placing blame of portion size on the students, it begs the question: Do the staff have any part in encouraging how much a student eats?
2. Foods not only contain high caloric value, but are foods known to release plentiful dopamine to the brain. This leads to the assumption that it results in happy, complacent students who do not question Buttercombe's staff about their increased size.
3. Cafeteria is not the only known location of school food. Dorm refrigerators are always well-stocked and there are plenty of vending machines. This leads to the assumption that students are more likely to eat constantly throughout the day, thereby increasing caloric intake even more.
4. Course catalog indicates plenty of classes in culinary arts. Perhaps more than necessary in a school this size? Curriculum for these classes is heavy on foods of high caloric value. I'm noticing a pattern. Is this part of the state standards or has Buttercombe decided on the curriculum?
5. Staff and faculty also seem to be on the heavy side. Does this "curse" affect them as well, or is their another causation?
Yes, this was a good start, Clara thought. It gave her the questions she needed answered, and she felt rather pleased with herself. Time for the next step, and she continued writing.
Observations have led to the following three hypothesis, one of which must be true:
1. The Kanamit Hypothesis: Buttercombe staff is aware of the changes in the size of their students, and is purposefully encouraging/initiating it for some ulterior motive under the guise of "promoting a safe, happy, healthy learning environment." Question to be answered: What is that ulterior motive?
2. The Hive Mentality Hypothesis: Buttercombe staff is aware of the changes, but neglects or chooses not to act against it. Question to be answered: Is it merely apathy or something more?
3. The Demeter Hypothesis: Buttercombe staff is blissfully unaware of the changes, but still encourage/initiates them under the misguided belief that this is "good" for us and "nurturing" us. Question to be answered: What led to this mentality?
She nodded to herself. Yes, this would all do nicely for today. If she had to guess, given that Polluck had actively been avoiding her and that Ms. Scott and the body guard had been used to prevent her from learning anything, she would say the first or the second hypothesis were more likely. However, as she thought that over, a new problem presented itself. She couldn't just ask her questions during the orientation. Polluck would just find some way of wording things to "answer" her question but not really answer it. Of course, she would get the runaround. How could she have forgotten that?
Still, that gave her a new idea. With everyone, students, faculty, and yes, staff at the orientation, that would leave the school, and more importantly, Polluck's office unattended. It would be the perfect chance to do a little "research" on her own, rather than relying on the staff who were actively avoiding her, or just too unaware to help.
But Polluck wasn't an idiot, Clara realized. The information she sought wasn't just going to be lying on her desk in plain sight. No, it would either be well-hidden in the office, or on her computer under so many encryptions and passwords, she would never be able to get to it. She needed someone with a good computer background if this was going to work. That, or she could chance it and hope that Polluck would hide it somewhere in the room in a physical form. What to do...
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