SUMMER ISN’T WHAT IT USED TO BE

Every student and teacher from the beginning of SCHOOL has looked forward to the summer holidays. And while logically I know that adherence to the agrarian calendar is archaic and counter-productive to what I’m trying to accomplish as an educator, I think I look forward to the “summer break” more than my students. And, yes, I want to sleep in and spend time at the beach and take trips to visit friends and family but, the longer I teach, the more summer has become a time to catch up.

 I catch up on my TBR pile. I catch up on those professional books I ordered and barely managed to skim, much less read thoroughly. I catch up on the newest technological trends. I catch up on the newest, hottest, YA releases so that I have new stock for my classroom library. And then, if I have time, I catch up on sleep.
So, this week’s topics will be divided into four 15 minute segments about your personal reading and PPD (personal professional development) for the summer:
1. Which books are shouting at you from your TBR pile?
2. Which professional books do you plan to tackle or revisit?
3. Which technological issues do you plan to explore or practice?
4. Which middle grade and YA summer releases are you anticipating?
Join me from 7-8pm ET on Monday 20 May 2013 to discuss these and related topics. And here’s to summer!

Author Elizabeth Wein Responds to CODE NAME VERITY Discussion

A while back, I posted a virtual “conversation” that my friend K and I had about Code Name Verity. K and I had been tweeting about the book for a while and were lucky enough to have the author, Elizabeth Wein, join in our Twitter conversation. I knew I would blog about it when I had finished and Ms. Wein seemed interested in hearing our thoughts on the book. Honestly, I was excited about her interaction but dubious that it would go farther than that one Twitter conversation. When I originally posted this review-conversation, I made sure to include Ms. Wein in my tweets. When I got no response, I assumed that I had been right. She was just being polite during the initial conversation. I was pleasantly proven wrong. Just last week, Ms. Wein did read the post and she had quite a bit to say in response to our conversation. Below I’m reposting my original post along with Ms. Wein’s comments.

I’ve already posted about Code Name Verity by Elizabeth Wein but I just can’t stop thinking about it. I just sit and say, “Damn.” A close friend and sometimes-poster on YABookBridges (@katsprad) was lucky enough to receive a galley of the book. I happened on to it by accident in the library. I had heard a few people mentioning it on Twitter so I decided to see what all the hype was about. Because we live in different states now, it’s difficult for K & I to actually get to speak about books, which is one of the pillars of our friendship. In this case, we were lucky to have already scheduled a visit around the time we finished this book. K finished reading it before I did and she warned me that she was wrecked. I figured if I had made it through The Fault in Our Stars that I was good. How could it be any better (or worse, depending on your perspective) than TFIOS? What follows is a modified transcript of our conversation about Code Name Verity via emails, texts, tweets, and one-to-one conversation.

K: I did warn you [about the book's impact], and at the same time I told you that YOU MUST READ THIS BOOK. Any book that leaves such a mark on the heart is not to be missed.
Me: This is the best book I’ve read this year. I would wager it’s the best book I’ve read in the last five years. You know this is saying something since I’m a diehard Nerdfighter and TFIOS came out this year. I can’t stop thinking about this book and peeling back the layers Wein has so carefully folded into this novel.
When K & I started talking about this book, we were talking over one another, rushing to have this point made or that observation heard.
K: I’m pretty sure the people near us at the bar thought we were arguing—or crazy. We always have much to say about books we both enjoy, but CNV is special, and our conversation about it has been much richer. We’re STILL talking about it!
ME: The soul of this story is the characters.
One thing K & I both noticed was that while Queenie is the narrator, readers actually get Maddie’s story first.
K: At the beginning, I was a little frustrated with the unclear narrator because I worried that the author was being coy—often these devices/ploys end up being strictly for effect and the plot and/or characters aren’t worth the reader’s effort or patience. In this case, it was all worth the wait and the mystery added a layer of tension and commitment (reader to characters). I was even more watchful and engaged than I usually am at the beginning of a novel because I was trying to solve the problem of the characters’ identities and relationships.
Me: I agree; I worried it could put readers off but Wein makes it work because Queenie’s voice from the first sentence is compelling and engaging. She is defiant and completely self-possessed. She knows what’s being done to her, what she’s doing, and she never flinches from it.
K: Absolutely matter of fact and honest. While the narration is unconventional, we trust Queenie. So readers get Maddie’s nice base of dependability told with Queenie’s panache. Queenie is the flash and Maddie is the steady burn.

WEIN COMMENTS: I love this. I think it’s spot on. A recent reviewer felt that their friendship didn’t work because they were essentially not that different as characters. I am baffled by this criticism. They seem such polar opposites to me, not in terms of education or class, but in terms of personality.

In reference to the narrative structure, WEIN COMMENTS: I wanted to add to your discussion of the way the story is told. When I set out to write it, I really conceived it as Maddie’s story – that Queenie would tell it from the beginning and Maddie would continue it until the end. It didn’t really occur to me how complex this would make the structure of the narrative, or that some people would find it confusing. It does put some readers off – they get hung up wondering how Queenie could know so much about what Maddie’s thinking (well, she’s making it up), or how she could presume to guess what Maddie feels about this or that (well, Maddie TOLD her), or how she can write a story from somebody else’s point of view (How can I, the AUTHOR, write a story from somebody else’s point of view? Well, like me, she’s crafting a novel. She even SAYS so). Or else people just find it confusing to have one story embedded in another. This really wasn’t a criticism I saw coming, and it kind of took me by surprise. I might have done it differently if I’d thought it would confuse people, I guess. But at the time it seemed like a good idea.
K & I both identified strongly with one character and we agreed that every one who reads this story, man or woman, will have the same experience.
ME: Queenie and Maddie’s characteristics are universal and the qualities one looks for in a loyal friend. That’s what they are at the core: loyal, knows-your-greatest-fears, will-raise-your-kids-if-you-die kind of friends. Queenie is inventive, fearless, relies on bravado more than skill, and just has pure guts. Maddie is skilled, logical, honest, and dogged.

WEIN COMMENTS: The other thing is, not everybody actually likes Queenie. This, I feel, is a criticism I can more readily relate to. Not everybody in the book likes her, either; she is headstrong and a liar and can be nasty. She presents herself as a coward, and some readers really fall for that and hate her for it… just like her fellow prisoners. I almost want to see this as a “WIN,” because I did set out to create a cowardly character, and I failed so miserably that it pleases me some people buy it.

And some readers just don’t relate to her. They don’t like her prose style, or her character type, or her attitude. And I can relate to that to, because not everybody gets along with everybody.

K: Their friendship is unusual; a seemingly odd couple, but balanced like yin & yang– dark and light, common and noble, steady and whimsical. But under the gloss of Queenie’s bravado is a sense of devastation at Maddie’s loss. The pain and regret she clearly feels about Maddie, especially in the face of the pain we’d expect her to feel about her present situation, but that SHE clearly doesn’t, makes us want to know all about Maddie herself—anyone who means that much to such a vibrant and indomitable person is someone we want to know.
ME: Both are SO STRONG and they are almost invincible together. One can see this immediately when they’re bringing in the lost German pilot. Maddie knows exactly what to do and Queenie has the moxy to pull it off. Neither of them would have been able to do it alone but it was sheer perfection with them working together.
K: Maddie knew exactly what to have the pilot do and Queenie knew how to say it, both in terms of language and in terms of delivery. If Maddie had been working alone, she might’ve barked instructions and terrified the already dazed pilot even more. Queenie would’ve known how to soothe the poor fellow, but she’d have had him crashing his plane. This is how the two girls discover that they’re almost made for each other, each balancing and enhancing the other’s strengths and weaknesses. Of course, they have to get over the fact that they don’t particularly like each other in order to become friends.
As the story progressed, we both began to wonder what drives these two women.
ME: They have a common goal: to effect change-to make a mark on the world so that each, in her own way, will not be forgotten.
K: What’s fascinating about Maddie and Queenie is how they each enact their shared reason for BEING so differently. If both girls believe the same thing—that the primary point of their lives is to do what’s in their power to make the world a better place—how is it possible that they do things so differently? I think there are superficial variations, like the dissimilar situations each girl gets into and each girl’s range of skills and options. I wonder if these external elements created the disparity in the girls’ actions?
Ultimately, though, we decided that it’s all about the girls’ internal value systems.
ME: Maddie has an unerring moral compass and she chooses to do the right thing regardless of the consequences for herself or anyone else. She doesn’t even consider structure or rules (RAF) when doing the right thing-she does right because it’s right. Queenie is going to make her mark on the world, right and wrong be damned. She works within the structure given her, whether rules or no, to just to play the game. She is invested in the game, not the good or bad outcome. This is what makes her such a good spy. When Queenie is taken to the interrogation room with the other operative and a gun, he breaks her down. It’s immoral to break a person that way, but Queenie goes along because it’s part of the game. Maddie would’ve been outraged.
K: But no matter how different they are from each other in terms of style or focus or skill, both of these women are determined to have an impact and make their lives mean something, and that bonds them even closer.

WEIN COMMENTS: I don’t know if I agree that they share the same goals. I don’t know if I agree that they even have goals. My sense is that neither one of them has any idea of the adult she will become, or what she will do with herself after the war – I actually feel like their “feminism” is sheerly war-connected, and an unknown factor when the war is over. I also love the idea of Maddie’s “moral compass.” The observation that she does what she knows to be right is a very wise one, and actually I think it’s THIS, built through the book, that convinces the reader that her final big decision is also right.
Wein slowly brings the women’s separate trajectories together when the narrative finally switches to Maddie’s voice.
ME: At first, I was convinced that Queenie was giving Maddie instructions on how to rescue Queenie from the hotel-prison. It became clear,
K: Wait! I don’t want to give spoilers. The book is so powerful and the mystery and suspense are so necessary to that power that I’d hate to diminish it for the readers. Queenie uses her narrative to give Maddie hints about her captors and location on the chance that the resourceful and resolute Maddie would move heaven and earth to rescue her friend. When it became clear, however, that rescue was out of the question, I couldn’t fathom Queenie’s hopes or intentions. Trying to decode Queenie’s plans and expectations ratcheted up the tension as the situations in which Queenie and Maddie find themselves became more and more dire. By the time the friends meet again, the stakes are life or death. I was always sure, when it came down to it, that Maddie would save Queenie-and Maddie does save her-but not in the happy-ending kind of way.
The devastating way Maddie saves Queenie elicited another barrage of questions from K and me.
K: Could you have done it?
ME: For certain people in my life but it most surely would have scarred me forever.
K: Me too, but don’t think I could have gone on. Maddie is able to put herself back together and live. Not just that night but for the rest of her life.
ME: Queenie wouldn’t have been able to do it.

WEIN ASKS: What makes you feel that Queenie wouldn’t have been able to do the same thing? (A serious question!)

ME: I feel like Queenie is the more dependent partner in their friendship. I think she accepts that Maddie’s resolution is the inevitable conclusion to her journey but I don’t think she would have accepted that for Maddie. I think she couldn’t have imagined a world where Maddie doesn’t exist. One sees this in her grief over Maddie’s assumed death at the beginning. Maddie seems to be constitutionally strong whereas Queenie seems to exhibit more bravado. I think her courage is a ruse, to a certain extent. She is convincing herself that she’s strong enough to handle her job and its consequences on a job-by-job basis. I’m not sure she has the “backbone” to make the decision that Maddie ultimately has to make.

K: Who is braver?
ME: I think a distinction needs to be made between “brave” (short term stoicism in the face of danger) and “courageous” (long term determination to live with calamity).
K: Then Queenie’s brave: she knows what the Germans are doing to her and what the outcome will be and yet she continues with her mission. Maddie is courageous: she stares down the emotional & psychological consequences; the ramifications, both personal and professional, that she will have to endure for the rest of her life.
ME: And Wein creates a friendship of such miraculous beauty that it takes only one phrase for the friends to plan, accept, and forgive the rescue that must, to save both Queenie and Maddie, be undertaken.

At one point during our Twitter conversation, K asked Wein if she has a Queenie: Do I have a Queenie? I do, yes. Obviously – how could I have written it otherwise? That is the one true thing about the book, the friendship at its heart.

ME: I think it appropriate to close discussing bravery.
K: I kept coming back to the bravery of Elizabeth Wein.
ME: It took Maddie-level courage to write this story with its ending.
K: We were given a true ending rather than a happy ending (which we would have accepted whole-heartedly because of our love of the characters and our fairy-tale-trained longing for nice, neat stories).
Ultimately, it is a story of truths. The story of true friendship. The story of true history. The story of true peril. The story of true love: the pure, unconditional kind of love that allows one to be the best version of herself.

Where are Covers for Teen Readers of Color?

In my first school district, there was an over 40% Hispanic population in our schools with the majority still being Caucasian. I will admit that being new to classroom libraries, I was more concerned with quantity of books available to my students than really specializing in titles. Maybe I should have tried to do both but ultimately, I just wanted books readily available to my students every day.

My second district had an over 30% African-American population with the majority again being Caucasian.  I started to pay a little more attention to the race and culture of the main characters in the books I was buying. I added some typical titles from Draper and Myers. When I started looking for more titles with people of minority backgrounds on the cover, I came up short.

Now, in my third district, I have an over 50% African-American population with Hispanic coming in second. My Caucasian population has dwindled to around 15%. So as I’m scouring the regular shelves, bargain-bins, garage sales, and GoodWill bookstore, I’m paying even more attention to cover art and main characters’ race.

I was lucky enough to meet Ari from Reading in Color at ALAN last year. Her blog is dedicated to contemporary YA books about students of color. When I first met her and looked at her blog, I naively decided that she was blogging about books with characters of color because she herself is a person of color. I’m ashamed to admit that but it’s the truth. But now that this is a real concern for me (isn’t that when things usually become glaring in their absence or “wrongness”?), I am flabbergasted by the lack of people of color in YA; specifically cover art.

There are some “go-to” authors writing about main characters of color: Draper, Myers, Volpani, Woodson; but honestly, these are the only authors I can think of off the top of my head. In addition, there are even less authors out there writing about Latinos. The only authors that come to mind are authors who have just recently stepped onto the scene: Nancy Osa, Matthew Quick, Matt de la Pena.

But even if we’re not talking about main characters of color, what about just putting some kids of color on the covers of books?! Probably 80% of the titles I browsed yesterday had NO people of color on the cover. All the cover art depicted white kids. Pale girls in gauzy dresses. White boys in sports uniforms. Kids on tire swings. There even seems to be more LGBTQ characters represented on covers than teens of color.

But in true educator fashion, I sent out some pleas for help to my Twitter educator friends. I thought I’d share what I got with you. Check out Ari’s blog which is linked above and Take a look at Crazy Quilts Edi. She’s got a great list of authors and titles. Then please keep looking and sharing what you find so that we can all help our students see themselves in books.

Here is a list of authors to  help you get started:

Simone Elkeles, Alex Sanchez, Nancy Osa, Matt de la Pena, Matthew Quick, Sharon Draper, Walter Dean Myers, Ni-Ni Simone, Pam Munoz Ryan, Laurie Stolarz, Paul Volpani, and Jacqueline Woodson.

I’m sure I’ve missed a few so feel free to add to the list in the comments for this post.

The Real School Schedule

As I drove home from my school campus yesterday covered in dust and sweat, Theater Girl asked me some questions to which I didn’t have answers. I still don’t. She wanted to know why I had bought supplies & equipment for my classroom and why we were going up to school during the summer. There were a lot of statements about fairness and her simplistic way of reasoning that if it’s for the kids, the schools should pay for it. Or if I’m working, I should be getting paid. There were comparisons to other jobs & questions about why other people didn’t have to buy things for their jobs or spend time off working without pay. It got me thinking about how I could explain to her or anyone else this quandary unique to teaching. I’m not saying that there are no other professions out there for which people contribute their own money or extra time. It just seems to me that teachers, more than other professions, spend a great deal of their own money and time outside of official “work hours” still working. So I thought about a typical year for me.

At the beginning of a school year, there are usually 5 work days before students report. During those 5 days, let’s say half of each 8 hour day is devoted to meetings: faculty, department, teams, professional development, technology, etc., none of which are dedicated to planning or working in our respective classrooms. I’ve worked in districts where it’s more and where it’s less so I think that’s a good average. So during the 20 work hours left to me, I have to unpack my classroom which was boxed up at the end of the year so floors could be rewaxed and so moving classrooms is easier if I am reassigned to another room. (This happens much more often than people realize. It’s like packing to move house every year.) Once boxes are empty, I have to reshelve my classroom library and make sure all my books are still there after the unpack/move. Within that 20 hours I also have to create lesson plans and prepare all my materials (copies, textbooks, etc.) for the first several days of class. My computer gradebook & rosters have to be created, assuming the administration has the class lists ready before the first day of school. I have to make sure I have extra supplies for those students who don’t bring anything to school the first few days or who can’t afford supplies. Our required hours for Work Week are usually 8-3:15. My typical day lasts from 7:30-4:30. This gives me extra time to work after the meetings and enough time to pick up my kids from wherever I’ve paid for them to be while I’m at work and school hasn’t officially started.

Then comes the actual school term. My contracted school day lasts from 8:10-3:30. Students are in school from 8:25-3:15, so I’m only required to be there 30 minutes more than the students. But here’s my day. I usually arrive between 7:30 & 7:45. That way I have time to set up my computer and projector for the day’s lessons, get out materials, make any last minute copies, and check my box in the office for any handouts or important notices students need for the day from the administration. During the school day, I am expected to monitor students at all times. I have to be in the halls before and after school as well as during class change. If I need to go to the bathroom, I have to get someone to watch my class. I have to walk the kids to lunch, supervise them in the activity yard and eat my lunch in the cafeteria for supervision purposes. I have classes straight through the day until 2:00. Then after 2:00 I have team meetings on Mondays, department meetings on Tuesdays, and faculty meetings on Wednesdays. I have bus duty on Thursdays so anything I start working on after my classes are finished at 2:00 has to be paused to head out to the bus lot. This means that most days, my planning, grading, and prep for the next day doesn’t begin until after 3:30 which is technically the time I could leave. So I stay until 4:30 or 5 everyday to get everything done. And I haven’t even mentioned the days I have to proctor after-school resource lab or tutoring.

As far as supplies go, my current school provides teachers with $150 each semester to buy supplies. I’ve never had this before. In previous districts, supplies were purchased whole-scale for the school and if what I needed wasn’t purchased, it was up to me to provide it. This could range from pencils to furniture. With the population I’m teaching, much of this money goes to basic supplies so anything extra I want my kids to use or have, I must purchase myself. If they can’t afford or won’t buy a binder or notebook paper for regular classroom activities, how can I expect them to bring in cameras for multi-media projects? I estimate I spend at least $50 a month in items for my classroom including books for my classroom library. And most teachers need more”furniture” than the basic teacher desk, filing cabinets, and 30 student desks. I just bought 3 new bookcases for my room because due to inventory rules in the building, I could not move bookcases from my old room to my new room and our school didn’t have funds to buy them for me.

Contrary to popular belief, teachers are usually only paid for 10 months of work, which is technically our contracted work time, but teachers and their families know that it’s a 12 month job. During the summer, I usually take at least one or two professional development classes in addition to working on my own with other colleagues and online communities to keep improving my practices. I’ve read three professional books this summer and taken two different online tutorials in technology I want to try to use in the classroom this year.

I’m used to the extra demands of my job. However, the thing I will never get used to is the lack of respect for teachers in every community in which I’ve worked. This attitude seems to permeate every layer of the community beginning within the school building. I’ve worked for principals who assigned professional development because we couldn’t be trusted to determine in which areas we needed to improve. I’ve had parents tell me they didn’t agree with the grade given on a project because if I had a graduate degree I would be better equipped to recognize giftedness. (For the record, I have a Master’s degree. They just assumed I was less educated than their two-doctor household.) I have been told at a dinner party that, after retiring from his political lobbying job, this gentleman, too, would like to teach. It would be “fun to earn some ‘spending money’ & have afternoons & summers off. I mean, if housewives can do it, I should be one of the best teachers out there!”

I say all of this not to make anyone feel sorry for teachers but to make it clear that 95% of teachers weather these conditions FOR THE KIDS. We are there from dawn to dark many days because we are invested in our students’ success. We live for the moment when something “clicks” or when a student meets us at the door because they are so excited about something related to our discipline. We want to create thinking, reasoning adults who can make decisions critically. We have a passion for learning and sharing that learning. So I would like to invite parents, politicians, community leaders, business owners, younger siblings, and anyone else who cares to observe, to spend a day or two in a local classroom. Come experience the REAL school schedule and then let’s talk about what’s really wrong with American education.

A Tale of Unbreakable Friendship: CODE NAME VERITY

You Know You Want It!

I’ve already posted about Code Name Verity by Elizabeth Wein but I just can’t stop thinking about it. I just sit and say, “Damn.” A close friend and sometimes-poster on YABookBridges (@katsprad) was lucky enough to receive a galley of the book. I happened on to it by accident in the library. I had heard a few people mentioning it on Twitter so I decided to see what all the hype was about. Because we live in different states now, it’s difficult for K & I to actually get to speak about books, which is one of the pillars of our friendship. In this case, we were lucky to have already scheduled a visit around the time we finished this book. K finished reading it before I did and she warned me that she was wrecked. I figured if I had made it through The Fault in Our Stars that I was good. How could it be any better (or worse, depending on your perspective) than TFIOS? What follows is a modified transcript of our conversation about Code Name Verity via emails, texts, tweets, and one-to-one conversation.

K: I did warn you [about the book's impact], and at the same time I told you that YOU MUST READ THIS BOOK. Any book that leaves such a mark on the heart is not to be missed.
Me: This is the best book I’ve read this year. I would wager it’s the best book I’ve read in the last five years. You know this is saying something since I’m a diehard Nerdfighter and TFIOS came out this year. I can’t stop thinking about this book and peeling back the layers Wein has so carefully folded into this novel.
When K & I started talking about this book, we were talking over one another, rushing to have this point made or that observation heard.
K: I’m pretty sure the people near us at the bar thought we were arguing—or crazy. We always have much to say about books we both enjoy, but CNV is special, and our conversation about it has been much richer. We’re STILL talking about it!
ME: The soul of this story is the characters.
One thing K & I both noticed was that while Queenie is the narrator, readers actually get Maddie’s story first.
K: At the beginning, I was a little frustrated with the unclear narrator because I worried that the author was being coy—often these devices/ploys end up being strictly for effect and the plot and/or characters aren’t worth the reader’s effort or patience. In this case, it was all worth the wait and the mystery added a layer of tension and commitment (reader to characters). I was even more watchful and engaged than I usually am at the beginning of a novel because I was trying to solve the problem of the characters’ identities and relationships.
Me: I agree; I worried it could put readers off but Wein makes it work because Queenie’s voice from the first sentence is compelling and engaging. She is defiant and completely self-possessed. She knows what’s being done to her, what she’s doing, and she never flinches from it.
K: Absolutely matter of fact and honest. While the narration is unconventional, we trust Queenie. So readers get Maddie’s nice base of dependability told with Queenie’s panache. Queenie is the flash and Maddie is the steady burn.
K & I both identified strongly with one character and we agreed that every one who reads this story, man or woman, will have the same experience.
ME: Queenie and Maddie’s characteristics are universal and the qualities one looks for in a loyal friend. That’s what they are at the core: loyal, knows-your-greatest-fears, will-raise-your-kids-if-you-die kind of friends. Queenie is inventive, fearless, relies on bravado more than skill, and just has pure guts. Maddie is skilled, logical, honest, and dogged.
K: Their friendship is unusual; a seemingly odd couple, but balanced like yin & yang– dark and light, common and noble, steady and whimsical. But under the gloss of Queenie’s bravado is a sense of devastation at Maddie’s loss. The pain and regret she clearly feels about Maddie, especially in the face of the pain we’d expect her to feel about her present situation, but that SHE clearly doesn’t, makes us want to know all about Maddie herself—anyone who means that much to such a vibrant and indomitable person is someone we want to know.
ME: Both are SO STRONG and they are almost invincible together. One can see this immediately when they’re bringing in the lost German pilot. Maddie knows exactly what to do and Queenie has the moxy to pull it off. Neither of them would have been able to do it alone but it was sheer perfection with them working together.
K: Maddie knew exactly what to have the pilot do, and Queenie knew how to say it, both in terms of language and in terms of delivery. If Maddie had been working alone, she might’ve barked instructions and terrified the already dazed pilot even more. Queenie would’ve known how to soothe the poor fellow, but she’d have had him crashing his plane. This is how the two girls discover that they’re almost made for each other, each balancing and enhancing the other’s strengths and weaknesses. Of course, they have to get over the fact that they don’t particularly like each other in order to become friends.
As the story progressed, we both began to wonder what drives these two women.
ME: They have a common goal: to effect change-to make a mark on the world so that each, in her own way, will not be forgotten.
K: What’s fascinating about Maddie and Queenie is how they each enact their shared reason for BEING so differently. If both girls believe the same thing—that the primary point of their lives is to do what’s in their power to make the world a better place—how is it possible that they do things so differently? I think there are superficial variations, like the dissimilar situations each girl gets into and each girl’s range of skills and options. I wonder if these external elements created the disparity in the girls’ actions?
Ultimately, though, we decided that it’s all about the girls’ internal value systems.
ME: Maddie has an unerring moral compass and she chooses to do the right thing regardless of the consequences for herself or anyone else. She doesn’t even consider structure or rules (RAF) when doing the right thing-she does right because it’s right. Queenie is going to make her mark on the world, right and wrong be damned. She works within the structure given her, whether rules or no, to just to play the game. She is invested in the game, not the good or bad outcome. This is what makes her such a good spy. When Queenie is taken to the interrogation room with the other operative and a gun, he breaks her down. It’s immoral to break a person that way, but Queenie goes along because it’s part of the game. Maddie would’ve been outraged.
K: But no matter how different they are from each other in terms of style or focus or skill, both of these women are determined to have an impact and make their lives mean something, and that bonds them even closer.
Wein slowly brings the women’s separate trajectories together when the narrative finally switches to Maddie’s voice.
ME: At first, I was convinced that Queenie was giving Maddie instructions on how to rescue Queenie from the hotel-prison. It became clear,
K: Wait! I don’t want to give spoilers. The book is so powerful and the mystery and suspense are so necessary to that power that I’d hate to diminish it for the readers. Queenie uses her narrative to give Maddie hints about her captors and location on the chance that the resourceful and resolute Maddie would move heaven and earth to rescue her friend. When it became clear, however, that rescue was out of the question, I couldn’t fathom Queenie’s hopes or intentions. Trying to decode Queenie’s plans and expectations ratcheted up the tension as the situations in which Queenie and Maddie find themselves became more and more dire. By the time the friends meet again, the stakes are life or death. I was always sure, when it came down to it, that Maddie would save Queenie-and Maddie does save her-but not in the happy-ending kind of way.
The devastating way Maddie saves Queenie elicited another barrage of questions from K and me.
K: Could you have done it?
ME: For certain people in my life but it most surely would have scarred me forever.
K: Me too, but don’t think I could have gone on. Maddie is able to put herself back together and live. Not just that night but for the rest of her life.
ME: Queenie wouldn’t have been able to do it.
K: Who is braver?
ME: I think a distinction needs to be made between “brave” (short term stoicism in the face of danger) and “courageous” (long term determination to live with calamity).
K: Then Queenie’s brave: she knows what the Germans are doing to her and what the outcome will be and yet she continues with her mission. Maddie is courageous: she stares down the emotional & psychological consequences; the ramifications, both personal and professional, that she will have to endure for the rest of her life.
ME: And Wein creates a friendship of such miraculous beauty that it takes only one phrase for the friends to plan, accept, and forgive the rescue that must, to save both Queenie and Maddie, be undertaken.
ME: I think it appropriate to close discussing bravery.
K: I kept coming back to the bravery of Elizabeth Wein.
ME: It took Maddie-level courage to write this story with its ending.
K: We were given a true ending rather than a happy ending (which we would have accepted whole-heartedly because of our love of the characters and our fairy-tale-trained longing for nice, neat stories).
Ultimately, it is a story of truths. The story of true friendship. The story of true history. The story of true peril. The story of true love: the pure, unconditional kind of love that allows one to be the best version of herself.