Wood Sprites(56)

The question remained whether the commands were actually spells printed on the whistle itself or were like the domana-caste, genetically keyed within the gossamer. Considering the limited tones of the whistle and the wide range of words used as commands for both written spells and domana spellcasting, it seemed likely that it was the latter. If that was the case, then the “magic” of the whistle was that it needed to cross great distances in order to trigger the gossamer genetically coded spells. Dufae actually discussed in length how the magic “jumped” distances via resonance, which allowed the domana-caste to channel the massive amounts of power from a distant location to where they needed it. He also took great care in determining the exact distance between the mouth and the hands to trigger the domana spells.

Louise flipped back to that section of the Codex. Since Dufae was cut off from the Spell Stones, he had developed a set of spells to help him carry out his experiments. The twins needed a whistle that could hit all four tones with a magical spell that could amplify the reach of the instrument.

An hour later, she thought she knew how to build a gossamer call. They wouldn’t even need to use the school’s printer. Of course, until they got a working generator, there’d be no way to test it.





14: STAGECRAFT


The next day they started the set construction during the joint stagecraft class. Louise had designed the sets so they broke down into many intricate pieces when they were dissembled, requiring three-dimensional models for each part to be understandable. The Darling nursery in a ghetto of New York City. The Neverland forest with trees that umbrella-opened and the Lost Boys’ houses tucked under the roots of the trees. The mermaids’ lagoon where “the ocean” would shimmer blue via a series of holographic projectors. And then, as a grand piece of design, the massive Jolly Roger pirate ship with three masts and rigging, which of course, had to stay hidden in the wings until the fourth act.

Mr. Howe and Miss Hamilton reviewed the designs as they gathered in the art room while Louise’s heart hammered in her chest.

“This is ambitious,” Miss Hamilton said.

“Are you sure we can get all this work done?” Mr. Howe asked. “We have less than eight weeks now before the show and we won’t have access to the stage until the end of this month.”

“These are the time schedules I’ve got worked out for the construction.” Louise pulled up the lists. This was the first year that they would use the large auditorium. Every class put on a play; the productions were set up so each class had private use of the stage for only a month. Since the sixth graders were currently erecting their sets and doing dress rehearsals, their class wouldn’t have access to the stage until that play was over. “As long as we get the materials on time and have access to the machines like the 3D printer. The big one in the annex.”

“What do you need that for?” Mr. Howe asked. “Do you even know how to program it? Normally only seniors work with that for the advanced robotics and science labs.”

Louise pointed out the magic generator doubles. “These projectors are normally very expensive because they’re very versatile but if we use the printer to create them with limited functions, we could do the same thing for just a few dollars.”

“And yes, we know how to program them,” Jillian said.

“Why do we even need these?” Ms. Hamilton asked.

“The lagoon is supposed to be a bunch of rocks in the water. It’s basically a protected swimming cove. The mermaids are supposed to be slipping in and out of the water. The script calls for Peter and Wendy to attempt to capture a mermaid. She slips from their grasp and swims away.”

“There’s no explanation on how this is supposed to be staged.” Jillian took up the narrative. “We think Barrie meant for the mermaids to enter and exit via trap doors, but those were banned in New York schools before we were born.”

Mr. Howe frowned, looking off vaguely as if he was considering time. “It really wasn’t that long ago—was it?”

“It was.” Miss Hamilton murmured. “So you’re going to get around needing to have the mermaid just ‘disappear’ by projecting her?”

“Her and three other mermaids in these alcoves.” Louise pointed them out. “Instead of them being stuck in a fairly seated position, we can pre-record part of their performances and splice them in, kind of integrating film and live action.”

“This is just a fifth grade play,” Miss Hamilton said.

“We’re within budget and time.” Jillian gave her a carefully innocent smile. “And this is the Perelman School for the Gifted in New York City, not a public school in Detroit. It will be a play that will make parents feel like the money they spend on their kids’ education is justified.”