All Her Secrets By Chestnut

Chapter 645 Qualified to Be a Teacher 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.

Did a math genius like her need to attend classes? Of course not. The teacher even felt that Catherine was qualified to be a teacher.

"Catherine, if I encounter problems I can't solve in the future, I'll cto you for help. Don't refusethen," said the teacher.

Catherine readily agreed, saying, “Ms. Bourn, let's study together when you have time." Satisfied with the response, 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 a level was already at the pinnacle.

Though Catherine didn't intend to head to the lab immediately, she didn't want to linger in the classroom. After saying goodbye to the teacher, she quickly left.

After leaving the classroom, the subject teacher received a call from the principal, who summoned her to the office.

In the office, the principal scrutinized the subject teacher with a frown before 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 kept emphasizing Catherine's importance and granted her leave continuously, causing many teachers to complain.

Among them, Amber Bourn was the most straightforward and complained the most, even threatening that Catherine would never graduate.

Sensing the severity of the situation, the principal called Amber, wanting to have a good talk.

"Ms. Bourn, Catherine is a bit special. Please be understanding," said the principal.

Amber immediately nodded in agreement. "You're right. Students like Catherine should indeed be treated differently. From now on, whether she attends my class or not, I have no 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 Catherine before. But now, I've seen her capabilities. A genius like her deserves special treatment. She might even change the course of scientific history in the future." The principal, suspicious, gave Amber a look. Seeing her genuine smile, he sighed in relief. "Ms. Bourn, you changed your mindset quickly."

Amber smiled proudly. "Well, after witnessing Catherine's prowess, how could I not? With her level, she might even be my teacher Since I can't teach her, there's no point in wasting her 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 response, didn't know how to reply. "Is Catherine really that amazing?" he wondered.

Marshall often told him about Catherine's high intelligence, stating that even in their specialized research projects, Catherine surpassed him.

Recently, Winston from the computer science department also asked if he could make an exception so that Catherine could study computer science.

Winston would have accepted her if Marshall hadn't insisted on keeping her.

Now, the youngest math professor in the department, Amber, kept praising Catherine, even suggesting that Catherine could be her teacher.

The principal could not help but wonder how strong Catherine was to make the teachers in their school, who usually held themselves in high regard, admire her so much.

After Amber left, the principal felt something was off. He immediately called Marshall "Professor Hartley, lettell you, keep a close eye on Catherine. Don't caskingfor help if she gets snatched away." Marshall, bewildered, took down his phone and checked. It was indeed the principal's number. "What's wrong with you today?" The principal sounded a bit impatient. "Never mind me. Just remember, keep an eye on your student."

With a student like Catherine in high demand, professors from their om computer science and mathematics departments were already eyeing her. But that was not a big problem. After all, they were all in the sschool. But not long ago, Professor Sterling of Mistel also had his sights set on Catherine, and losing such a gifted student would be a significant loss for their school.

To prevent any uncertainties in the future, it was better to protect Catherine now and avoid her getting snatched away.

X