CHAPTER 34lorena
“Dracula,” says Director Minaro, and Salma stiffens in her seat while I slide down in mine.
“This epistolary novel is recognized as foundational in establishing the modern vampire archetype. Who can tell me whatepistolarymeans?”
Salma raises her hand, something she doesn’t do often in English class. “It means the story is told through letters and diary entries.”
“Correct. Why do you think Bram Stoker chose to tell it this way?”
The nameStokersends a chill down my spine.
“It helps build suspense because each character has one piece of the puzzle. It also makes the story feel more factual.” Salma darts a look at me. “Like vampires could be real.”
Minaro stares at me, too, before saying, “Good. Lorena, perhaps you have found your new sparring partner in this class.”
“I agree with Salma’s points,” I say, looking past Tiffany to my best friend, who opted for a different seat from usual, just as she did in the dining hall. “She knows this novel much better than I do.”
I’m not just saying it to make amends. It’s true.
“Actually, you’re the newly crowned expert,” says Salma without looking at me.
Our teacher is still staring at me like she’s trying to figure something out, and not for the first time, I get the sense she knows all my secrets.
“You can keep your crown,” I say, and I hear Tiffany’s heavy exhale, like Salma and I are being childish. “I don’t know why any woman would like this novel, given how misogynistic it is. Lucy is pretty much the portrait of a damsel in distress, and she and Mina and the brides of Dracula are only seen through the male gaze.”
“That’s ridiculously reductive,” says Salma in a haughty tone that reminds me of William. “Mina is the strongest character in the book. She defies gender roles by playing a crucial part in defeating Dracula. She’s thefu-reakingheroine of the story!”
It sounds like she was starting to say a different F-word and caught herself.
“I am getting déjàvu,” says Minaro, and a few others chuckle. “Please, show your classmates some mercy and do not ruin the reading experience for them. Everything you are saying is great discussion material, but save it for the coming weeks. Your assignment for the rest of the hour is to begin your reading—or, in at least two cases, rereading. There will be no need for talking.”
I try to focus on the text, but my gaze is blurry with frustration. My neck hurts from how determined I am not to look in Salma’s direction. I get that she’s still upset, but I thought after our talk, she would ease up.
When class ends, the five of us report to Ms. Floreville’s classroom for an impromptu history club meeting that our teacher organized. “Correct me if I’m wrong,” she says once we’re all seated, “but history club is starting to feel like a glorified study group. You keep choosing to explore the same time periods that we’re focusing on in class.”
That’s exactly what we’re doing because we have no real interest in history.
“Personally, I have no beef with this, but Director Minaro says it’s not enough to satisfy your extracurricular requirement. Tiffany and Zach are involved in other clubs, but you three need this credit,” she reminds Salma, Trevor, and me.
“So you will have to come up with quarterly projects to work on, and I’ve thought of a couple of ideas.” She sounds like a game show host who’s about to tell us what we won. “You could organize a series of debates where each of you assumes the perspective of a historical figure, or you could create a historical trivia game that the whole school can play!”
When none of us celebrates her suggestions, our teacher’s gummy grin shrinks. “Take some time to think about it, and let me know what you’ve come up with for next quarter—but Director Minaro has already decided on your first project. You are to host a Time Period Day in three weeks, on the last Friday of class before winter break.”
“Awhat?” asks Trevor.
“A day when Huntington will turn back the clock to the eighteenth century!” says Ms. Floreville with a flourish. “You will work with the catering team to set the breakfast, lunch, and dinner menus for the day, and you will also come up with activities from the mid-1700s for the school to participate in. Director Minaro is even purchasing uniforms in the style of that time that will be distributed to everyone. Here’s a list of areas to focus on, so you can start divvying up the tasks!”
Tiffany accepts the printout, and she brings it with her when we meet up at the LUB after dinner to discuss our plan.
“What did they eat in the second half of the 1700s?” asks Tiffany, making a face.
“Maybe we should’ve met at thereallibrary so we’d have books with actual information inside,” says Salma, looking pointedly at Trevor.
“No way, this is our history club meeting place,” he says. “And we need a game plan first.”
“I brought something to help,” I say, pulling out a book from my bag that I picked up from the library before dinner. “It’s calledA Day in the 1700s,and it’s all about what life was like in that century in different parts of the world.”
“Navarro, you’re the MVP,” says Trevor, taking the book from my hands and scanning the table of contents.
