她几乎没有和杰米谈过他的上学时代，她想知道这是否是出于某种原因而出于某种原因的另一个经验领域。他开心了吗？他的学校朋友是谁？她不知道。他决定不参加十年的班级聚会有一个原因。通常，杰米的直觉是社会的。如果被邀请参加聚会，他去了，通常很开心。也许这不适用于聚会。
(She had barely talked to Jamie about his school days, and she wondered whether this was another area of experience that was for some reason out of bounds. Had he been happy? Who had his school friends been? She had no idea. There must be a reason why he had decided not to attend his ten-year class reunion; normally Jamie's instincts were social. If invited to a party, he went, and usually enjoyed himself; perhaps this did not apply to reunions.)
主角反思了她与杰米（Jamie）关于他的学校经历的缺乏沟通，感觉就像他们之间有一个不言而喻的障碍。她质疑杰米（Jamie）在那几年里是否幸福，并想知道他的友谊，揭示了她对他一生中重要的一部分人的好奇心，这对她来说仍然是一个谜。关于他上学时代的对话的缺乏使她思考可能影响他离开该章的决定。
尽管杰米（Jamie）通常具有社交性质，但他选择不参加十年的聚会的选择是不寻常的。这种行为促使她重新考虑了自己对他的假设，这表明聚会可能会完全引起不同的情绪。他的不愿表明与他的学年有关的未解决的感觉或记忆，标志着与他通常所接受的社交活动的明显分离，这为他们关系的复杂性增添了深度。