LITMIR.BIZ

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      —Henri Matisse

      “Can anyone figure out the origin of this painting?” Ms. Day asks, fluffing her afro with one hand. Her gold hoop earrings glint under the light of the projector.

      My mind wanders from the class, thinking about how the photo I took the last period turned out. The photographer took the picture before I was ready, and I’m almost certain I had a deer-in-the-headlights kind of look, but they only take one shot before they shuffle you off and move on to the next person in line.

      “Look at the subject,” Ms. Day adds, patiently waiting for the class to respond.

      The painting on the screen behind her shows a young woman wearing a pale pink dress being pushed on a swing above an admiring young man. The two figures aren’t touching each other, but the artist painted their movements so dynamically that they seem like they’re about to leap across the painting to embrace each other. A lush garden surrounds the lovers. Every leaf and flower has been painted with an incredible amount of detail and attention to light and shadow.

      A girl at the front—Emma—raises her hand.

      “The fashion definitely looks English or French,” she says.

      Ms. Day nods. She’s not giving any hints.

      I have her for two classes. AP art history and studio art. She’s the only teacher I feel like I can actually talk to honestly about my future goals. Not because I like her subject the most—though that’s true—but because she never mentions my parents. Or my brothers. Not that they would have ever dreamed of taking an art class.

      “I’d say French,” Emma’s friend sitting next to her adds. “Even though she’s wearing stockings, the way her legs are exposed is too scandalous to be English.”

      “Forget her legs.” Nate, a boy who sits in the back, snickers. “He’s looking up her dress. Bet he’s totally going to get him some.”

      “Our very own connoisseur of the romantic arts speaks,” Ms. Day says. “Tell us more, Casanova!” The other boys snicker, but Nate’s too embarrassed to say anything else. I love how salty she can be with her students. She’s my favorite teacher.

      Ms. Day turns away from the painting and gives him some serious side-eye. She puts her hands on her hips and sighs. “It is French. French Rococo, to be exact. The painting’s official name is The Swing. It was painted right before the Revolution by an artist named Jean-Honore Fragonard. The painting was commissioned by the notorious French libertine Baron de St. Julien as a portrait of his mistress. That’s all I’ll say for now. What do you think this painting is about? What’s the context?”

      The class is silent again. “History is important to understanding art,” Ms. Day continues, asking us for our analysis of the piece before she gives us her interpretation. “But becoming a truly great artist means keeping your soul trained on the future. What will someone hundreds of years from now think or feel when they view your painting? What speaks across time and culture? Think about what truly moves you as a viewer.”

      Emma raises her hand again. “It’s kinda playful.”

      “That’s right.” Ms. Day paces across the front of the room. “Many of the painting’s critics called it frivolous. Why do you think they might have used that word?”

      “Well,” I say, leaning forward in my seat to see the painting better. “It’s not like the subject is an important religious or historical person or event or anything. And the painting’s focal point is clearly her pink dress.”

      “You think there’s more to the painting than that...” Ms. Day walks up the aisle and pauses by my desk, gesturing toward the painting. “Don’t you, Olivia?”

      “She always has something to say,” Nate groans.

      I ignore him. This is pretty much the only class in which I feel in my element.

      “That playfulness that Emma mentioned? I think she’s right. I also think the painting is about seduction. Except the moment doesn’t seem so planned out. It’s like their desire is spontaneous.” I wonder whether someone will ever feel that way about me. Why do so many things have to come together perfectly for people to fall in love?

      “The French would call that joie de vivre,” Ms. Day adds. “That translates to a cheerful enjoyment of life. An exultation of the spirit. Of the soul. Everything one does becomes filled with joy. Conversation. Work. Play. Eating.”

      I wish I could feel joy when I eat. The only thing I feel is dread.

      “Why do you think the painting is about seduction?” Ms. Day asks.

      “Besides the fact that the man on the ground is pretty much looking up her dress?” I pause for a moment. The boys in the back laugh. “They know they’re being provocative. She’s letting her shoe fly off her foot like she’s Cinderella. He’s her Prince Charming. They’re gazing directly into each other’s eyes. Maybe they’re in love.”

      “Or lust,” Ms. Day says. The class murmurs like they’re scandalized.

      I trail off, thinking about Zach’s eyes and what I might feel if he ever looked back at mine that way. I’d probably melt into a puddle on the floor.

      While I’ve been thinking about Zach, Ms. Day has moved on to analyzing other parts of the painting. “What details do you notice? Look at the background.”

      The class goes silent. We’re stumped.

      “See this statue of a cherub on the left?” Ms. Day walks up to the screen and touches the left side of the painting. “Can you see what he’s doing?”

      “Oh my god,” Emma squeals. “I totally see it.”

      Everybody squints and leans forward. We’re still all confused.

      “The little cherub? He’s holding his index finger in front of his lips. He’s trying to keep everything a secret.”

      Ms. Day smiles and draws circles around the other statutes in the garden with her finger. “What about the other sets of cherubs? The ones below the humans looking up?”

      A few students respond to her question.

      “They look concerned.”

      “More like afraid for her.”

      “I think they’re scowling.”

      “Yes. This is obviously an illicit love affair,” Ms. Day says. “Yet the painter casts off the moral concerns of the day to illustrate a moment of lighthearted pleasure. It is frivolous. Free. In fact, the painting’s alternate title is The Happy Accidents of the Swing.”

      “They’re definitely, like, living life to its fullest or whatever,” Emma says.

      “YOLO,” Nate adds.

      “Exactly.” Ms. Day laughs. “Homework for tonight is to research...”

      I lose myself in my thoughts while she gives us tonight’s assignment.

      I can barely remember the last time I felt truly happy like the woman on the swing. When I was younger, tapping into that feeling of freedom seemed so much easier. I could ride my scooter fast down the street. I could get on a swing and pump my legs until I was soaring high over the playground. What happened to that girl? Did I lose her?

      Am I living my best life? Am I even trying to?

      The bell rings for lunch and all the students start piling out the door. I slowly put my notes and my textbook in my backpack while Ms. Day turns off the projector.

      “Olivia,” she says. “I wanted to tell you something in studio art this morning, but you were out the door too fast. Do you have time to stick around for a few minutes?”

      Of course I have time. It’s not like I actually eat lunch anyway.

      I have only one rule about eating at school.

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