MEMOIR:

FALL 2004:

A Satisfying Newbury Lunch
When It Felt Like Home

SPRING 2003:

The Big Boys
The Fine Art of Urination and Defecation Al Fresco
The Golden City
Inside Looking Out
Roxbury
The Soup Game

FALL 2002:

All the Hearts
Footsteps

SUMMER 2002:

Being Family

SPRING 2002:

An Alternative to the Common Use of Forks
Memoir Lead
Two Weeks in New Mexico
Untitled
Zeroes

FALL 2001:

The Anti-Valentine's Girls
Play

SPRING 2001:

Amour de Soi
The Day Music Let Me Go
The Force
Lucky Me, I'm Gifted
My Green Canyon
A Painful Passion
Point of Departure
Sail the Sea
Smile and Nod

FILM REVIEWS:

FALL 2004:

Lola Takes Us For the Sprint of Our Lives

FALL 2002:

Arlington Road: A Thriller with Thought
A Big Fat Fairytale Wedding
Border Patrol: The War Against Drugs Continues
Not the Stereotypical Shoot 'em Up Gangster Flick
Punch Drunk Love

SPRING 2002:

The Complexity of Artificial Intelligence
Monster's Ball
Monster's Redemption
Royalty Runs in the Family

FALL 2001:

A Hard Day's Night: A Rock 'n' Roll Joyride That Never Runs Out of Steam
Too Many Potholes in Riding in Cars with Boys

SPRING 2001:

Requiem's Melody Lingers
New-and-Improved Horror

FEATURES & PROFILES:

FALL 2002:

In The End, Everything is Crystal Clear
A Match for Success
They Will Follow Him
A Very Bostonian Hotel
What's an A?

READINGS:

The CO201 program hosts special Coffee House Readings periodically throughout each semester. These stories have each been selected by 201 professors for reading.

SPRING 2002:

Death and Board Games
Luxembourg
Resurrection of a Ghost
The Tool Man

FALL 2001:

Bits of Daylight
Leona's House
This is Spinal Tap: No Need for Painkillers
The Toad and the Giant

SPRING 2001:

The Movies
Solving the Equation: The Trials and Triumphs of International Adoption
Yaglafant

ESSAYS:

FALL 2002:

Her Face is Red
Smoking a Cigarette
Stories and Lies
Sumit Ganguly: He, She & It

PROPOSALS:

Proposals are group projects in which 201 students propose and create an ad for a non-profit organization or cause.

SPRING 2002:

Christian Solidarity International

CONTEST WINNERS:

SPRING: 2007

Riches to Rags... to Riches
Man of the House
A 'Special Education' Defined

SPRING: 2006

#71952
For Never Was There a Story of More Woe, than This of Mr. Thomas A. Marcello
Pei-yeh Tsai finds harmony in opposites at the keyboard

SPRING 2005:

Colorado Peaks and Iraqi Deserts: A Paramedic's Story
The Consequences of Drunk Driving
America, Open Your Eyes

SPRING 2004:

A Fine Balance: The Life of an Islamic Teenager
A Genetic Link to Identity: Dr. Bruce Jackson and The Roots Project
Rebel With a Cause

COFFEE HOUSE READINGS:

FALL 2004:

The Amah’s Revenge
Circle in the Sand
It’s How I Walk
School Bus

SPRING 2002:

Death and Board Games
Luxembourg
Resurrection of a Ghost
The Tool Man

FALL 2001:

Bits of Daylight
Leona's House
This is Spinal Tap: No Need for Painkillers
The Toad and the Giant

SPRING 2001:

The Movies
Solving the Equation: The Trials and Triumphs of International Adoption
Yaglafant

THE SCHOOL BUS

BY KAYLAN MARIOTTI

You never forget the smell of a school bus.  The processed scent of plastic seats, textured to look like real leather but held together with spit and duct tape, mixed with the thick sugary stench of contraband candy.  The heat in a school bus is always suffocating, stemming from close quarters where over seventy kids are telling seventy different stories; each is complete with complicated hand gestures and occasional sound effects.  The morning rays of the sun struggled to pierce through cracked windows streaked with grease and dirt.  Had I known in third grade what sensory bombardment was, I would have complained to my mother how I suffered from it.

My elementary school was one of the more dangerous in the city.  I loved it and wanted to stay, but it was not easy.  People openly stared at me because I was white and spoke of me in hushed tones as though I was on my deathbed. 

Then there were fusilinos.  Fusilinos is a slang Spanish term.  It translates roughly into “little guns.”  Fusilinos were starter gangs comprised of elementary students, usually around fourth or fifth grade.  When the young members proved their merit, they “graduated” into more recognizable gangs…the Crips, the Bloods, the Latin Kings.  I was safe from the fusilinos for the most part.  They almost never messed around with white girls; more people would notice.

The older girls in the back rows of the bus and sang shrilly along with a portable boom box, snapping me out of my reverie.   They fussed with their shiny, gelled hair and applied dark lip liner as thick as landing strips.  The fusilinos sat toward the back as well.  That day on the bus was unusual -- the boys, customarily spread amongst the back rows, huddled instead around one seat. 

I recognized the boy sitting in that central seat, contemplating his surroundings like a king surveying his court.  His name was Wayne.  He was a fourth grader, a year older than I was.  The two girls beside me, deep in their own conversation, took no notice of the fusilinos.  Things were easier if you tried not to see them.  I tried not to see them.

I heard a ripping sound, the screeching protest of the bus seat as it tore apart.  Curious, I glanced back at Wayne; he was gleefully whispering to the other boys.  I heard snatches of his words, “…get him kicked out for sure.  No one will believe it ain't his.  I’ll do it in homeroom.  That’ll show ‘em how we do.”  Then I saw it, the steely flash of a knife blade, almost five inches long, imbedded in the bus seat.  Wayne returned to his vigorous hacking.  The white bandana, identical to the ones the others wore, slipped further down his wrist.

Oh my God,’ I thought, ‘they are going to plant that knife on someone.  What if it goes bad?  What if someone gets hurt?’  My breathing was labored; my stomach burned.  I had a decision to make.  As the bus pulled into the school, Wayne and his friends shoved their way to the front and got off.  I knew Wayne's homeroom.  I had to tell.  This resolution did nothing to ease my raw stomach.

I stepped into my classroom, squinting.  It seemed overly bright.  Students fussed about their desks, oblivious of my situation.  My teacher, Mrs. Kelliher, sat at her desk, wearing her favorite white-and-red checked dress.  The colors blended when she moved, making the squares seem alive.  We called it the “Hypnotizing Dress.”  I tried not to stare at it as I walked up to her desk.  “Kaylan, what’s the matter?” she asked, concern in her voice.  I could not look her in the face.  I studied the faded carpet instead, counting the colors and naming the shapes as I struggled to put voice to what I had seen.  ‘Red, blue, green,’ I thought.  ‘Square, circle… back out now, don’t tell, you KNOW what they can do to you!’  I breathed deeply.  I had to tell.  What if someone got hurt? 

“I have to tell you something,” I said to Mrs. Kelliher.  She nodded.  The story came pouring out, raging like a river, my words tripping over one another.  I told her everything, even Wayne’s homeroom number.  When I was finished, I was shaking.  The story, drawn out of me like poison, left me weak and aching.  I promised myself I would never have to think about it again.  I breathed deeply again and finally looked into my teacher’s face.  Her fingers were steepled in front of her mouth, her gaze sharp.  I turned to go sit down.  “Don’t sit,” she said to me.  I whirled around, facing her.  She rose and moved toward the classroom door, speaking again, “Follow me, Kaylan.”

Floored, I stared at Mrs. Kelliher in dismay.  What was happening?  Did she think I was lying?  I followed her obediently down the hallway.  Did she think I was making it up?  Our destination dawned on me as we walked farther down the hall, our steps echoing in the otherwise smothering silence. 

She was taking me to Wayne’s homeroom.  She was taking me to face him.  ‘NO!’ my head screamed as we reached his classroom door.  ‘He can’t know it was me, he can’t find out!  Why is she making me do this?’  Mrs. Kelliher held a quiet conference with Wayne’s teacher, and waited while he approached the door where I stood.  I was too stunned, too distraught to muster even tears of anger and shame.  I studied the floor again while my teacher questioned Wayne, not daring to look at his face.  ‘Blue tile, white tile.  Three scratch marks and a chip in the lower right hand corner.’  I heard my teacher ask about the knife, felt the faint rush of air as she gestured at me, calling me a witness.  Didn’t she realize the repercussions that befall a “witness”?

Wayne’s denial was swift and firm.  Mrs. Kelliher, seemingly satisfied with Wayne’s response, ended her questioning and guided me back to the room.  “Thank you for telling me,” she said with authority.  “Just be more careful next time.  You were obviously mistaken.”  The day passed; I moved as though in a trance.  How could I stay at Rebecca Johnson now?  I was not safe.  Wayne and the rest of the fusilinos would not stand for this kind of interference, especially from a gringa, a white girl.  Not even my gender could protect me now.

The day was a blur of disbelief and anxiety.  I longed for home, for sanctuary.  The end of the school day brought one last challenge: to get back on that school bus and go home.  I barely acknowledged my friends’ goodbyes as we parted ways on the school patio.  ‘Get to the bus, get moving!’  Someone shouted at the back of my head.  Did they shout for me?  ‘It’s ok; pretend you didn’t hear, keep going…you’re almost there!’  More shouting.  I started to panic.  ‘Quickly now, keep movingmade it’!  Standing in front of the neatly folded doors, I sighed with relief as I moved to step up into safety. 

Suddenly, a hand flashed out of nowhere, grabbed me by my right arm and pulled me purposefully out of the bus.  ‘Oh God,’ I thought, and spun around to see who my aggressor was.  I recognized the boy from Wayne’s homeroom class.  He calmly eyed me up and down and asked if I knew who he was.  “I don’t know anything,” I told him desperately.  “I didn’t see anything.”

“I’m Seneca,” he said.  “I didn’t think I was gonna catch you today.”  ‘Catch me?  Oh, God.’  He narrowed his eyes at the line of students behind me and raised an eyebrow.  The adultness of the gesture startled me.  The students stopped listening to our conversation and boarded the bus with downcast gazes.

Seneca focused back on me.  “I know about Wayne and the knife,” he said.  I was ready to deny, to plead with him, but Seneca raised a hand.  I noticed the blue and white bandana on his wrist.  My mind flashed to the bandana on Wayne’s wrist…white and black.  “You’re not in Wayne’s…” I began.  Seneca scoffed at the suggestion.  “No, I’m not.  I’m the lucky guy that son-of-a-bitch tried to plant his knife on.”  I stared at him, my mouth open.  “Tried?” I said, almost inaudibly. 

He cocked his head.  “Yeah, 'tried.'  He got spooked after seeing you come into homeroom.  Didn’t have the balls to plant the piece in my bag.  Now he figures he’s gotta dump it somewhere just in case someone else gets all up in his business.  So, he goes to throw the knife out with his lunch tray.  Janitor catches him, big loud scene.  His ass is off to Juvie by now.  Didn’t you hear?”  Shocked, I shook my head mechanically. 

Seneca gave me a half smile.  “Look, you got nothing to worry about from them,” he said, referring the fusilinos who would want to revenge Wayne.  “I wouldn’t have expected what you did from a gringa, but it was good of you.  We got you, me and my boys.”  Seneca’s voice was arrogant and light, but his eyes told me that I could believe him…that I could trust.  “They won’t ever touch you.  My boys and me, we got your back.”  He thrust his chin in my direction to dismiss me. 

Head swimming, I stepped onto the bus at last.  I sat gingerly on an available seat, suddenly wishing I had babbled out something resembling a “thank you.”  Watching Seneca board a bus further down the curb, a sudden thought hit me.  I had changed.  Everything had changed. 

But the school bus still smelled the same.