Drawing Amanda by Stephanie Feuer Page A

manufactured. What was it about science anyway?
    “For our purposes today, the scientific method is the process used to answer questions and explain phenomena outside the realm of coincidence.”
    Inky wrote this down as the teacher paused to allow the class to finish. He had the intention of taking notes on the four steps of the scientific method, which Mr. Wallingford promised they “would learn to abide and respect.” Inky wrote four steps right under the definition in his boxy precise handwriting
    “Step One: Observation and Description.” Mr. Wallingford talked about the importance of noting all the details, even if they don’t immediately seem important to you. “Think of something you’ve seen recently and describe it.”
    Hawk in the hallway was fresh in Inky’s mind. As the class noted features of their chosen objects, Inky started drawing. He began with a strong, sharp line that arched into a birdlike body.
    “The next step is the formulation of a hypothesis to explain the phenomena. This can be expressed as a simple statement, like ‘objects fall down’; or a more complex equation, like ‘when baking soda and vinegar are mixed, they erupt,’” the teacher said.
    “Hawk is a dangerous creature.” Inky wrote below his doodle. He continued drawing, adding talons and feathers to the chest.
    The teacher circled the room. Inky felt Mr. Wallingford approaching and looked up from his paper, straight into his teacher’s eyes as if in rapt attention. Then Inky went back to work. He drew an arrow through the breast of the bird, poking through an oversized heart, broken and bleeding.

    “Step Three is to use your hypothesis to predict the results of new observations or other phenomena.”
    He wrote down the words “ Other phenomena. New observations .” There was something nagging at him, just below his consciousness.
    Inky’s brain panned to Amanda, standing beside Hawk. He noted her little diamond stud and the length of her face, so familiar to him from drawing it. He mentally traced the line to the top of the forehead under the thick mane of hair.
    “Step Four: properly performed experiments that can be duplicated by independent sources,” the teacher said.
    Inky went over the details. What was different? He only caught a glimpse of Amanda and he’d been focused on her eyes to read her expression. He tried to isolate the image, forget the hallway and the Soccer Boys and Hawk and her talons laced into Amanda. He focused on his mental image of Amanda: her face was tilted, her head was down, her hair was . . . smoother and definitely not in a ponytail.
    “That’s it,” Inky said out loud as he realized that Amanda had cut her hair. His classmates tittered.
    “That’s right, Mr. Kahn. That’s it. Four steps. Four elegant steps.” Mr. Wallingford walked towards Inky’s seat, his lanky frame casting a shadow on Inky’s notebook.
    “Would you like to share your hypothesis with the class?”
    “I, er, I didn’t think they were for sharing.”
    “I see. Yes,” Mr. Wallingford said, glancing at Inky’s notebook. “I see. This is not art class, and as much as I think there is an idea there, you must be able to clearly articulate your hypothesis. That is the scientific method. It must be clear for others to duplicate.”
    Mr. Wallingford returned to the front of the classroom. “I’ll remind you all that along with the ability to compare and contrast, the scientific method is a core skill that you are required to master. I suggest you spend some time learning the steps.”
    Inky knew that shorthand. His head filled with a deep indigo. He was failing science.
    With that the teacher handed them the results of their pop quizzes. On the right corner of his classmates’ papers, Inky could see checkmarks. On his there was a big red “F.”
    On the way out the door, Mr. Wallingford called out to Inky, “You’re welcome to see me for extra help, Mr. Kahn.”
    “Thanks,” Inky called out, “but I