Chapter 4
746 Words
Martha had always known she wanted to study Latin American literature. What she did not know was what the hell she was supposed to do with that kind of degree. Without any sort of clear goal, she pushed forward with her passion. Her professors noticed her love of literature and offered her positions as teaching assistants. That’s how Martha discovered a practical application for her love of literature. Not many people would be willing to pay her to read and analyze books, and writing did not provide a guaranteed income. Teaching, she decided, would allow her to get paid to do something she truly enjoyed. She dreamed of becoming a college professor so she could specialize in Mexican and Latin American literature and spend all day discussing magical realism with young minds that were as engaged in the subject as she was. Then her grandmother died.
Martha was more than halfway through college when she became fully responsible for Josie. She had always felt a strong sense of responsibility towards her little cousin but this was different. This was not sending money home and calling every night to check in on Josie’s homework. This was a nine-year-old girl moving in to Martha’s college apartment. Martha had to change her entire course schedule and cut back on work so she could watch her cousin. More than once Martha had to take Josie to class with her, because Josie’s school was out and Martha still had class. Martha quickly realized that she could not continue on to graduate school and become a professor. She needed to graduate, find a job, and create a stable life for Josie. She added education classes to her schedule and took some online classes as well. Martha graduated on time with a double major in Spanish Language Literature and Education.
Martha knew there were not a lot of opportunities where she could find a teaching position for which she would be qualified where she could focus on any specific genre of literature, particularly magical realism. At most public schools, she’d be lucky to get a class that taught any Spanish language literature beyond Don Quixote. Still clinging to her dream, Martha searched. She searched for private schools and magnet schools and schools with gifted programs and schools taught in Spanish. She worked as a substitute teacher, still hoping to find a position she would truly love before committing herself to be a generic high school literature teacher. Finally, she found it.
George I Academy in Connecticut. Why would an American school be named after a British monarch? And why George I? Anyways, the school looked like the preppy version of Hogwarts. There was a huge red brick building, with several smaller brick buildings on the grounds, all covered in ivy. From the pictures, there were extensive gardens and even a hedge maze on the school property.
Traditionally, George I Academy had been a typical strict boarding school. It focused on academics and discipline, and its graduates were expected to attend Ivy League schools and rule the world. However, in order to remain the most exclusive and highly thought-of school in the area, the academy had to adapt to modern teaching trends. This meant a shift in paradigm to encouraging individuality, creativity, and multiculturalism. Classes in more specialized subjects became available, especially in the humanities department. Martha read the school’s course catalog and saw classes like Chinese Film Studies, Early Prussian History, and Modern Scandinavian Poetry.
Modern Scandinavian Poetry! If they can offer a class in modern Scandinavian poetry, why not one in magical realism? At the least, how about a class on Latin American literature in general? Martha tried not to get her hopes up too much, knowing that a new graduate with no teaching experience and only a Bachelor’s degree was unlikely to even get an interview at a school like George I Academy, let alone create her own curriculum. She browsed the school’s website anyways, allowing herself to wallow in her fantasy a little bit longer, until she thought she saw her name. Yes, she did see her name. The James Dormitory on the east side of the property. Then she noticed the James Dining Hall. No matter, she thought. James is a common enough surname, especially in Connecticut. Then she saw something that made her heart stop. The Donald and Elizabeth James Center for the Performing Arts. Donald and Elizabeth James. Her grandparents.
Suddenly Martha felt a renewed sense of hope wash over her. Jackpot.
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