arrive.
"Very funny, Dad!" she exclaims, laughing at his comment.
Wow . . . I'm in disbelief.
It is so strange to hear her laughing and also somewhat uncomfortable, yet surreal, hearing her call him Dad. Especially since I'm fully aware I will never address anyone as Dad again. He is gone forever . . . .
A fake smile forms on my wary face while I attempt to get involved in their conversation rather than having my own pity party.
"Would you guys like to stop and get something to eat before we head home?"
Grams suggests with her eyes gleaming at us, looking hopeful.
"Sure, that would be great," I answer quickly, anticipating my mom may respond she isn't hungry.
Gramps decides to take us to some foods critic's favorite, The Saddleback Grill. It's not like there's very much food competition in this community. I can easily count the number of restaurants on both hands—maybe even on one.
I eat in silence while my grandparents tell me all about the outdoor activities to do for fun around here: hiking, canoeing, fishing, and yachting. Grandma even mentions the bands that play at the lodge from May to September.
"What about volunteering?" I ask, thinking of different activities to keep me busy.
"Volunteering?" My grandfather repeats, appearing stunned like I cursed or something.
I start to nod, and my mother immediately chimes in.
"Ava likes to volunteer for organizations. She volunteered in a play program for inner-city schools back in Chicago called Safe Play . She taught the skill of play to elementary school children around the area."
My grandfather chuckles at my mom's explanation. "Since when do you have to teach children how to play?"
I dive into the story of how in high-crime areas, and with parents being the creators or organizers of kid's sports, children don't learn the skill of play. They don't learn how to set up their own rules, play fair, show empathy, or resolve simple conflicts. A college student discovered this phenomenon and developed a program to help elementary students learn the skill of play. I point out this program's core training has helped make recess successful in multiple inner-city school systems around the entire nation.
"Ava, there aren't many inner-city schools around here. You better find something else to fill your time, honey," he replies, still laughing.
Great . . . . I just discovered another reason to love Lake Arrowhead, as if I need more reasons why this place is a horrible fit for me.
Chapter Three – First Impressions
I'm dreading today, the first day at my new school. I've spent the last hour standing in front of the mirror painfully trying on a thousand outfits. The last thing I feel like doing is eating. But Grandma insists on making me eggs and bacon. A lump grows in my throat at the simple, painful thought of telling her no. She tries to make small talk while cooking, but I make sure all of my answers are a simple yes or no. I quickly say goodbye and hurry out the door. It doesn't take very long to make it down the narrow, winding roads to the high school.
Once I reach the school parking lot, I nervously stare out the front window. Rim of the World High School is now officially my new school. Even the name sounds weird to me, much less the fact this school has only about eight hundred students—two hundred in each class, freshman to senior. It sucks. I'll be finishing my junior year here where I know absolutely no one.
There are several expensive cars in the lot. It's like finding a needle in a haystack to find a car other than a BMW, Audi, Mercedes, Volvo, or Lexus. I roll my eyes doubting these are the teachers' cars. The closest building clearly read "Rim of the World High School Office" in large letters. I see another parking lot to my left, and although I can't read the sign at the entrance, I see an older man getting out of a SUV. I let out a slight sigh and decide to stop second-guessing myself. My eyes widen; I can't stop starring at the students' cars.