Based on the intelligence he had obtained , he deduced that even without his instigation, it would not be long before the school would take the initiative to start this fight .
What Ren did was just to open it in advance .
Once the fight begins, some people will be tempted by the big promises made by the school and will inevitably reveal their true nature and do desperate and dirty things .
Once he finds such a guy, he will take the initiative to get involved .
Ren would not give up that opportunity. He had no psychological barriers and would beat the opponent to the point where the school would punish him .
Beat up every single one you find .
Wait until you have accumulated enough penalties for fighting .
And then ...
Drop out of school !
If he fails to accumulate enough penalties in the storm, and he isn't expelled .
It doesn't matter, there is a back-up plan .
You know , the effect of " random fighting " in attracting hatred is second only to that of " starting fights " .
This is exactly the effect of attracting hatred that Ren wants .
When everyone is fighting fiercely and some " sacrifices " occur , Ren Ishikawa will secretly expose himself and let others know that he is the " mastermind " .
Once the matter is exposed, he will draw the hatred of all four classes in the grade at once .
For example, although World War II was an inevitable result of history, there are still many people who attribute most of the blame to a certain fuse .
As the catalyst that shattered the "unity" of the entire grade at once, the school would likely not tolerate him, even if he had not violated any rules.
Additionally, the fights that Ren instigated during the uproar added to the situation. If Ren continues to live in an environment filled with adversaries, the school will inevitably worry about the potential for violence, occurring on campus one day.
Ren had a distinct way of starting fights—by selling information. He used intelligence to incite conflicts among the four classes while also making a little money on the side.
Ren has a passion for playing survival games outdoors. To him, surviving in the wild is not just about testing his ability to endure desperate situations; it's about figuring out how to live safely, comfortably, and interestingly anywhere. For now, he doesn't need to worry about safety issues, as there are no man-eating beasts in school and acts of violence do not involve firearms.
With his skills and ability, even if someone attacked him, he could still protect himself, even if he couldn't defeat them. Comfort and enjoyment, however, depend on having sufficient resources.
In the wild, Ren needs to gather various resources such as fuel, materials for building tools, water, food, and medicine. All of these are essential, and the more resources he collects, the more secure and comfortable his life will be.
Human society operates differently; almost all resources can be converted into money, and money can then be transformed into nearly any resource. At the High School of Advanced Development, points serve as currency.
Chabashira-sensei has stated that points can be used to purchase anything in the school. Therefore, Ren only needs to accumulate points. While executing his dropout plan, he can also gather resources to enhance his quality of life. This allows him to kill two birds with one stone.
As the saying goes, "time is money," and this holds especially true for intelligence. By retiring early, the goal was to ensure he could convert this precious time into more money.
Since he left the classroom early, Ren noticed that the other three first-year classes were still seated inside. He planned to visit the three classes, A, B, and C, to take a look around.
The mobile phones issued by the school included a detailed map of the campus and even featured a navigation function. With this navigation assistance, Ren quickly located the classrooms of the other three classes, A, B, and C.
Although all four classes—A, B, C, and D—are in the first grade, they are not concentrated in one area. All four classrooms are located on the same floor, but they are not close to one another. There is a significant distance between each class, and the classrooms appear to have been specially designed for enhanced sound insulation. This means that even if someone speaks loudly in one class, it will not disturb the others. If the voice is only slightly lower, the neighboring class will not be able to hear it.
According to Ren Ishikawa's observations, with a few exceptions, most of the students in Class D are essentially considered "defective." While the few remaining students who are not "defective" may also possess unique attributes, similar to those of Ren Ishikawa, they have been placed in Class D. This distribution is not random; it appears to be a form of classification where "birds of a feather flock together."
Class D is regarded as the defective class and is ranked last among the four classes—A, B, C, and D. It's hard not to associate the class order with the quality of the students. Based on this classification perspective, since Class D is deemed a defective product, Class C, being closest to Class D, is likely just a slightly better inferior product. Class B is considered a good product. Thus, is Class A—the farthest from Class D—regarded as the best? Otherwise, it would be unreasonable to assert that Class D is the best and that the other three classes are inferior, correct? Or are they all defective in their own way? That notion seems outrageous.
Ren Ishikawa decided to approach Class A first. Given the overall intelligence level displayed by Class D, he speculated that the information he could sell to Class C would probably be very valuable. However, the same might not be true for Class A. What if someone in Class A had already cracked the code or obtained the information directly from the teacher? In that case, he wouldn't be able to sell the information for a good price.
As Ren Ishikawa made his way to Class A's classroom, he reflected on the information he had just purchased for 50,000 points, which detailed the punishments for being late, leaving early, and skipping classes. He had grimaced when he realized that this new knowledge deprived him of a potential strategy to drop out of school immediately.
The information sent by Chabashira revealed that, unlike at other schools, a student's multiple incidences of missing class, leaving early, or being late would not directly result in expulsion. Instead, the penalties would fall on the entire class—a design choice made by the school. While the specific punishments were not outlined in the intelligence, he could surmise they would likely involve point deductions.
Ultimately, this arrangement rendered dropping out impossible. It was purely harmful to others and provided no benefit to himself. With this knowledge, Ren Ishikawa scrapped his previous plan of accumulating penalties through tardiness and absences as a means to get expelled.
Though a student couldn't be expelled for being late or skipping, three violations combined could incite enough resentment from his classmates. Three was the limit; going beyond that would not be wise. His class was filled with impulsive individuals, and in a desperate attempt to protect their own interests, they might take extreme actions if pushed too far.
Ren aimed to attract their disdain to liberate himself from the bonds of classmates' friendships—not to incite conflict among them. Additionally, despite his actions today which provoked the entire class and disrupted their discipline, they actually benefited. He revealed the school's pitfalls, enabling his classmates to stay vigilant and protect their resources. The points they saved far exceeded the deductions incurred from Ren Ishikawa's three violations. They ultimately gained more than they lost, and if not for his intervention, they might have faced dire financial circumstances in the coming month.
Ren Ishikawa, in essence, was just kind-hearted. Soon, he arrived outside Class A's classroom.
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