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.
After this point, the girls were invited to practice holding the solutions in their mouths after the injector device actuated, to show the solution to their classmates. The point here was to develop the skill to control this oral fluid analysis, even under social scrutiny, and then to investigate any perceived change in flavour following the delays involved. Of course, all the girls swallowed down the solution, which was framed as a tasty, nutritious snack and a way to keep their work stations clean. Sometimes the girls were encouraged to let some of the fluid dribble down their chin, as part of an almost artistic handling of the task.
The girls all received high grades for their lab projects. Some girls had particular talent for identifying exact concentrations of salt/sugar/protein in their solutions, and could even give a detailed chemical breakdown of these ingredients just from taste alone. The tongue and the brain were emphasized as the best chemical instruments of all, invaluable for the home chemist.
A new type of syringe injector device was introduced. This was introduced in conjunction with a unit about accommodating and understanding the needs of disabled people. The young women in the course learned that people with a high spinal cord injury need to operate equipment, such as an electric wheelchair, using their mouths. So the girls would practice on a new injector device which would release fluid only after it was stimulated inside their mouths. The simplest mechanism just required the girls to touch a small button on the device with their tongue, after which the fluid would surge into their mouths. The more advanced mechanism allowed more subtlety and control, such that the girls would have to suckle the device for an uncertain length of time, before the fluid would get coaxed out. They discovered that applying different amounts of suction, different rates of rhythmic movement up and down with their lips, different usage of their hands to help things along, and even deliberate pauses and restarts, would yield different or more optimal volumes of solution released.
The course was a stunning success. Everyone enjoyed the process.
The final reveal at the end was that the fluids the girls had gotten used to in lab were very similar to natural products of the human body, and that the most meaningful, sublime moments in a man's life involved transfer of these fluids into a woman's mouth. The students were invited to start their final practical project, in which they would practice their "oral syringe" technique on a needy citizen in the community. But in order to qualify, the girls would have to pay a fee of $100 and possibly another meaningful gift, to compensate their clients for their time.
Darla was the first girl to volunteer. She was assigned to a gentleman named Samuel. She was given detailed information about him, that he was a 67-year-old widower, a gentle, kind, shy man who nevertheless was lonely, getting depressed, and who had a pain disorder with few enjoyments in his life despite years of serving his community as a church minister. Of course, this biography was exaggerated, and in fact Samuel had shelled out $10 000 to have a virgin college student suck his cock.
