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The Last Student
by
Larry Yang
Played 64 times
View game source
(spoilers!)
Download the
.z8 file
Source Code
"The Last Student" by Larry Yang Use no scoring. paintingExists is a truth state that varies. When play begins: now paintingExists is true. Understand the command "Break" as something new. Breaking is an action applying to one visible thing. Understand "break [The painting]", "breaking [The painting]" as breaking. Combining it with is an action applying to two things. Understand "combine [something] with [something]" as combining it with. [CLASSROOM] The Classroom is a room. "[If Classroom is unvisited]A once thriving classroom. Now a room of memories. Walls covered in aging thumbtack holes, and staples caked in rust. Desks are littered with pencil residue, love notes, and old... REALLY old gum. Wires of all colours are dangling out of the ceiling panels, along with a flickering lightbox nearing the end of its time. The air faintly smells of crusty textbook paper, and axe body spray. To the North is the Exit Gate. To the East is the Kitchen. To the South is the Nurse’s office. To the West is the Smelly Shed.[end if][if Classroom is visited]Your are in the classroom. To the North is the Exit Gate. To the East is the Kitchen. To the South is the Nurse's office. To the West is the Smelly Shed. [end if]" The ceiling is scenery in the Classroom. The description is "". The light panel is scenery in the Classroom. The description is "A barely functioning light panel. However, the light's flicker in a pattern: ..--- -.... ---.. --...". instead of taking light panel: say "No. The light stays here."; The chalkboard is in the Classroom. The description is "A chalkboard caked in dust and eraser marks. A faded note is written: For your exit ticket, round the numbers to the nearest hundred!" instead of eating chalkboard: say "Don't eat chalk... or board... and especially not chalkboard!"; There is copper wire. Instead of examining ceiling when the copper wire is off-stage: say "There seems to be some copper wire hanging out."; move the copper wire to the Classroom. After taking the copper wire: say "Recklessly, you wrangle some copper wire from out of the ceiling." Instead of examining copper wire: say "A piece of copper wire. Conductive... very." [KITCHEN] East of the classroom is the Kitchen. The Kitchen is a room. "[If Kitchen is unvisited]A kitchen in a school? What kind of school is this?! The air reeks of cheap dish soap and burnt cooking oil. The counters are covered with the last culinary student’s disaster, and cluttered messily with dirty utensils and plates. The only thing that seems clean is the dishwasher... [end if][If Kitchen is visited]You are in the Kitchen.[end if]" The fridge is an object. The fridge is in the Kitchen. The fridge is an openable, closed container. A sandwich and a motivational potato are in the fridge. The sandwich is edible. The motivational potato is edible. Instead of taking fridge: say "You are not Superman, nor Superwoman." Instead of examining fridge: say "Just your average fridge. Maybe focus on what's inside the fridge." Instead of examining sandwich: say "A sandwich. Looks scrumptious." Instead of eating sandwich: say "Yum. Maybe should've saved some for the guard." Instead of examining motivational potato: say "A regular russet potato... with a note: [italic type] Fear not death, Light will lead you to, True Freedom. [roman type] Maybe don't eat this potato." Instead of eating motivational potato: say "You monster." [SMELLY SHED] West of the Classroom is the Smelly Shed. The Smelly Shed is a room. "[If Smelly Shed is unvisited]You are instantly hit with the smell of rotting wood and rat litter. 'Smelly' Shed for a reason. Maybe don’t stay in this room for too long. All the walls are built of dark cherry wood, with corroding screws and nails sticking out like groundhogs, and funky fungus scattered in every crevice. The floor and walls creak uneasily around you, like it’s about to collapse at any point. In the dim light, a few items can be seen.[end if][If Smelly Shed is visited]You are in the Smelly Shed.[end if]" The walls are scenery in the Smelly Shed. The description is "". Understand "wall" as walls. Understand "mushrooms" as fungus. Understand "mushroom" as fungus. There is fungus. Instead of examining walls when the fungus is off-stage: say "There seems to be some fungus hanging out."; move the fungus to the Smelly Shed. After taking the fungus: say "You pluck a handful of mushrooms from out of walls." Instead of examining fungus: say "Funky." The painting is an object. The painting is in the Smelly Shed. The axe is an object. The axe is in the Smelly Shed. Instead of taking painting: say "Keep it there... grubby thief!" Instead of examining painting: say "On the west side of the room, a beautiful vintage oil painting, of a middle aged couple, however the face of the woman is missing. Strange..." Instead of examining axe: say "A rusted axe with a weirdly shaped handle. Kind of resembles a leg of lamb..." Instead of eating axe: say "I hope you don't axe me to do this again." Instead of going west in the Smelly Shed when paintingExists is true: say "You can't go that way."; Instead of breaking the painting when the player does not have the axe: say "You can't break stuff with your bare hands!"; After breaking the painting when the player does have the axe: say "You break the painting with the axe, revealing a mysterious room."; remove the painting from play; now paintingExists is false. [SECRET ROOM] The Secret Room is west of the Smelly Shed. "[If Secret Room is unvisited]The Secret Room is quite an interesting place. The walls and ceiling are composed of the same rotting wood from the Smelly Shed, now covered with illegible graffiti. Broken glass litters the corners of the room. The teachers probably knew nothing about this. [end if][if Secret Room is visited]You are in the Secret Room[end if]" The bottle of whiskey is an object. The bottle of whiskey is in the Secret Room. [NURSE'S OFFICE] The Nurse's Office is south of the Classroom. "[If Nurse's Office is unvisited]Everything is white. The walls, the sparkling marble countertops, everything is pure white. It’s almost blinding. Containers of medicines are sorted neatly in glass cabinets. Your shoes squeak satisfyingly against the glossy floor. [end if][if Nurse's Office is visited]You are in the Nurse's Office[end if]" A woman called Martina is in the Nurse's Office. "An elderly nurse sits on a chair in the corner of the room. She seems friendly. Her name tag says her name is Martina. You should ask her about drugs, because why not?" The description of Martina is "She reminds you of a loving grandma, always looking out for you." Instead of asking Martina about "drugs": say "Oh hello sweetheart! You're looking very tired... Are you getting enough sleep at night? Can you sleep at night? That's probably a no. Here, I'm a bit low on supplies right now, so follow my instructions: Gather some mushrooms, doesn't matter what kind, and barrel aged alcohol, and combine them. Do that, and that will give you some quality sleeping pills... to fall asleep better, of course! Good luck now! The syntax to combine items is (combine 'object1' with 'object2')" There are sleeping pills. instead of combining whiskey with fungus when sleeping pills are off-stage: say "Thanks to Martina's recipe, you now have sleeping pills."; remove the noun from play; remove the second noun from play; move the sleeping pills to the player. instead of combining fungus with whiskey when sleeping pills are off-stage: say "Thanks to Martina's recipe, you now have sleeping pills."; remove the noun from play; remove the second noun from play; move the sleeping pills to the player. There is a sleeping sandwich. instead of combining the sandwich with the sleeping pills: say "You have created a Sleeping Sandwich!"; remove the noun from play; remove the second noun from play; move the sleeping sandwich to the player. instead of combining the sleeping pills with the sandwich: say "You have created a Sleeping Sandwich!"; remove the noun from play; remove the second noun from play; move the sleeping sandwich to the player. [GATE ROOM] North of the classroom is the Gate Room. The Gate Room is a room. "[If Gate Room is unvisited]The Gate Room has a striking resemblance to a prison-concrete walls everywhere, carrying several chips and fractures, stripped of colour and personality. Even the floor is solid concrete. What kind of school is this? The kids probably hated everything except the shining exit, which seems to be your final destination. A guard stares at you intimidatingly at a desk near the exit barrier. Maybe try asking him about the exit, maybe that'll get you somewhere.[end if][If Gate Room is visited]You are in the Gate Room.[end if]" A man called Guard is in the Gate Room. "A grumpy man stands by the door, menacingly. Looks like he is the guard. He stands at around 6 foot, and stares at you." The description of Guard is "A tall, grumpy, middle aged man. He looks like he hates his job, and would rather be watching paint dry. He looks hungry." Understand "exit" as barrier. Instead of asking Guard about "exit": say "Scram kid. It's your fault that you didn't hear the bell. Stay here until tomorrow. Don't question the legalities. I could really go for a sandwich right now... [italic type]*STOMACH GROWLS*[roman type]" There is a keycard. Instead giving sleeping sandwich to guard: say "[italic type]*BURP*[roman type] Oh wow that was good... I feel kind of sleepy... [italic type]SNORE...[roman type]"; remove sleeping sandwich from play; move the keycard to the player. Instead giving sandwich to guard: say "[italic type]*BURP*[roman type] Thanks kid."; remove sandwich from play; In the Gate Room is a barrier. the barrier is a closed, locked, opaque container. the barrier is fixed in place. The description of the barrier is "A barrier that separates you from freedom. However, nothing can ever be simple. There is an electronic combination lock. Input a code... if you dare! The syntax to input the code is (input 'code')" Inputting is an action applying to one number. Understand "Input [a number]" as inputting. Instead inputting 2700 when the player does have the keycard: say "barrier is now open."; say "You win! You escaped! Time to run back home!"; end the game in victory; Instead inputting 2700 when the player does not have the keycard: say "Need a keycard, buddy."
