Page 40 of Bride Games

40

E li was already seated in Dr. Ryder’s office. He barely waited until Dr. Ryder sat behind her big desk before blurting, “Is everyone still on board? Please tell me they are. We don’t have any other options at this point. Go ahead.” He laughed nervously. “I can take it.”

“Actually, we just had a lively discussion in the lounge. Students and faculty alike are excited about this heartwarming project. Really excited.” Dr. Ryder clasped her hands together. “In fact, some classes are going to collaborate and many students are voting on what they want to do based on their age level. Everyone—well, almost—is on board.”

Eli let out the breath he didn’t realize he was holding. “You don’t know how much this means to Emma and me. Having our wedding at the school where we first met is perfect. It’s symbolic, you know?” He shoved a hand in his pocket. “We couldn’t pull this off without your support. It means so much to us.” Grinning, he said, “I know it’ll be perfect even if we have funny drawings of stick people, cats, and dogs on the wall.” He furrowed his brow. “But you said almost everyone is involved. Mind if I ask who isn’t?”

“Don’t worry. I’m going to have a little chat with that teacher soon. I think everyone will come around.”

Eli winced. “Please don’t force this on anyone. If someone doesn’t want to participate, it’s fine. I’d hate to have someone put a damper on the happiest day of my—of our—lives.”

“Don’t worry, Eli.” Dr. Ryder gave a half grin. “I’ll be my usual gentle velvet buzzsaw.”

Eli laughed out loud. “You definitely know how to be persuasive. That’s a compliment. One last thing. My students are sad about not being involved. They really want to work on the wedding. Do you mind if they join another class on the planning?”

“Not at all. Consider it done. I’ll ask Miss Ainsley to shepherd them. Have a good afternoon, Eli.” Before her office door closed, Dr. Ryder scribbled a note and asked her assistant to take a message to Mr. Snook. “Tell him I’d like to see him in my office in ten minutes.”

After exactly nine minutes, a surly Mr. Snook rapped on Dr. Ryder’s door.

“Come in, Thadius. Have a seat.”

The teacher plopped into a chair across from the principal’s desk. He barely controlled his glare. “Let me guess what this is about…the stupid wedding. Am I right?”

“I’d like to know why you’re so against this school-wide project.” Dr. Ryder crossed her arms as she held his stare. “Care to tell me?”

Mr. Snook sniffed as though he had a cold or bad allergies all of a sudden. “I think it’s silly, that’s all. It’s a ridiculous waste of our precious time. My students and I have much better things to do.”

“Have you ever been married, Mr. Snook?”

“Twice.” He grunted. “Never again.”

Dr. Ryder nodded. “I see. And are your parents married?”

“Divorced.”

“Okay, so maybe you’re not a hopeless romantic.” Dr. Ryder leaned forward and locked eyes with the teacher. “But this is a clever way to teach students without their thinking they’re being taught. Do you get my drift?”

He squirmed in his chair. “To be honest, I’m not a crafty person. And I’m definitely not romantic.” He laughed. “I’m not sure I could even draw a heart without putting a knife in it.”

“I see.” Dr. Ryder smiled. “I believe we’re getting to the crux of this situation.” When Dr. Ryder noticed her assistant craning her neck to listen, she got up and closed the office door. “Mr. Snook, you excel and prefer math, not art. Correct?”

“Exactly. Thank you for understanding. I don’t have anything to offer in the way of weddings, artwork, or décor.” He stood to leave.

“I’m not finished.” Dr. Ryder cleared her throat and waited until Mr. Snook sat back down with utter confusion on his face. She steepled her fingers. “Since you love math and since your students are in the highest grade at Appledale and doing quite well, I think you—they—could offer something the younger students cannot. Something that will be of great importance to the wedding ceremony.”

“I sincerely doubt that.” His furrowed brows had already formed a crease line between his eyes. He held up both hands. “Like what?”

“I think you should have your students use their math skills to make an altar. Every wedding needs an altar.”

“How would that work?”

“Do I need to spell it out for you, Mr. Snook? Bring in a tape measure, hammer, nails, a level, and some 2’ x 4’s, 2’ x 8’s or whatever is necessary. That’s for you and your students to determine. Give them experience in measuring the wood. Using mathematics, have them figure the proper dimensions out on paper while you guide them at the board. You could teach your students how to draw as if they were studying to be young engineers or architects. Just the basics with you at the helm. Figure out how wide and tall the altar should be to accommodate the officiant, bride, and groom. Of course, you’ll have to oversee how to make the backdrop sturdy.”

After she finished her soliloquy, the principal studied the teacher’s flummoxed reaction. Noticing Mr. Snook’s grimace was gone, Dr. Ryder forged ahead while she had his attention. “Your class—or the younger students—could decorate the makeshift altar. Your class might collaborate with the younger kids to make it pretty. Maybe your students could use a combination of metal and wood or what’s that stuff called”—she snapped her fingers—“lattice. Lattice on the sides would allow the students to affix flowers or fabric or whatever they come up with.” She grinned, excited about her idea. “I can envision it. Can you? I know the younger students would love working with the big kids.”

Dr. Ryder paused for a half second before adding, “You could do the actual sawing and hammering since we can’t risk a student getting hurt. But there would be a great deal of lesson planning and prep work before you get to that point. You could also use math lessons to discuss a budget and have the students price the materials online, or even take a field trip to a hardware store.” Dr. Ryder rubbed her hands together. “I hope you like this idea because my brain is overflowing with ideas for your class. You could even discuss the difference between inches and metrics. As well as introduce a variety of tools, their functions, and the history behind each one.” Dr. Ryder leaned forward. “What do you think, Thadius? Are you on board so we can make this a school-wide event?”

Mr. Snook stared at the ceiling. “I don’t think I have a choice.” A half smile spread across his face. “Do I?”

“Of course, you have a choice. This is voluntary. But I’d hate for your students to miss out on the fun. I also think you would enjoy it more than you think.”

He met his boss’s stare. “I have to admit your idea of building an altar is something that never would have entered my mind. It’s worth considering since there are many ways to utilize math and critical thinking in my classroom.” Mr. Snook stared at his lap, took a deep breath, and admitted, “I’m not close to my dad since my parents’ divorce, but funnily enough, he used to teach shop in high school. I bet he’d be thrilled to sharpen his old skills and help out with this. Actually, the kids would love him.”

“Then, this sounds as though it’s a perfect solution all around.” Dr. Ryder stood and shook the teacher’s hand. He towered over her, but the principal never let her height deter her. “Are you in, Mr. Snook?”

“I’m in. I’ll call dad tonight. It’s been far too long since we’ve spoken.” The teacher’s eyes glistened as he quietly whispered, “Thank you,” and left.