All Her Secrets

Catherine halted, turning around to see the teacher hastily approaching her. The teacher held out her tablet to Catherine, a smile on her face. " Catherine, I've got two problems here. What's your email? I'll send them to you. Take a look and see if you can figure them out." Catherine didn't even take the tablet and glanced at the screen. Then, she asked Amelia beside her, “Do you have a pen?" Amelia quickly pulled out her idol's cherished pen and notebook. She was usually reluctant to touch them but handed them over to Catherine without hesitation. "Super Catherine, feel free to use them." "Thank you," Catherine said politely. After taking the notebook and pen, she began answering on it.

The teacher, standing by, was completely dumbfounded. She had only intended for Catherine to think about the solution steps when she had sfree tlater. If Catherine could solve them, they could discuss them together.

Little did she know, Catherine started writing immediately. She was swift, and to an unknowing observer, it might seem like she had memorized the answers.

The teacher was well aware that Catherine hadn't memorized them, as no one had solved these problems yet. The person who set the questions posted them on a forum, promising a generous reward for anyone who could solve them.

A few minutes later, Catherine handed the solved steps to the teacher. "That's it." The teacher took it, carefully examined it, and was dumbfounded. The steps were super concise, and the final answer matched exactly with what the problem setter provided.

The teacher looked up, staring at Catherine with shock. "Catherine, did you work on these problems before?" "No," Catherine replied straightforwardly.

When she was a professor abroad, she often assigned such problems as homework to her students. With her expertise, how could she casually search for such problems online? The teacher's eyes were filled with admiration for Catherine. "She's really a genius," the teacher thought. She had been dealing with these problems for several days, but Catherine just glanced at the questions and effortlessly provided the steps to a solution. It was truly amazing.

Of course not. The teacher

future, I'll cto

the teacher, afraid of wasting Catherine's time, quickly let her go. "Catherine, it's settled. Go do your experiments; don't letdelay your time." The classmates, seeing the change in the teacher's attitude, couldn't help but admire Catherine. For a student to reach such

she didn't want to linger in the classroom. After saying

classroom, the subject teacher received a call from the

emphasizing, "Ms. Bourn, I know you have objections to Catherine frequently taking leave. I understand your concern for the students, but special circumstances require special treatment." Earlier in the morning, the director had cto him, reporting that they witnessed the subject teacher publicly embarrassing Catherine during the morning patrol. He was advised to pay more attention to conflicts between teachers and students. The goal was to avoid escalating conflicts and affecting the learning of all students. Marshall

them, Amber Bourn was the most straightforward and complained the most, even threatening that Catherine

the principal called Amber, wanting to

a bit special. Please be understanding,"

complaints." Thinking Amber might be speaking in frustration, the principal tried to persuade her again. "Ms. Bourn, I know you care about the students, but..." Seeing the principal's misunderstanding, Amber quickly explained, "Sir, you've misunderstood. I didn't mean that. I didn't understand

valuable tlistening to my lectures. If she's willing to attend, I'll be happy, and after class, I can consult her on schallenging problems." The principal, puzzled by Amber's

Catherine's high intelligence, stating that even in their specialized research projects, Catherine