The Diamond Age (43 page)

  Nell turned the page and saw it, just as the book said. This was a twopage illustration-a color painting, she reckoned. Any one part of it looked just as real as a cine feed. But the geometry of the thing was funny, borrowing some suprarealistic tricks from classical Chinese landscape painting; the mountains were too steep, and they marched away forever into the distance, and if Nell stared, she could see tall castles clinging to their impossibly precipitous slopes, colorful banners waving from their flagpoles bearing heraldic devices that were dynamic: The gryphons crouched, the lions roared, and she could see all of these details, even though the castles should have been miles away; whenever she looked at something it got bigger and turned into a different picture, and when her attention wavered-when she blinked and shook her head-it snapped back to the first view again.

  She spent a long time doing that, because there were dozens of castles at the very least, and she got the feeling that if she kept looking and counting she might look forever. But it wasn't all castles: there were mountains, cities, rivers, lakes, birds and beasts, caravans, and travelers of all kinds.

  She spent a while staring at a group of travelers who had drawn their wagons into a roadside meadow and set up a camp, clapping hands round a bonfire while one of them played a reel on some small bellowspowered bagpipes, barely audible these many miles away. Then she realized that the book hadn't said anything for a long time. "What happened then?" she said.

  The
Young Lady's Illustrated Primer
said nothing.

  "Nell looked for a safe way down," Nell essayed.

  Her vantage point began to move. A patch of snow swung into view. "No, wait!" she said, "Nell stuffed some clean snow into her water bottles."

  In the painting, Nell could see her bare pink hands scooping up snow and packing it bit by bit into the neck of her bottle. When it was full, she put the cork back in (Nell didn't have to specifr that) and began moving around on the rock, looking for a place that wasn't so steep. Nell didn't have to explain that in detail either; in the ractive, she searched the rock in a fairly rational way and in a few minutes found a stairway chiseled into the rock, winding down the mountain endlessly until it pierced a cloud layer far below. Princess Nell began descending the steps, one at a time.

  After a while, Nell tried an experiment: "Princess Nell descended the stairs for many hours."

  This triggered a series of dissolves like she'd seen on old passives: Her current view dissolved into a closeup of her feet, trudging down a couple of steps, which dissolved into a view from considerably farther down the mountain, followed by a closeup of Princess Nell unscrewing her water bottle and drinking melted snow; another view from farther down; Nell sitting down for a rest; a soaring eagle; the approaching cloud layer; big trees; descending through the mist; and finally, Nell tramping wearily down the last ten steps, which left her in a clearing in a dark coniferous forest, carpeted with rust-colored pine needles. It was twilight, and the wolves were beginning to howl. Nell made the usual arrangements for the night, lit a fire, and curled up to sleep.

  Having reached a good stopping-place, Nell started to close the book. She'd have to continue this later.

  She had just entered the land of the oldest and most powerful of all the Faery Kings. The many castles on the mountains belonged to all of his Dukes and Earls, and she suspected she would have to visit them all before she had gotten what she'd come for. It was not a quick adventure for an early Saturday morning. But just as she was clasping the book together, new words and an illustration appeared on the page she'd been reading, and something about the illustration made her open the book back up. It showed a crow perched on a tree branch above Princess Nell, holding a necklace in its beak. It was eleven jeweled keys strung on a golden chain.

  Princess Nell had been wearing it around her neck; apparently the next event in the story was that this bird stole it while she was sleeping. Beneath the picture was a poem, spoken by the crow from his perch:
 Castles, gardens, gold, and jewels  Contentment signify, for fools  Like Princess Nell; but those  Who cultivate their wit  Like King Coyote and his crows  Compile their power bit by bit  And hide it places no one knows.

 
Nell closed up the book This was too upsetting to think about just now. She had been collecting those keys for most of her life. The first she'd taken from King Magpie just after she and Harv had arrived at Dovetail. She had picked up the other ten one at a time during the years since then. She had done this by traveling to the lands of the Faery Kings and Queens who owned those keys and using the tricks she had learned from her Night Friends. Each key had come to her in a different way.

  One of the hardest keys to get had belonged to an old Faery Queen who had seen through every trick that Nell could think up and fought off every assault. Finally, in desperation, Princess Nell had thrown herself on the mercy of that Queen and told her the sad story of Harv locked up in the Dark Castle. The Queen had fed Nell a nice bowl of chicken soup and handed over the key with a smile.

  Not much later, Duck had encountered a nice young mallard on the road and flown away with him to start a family. Purple and Princess Nell then traveled together for several years, and on many a dark night, sitting around the campfire under a full moon, Purple had taught Nell secret things from her magic books and from the ancient lore she kept in her head.

  Recently they had traveled for a thousand miles on camelback across a great desert full of djinns, demons, sultans, and caliphs and finally reached the great onion-domed palace of the local Faery King- himself a djinn of great power-who ruled over all the desert lands. Princess Nell had devised a complicated plan to trick their way into the djinn's treasury. To carry it out, she and Purple had to live in the city around the palace for a couple of years and make many treks into the desert in search of magic lanterns, rings, secret caverns, and the like.

  Finally, Princess Nell and Purple had penetrated to the djinn king's treasury and found the eleventh key. But they had been surprised by the djinn himself, who attacked them in the guise of a fire-breathing serpent. Purple had transformed herself into a giant eagle with metallic wings and talons that could not be burned-  much to the surprise of Princess Nell, who had never imagined that her companion possessed such power.

  The battle between Purple and the djinn raged for a day and a night, both combatants transforming themselves into any number of fantastical creatures and hurling all manner of devastating spells at each other, until finally the mighty castle lay in ruins, the desert was scorched and blasted for many miles around, and Purple and the djinn king both lay dead on the floor of what had been the treasury.

  Nell had picked up the eleventh key from the floor, put it on her chain, cremated Purple's body, and scattered her ashes across the desert as she walked, for many days, toward the mountains and the green land, where the eleven keys had now been stolen away from her.

Nell's experiences at school; a confrontation with Miss Stricken;  the rigors of Supplementary Curriculum; Miss Matheso
n
's philosophy of education; three friends go separate ways.

AGLAIA BRILLIANCE EUPHROSYNE JOY THALIA BLOOM

 
The names of the three graces, and diverse artists' conceptions of the ladies themselves, were chiseled, painted, and sculpted freely about the interior and exterior of Miss Matheson's Academy. Nell could hardly look anywhere without seeing one of them prancing across a field of wildflowers, distributing laurel wreaths to the worthy, jointly thrusting a torch toward heaven, or shedding lambent effulgence upon the receptive pupils.

  Nell's favorite part of the curriculum was Thalia, which was scheduled for an hour in the morning and an hour in the afternoon.

  When Miss Matheson hauled once on the old bellrope dangling down from the belfry, belting a single dolorous clang across the campus, Nell and the other girls in her section would arise, curtsy to their teacher, walk in single file down the corridor to the courtyard-then break into a chaotic run until they reached the Hall of Physical Culture, where they would strip out of their heavy, scratchy complicated uniforms and climb into lighter, looser, scratchy complicated uniforms with more freedom of movement.

  The Bloom curriculum was taught by Miss Ramanujan or one of her assistants. Usually they did something vigorous in the morning, like field hockey, and something graceful in the afternoon, like ballroom dance, or peculiar, giggle-inducing exercises in how to walk, stand, and sit like a Lady.

  Brilliance was Miss Matheson's department, though she mostly left it to her assistants, occasionally wheeling in and out of various classrooms in an old wood-and-wicker wheelchair. During the Aglaia period, the girls would get together in groups of half a dozen or so to answer questions or solve problems put to them by the teachers: For example, they counted how many species of plants and animals could be found in one square foot of the forest behind the school. They put on a scene from a play in Greek. They used a ractive simulation to model the domestic economy of a Lakota band before and after the introduction of horses. They designed simple machines with a nanopresence rig and tried to compile them in the M.C. and make them work They wove brocades and made porcelain as Chinese ladies used to do. And there was an ocean of history to be learned: first biblical, Greek, and Roman, and then the history of many other peoples around the world that essentially served as backdrop for History of the English-Speaking Peoples.

  The latter subject was, curiously, not part of the Brilliance curriculum; it was left firmly in the hands of Miss Stricken, who was mistress of Joy.

  In addition to two one-hour periods each day, Miss Stricken had the attention of the entire assembled student body once in the morning, once at noon, and once in the evening. During these times her basic function was to call the students to order; publicly upbraid those sheep who had prominently strayed since the last such assembly; disgorge any random meditations that had been occupying her mind of late; and finally, in reverential tones, introduce Father Cox, the local vicar, who would lead the students in prayer. Miss Stricken also had the students all to herself for two hours on Sunday morning and could optionally command their attention for up to eight hours on Saturdays if she came round to the opinion that they wanted supplementary guidance.

  The first time Nell sat down in one of Miss Stricken's classrooms, she found that her desk had perversely been left directly behind another girl's, so that she was unable to see anything except for the bow in that girl's hair. She got up, tried to skooch the desk, and found that it was fixed to the floor. All the desks, in fact, were arranged in a perfectly regular grid, facing in the same direction- which is to say, toward Miss Stricken or one of her two assistants, Miss Bowlware and Mrs. Disher.

  Miss Bowlware taught them History of the English-Speaking Peoples, starting with the Romans at Londinium and careening through the Norman Conquest, Magna Carta, Wars of the Roses, Renaissance, and Civil War; but she didn't really hit her stride until she got to the Georgian period, at which point she worked herself up into a froth explaining the shortcomings of that syphilitic monarch, which had inspired the rightthinking Americans to break away in disgust. They studied the most ghastly parts of Dickens, which Miss Bowlware carefully explained was
called
Victorian literature because it was
written
during the reign of Victoria I, but was actually
about
pre-Victorian times, and that the mores of the original Victorians-the ones who built the old British Empire- were actually a reaction against the sort of bad behavior engaged in by their parents and grandparents and so convincingly detailed by Dickens, their most popular novelist.

  The girls actually got to sit at their desks and play a few ractives showing what it was like to live during this time: generally not very nice, even if you selected the option that turned off all the diseases. At this point, Mrs. Disher stepped in to say, if you thought
that
was scary, look at how poor people lived in the late twentieth century. Indeed, after ractives told them about the life of an inner-city Washington, D.C., child during the 1990s, most students had to agree they'd take a workhouse in pre-Victorian England over
that
any day.

  All of the foregoing set the stage for a three-pronged, parallel examination of the British Empire; pre-Vietnam America; and the modern and ongoing history of New Atlantis. In general, Mrs. Disher handled the more modern stuff and anything pertaining to America.

  Miss Stricken handled the big payoff at the end of each period and at the end of each unit. She stormed in to explain what conclusion they were being led to and to make sure that all of them got it. She also had a way of lunging predatorily into the classroom and rapping the knuckles of any girl who had been whispering, making faces at the teachers, passing notes, doodling, woolgathering, fidgeting, scratching, nose-picking, sighing, or slumping.

  Clearly, she was sitting in her closetlike office next door watching them with cine monitors. Once, Nell was sitting in Joy diligently absorbing a lecture about the Lend-Lease Program. When she heard the squeaky door from Miss Stricken's office swing open behind her, like all the other girls she suppressed the panicky urge to look around. She heard Miss Stricken's heels popping up her aisle, heard the whir of the ruler, and then suddenly felt her knuckles explode.

  "Hairdressing is a private, not a public activity, Nell," Miss Stricken said. "The other girls know this; now you do too."

  Nell's face burned, and she wrapped her good hand around her damaged one like a bandage. She did not understand anything until one of the other girls caught her eye and made a corkscrewing motion with her index finger up near one temple: Apparently Nell had been twisting her hair around her finger, which she often did when she was reading the Primer or thinking hard about any one thing.

  The ruler was such a pissant form of discipline, compared to a real beating, that she could not take it seriously at first and actually found it funny the first few times. As the months went by, though, it seemed to get more painful. Either Nell was becoming soft, or- more likely-the full dimensions of the punishment were beginning to sink in. She had been such an outsider at first that nothing mattered. But as she began to excel in the other classes and to gain the respect of teachers and students alike, she found herself with pride to lose. Part of her wanted to rebel, to throw everything away so that it could not be used against her. But she enjoyed the other classes so much that she couldn't bear to think further of the possibility.

  One day Miss Stricken decided to concentrate all her attentions on Nell. There was nothing unusual about that-it was standard to randomly single out particular scholars for intensive enforcement. With twenty minutes left in the hour, Miss Stricken had already gotten Nell on the right hand for hair-twisting and on the left for nail-biting, when, to her horror, Nell realized that she was scratching her nose and that Miss Stricken was standing in the aisle glaring at her like a falcon. Both of Nell's hands shot into her lap, beneath the desk.