Professor Daniel Madison was a chemistry professor at a local community college, but his real passion was recruiting young college students to become high-end escorts, who would take care of clients in neighbouring cities, to keep themselves discrete.
But there was a bind. Many clients, as well as Daniel himself, were turned on most by fucking sweet, naive virgins. Age 21 was perfect. A 21-year-old virgin would be the rarest of prizes in the high-end escort scene, like a rare, exotic wine. The bind, of course, was this: virgins had no sexual experience or skill, and so their technique was often poor, even if they had a natural talent for eroticism. Conversely, slutty girls might have lots of great skills, but their sluttiness and extensive sexual history was a big turn-off.
So this is where the idea of "Food Chemisty 205" arose. Students would be carefully selected, with the help of photo portfolios and personality questionnaires. The college collected these thanks to the current Dean, who was a close friend of Daniel's. Photos and personality profiling helped Daniel find the perfect candidates who would be viriginal but sexually avid; shy but eager-to-please.
Food Chem classes in general were run through the Home Economics department, where it was not unusual to have a class with females only. This was no exception, and there were 22 young women who showed up on day 1.
The first lab was a description of the salt and sugar content and the temperature of foods. The goal was to make the learning process as "hands on" as possible. So each student started with a syringe and a water bath where they could adjust the temperature.
Each student had to adjust the water bath to different temperatures between 30 and 40 degrees Celsius. They used pure distilled water, so everyone was confident of purity and cleanliness. They were assigned to use the syringe to withdraw 10 mL of water from their water bath, and feel it on their skin initially to perceive the temperature, then taste the water by injecting with the syringe (no needle!) and spraying the 10 mL of warm water into their mouths. They adjusted the temperature, and practiced this until they could reliably identify 37 degree water ("true lukewarm") just by tasting it in their mouths.
This was lab session #1, after which each student could perfectly identify the temperature of 37 degree pure water just by tasting it. Everyone had fun. It was indeed a useful learning experience for any scientist. One practical element of this would relate to those girls who would go on to become mothers...it would be important to test their baby's bottle or the bathwater to make sure it was a safe temperature near 37 degrees.
In lab session #2, all students stuck with water at exactly 37 degrees (body temperature). But this time students added a little bit of salt and a little bit of sugar to their water solutions, then would taste the solution. Since it was just ordinary salt and sugar, it felt totally safe, interesting, and non-threatening. Some other types of salt were introduced as well, such as potassium and magnesium salts, with the explanation that these were normally found in almost all foods.
By the end of lab session #2 all the students also had a great time, and were comfortable identifying 37 degree water solutions, 10 mL at a time, with particular amounts of salts and sugar added. Students were also encouraged to savour the taste of this, and introduced to the idea that particular concentrations of these ingredients were essential to know for high-end cooking.
None of the students had any idea at this point what these water solutions were representing. 10 mL is the amount of semen that a healthy, robust man would release during an especially big orgasm after abstaining for a week. Semen is exactly 37 degrees Celsius. And semen contains the exact concentration of salts and sugars that the girls were mixing up in their water baths.
During the next session, proteins were added. They tried some whey protein, egg-white based protein, and a few others. This added a peculiar new taste to their water solutions, but all the girls enjoyed their growing ability to differentiate water chemistry just by taste alone. They also handled the liquid with their fingers, to get a sense of viscosity and warmth on the skin.
A new type of syringe was introduced, described as an automated injector. Instead of a standard clear plastic syringe, the new syringe was slightly irregular, wider in diameter, with an opaque rubbery coating, described as necessary for insulation purposes. And each tube would have an electric pump inside that would release several mL of solution every 0.6 seconds, with the first release having the highest volume, then subsequent spurts of lower volume each time, until all 10 mL would be released after a few minutes. The pump would be designed to either release with direct manual control (pressing a button) or could be set to release randomly. The girls were taught that taste perception could be altered by the stimuli occurring by surprise, and that they were to experiment with the different settings to investigate this.
The final chemical ingredient to be added was a polysaccharide substance which would render the solution very slightly sticky, with a milky consistency, sometimes with tiny clumps, and with the stickiness slightly changing with time. The girls were totally comfortable by this point adding small amounts of new ingredients, and they had a playful time discovering different degrees of stickiness in their injected solutions.
