The new school safety system (1)

We write the near future. The brutalization of society has progressed further and further and has not even stopped at schools. Thus, despite ever more intensive security measures at schools, incidents occurred again and again where pupils were able to smuggle weapons into the school class and threaten teachers with them or there were even shootouts between individual pupils at the school, which ultimately led to deaths. These incidents forced the government and the school authorities to take action, which led them to take tougher measures directly against the students. In general, this should serve the safety of schools, as well as the safety of teachers and students themselves. Since statistics have shown that 99% of all incidents were committed by male youths, it was decided in 2080 to implement a system for all male pupils, which was originally developed for the penal system. The system used here of course corresponded to a significantly lower technological security level than was necessary for a real prison inmate.

But even if one was already so far technologically advanced that one could heal all body parts and injuries relatively simply again or reproduce them in the laboratory, death or damage to the brain itself could of course not yet be avoided. And even sometimes life-threatening stab wounds, e.g. from a knife attack, could not easily be prevented or directly medically treated. This medical technology, like many before it, was originally developed for the military to heal injuries of soldiers in combat relatively quickly and in a simple way, and thus to be able to send the soldiers back to work relatively quickly. So it was quite possible to let a lost body part, an arm, a leg, a hand grow back in the lab or directly on the body by an explosion or a gunshot wound, but as already mentioned gunshot wounds caused the direct severe internal injuries and bleeding, could sometimes nevertheless easily ensure that the patient or the victim succumbed to the internal injuries accordingly. But also in order to be able to diagnose typical civilization diseases such as heart attacks, strokes, etc. at short notice and better, it was now common to have sensors woven into the body based on nanotechnology, which could then activate auxiliary programs in the corresponding medical emergency, so that, for example, stab wounds could be sealed at short notice by increased enzyme production and at the same time be able to call for medical help via the U-Net.

But back to the problem at the schools, because here the statistics showed that these juveniles, who were delinquent or violent at the schools, were mostly between 13 and 17 years old. This was probably accompanied by hormonal changes in the body and brain as soon as the adolescents entered puberty. In previously carried out illegal measures to control the problem, hormone-inhibiting substances were secretly added to the general school food, which kept the pubescent hormonal balance of the adolescents low and thus, among other things, reduced aggressiveness. As a side effect, however, it also reduced the wildly budding sexual urges of adolescents, which led to significantly fewer unwanted pregnancies. However, this illegal practice could not be maintained for long because, on the one hand, not all adolescents took part in school meals and, on the other hand, a smaller number of adolescents suddenly experienced serious delays in their physical development. A deeper examination of these young people, some of whom had barely completed the first phase of puberty even at the age of 17, and who had thus clearly not experienced any obvious sexual development, among other things, in accordance with their age, soon led to the cause and illegal administration of these hormone weakeners, which led to a greater outcry in society and to a demand for the discontinuation of this method and a shift to other means. So the administration of these drugs was stopped, but nevertheless the problem of violence in schools and violent attacks on pupils and teachers remained. 

The government and the school authorities thus had no choice but to find an alternative that ultimately led to the above law in 2080. In the course of this, the entire railing and buildings of the schools were electronically upgraded and converted and all male pupils received the newly developed technical gadgets for their medical check-ups with the transition to the seventh school year and thus the simultaneous change to upper secondary school. These consisted primarily of 4 simple grey-metallic rings, which contained highly complex electronics inside, as well as a small mini reactor as a power source, which could be activated with a high focus if necessary. All four rings were synchronized as a set and contained a clearly assignable ID, which could be assigned to a single student. During the preliminary medical examination, which every teenager had to undergo before starting seventh grade, these rings were attached to his wrists and ankles. The rings themselves were made of a metal inside, but it could adapt itself softly and flexibly to the shape of the respective body and thus lead to a comfortable and pleasant way of wearing them. The strap on the left wrist also had a small display recessed into the surface, which provided additional functions such as the current time or important messages from the school and the headmaster. Most parents were satisfied with this development, which was less dangerous for their offspring, and accepted the procedure prescribed by law. And even if the pupils themselves felt a little uneasy at the beginning, carrying them by all pupils quickly led to an everyday situation that was hardly viewed with displeasure or repulsion. The ID assigned in the tapes also made it possible for the directorate to trigger a search query with the local police in the event of the pupils being absent without permission, which the pupils could also use to track down outside the school via the scanner system distributed throughout the city, e.g. if they were simply hanging around in the department store. 

But in the event of difficulties, for which this system was originally designed for the penal system, every teacher or school now had a special option to activate these tapes for all pupils or even only occasionally if necessary. As mentioned before, a lot of technical modifications were made in the school building and on the school grounds so that this comprehensive system could function everywhere without any problems or gaps. In the case of an assault by pupils on classmates as well as on the teachers themselves, the teacher had the possibility to enter the ID of the pupil into a special subsystem of his U-Net relatively quickly and simply and to press the virtual release button. This activated electromagnets in the immediate vicinity of the student, as well as activating the small mini reactors in the student's wristbands, so that the student was fixed to the ground with his hands and feet by the strong alternating electromagnetic field that was now building up. This not only forced him into an uncomfortable position, bent over in front or kneeling on all fours, but also prevented him from any further movement or other harmful actions against himself, his classmates or the teaching staff. In addition, the tapes were each magnetically counter-poled, so that in the case of the student holding someone or something, he was forced by this magnetic repulsion effect to stretch his arms and legs away from each other and now remain in this position until the system was deactivated again.

This new system also worked very well in the first year, even if it only had to be applied. In any case, it significantly reduced the statistics on offences committed or committed by young people. Nevertheless, teachers repeatedly complained to the school authorities that they were still dealing with very rebellious and rebellious youths who did not obey the orders and instructions of the teaching staff and often disturbed lessons extremely. The triggering of the system, which thus forced the youths into a fixed attitude, was often of little use in this situation, since there was not really any danger in the delay, but rather a cognitive violation of the youths. Thus, only one school year later, a small modification and further development of this system was produced, which went into operation in the new school year 2081. Among other things, this system was approved and released by the headmistress of the school authority and was awarded to all schools as quickly as possible with financial support, with the aim of using it actively from 2081 onwards. 

The young people, who had already been wearing the new tapes for a year, certainly experienced a special surprise here, as they also logically received the extension and had to undergo a medical examination again at the beginning of the school year. But here it was also checked whether the rings adapted to the growth of the adolescent and did not squeeze or even strangulate blood. The new extension consisted of a smaller and narrower ring like the already active rings, which was pushed over the naked scrotum during the examination and was activated at the upper end with a small electronic device over the testicles, so that the latter contracted easily and could not be pushed back over the testicles by itself. This new ring should also be available to the teaching staff as a possible educational measure for the young people and the doctor explained to the young person after installation by means of a small demonstration at the lowest level how this device would work if necessary. To do this, he briefly typed the ID on his computer, nodded to the young person and then pressed the Enter key. At the same moment, the ring tightened around the scrotum and gave a small electric current to the testicles. This usually ripped the mouth and eyes open in a frightened manner and grabbed the testicles with his hands in a protective manner. The current impulse consisted only of a high voltage, but almost no current strength, because one did not want to cause any damage. The high volt voltage simply caused a painful irritation of the affected nerve tracts. The frequency and short duration of this electric shock were designed in such a way that it felt to the young person as if someone had flicked their index finger into their naked testicles. The doctor once again reminded the teenager that this was only the lowest level that could be triggered and that it would go up to level 5, with each higher level almost twice the intensity of the previous level. In the future, he should therefore consider exactly how he should behave towards his classmates and the teaching staff.

By this meaningful addition, already in the first half-year the past problems with the rebellious and rebellious young people cleared themselves relatively fast opposite the teaching personnel. Often the first or even the second stage is sufficient for the young people, as soon as they were inattentive in class, distracted themselves and others, chatted with their neighbours, or even contradicted the teacher. Level 3 then already felt like a middle kick, often putting the young people out of action for at least 2-3 minutes. So the teachers liked to use the weak first step with pupils who were simply unobservant and turned slightly whispering to the neighbour, who with a short frightened twitch and big eyes of the young person, immediately turned again the gaze to the teacher. But the supervising teachers also used this new educational means to quickly settle the dispute when there was a dispute between individual classmates in the schoolyard or in the building, which was quite common at this age. In order to exert a lasting and also deterrent effect on the other classmates, most of whom were standing around the squabblers, the supervisors generally used level 3 for all two squabblers and regardless of which of them was the aggressor and which was the victim. For the other classmates who followed such a quarrel with tension and attention, it was always a wonderful spectacle when both squabblers suddenly cried out and sank to their knees with their hands in the crotch, only to roll on the floor whining for a few minutes.

However, there were also some hateful teaching staff here, mostly somewhat younger teachers, who generally did not cope well with the pubescent and rebellious youths. Mostly and even directly in class, they triggered level 3 if even minor attention disorders or small contradictions occurred. These teachers were feared and hated by most pupils after a short time, whereby some of these teachers made their little sadistic joke of using these three levels even without the rebellious vein of the young person. So it could happen, for example, when a pupil was called to the blackboard in class to recalculate a math problem or to recite a poem that in case of mistakes or promises this was directly punished with an electric shock to the testicles. Often the pupils who were known to have their weaknesses in the respective task were called to the front. And even though the girls of the class enjoyed this kind of entertainment and variety and showed less compassion than their male classmates, there were some who sometimes regarded this procedure as unfair.

Level 4 was triggered only once throughout the school year throughout the country by a student who carried out an insidious and violent attack on a teacher and punched him in the back of the head with his elbow. The teacher reacted relatively absent-mindedly and at short notice, because he had recognized the student while he was going to the ground. And while the student was already about to strike or kick again, the teacher quickly triggered the emergency locking of the ligaments and the level 4 procedure. This sent the teenager screaming loudly to the ground, where he lamented loudly with his hands and feet fixed to the ground for almost 20 minutes, until the arrival of the police. This was certainly also favoured by the fact that the attacked teacher triggered level four two more times during these 20 minutes.

Level 5, which meant a further doubling of the current strength, had never been triggered before, as it could very often lead directly to unconsciousness due to the extreme pain and level 5 should only be triggered in an extreme emergency in case of danger to life and limb. The strength of the electric shock at this level as well as the pulsating frequency were defined in such a way that it felt to the young person as if his testicles were lying freely presented on an anvil, while someone struck them with several quick and heavy hammer blows. This led to such a strong irritation of the nerves that the affected person usually fainted. Furthermore, there was the danger that this strong stimulus flooding could possibly cause nerve damage to the genitals if stage 5 was triggered several times and shortly after each other, which could lead to life-long impotence and sudden symptom pain in the testicles. For this reason, there was a further safety level that the teacher had to activate additionally if he really wanted to activate level 5. Furthermore, the director and the next police station were informed directly which teacher had carried out this level 5 with which student ID, in order to automatically trigger a medical as well as police operation.

So this system quickly became part of the everyday life of the students and over the next few years it was quite common for the seventh grade to miss out on this system as a male student. As a small deterrent, as well as to ensure that this system worked properly, an automated rotation system was introduced at each school, which once a day randomly put a student's ID into test mode and triggered a test alarm so that their ligaments on their hands and feet were activated, forcing them kneeling on all fours to the ground, and in parallel a level 1 test of the ring around the boy's testicles. This test rarely lasted more than 10 to 15 seconds until the boy was free again. Since there was no fixed time, but only a time window between 10 a.m. and 1 p.m., all students waited eagerly for when and who they would catch on that day.

Besides a quite nasty play had spread itself over the last years among the young people, since children and young people could be sometimes rough and unfair to each other and use thus naturally the helplessness of the victim fixed for short time rigorously and brutally, in order to provide for itself and the other classmates for some fun and maintenance. But of course also to add another extremely painful humiliation to the already psychological embarrassment for the victim in front of all eyes to be subjected to such a helpless test. But this game wasn't only among the boys, but above all the girls of the school took part in this morbid fun in the first place, because the boys held back more and were aware that they might be chosen the next day by the system and then suddenly have to slip into the role of the victim themselves.

This daily test run could be carried out as I said sometime in this time window and all waited in this period eagerly on it, who it would catch, in order not to miss evenly their chance for some fun. For example, it could happen that during the lunch break in the dining room the small alarm siren suddenly beeped three times in a row, announcing the next rotation test about 10 seconds in advance. And that all of a sudden a boy at the next table screamed in horror and in the next moment was already kneeling on all fours and fixed to the ground for the next 15 seconds. As he was held by the strong and now active electromagnet bands in such a way that he could neither run away, stand up nor move in any other way, the surrounding fellow pupils took advantage of this directly and as mentioned quite brutally. And since the students had developed a good sense of time for the short period of time that the test system had kept the victim only actively fixed, one usually didn't lose any time. So often one of the girls standing directly behind the fixed boy shouted joyfully at her happiness today, pulled her foot out and kicked the victim strongly from behind into the step spread apart by the magnetic tapes. Sometimes, when the player had reacted quickly, he managed to place two strong kicks one behind the other before the system ended the test run and the magnetic tapes were deactivated again. Because the ring that the boy wore around his testicles also contracted and stretched tightly during this test run and thus fixed his testicles well in the scrotum, they could neither avoid the kick by swinging to the right or left nor be pushed back into the testicular canal by mistake, but were simply brutally crushed against the lower pelvic bone. 

This knowledge, which was always passed on among the girls to the lower classes and thus well known, that the testicles of the boys were immobilized by the activated ring and that they were extremely hypersensitive especially at the age of the seventh and eighth grade - as the teacher emphasized in detail in her biology lesson - fulfilled the girls throughout the school year with joy and anticipation for every single day. They knew that they would hit the testicles really well with their kick - as they had already seen them in pictures and descriptions in biology lessons - and that they could cause the stupid, annoying boys in their marbles really good pain. It also looked extremely funny when the boys almost always cried like little children rolling around on the floor.

The affected boy moaned or screamed mostly painfully, but could neither hold the aching testicles nor could close his knees protecting them due to the still lasting fixation by the test system. The predominantly female teaching staff, who were normally scattered all over the school, witnessed these everyday and now familiar actions, but ignored them with a slight smile and a side glance, because they also wanted most girls to have fun. In addition, they knew that the state of the art in medicine today would not cause any permanent organic damage to the boys, even if this game itself officially violated the internal school regulations. Of course, other boys were also sometimes kicking their classmates, although they often didn't guess as hard as the girls, because they knew the pain. Here the female supervisors did not ignore this as often as the girls, if they even noticed it, but then they often waited until the boy had stepped on and then triggered a level 3 or 4 on him. The few male supervisors could do nothing more than disciplinarily admonish a girl during the attacks, but in the case of a boy they often triggered level 3 sooner than the boy himself came to kick his fixed classmate in the testicles from behind just for fun.

The most interesting and exciting day of the week for the girls was the day when the class had their swimming lessons in the curriculum. Coincidentally, somehow all classes at the different schools had swimming lessons just around noon. Although the rotation system used the distributed sensors and cameras to detect whether the teenager identified for the daily test was currently active in the pool or outside it, even if the test was not simply aborted, it was only postponed by a few minutes until the test was positive and the teenager was in a safe environment. This was to prevent the youngsters from drowning when they were in the water and the test run of the magnetic tapes was triggered. For the girls, however, this day was always the most exciting and they always hoped that exactly on this day a boy from their class was selected by the test system.

Probably there was here at most schools, by the often also female administrators of the computers and security systems of the school, a small script actually illegally embedded into the programming, which was linked with the curriculum of the respective school classes and thereby manipulated the statistical frequency of the IDs of the respective pupils randomly selected daily by the system in such a way that with the determination of the ID only those of classes in swimming lessons were in the selection list. This kept it random, but limited to a small group of students. An enquiry from affected pupils who thought they were being treated unfairly here only got the answer back from the school management that the system would function trouble-free and always tamper-proof and that everything would work purely randomly. But even the girls had noticed in the meantime that the frequency in the swimming pool was higher than was normally triggered in the classroom or in the schoolyard, but they did not complain about it, because they had a significantly higher fun factor. Surely this circumstance of ignoring manipulation was also due to the increasingly female teaching staff and directorate, who increasingly gained the upper hand in the state school authority and schools themselves. In addition, the system had been active for several years now and in the meantime former schoolgirls who had become acquainted with these systems themselves during their school days had grown up and slipped into the position of teachers or network administrators themselves. Here they were able to further refine the partly sadistic moves made during their young school years and thus offer the girls of the present generation more opportunities and joy in everyday school life.

Some boys started wearing a jockstrap when this game spread to schools a few years ago, in case they accidentally got into the rotation system of today and could prevent a possible kick in their testicles. This got around very fast, which of the boys carried a protection and which did not and it developed for this case a special kick technology, because a Suspensorium could not protect one, if one kneeled on all fours and with opened legs at the ground, also really reliably. So in this case the kick was simply not guided as usual from below, but it was tried more straight to hit the lower end of the Suspensorium with momentum. Thus it slipped roughly in the direction of chest and head and tried to travel logically thereby the testicles embedded in it as protection. These could not go however the whole way of the Suspensorium with and were squeezed thereby hard against the inside wall of the actual protection. Also it could easily happen, especially if the Suspensorium was not fixed properly, that one of the testicles slipped out of the Suspensorium laterally or got stuck at its edge. This often caused more pain when one of the classmates made his move again than when this additional protection was not provided. Thus some young people renounced this procedure again a short time later, even if it did not disappear completely from the schools.

But with the meanwhile mentioned, actually illegal manipulation of the rotation system on the days with swimming lessons, this procedure did not help the boys either, since the swimming lessons themselves were only carried out in the thin swimming trunks prescribed by the school, which therefore did not permit the wearing of such an additional protection. Furthermore, the girls also enjoyed the fact that the uniform swimming trunks issued by the school to all boys only at the beginning of the school year often became too small after a short time, as they were of course all in a corresponding growth phase, at least as far as the lower two grades were concerned. This gave the girls a clearer view of the white through shimmering briefs, which often fit too tight and also clearly depict all contours. And they were all the more thrilled when another test run was really activated in the swimming pool. Then a boy suddenly kneeled in front of them on all fours with his legs wide apart and tightly tied between his legs, offering a perfect and clear target for one or two strong kicks. And since only the wafer-thin swimming trunks really served as a possible protection here, instead of the often thicker underpants with jeans over them in normal school life, the effect and also the feeling during the impact was much more intense. Sometimes there were even a few courageous ones, whereby this was practiced again primarily only by other boys, that they grabbed the fixed test person between their legs and firmly pressed the test person's testicles with their hand as long and as hard as the test run lasted. Here one could sometimes also witness an amazing double play, where a girl, who was too slow and was now annoyed that another boy from her class took care of the self awaited rotation victim, kicked this boy out of anger from behind between his legs, while he had to bend forward to squeeze the testicles of his classmate.

Due to the game, which is now widespread in all schools in the country, some serious injuries have occurred over the last two years, where the boys' unprotected testicles were burst open due to a particularly effective or particularly hard kick in the area of the indoor swimming pool, thus necessitating a surgical operation. A boy from the eighth high school had been particularly badly hit when a girl had kicked him so hard between the legs during swimming lessons that both testicles burst open immediately. During the short time of the test run, however, the girl had placed two more quick kicks into the boy's already damaged testicles, so that the tear burst completely and the testicular tissue was pushed out by the pressure of the kick. The school doctor, who was called only after 30 minutes because the boy did not stop screaming and rolling in pain on the floor, found that instead of a perceptible contour, there was only a muddy pulp in the boy's scrotum. So he was referred directly to the nearest hospital for emergency surgery. 

This incident did not remain without consequences for the girl, even though she was neither given a harsher punishment nor a reprimand from school. But at least her parents had to pay for an accelerated recursive gene-therapy of the boy, so that he grew new testicles in the period of about 6 months. As already mentioned, this process was possible from a medical point of view and nothing extraordinary anymore, but the costs for the accelerated growth were not quite cheap with about 4-5-thousand pounds per testicle. For the boy, who was already attending classes a short time later, this procedure was anything but pleasant. On the one hand he had permanently aching testicles, which were triggered by the growth accelerators used, which in turn were supposed to ensure that he would already had normal sized testicles for a 14-year-old boy after about 6 months, on the other hand he was lacking the sexual urge, which was important at this age and actually caused by the testicles, which his classmates of the same age owned, so that he couldn't even satisfy himself, because the testicles didn't produce the right hormones yet again and of course there were also such nasty teasing of the other classmates, when they were together in the locker room after the sport or taking a shower naked and he only had a penis in the first days and an empty scrotum at the moment or now only tiny testicles like a baby. So he was partly described as a eunuch or as the one who got his nuts popped.

But also the school authorities became active here and used this incident to raise awareness for this topic at all schools, hoping that this would scare the pupils a little and that this typical game of pubescent adolescents would soon come to an end. So this incident was used intensively for discussion rounds in class, which was also very detailed with all the video and picture material of the process in the swimming pool, as well of the examination in the doctor's room and from the surgery in the hospital. Here, a surveillance camera in the swimming pool had recorded the entire process from a quite good angle, which was played over and over again with slow-motion, stills and loops during these rounds of talks with the pupils, in order to discuss critical moments of the respective impact of the foot on the testicles, which were also clearly visible in this case in a swimming trunk that was too tight. The pupils were to identify indicators that showed at which kick and at which angle the testicles had already undergone damage. The subsequent video sequences of the purple-blue swollen mass, which showed the boy's scrotum and was examined by a doctor, were also analysed and discussed in detail. Afterwards, scenes of the boy's surgery were taken, where the destroyed testicles were cut out with a scalpel and the indicator buds for the gene therapy were attached. Here, close-ups of an examination a few weeks after the surgeries followed, where the first growth progress of the newly forming testicles could already be seen, as well as close-ups of other boys, who showed the individual stages and progress of such a gene therapy.

Even if it was a bit embarrassing for the boy himself that now all schools showed this painful moment for him and especially him naked in so many cases afterwards, the school management primarily aimed at sensitizing the pupils to what they could ultimately do to their classmates in these insidious attacks against them. So in the following 6 months the frequency of the attacks decreased a little, but the everyday life settled down quite fast and then the testicles of a boy had to suffering daily again. Another side effect that had not been considered was, however, that some of the girls secretly downloaded the video material presented in the discussion rounds into a private storage capsule in order to watch the videos again and again in a small circle of girlfriends or alone at home. Many of the girls had never seen a boy naked before, or even such high-resolution close-up and slow-motion pictures of his genitals and their torture. A small, subversive tendency had also developed among the schoolgirls, who glorified the girl from the video material as their new Heroine and as an inspiration for others. Thus the plan of the school authority unfortunately went a little backwards, because suddenly other girls also wanted to be like their new Heroine and also they wanted to definitely pop a boy's nuts.

...to be continued...