Chapter 15: Schooling (Part 2)

Assigning Mu Lin to a student apartment was a four-person unit. Although they shared the same apartment, each bedroom had its own bathroom and shower room, with a shared living room and, surprisingly, a kitchen.

Other students also lived in apartments, but their conditions were not as good. After living there for a week and one day past the registration period, Mu Lin still hadn’t seen any of his roommates. He found it strange—had these students not registered? He pondered for a while and decided not to worry about it.

After eating in the student cafeteria for a week, Mu Lin had completely lost his appetite. He had been in the U country for nearly a year and was already tired of its cuisine. The evolution of U country’s food culture was influenced by many factors, especially the waves of immigration that brought a variety of culinary styles. Diverse delicacies were reflected on the dining tables of U country citizens, and restaurant menus were rich and varied.

The characteristics of U country cuisine include high fat, high sugar, high salt, and high protein content. Therefore, it’s not hard to find overweight people in the U country. People there emphasize nutrition. With its vast territory, favorable climate, diverse food sources, convenient transportation, and excellent refrigeration equipment, chefs and housewives could freely choose ingredients. Americans love salads. The ingredients for salads often include fruits like bananas, apples, pears, pineapples, grapefruits, and oranges, mixed with vegetables like celery, potatoes, and lettuce. The dressing usually consists of mayonnaise, salad oil, and fresh cream, resulting in a relatively fresh taste. Fried dishes are also commonly eaten, such as fried chicken, fried bananas, and fried apples. Puddings and apple pies, although originally learned from the British, have been modified to develop a more distinctly U country flavor.

U country’s baked pastries are famous worldwide for their production and decoration methods. Cold drinks, frozen desserts, salads, American steaks, and fried chicken are also popular among Europeans. Americans don’t like tea; they prefer ice water or mineral water. They often drink whiskey and brandy as tea, without needing any side dishes. Chinese food is seen by Americans like many other continental products—cheap. However, in terms of taste, since it has been modified to suit local tastes and eating habits, Chinese cuisine has become somewhat unrecognizable. It’s not hard to find Chinese restaurants on the streets of the U country.

There are also restaurants featuring cuisines from various ethnicities, including Italian, French, Spanish, and more. Moreover, each state in the U country has its own culinary specialties. For example, the northeastern region is famous for clam chowder, Pennsylvania for game meat pies, Louisiana for gumbo, the southwest for barbecue ribs, and the southern region for grilled corn, all of which are well-known.

In the U country, restaurants basically come in three forms: buffet-style restaurants, where food is displayed on counters and customers help themselves before paying at the cashier; formal restaurants, which range from low-cost small eateries to luxurious upscale venues; and fast-food chains, which are widespread in big cities, selling items like French fries, Italian pizzas, hamburgers, fish sandwiches, and roast beef sandwiches.

However, no matter how good these cuisines are, how can they compare to Chinese cuisine with its long history? Mu Lin decided to use the kitchen in his apartment to cook for himself, comforting his rebellious stomach. After all, during his three years of wandering, he had learned cooking for nearly three months in several restaurants and, by his own account, had become a master chef.

After buying groceries from the supermarket and carrying them back to the apartment, he was occasionally pointed at by students along the way, but he paid no heed. Upon returning, he prepared three dishes and was about to start eating when someone used a key to open the door. With a quick scan of his spiritual awareness, Mu Lin realized there were three women. He was stunned.

The door opened and three girls chattered their way in. “Wow! What a delicious smell!” “Little junior, you can cook—how great!” “Now we don’t have to eat at the cafeteria anymore!”

Among them, one was tall with a high bun of light brown hair, with strands hanging on both sides of her face, wearing a light black dress. Another was curvy, with her golden hair tied into a ponytail and dressed casually in jeans. The third was petite, with long black hair, wearing a sky-blue short-sleeved shirt and matching long pants. The three beauties wore exaggerated expressions.

Mu Lin stared blankly and asked, “May I ask who you are?”

“Hi! Handsome little guy, we’re your roommates and also your senior sisters!”

“That’s impossible!” Mu Lin almost jumped three feet high. He already had two younger sisters to deal with, and now three more? He was about to call the professor when he rushed back to his room and dialed the apartment administrator. The administrator told him that the professor had indeed arranged it that way.

Mu Lin quickly called the professor. “Professor, why did you let me live with three girls?”

“Daniel, since you have no family here and you’re so young, I specially arranged for three nice girls through the college to take care of your studies and life. Are you not satisfied with that?”

“No, no! Thank you, Professor!” Mu Lin shook his head bitterly, hung up the phone, and muttered, “Great, I’ve been tricked again by that old man. Now I have to be grateful for it.”

What was this? Who did he offend? If he had known this would happen, he would have just bought a house and lived alone. It would have been so much more comfortable! Grumbling, he walked out of his room to greet the three senior sisters and start dinner.

When he arrived at the dining room, he was stunned. The three girls were not giving way to each other, each had a plate of food in front of them, and they were using knives, forks, and spoons to snatch food from each other’s plates. Only after finishing their meals did they notice Mu Lin. They stood up together and said, “This is so delicious! I’ve never tasted such good Chinese food. Thank you, junior brother, but we’ll pay you for it!”

The tall one said, “I’m Fanny, a junior majoring in computer science at the School of Engineering.”

She pointed to the curvy one and said, “That’s Silvia, a junior majoring in management at the School of Economics.”

Then she pointed to the petite one, saying, “This is Kelly, a junior majoring in internal medicine at the Medical School. We are your roommates. What do you think? Are your senior sisters pretty?”

Mu Lin looked at them and found that the girls were indeed quite beautiful, even the shortest one, Kelly, was a bit taller than him. He helplessly nodded and said, “Hello, senior sisters. Welcome back. But could you please move aside? I haven’t eaten yet. I need to cook now!”

“Oh! Great! We’re still not full either. Could you please cook a bit more for us?” Mu Lin was speechless.

After eating again, they had become familiar with each other. They recognized Mu Lin as their head chef and started to explain to him some things new students needed to know, such as how to obtain and purchase course syllabi and textbooks.

In U country universities, syllabi play a very important role in undergraduate teaching, with detailed and comprehensive syllabi for each course.

Syllabi are not only the main teaching documents for record-keeping but also the basic references for teachers’ instruction and the primary guides for students’ course studies. Some universities even upload course syllabi into their educational resource databases and publish them on their websites.

However, this does not mean that anyone can access them. Usually, only students registered at the university can obtain the relevant usernames and passwords to access them online.

The main content of a syllabus includes course objectives, teaching methods, assessment requirements, textbooks, reference books, supplementary materials, and the content and requirements for each class session. Syllabi are written by the teachers responsible for the courses and are distributed to students on the first day of class.

Teachers follow the syllabi when teaching, and students use them to preview and review their lessons. During the teaching process, teachers generally cannot arbitrarily change the content and schedule outlined in the syllabus; otherwise, at the end of the semester, the evaluation of the course might not be positive.

Although the formats of syllabi for different courses are roughly the same, their level of detail varies. Since each teacher interprets teaching requirements differently, the syllabi they create have their own characteristics.

Some syllabi are only five or six pages long, while others can be over ten pages. Some only list the topic for each session and the required readings, while others also specify the specific discussion questions and even the teaching objectives to be achieved through the course. Syllabi often change, with some teachers revising them for each new round of teaching based on their research and new academic developments.

Textbooks are the basic learning materials for students. Typically, a course instructor will list at least two to three professional books as textbooks. In addition to textbooks, instructors may also list a varying number of reference books and dozens or even more related newspaper and academic journal articles.

Some instructors compile key papers or important chapters from books into booklets and sell them to students through bookstores or department offices to recover costs. Others distribute new papers or materials during the course to ensure that teaching keeps pace with academic advancements. In the reading materials recommended by instructors, there can be as many as 36 related books.

Instructors also bring photocopies of reading materials to each class and distribute them to students. Therefore, the reading load for a course with over a dozen sessions is very heavy. It is said that the reading materials for a 2.5-hour class might take 20 to 30 hours to complete.

Mu Lin was assigned a student apartment, a four-person room. Although they shared the same living space, each had their own separate bedroom with an attached bathroom and shower. The living room was communal, and surprisingly, there was even a kitchen. Other students also lived in apartments, but their conditions weren’t as good.

After living there for a week and registering for classes a day earlier, Mu Lin still hadn’t seen any roommates move in. He couldn’t help but wonder—had those students not registered? After some thought, he decided not to dwell on it.

A week of eating at the student cafeteria had completely ruined his appetite. Having been in Country U for nearly a year, Mu Lin was already sick of its cuisine. The evolution of Country U’s food culture was influenced by various factors, primarily the waves of immigration that brought diverse culinary traditions, resulting in a rich variety of dishes on the dining tables of Country U. Restaurant menus were equally diverse.

Country U’s diet was characterized by high fat, sugar, salt, and protein, making obesity a common sight. People were very particular about nutrition. With its vast land, favorable climate, abundant food varieties, efficient transportation, and excellent refrigeration facilities, chefs and homemakers had plenty of options. Americans loved salads, often made with fruits like bananas, apples, pears, pineapples, grapefruits, and oranges, or mixed with vegetables like celery, potatoes, and lettuce. Dressings typically included salad oil, sauce, and fresh cream, giving them a refreshing taste. Fried dishes were also popular—fried chicken, fried bananas, fried apples, and so on. Puddings and apple pies, though borrowed from British cuisine, had been adapted to suit Country U’s tastes.

Country U’s baked goods were world-famous for their preparation and decoration. Cold drinks, frozen desserts, salads, American steaks, and fried chicken were also well-received in Europe. Americans weren’t fond of tea; they preferred ice-cold water or mineral water. They often drank whiskey or brandy like tea, without any side dishes. To Americans, Chinese food was like many other imported products—cheap, but the flavors had been altered to suit local tastes, making it a far cry from authentic Chinese cuisine. Chinese restaurants were common on the streets of Country U.

There were also restaurants featuring cuisines from various cultures—Italian, French, Spanish, and more. Each state in Country U had its own specialties, such as clam chowder from the Northeast, Pennsylvania’s bird meat pie, Louisiana’s okra soup, Southwest-style barbecue ribs, and Southern roasted corn, all of which were highly renowned.

In Country U, restaurants generally fell into three categories:

1. **Buffet restaurants** – Counters were filled with a wide array of hot and cold dishes. Customers would grab plates and utensils, serve themselves, and then pay at the checkout counter.

2. **Formal restaurants** – Small ones were affordable, while large ones were luxurious.

3. **Fast-food joints** – Found everywhere in big cities, offering French fries, Italian pizza, hamburgers, fried fish sandwiches, roast beef sandwiches, and more.

No matter how good these options were, how could they compare to the long-standing tradition of Chinese cuisine? Mu Lin decided to make use of the kitchen and cook for himself, giving his rebellious stomach some relief. After all, during his three years of wandering, he had spent nearly three months working as a chef in several restaurants. By his own standards, his cooking skills were professional!

After buying groceries at the supermarket and carrying them back to the apartment, Mu Lin noticed some students pointing at him along the way, but he paid no attention. Back in the apartment, he prepared three dishes and was about to eat when someone unlocked the door. With a quick scan of his senses, Mu Lin froze—three girls!

The door swung open, and three chattering girls walked in.

“Wow! It smells amazing!”

“Little junior, you can cook? That’s fantastic!”

“Now we don’t have to eat at the cafeteria anymore!”

Among them:

– One was tall, with flaxen hair elegantly coiled at the back of her head, two strands hanging by her temples, wearing a light black dress.

– Another was curvy, with golden hair tied in a ponytail, dressed in casual jeans.

– The last was petite, with shoulder-length black hair, wearing a light blue short-sleeved shirt and matching pants.

All three wore exaggerated expressions.

Mu Lin stared blankly. “Uh… who are you?”

“Hey, handsome! We’re your roommates—and your seniors!”

“No way!” Mu Lin jumped three feet high. Two younger sisters were already giving him a headache, and now three more? This was going to be the death of him. “I’m calling the professor!” He rushed back to his room and dialed the apartment administrator, who confirmed that this was indeed the professor’s arrangement.

Mu Lin immediately called the professor. “Professor, why did you put me in an apartment with three girls?”

“Daniel, you have no family here, and you’re so young. I specially arranged for three nice girls to help take care of your studies and daily life. Is there something you’re unhappy about?”

“No, no! Thank you, Professor!” Mu Lin forced a smile, hung up, and muttered, “Great, the old man tricked me again—and I have to be grateful for it.”

He sighed. “What kind of mess is this? Who did I offend? I should’ve just bought my own place and lived alone—so much more peaceful!” Grumbling, he stepped out to greet his new roommates and join them for dinner.

When he reached the dining area, he froze again. The three girls were fighting over the dishes, each with a plate in front of them, using knives, forks, and spoons to snatch food from one another. Only after finishing did they notice Mu Lin. They stood up in unison.

“That was delicious! We’ve never had such amazing Chinese food before. Thank you, junior! But don’t worry—we’ll pay you!”

The tall one introduced herself. “I’m Fanny, a junior in Computer Engineering.”

Pointing to the curvy one, she said, “That’s Celia, a junior in Management at the Business School.”

Then, gesturing to the petite one, “And this is Kelly, a junior in Medicine. We’re your roommates. So, how about it? Are your seniors pretty?”

Mu Lin studied them. They were all quite attractive—even the shortest, Kelly, was taller than him. Reluctantly, he nodded. “Nice to meet you, seniors. Welcome back. But could you move aside? I haven’t eaten yet, and now I have to cook again!”

“Oh! Perfect! We’re still hungry too. Could you make some more, please?” Mu Lin was speechless.

After the second round of cooking, they had gotten familiar. The girls officially appointed Mu Lin as their head chef and began explaining some key points for new students, including how to obtain and purchase the required syllabi and textbooks.

The syllabus played a crucial role in undergraduate education in Country U. Every course had a detailed, comprehensive syllabus. It wasn’t just a document for record-keeping—it was the foundation for teaching and the primary guide for students. Some universities uploaded syllabi to their online resource libraries, accessible only to registered students with login credentials.

A syllabus typically included course objectives, teaching methods, assessment criteria, textbooks, reference materials, and a breakdown of each lesson’s content and requirements. The professor in charge of the course would draft it and distribute it on the first day of class.

Professors taught according to the syllabus, and students used it to prepare and review. Deviating from the syllabus could lead to negative evaluations at the end of the semester.

Though syllabi followed a similar format, their level of detail varied. Some were just 5-6 pages, while others exceeded 10. Some only listed weekly topics and required readings, while others included discussion points and learning outcomes. Syllabi were frequently updated, with some professors revising them every semester based on new research.

Textbooks were essential learning materials. Professors usually assigned 2-3 core textbooks per course, along with numerous reference books and academic papers. Some professors compiled key readings into booklets, sold at cost through bookstores or department offices. Additional materials might be distributed during the semester to keep up with academic developments.

One professor’s reading list included up to 36 books. For a single 2.5-hour lecture, students might need 20-30 hours just to finish the assigned readings.

Thus, students in Country U faced immense academic pressure. Most of their free time was spent reading textbooks and references—without thorough preparation, participating in discussions, group work, or passing exams would be nearly impossible.

Textbook supply was market-driven. Each university had a bookstore specializing in textbooks—selling new and used copies at the start of the semester and buying them back at the end. Used books were significantly cheaper, often 1/3 to 1/2 the price of new ones. The bookstore only stocked current-semester materials, rotating inventory each term.

As it turned out, the three girls had been unhappy upon learning they’d be sharing an apartment with a male student. But after discovering he was only fourteen, they assumed the professor had assigned them as babysitters and were negotiating with him when they spotted Mu Lin grocery shopping—hence the lunchtime drama.

Upon learning Mu Lin was majoring in three fields, they promised to handle his textbooks. Though they brought back a mountain of books, the cost was minimal. Noticing Mu Lin’s indifference to money and his reliance on school grants, their curiosity about him grew.

Mu Lin felt like Little Red Riding Hood cornered by wolves. The more he avoided them, the friendlier they became—occasionally flirting shamelessly. Internally, he groaned: *I’m doomed. I’ve fallen into a den of wolves!*

Textbook supply and management are market-driven. Generally, each university has a dedicated textbook bookstore responsible for purchasing, supplying, and managing textbooks.

At the beginning of the semester, the bookstore sells textbooks, and at the end of the semester, it buys back used ones from students. Therefore, the bookstore not only sells new books but also second-hand ones from previous students, with different prices—usually a price difference of one-third or one-half.

The textbook bookstore only supplies the textbooks needed for the current semester. After one semester ends, the bookshelves are filled with textbooks for the next semester.

Originally, the three girls were very unhappy when they learned that the school had assigned a male student to their apartment after registration. Later, when they found out it was a 14-year-old boy, they thought the professor had treated them like babysitters. They were in the process of discussing this with the professor when they saw Mu Lin buying groceries, which led to the scene at noon.

After learning that Mu Lin was taking three majors, they promised to handle all his textbook purchases. Although they bought a large pile of books, the cost wasn’t high. Seeing that Mu Lin didn’t care much about money and was receiving a scholarship, they became even more interested in his research.

When Mu Lin saw the way they looked at him, like wolves eyeing little red riding hood, he felt a chill down his spine. He dared not interact with them too much, but the more he avoided them, the more enthusiastic the three girls became, occasionally showing glimpses of flirtation. Mu Lin inwardly groaned—this was bad, he had fallen into a wolf’s den!