Green apples that are not sour

Author: Fu Tianhao
Publisher:
Publish Date: 1999-09-01
Features: A fierce struggle among heroes, with each experimental group establishing its own stronghold. Class 2 of Grade 7, a gathering of heroes, raises the banner of the "Invisible Frontline." Under the command of the general, after several battles, they crush their rivals and finally dominate the grade. Unexpectedly, while fighting external battles, they have no time to look inward, and the class authority falls into the hands of girls. The strategist Xu Lingcai strongly advocates seizing power, but the general Du Yixin is indifferent to fame and fortune. Thus, to help Du Yixin compete for the position of class monitor, the boys secretly plot, aiming directly at the acting class monitor, Chu Lingnan. In an instant, the situation takes a sharp turn, like an arrow on the bow.
The campus novel The Sourless Green Apple tells a dramatic and vivid campus story, allowing you to rediscover contemporary middle school students!
Author's Autobiography: In elementary school, I wrote diaries under constant pressure. Every night, I had to rack my brains over writing one, and the comments were always blunt—just one word: "fake." This made me develop an unconscious fear of diaries. Around the time I entered junior high, one day I suddenly felt a strong urge to write something actively, and from then on, I couldn’t stop. In fact, these diary entries were full of life and genuine emotions, but I was too afraid to show them to my teachers. Meanwhile, I witnessed firsthand how my fellow girls, whose diaries had been "seized," schemed to fight back. They created unbreakable codes and alias systems and even added a shiny little lock to their notebooks. My eyes were struck, and my emotions were filled with anxiety for my own diaries, yet I felt a strong sense of rebellion. I wondered: How could I express my inner thoughts without fear of exposure? By chance, I saw a letter in a magazine under the "Psychological Q&A" section where a reader sought advice for a friend. While doubting the sincerity of such close concern, I suddenly had an idea. Whether this concern was genuine friendship or just an excuse to avoid revealing the truth, it was an excellent way to express my inner feelings. I immediately decided to write my own experiences and feelings as a story about someone else. Gradually, I discovered that this narrative style was incredibly enjoyable: I could play any role and say whatever I wanted, with absolute freedom of expression. Because the point of view shifted to the third person, the treatment took a dramatic turn. My teachers were amazed and exclaimed, "You’re writing a novel!" Flattered, I quickly denied it in my heart but was eager to ask: Is this really writing a novel? Perhaps from that moment, I began my creative journey, and at the same time, I felt a destiny connecting me to it.
Unexpectedly, once I defined this attempt as a novel, I realized it was far from just a fun activity. It wasn’t because writing was particularly difficult. In fact, staying up late and expending physical energy wasn’t forced upon me; it was the creator’s inability to stop when experiencing joy. Writing a novel tests an author’s multiple abilities. The greatest challenge is the lack of certain experiences, which can disrupt the narrative. Life itself is an unpredictable process, a state of calm. But novels demand dramatic plots, complex conflicts, vivid characters, intricate structures, and precise psychological descriptions—all of which rely on the author’s exploration and supplementation. During the writing process, the greatest challenge I faced was understanding the psychological experiences of different characters, especially the personalities of boys. This gender gap was something an outsider or even psychology books couldn’t bridge. Unless—unless I immersed myself in their world! The idea hit me, and I was startled. In my memory, the atmosphere of boys was filled with a mix of sweat and earthy smells. Their lives were like a football match, even when they were quiet, it was like a mid-game break. I can’t remember how many times I forced myself to enter their world, only to realize after failing that it wasn’t as easy as I thought to be a "spy" for a change. So, I pretended to be the teacher’s "informant," their "communicator," provoked anger, earned gratitude, endured punches and tears, and truly became their "brother." Amidst these ups and downs, I could no longer always maintain the calm of an observer. During the days when I was ostracized by the boys, I was completely isolated. Insults and ridicule echoed in my ears, and my heart was filled with regret and grievances. Yet, after crying, I remained undeterred.
In the end, I entered the boys’ world and discovered that they were not just players; they were not all as carefree as on the football field. They were sensitive, vulnerable, and had worries that girls might dismiss. At the same time, I deeply felt that novel writing requires passionate dedication; the qualities of an actor; and sometimes even a neurotic obsession with full.
At the age of 16, I published a novel about campus life titled The Legend of the Monkey King. This achievement clearly told me: there is only forward progress, no retreat! In my sophomore year, I began writing The Sourless Green Apple. I completed it when I was 19 and submitted it to Beijing Juvenile and Children’s Publishing House after two revisions. No matter what, it was a gamble of tens of thousands of words, and my was as sensitive and fragile as a snail’s. My heart was full of anticipation. Since submitting it, three years have passed. During this time, the editors of the publishing house have given me many valuable suggestions for revision, allowing this novel to be presented to the today.
Over these three years, the editors have also been anticipating my growth as a writer, encouraging me to re-examine my work with my own perspective and revise and improve it, seeking and filling the gaps in my writing through a process of self-. I sincerely thank my teachers Zheng Yongting and Xu Liping from Beijing Juvenile and Children’s Publishing House for giving me the opportunity to fully perfect my creation. I also want to thank my mentor Xiao Fengxi, and all my friends who have helped me!
Diaries are written for oneself, but novels allow me to communicate with more readers. I will continue to use this method to record life, expressing both my own thoughts and my concern for others.
This is a campus novel reflecting junior high school life. It revolves around the studies, lives, and friendships of girls Chu Lingnan, Liang Qi, and Yuan Xiaohui, and boys Du Yixin, Xu Lingcai, and Peng Liang, telling the story of top students in a top class during the social transformation period. It portrays the complex psychology and distinct personalities of contemporary middle school students.
Excerpt: Du Yixin has a unique insight into literature, always leaving Teacher Wu amazed. Xu Lingcai is always talking about Jin Yong and ancient legends, and his desk is often adorned with the glinting covers of martial arts novels. However, teachers rarely report him reading in class. So, Teacher Wu pretends not to notice, rarely interfering with hobbies that don’t affect grades, unwilling to use her authority to provoke students’. She adopts a method akin to Yu the Great taming the waters. Chu Lingnan is excellent at Chinese, but she seems to strongly dislike the words "ideology" and "class" in textbooks and dislikes simplistic generalizations. She never memorizes answers or uses clichés. Once, in class, they discussed the concept of integrity. Teacher Wu cited examples like Zhu Ziqing refusing to eat foreign grain and starving to death, Tao Yuanming refusing to bend his for five bushels of rice in front of local children, and insisting on self-reliance without others’ help. The students spoke passionately, and their flexible thinking and fervent enthusiasm greatly pleased Teacher Wu. Chu Lingnan hesitated to raise her hand, as if she had doubts. When called upon, she asked a question: "Why should we accept so much from foreigners? Shouldn’t we eat their grain? Moreover, if we live by eating the enemy’s grain, we can better fight them. If we only talk about integrity like this, why do we still have joint ventures like my dad’s?" Teacher Wu didn’t know how to answer. Should she explain the benefits of foreign enterprises for national strength? Or tell her to answer according to the textbook for exams? No matter what, incidents had occurred in the class, and her leniency and relaxation were directly related. It was time to tighten things up. In the short term, discipline had to be a priority. The class committee should be formed, and this old method of student self-governance should be reinstated. Teacher Wu designed a comprehensive plan for the class committee. From the class monitor to group leaders and subject representatives, everyone had clear responsibilities. The main approach was to centralize power in the class monitor, with overall supervision to allow the teacher to stay informed. When this plan was announced in the class, everyone was shaken. Teacher Wu was no longer her usual smiling and amiable self; she seemed like a different person, creating a calm but suffocating pressure. Previously, students respected the class teacher but didn’t hide their lively nature. Now, they felt more fear and uncertainty, hesitating to act rashly. Even the discipline during math class improved. Teacher Wu’s first steps showed initial success, but the most important issue now was selecting the key figure—the class monitor. In reality, she already had a target in mind, and the "election" was just to seek the students’ opinions. Additionally, she had some reservations.
On a weekend afternoon, Teacher Wu planned to hold a major election for the class committee. It was a decisive moment. Xu Lingcai actively campaigned among the boys, wanting to make a final push. But he had a premonition that his chances of success were slim. The main obstacle was Du Yixin himself. Xu Lingcai’s initial plan was to secretly coordinate with the boys and have everyone vote for Du Yixin in an anonymous ballot, making it a foregone conclusion with Teacher Wu’s approval. He never imagined that Du Yixin would outsmart him by gathering the boys for a meeting during lunch break. He repeatedly emphasized that if anyone proposed his name in the election, he would be expelled from the "Invisible Frontline." He also added at the end that everyone should vote for Chu Lingnan as class monitor. Most agreed, though a few were reluctant. Xu Lingcai wasn’t ready to give up.