and letting them go. “The house master or mistress chooses the prefects. Claudia made her head girl, which she deserves, I suppose …”
“Did you apply?” I asked.
“You don’t apply. You just get chosen. You don’t have to be unpleasa—I mean, I like Jane a lot. And Jerome and Andrew are good friends of mine. It’s just Charlotte, well … everything was a bit of a competition. Who studied more. Who was better at sport. Who dated whom.”
Aside from being the kind of person who used “whom” correctly while gossiping, Jazza was also the kind of person who seemed pained about speaking badly about another person. She squeezed up her fists a few times, as if gossip required physical pressure to leave her body.
“When we first arrived, I was seeing Andrew for a while,” Jazza said. “Charlotte had no interest in him until I did. But she could never let something like that go. She dated him after we broke up, then she broke up with him instantly, but … she has to … well, I don’t have to live with her anymore. I live with you.”
Jazza let out a light sigh, like a demon had been released.
“Do you date someone now?” I asked.
“No,” she said. “I… no. Maybe at uni. This year, all I’m concentrating on is exams. What about you?”
I mentally paged over the short and terrible history of my love life in Bénouville. My life had been about school too. It had taken a lot of work to get into Wexford. And I wasn’t sure if a few make-outs with friends in the Walmart parking lot constituted dating. Now that I thought about it, maybe I had been waiting too—waiting to come here. In my imagination, I’d always envisioned some figure by my side at Wexford. That prospect seemed unlikely after my display tonight, unless English people were really into people who could eject food from their throats at high velocity.
“Me too,” I said. “Studying. That’s what this year is about.”
Sure, we both meant that to an extent. I had come to study. I did have to apply to college while I was here. I really was going to read those books on my shelf, and I really was excited about the prospect of my classes, even if it appeared that said classes would probably kill me. But neither of us was telling the entire truth on that count, and we both knew it. There was a look, an almost audible click as we bonded over this mutual lie. Jazza and I got each other. Perhaps she was the figure by my side that I’d always imagined.
7
I began the day with double French. At home, French was one of my strongest subjects. Louisiana has French roots. Lots of things in New Orleans have French names. I thought French was going to be my best subject, but this illusion was quickly shattered when our teacher, Madame Loos, came in rattling off French like an annoyed Parisian. I went right from there to double English Literature, where we were informed that we would be working on the period from 1711 to 1847. What alarmed me about that was its specificity. I didn’t even think it was that the material was necessarily much harder than what I had in school at home—it was more that they were so adult about it. The teachers spoke with a calm assurance, like we were all fully qualified academics, and everyone acted accordingly. We would be reading Pope, Swift, Johnson, Pepys, Fielding, Coleridge, Wordsworth, Richardson, Austen, the Brontës, Dickens … the list went on and on.
Then I had lunch. It continued to rain.
After lunch I had a free period, which I spent having a panic attack in my room.
I thought for sure that they would cancel hockey. In fact, I asked someone what we did when our sports hour was canceled because of the weather, and she just laughed. So it was off to the field in my tiny shorts and fleece, with my mouth guard, of course. The night before I had to put it in a mug of boiling water to make it soft and mold it to my teeth. That was a pleasant feeling. At the field, I was greeted with the goal-keeper equipment. I’m not sure who designed the field hockey goalie’s uniform, but I’d guess it was someone who decided to merge his or her love of safety with a truly macabre sense of humor. There were swollen blue pads for my shins that were easily twice the width of my leg. There was another set for the upper thigh. The arm pads were like massively overinflated floaties. There were chest pads with an oversized jersey to go over them and huge, cartoonish shoe objects for my feet. Then there was a helmet with a face guard. The overall effect was like one of those bodysuits you can get to make you look like a sumo wrestler—but far less elegant and human. It took me fifteen minutes to get all this stuff on, and then I had to figure out how to walk in it. The other goalie, a girl named Philippa, got hers on in half the time and was running, wide-legged, onto the field while I was still trying to get the shoes on.
Once I did that, my job was to stand in the goal while people hit hockey balls at me. Claudia kept yelling at me to repel this onslaught using my feet, but sometimes she would tell me to use my arms. All the while, rain poured onto the helmet and streamed down my face. I couldn’t move, so the balls just hit me. When it was all over, Charlotte came up to me as I was trying to get out of the padding.
“If you want some help,” she said, “I’ve been playing for a long time. I’d be happy to run drills with you.”
What was especially painful about this was that I think she meant it.
At home, I had the third-highest GPA in my class, and literature was my thing. I would do the reading for English first. The essay I had to read was called “An Essay on Criticism” by Alexander Pope.
The first challenge was that the essay was, in fact, a very long poem in “heroic couplets.” If something is called an essay, it should be an essay. I read it twice. A few lines stood out, like “For fools rush in where angels fear to tread.” Now I knew where that came from. But I still didn’t really know what it was about. I looked online first, but I quickly realized I had to up my game a little here at Wexford. This was a place for some book learning. So I went to the library.
Our school library at home was an aluminum bunker thing that they had attached to the school. It had no windows and an air conditioner that whistled. The Wexford library was a proper library. The floor was made of black-and-white stone. There were two levels of stacks—big, wooden ones. Then there was a massive work area, full of long wooden tables that had dividing walls, so you could have your own little space to sit in, with a shelf, a light, and plugs for your computer. The wall in front of you was even covered in cork and had pins, so you could tack up notes as you worked. This part was very modern and shiny, and it made me feel like a real person to sit there and work, like I really was one of these academics of Wexford. I could pretend, at least, and if I pretended long enough, maybe I could make it into a reality.
I took a seat at one of the empty cubicles and spent several minutes setting it up. I plugged in my computer. I pinned my course syllabus to the cork wall and stared it down. Everyone else in this room was calmly carrying on. No one had, to my knowledge, read their course assignments and tried to escape through a chimney. I had been admitted to Wexford, and I had to assume that they didn’t do that just to be funny.
Wexford had a large assortment of books on Alexander Pope, so I headed off to the Literature Ol–Pr section, which was on the upper level and in the back. When I got to the aisle, I found a guy lounging right in the middle of it, on the floor, reading. He was in his uniform, but wore an oversized trench coat on top of it. He had really elaborate, bleached-blond, sticky-uppy hair formed into spikes. And he was singing a song.
Panic on the streets of London,
