Not every student is ‘more alert’ in the mornings. Believe it or not, many students are nearly comatose early in the morning and their brains spring into action later in the day. This is not always a result of staying up late playing video games, etc. Some people are just wired for night. I’ve often wondered how different standardized test scores would be, if our students were allowed to take them at night instead of so early in the morning. Dawn. You know, when a lot of old people administrators are awake.

I’ve read that while younger children are still usually early risers, the average high school student would greatly benefit from school from noon till six.  (This article says that even 8:30 a.m. would be a step in the right direction, but that wouldn’t have helped me much.)

But noon?  That would have been so wonderful for a kid like me. Even better, for a kid like me, would have been high school from 3 till 9. P.M. I would have been wide awake and alert and ready to learn.

Sadly, such scheduling would not be possible for a variety of reasons, most of them stupid, such as some old principal saying “We’ve never done anything like that before.” Or some old coach saying, “When would we practice?” Like I care about that. (You can play games in the morning. From 7:30 till noon. You know, when you’re more alert.)

The most insidious reason of all, the reason many schools can’t have after-school programs, the reason many schools can’t have field trips during the day, the reason many schools can’t have after-school detention, and the reason many kids can’t stay after school for ANY reason, good or bad. . . .

. . . is because of the bus schedules. They are carved in stone.

I am not putting down bus drivers in any way. Many of them are working two jobs, and can only drive a bus during certain hours of the day. I am, however, totally putting down the mentality that can’t seem to separate convenience of scheduling from welfare of student population. Hire more drivers. Split up the routes. We all have to make adjustments in our jobs when circumstances force us to;  heaven knows I did. When are we going to make adjustments in our school day?

Another issue, of course, is the sad fact that many families rely on older kids to take care of the younger ones after school. Sigh. A different schedule would knock that into a cocked hat.

Employers would have to make a few changes, too. But what’s the difference, really, between a fast-food shift of 5-9 and 6:30-10? Some adult would get an extra hour and a half’s pay?

And, of course, many administrators are getting up there, age-wise. And old people keep early hours. Again, so what?

Teachers with young children? That’s a hard one, because I used to be one of those. But I adjusted for various schedules and so can anyone else. In this town, anyway, there are lots of daycare and sitters who are happy to work later in the evening. Not everyone shuts down at three!!!!!

But again. Adjustments for the sake of our kids. Why are they so hard to make?

Honestly. Sometimes I agree with Plutarch.

“Being about to pitch his camp in a likely place, and hearing there was no hay to be had for the cattle, ‘What a life,’ said he, ‘is ours, since we must live according to the convenience of asses!’ ”

What brought all of this up? My students today were talking about how wonderful it would have been to go to high school and be alert. It’s not that they didn’t try to be alert. It’s just that for some people, 7:30 in the morning is NO time to be talking about algebra.

I am one of those people.

My name is Mamacita, and I am a night owl.

There are many like me, and we have no rights.

Call the ACLU immediately.

(I have a hard enough time talking about grammar at nine thirty. But my night classes? My 2:00 classes? I’m on top of those, and I even remember what we’ve done in them.)

Equal rights for vampires! Support the ERV!

And how about putting our kids first, for a change?

You know.  Those people, places, events, and stories that EVERYBODY knows?

Or, rather, these days, knew. . . .

The universe is incomprehensible only to those who don’t have any imagination, and imagination is available only to those with the ability to make connections.

I’ll go a step further, so get your dukes ready to put up.

After a certain age, the ability to make connections is dependent on one’s personal choices.

Small children are prisoners in their homes, and must rely on their parents, or other adults, for their surroundings and what they’re exposed to.  Good parents, of course, make sure their children are surrounded by fairy tales, nursery rhymes, stories of all kinds, poetry, plays, lively discussion that requires knowledge and invites participation, encouragement, sharing, generosity, etc.  Poor parents set their kids in front of the TV and go about their business.

It is only by exposure to the universe that we can hope to make sense of it, and discover that sense is the least of it.

The more we know, the more we CAN know.  This requires vocabulary.

The more words we know, the more connections we can make.  The more connections we can make, the more we can understand.  The more we can understand, the more we know.  The more we know, the more we want to know.  It’s a cycle, a not-vicious circle of wonder and wit and whimsy and understanding and the wanting to understand more and more and more.

Sadly, all some people want to know is when Jerry Springer is on tonight, what’s for dinner, and who won the game.  Their children’s questions are answered with variations of “How would I know?” and “Don’t bother me; I’m exhausted.” and “Ain’t that what you go to school for?”  And worse.

We are facing a planet run by people who know nothing that isn’t literal.  They are very good (or not) at bubbling in answers, making their mark heavy and dark, but who have no idea where the planets got their names, or why William Tell shot an apple off his son’s head, or what the words “homogenized” and “pasteurized” mean on the milk carton.  Heck, tons of “educated” people couldn’t even pronounce “homogenized” or “pasteurized.”  Or read them.  Or know that the words on the outsides of our food cartons, bottles, etc, indicate what’s inside.

Or that Humpty Dumpty was far more than an egg.  Or even that he was an egg at all.

Our nursing homes (well, not mine!) will be chosen by people who speak only one language (you know, the proper one. . . .), can’t read music, don’t know the point of origin of anything, give up at once if something is difficult, don’t have anything whatsoever memorized (except the TV Guide listings), will tip the coat-check girl more than they’re willing to pay the babysitter, and think Jeopardy is boring.  The fate of the planet will soon be in the hands of people who will have to Google every simple thing because they don’t have the skills or schema to hold anything much in their heads.  They know what kind of bedroom furniture Brittney or Angelina or Lindsay have, but they couldn’t name a single living scientist.  Music consists of four chords and a lot of near-rhymes.   They know jokes about Helen Keller but they don’t know who she really was.  Or even THAT she really was.  They can’t write cursive, or read it.  And they’ve got thumbs like Popeye’s from texting 24/7 instead of paying attention to the world.  Many of them wouldn’t know who Popeye is.  Or that those big constantly tapping thumbs are “opposable.”  Or what that even means.  Of the world of inferentials, they know nothing.

This current trend of schools not requiring memorization, homework, or the actual earning of merits has got to end.  There are already far too many stupid people in the world; we don’t need any with a diploma in their hands.  A person who doesn’t earn it doesn’t deserve it.

A diploma is only for students who have proven knowledge.  A diploma is not for showing up, self-esteem, or keeping friends together.  An employer has the right to assume that a diploma represents actual earned merit, and that every holder of a diploma is literate enough to not only survive in this world but also to help others survive.  I have no problem whatsoever with holding students in a particular level until they themselves, with no outside help, prove “master enough” to earn the right to move up a notch.  Promotion is not a right; it’s the consequence for earned proof of literacy.

By not requiring that our students earn as much knowledge as possible, and by not requiring that students prove it, we are ensuring that our planet will be flushing itself down the toilet of repeated history, misunderstandings and lack of understanding, and the extolling of ignorance as the norm, instead of the shameful and easily remedied thing that it actually is.

Bring it on, youngsters.  If you have the schema to do it.

P.S.  I am not afraid of the word “stupid.”  It is NOT the same thing as “ignorant.”  We are all ignorant in many areas, but we are only stupid if we refuse to try when we have the chance.  And yes, there are an awful lot of stupid people out there.

P.P.S.  If you are not a careful reader and try to accuse me of being insensitive to special needs students, please see the above paragraph.

Mamacita says:  I’m guessing that many most bloggers will be posting tributes this weekend, and telling the blogosphere ‘where we were’ when the planes hit the World Trade Center. Here is mine. This is actually the second third fourth fifth sixth seventh time I’ve posted this on 9/11, so if it seems familiar, you’re not crazy. Well, not on this issue, anyway.

==

The morning began like any other; we stood for the Pledge of Allegiance, and sat back down to watch Channel One News, which had been taped at 3:00 that morning in the school library, thanks to the timer. But Channel One News didn’t come on.

Instead, the secretary’s voice, over the intercom, told the teachers to “please check your email immediately.” We did. And we found out what had happened.

I scrolled down the monitor and read the end of the message. The superintendent had ordered all teachers to be absolutely mum all day about the tragedy. We were not to answer any questions from students, and we were especially not to offer any information to them.

The day went by in a blur. Many parents drove to the school, took their kids out, and brought them home. Between classes, frightened groups of students gathered in front of their lockers and whispered, gossiped, and cried, and begged us for information. By that time, the superintendent’s order had been seconded by the principals, and we were unable to give these terrified kids any information. In the computer labs, the MSN screens told the 8th graders the truth, but they, too, were instructed NOT to talk about it to the other students. Right, like THAT happened. The story was being repeated by 8th graders, and it was being told bloody-killing-deathtrap-you’re next-video-game-style.

At noon, many of the students were picked up by parents and taken home or out for lunch. Those few who returned had a big tale to tell. The problem was, the tale was being told by children, and few if any of the facts were straight. The tale was being told scary-style, and the atmosphere in the building got more and more strained. We are only a few miles away from an immensely large Navy base, where ammunition and bombs are made, and we’ve always known it was a prime target, which means, of course, that we are, too. Many of my children’s parents worked there. The base was locked down and those parents did not come home that night.

Reasonable questions were answered with silence, or the statement: “You’ll find out when you get home.”

This, added to all the rumors and gossip spread by children, turned my little sixth graders into terrified toddlers.

As teachers, we were furious and disgusted with the superintendent’s edict. We wanted to call all the students into the gym and calmly tell them the truth in words and ways that would be age-appropriate. We wanted to hug them and assure them that it was far away and they were safe. We asked for permission to do this, and it was denied. Our orders were ‘silence.’ We hadn’t been allowed to hug them for years, of course, but there are times and places when hugs ARE appropriate. No matter, the superintendent stood firm: no information whatsoever.

The day went by, more slowly than ever a day before. The students grew more and more pale and frightened. We asked again, and again he stood firm that no information whatsoever was to be given out.

By the end of the day, the children were as brittle as Jolly Rancher Watermelon Sticks.

A few minutes before the bell rang to send them home, a little girl raised her hand and in a trembling voice that I will never forget, asked me a question. “Please, is it true that our parents are dead and our houses are burned down?”

That was it. I gathered my students close and in a calm voice explained to them exactly what had happened. I told them their parents were alive and safe, and that they all still had homes to go to.

The relief was incredible. I could feel it cascading all through the room.

I was, of course, written up for insubordination the next day, but I didn’t care. My phone had rung off the hook that night with parents thanking me for being honest with their children. That was far more important than a piece of paper that said I’d defied a stupid inappropriate order meted out by a man who belonged in the office of a used car lot, not in a position of power over children’s lives.

The next day at school, in my room, we listened to some of the music that had been ‘specially made about the tragedy. I still have those cd’s and I’ve shared them with many people over the past few years.  It is true that kids cried again, but it was good to cry. It was an appropriate time to cry. We didn’t do spelling or grammar that day. There are times when the “business as usual” mindset simply is not appropriate.

I wish administrators would realize that kids are a lot tougher than we might think. Kids are also a lot more sensitive that we might realize. It’s an odd combination, and we as educators must try our best to bring the two ends of the emotional spectrum together and help these kids learn to deal with horrible happenings and still manage to get through the day as well as possible.

Ignoring an issue will not help. Morbidly focusing on an issue will not help. Our children are not stupid, and to treat them as such is not something that builds trust. Our children deserve answers to their questions.

How can we expect our children to learn to find a happy medium if we don’t show them ourselves, when opportunities arise?

September 11, 2001 – September 11, 2011. God bless us, every one.

Chaperone for free. That was me.

At this dance, some of the boys came up to the principal and told her that one of the toilets in the boy’s bathroom was stopped up and when it was flushed, it turned into Mt. Vesuvius.

The principal turned to me and told me to go in there and fix it.

You see, our janitor was a man of principle and did not do toilets. Or vomit. We used to wonder what he did with all that time he saved by not doing his job, but there was a tv in the janitor’s workroom that was always blaring so we assumed he was watching educational videos about plumbing and stuff.  We knew he must be in there because his other pasttime whilst on the job was shooting baskets in the gym, and that darn pesky dance had usurped the gym.

I knocked on the restroom door, got no answer, opened it a crack and called out a warning, and walked in.

The offending toilet was the one on the end, and when I took a good look I instantly realized it was stopped up and overflowing like Mt. Vesuvius. Oh wait, that was what the boys had already told us. Well, they were right.

I sent the boys to ask for a plunger, but they couldn’t find the janitor. We figured he was watching the tv in the janitor’s workroom down on the elementary floor so nobody could find him and make him do his job so the noise wouldn’t bother anybody at the dance, but nobody would answer the door when we knocked, at either workroom.

Back to me.

The principal now tells me that if I don’t get that toilet unclogged soon, it will flood the hall and we’ll have to send the kids home early from the dance, which was not possible as they were all dependent on their parents for rides, and all the parents were all at Wendy’s, celebrating three hours of freedom, and wouldn’t take kindly to cutting it short because some kid (not theirs) laid a loaf in the can.

I was told to unclog that toilet in whatever way I could.

Cut to the next scene, where Mamacita is kneeling on the sticky floor beside a toilet in a junior high boy’s bathroom, with her hand stuck in the hole up to her elbow, wiggling her fingers to help disperse the, uh, cloggage. My audience was large and ever-growing. Several boys told me it was the coolest thing they’d ever seen. Yes, I like to impress my students with bathroom humor.

Listen, I wouldn’t do that in my OWN bathroom, but I had to do it in a nasty junior high boy’s restroom during a dance. I will never be able to hear “Sk8r Boi” without thinking of that moment.

I got ‘er done. I flushed. Mt. Vesuvius was gone.

I stood at the sink and washed my arm over and over and over.  Then I mopped up the bathroom floor and the hallway with a mop made of a wad of paper towels on the end of my arm.

Nothing could happen now to make this night worse, I took comfort in thinking.

On the way home, a tire came off the truck and rolled down the hill.

Hark! Do I hear music in the distance?

“He was a sk8er boi she said see ya later boi. He wasn’t good enough for her. . . .”

The tow truck would have gotten there sooner had it not been for all the ice on the roads.

When I got home I stood in the shower for about three hours. I haven’t bitten my fingernails since that night.

I kind of expected the principal to, you know, THANK me for doing that, but I suppose “it took you long enough” will have to suffice.

Mamacita says:  That’s a quotation; that’s not me saying “damn,” although I frequently occasionally do. I am, to my shame, greatly afflicted with “potty mouth,” and although I managed to control it somewhat while my children were tiny,  it’s back, in full force. Honestly? I need help.

But I digress. No two people are alike, but both of them are expected to progress at the same rate by our public schools.

Our children are expected to learn to read and write by a certain age lest they be labeled “special education” and given an IEP and pulled from the classroom to be tutored in the Reading Room. Most of them are little boys.

Old hippies like me sometimes have a hard time admitting that there really are gender differences that no amount of “environment” is going to change. One of those differences is this: a lot of little boys need a few more years than a lot of little girls need, to mature enough so that their bodies and brains can sit still, together, long enough to learn how to read and write. Whether we like it or not, it is a fact that while a lot of little girls are reading “Gone with the Wind,” the little boys sitting next to them are still struggling to recognize letter combinations. It is also a fact that some of these little boys who still can’t do it in the third grade, or the fourth, somehow have their own “epiphany” in the middle grades; something in their brain becomes aware of symbols and their meanings and how to translate them to Harry Potter. It wasn’t that these little boys didn’t TRY down in the lower grades; it was that their bodies and brains weren’t THERE yet.

I saw this miracle happen over and over again. With my own eyes I saw it. Sometimes, when I tried to tell other teachers, especially elementary teachers, about this awakening, they did not believe me. “I had that boy in third grade and I’m telling you, Jane, that he just doesn’t have what it takes to be a reader, a good student. He just can’t do it.”

And I’m telling you, Madeline, that I don’t give a rat’s ass* what the child did in your class. I am trying to tell you that in my class, the boy can read. One week he couldn’t, and the next week, he could. And he’s ecstatic.

My point? Do I have to have one? I guess I could drag one in by the hind legs if you must have a point. How about this one:

Hold off on the IEP’s and the labeling until the kid is in middle school. Tutor, yes. Give special help, yes. Hang a label on his forehead and put it in his permanent record? Not so fast there, Teach. Don’t do it Not yet. Not just for reading. Save the labeling for the children who genuinely need the help; don’t fill up the room with little boys who just need a few more years to mature.

Same-sex classrooms in the lower grades? Why not? It might work. It would certainly be better for the little girls who, most of them, just naturally catch on to the reading faster; they could move on! It would be better for the little boys, too; they wouldn’t feel pressured and might get comfortable enough to relax and blossom, too.

Many of our most highly esteemed scientists, inventors, etc, were late bloomers. Edison wasn’t even allowed to continue at his school; he was so slow, he held the others back!

Let’s give our little boys a break, what say, people?

And by the way, taking away a child’s recess because he couldn’t finish his vocabulary words quickly is cruel and unusual punishment. I suppose the boy would then be punished because he was extra wiggly since his ‘outlet’ was taken from him? Energetic little children NEED to be let loose on the playground several times a day!!! Taking away recesses for punishment or to make more room for standardized test review is the action of a halfwit who knows nothing about either education OR children and probably hasn’t been in a classroom since 1972 teacher, politician, superintendent, or some other administrator who falls into the ‘nimrod’ category of typical la la land unawareness of real people and how we live. Probably people who do that don’t know how to access their email, either, or use a computer. But then, that’s what secretaries are for.

I put up with this for 26 years. No wonder I had a potty mouth.

And by the way, this guv’ment standard of requiring our tiny first and second graders to sit still for NINETY MINUTES and read without interruption is ignorance in action on the part of whoever thought that one up. Tell me, Mr. Standards: Can YOU sit absolutely still for ninety minutes and read without interruption? I thought not.

*Dammit **, there I go again.

** Crap.

Mom and Dad interacted with us, just enough to make it special.

I do NOT, however, recall my parents being at my beck and call. I knew kids whose parents were at their beck and call, and we made fun of them – both kids and parents.  Even when we were really little, we knew such a relationship just wasn’t, well, RIGHT.

When my parents got down and played with me, it was a big deal, partly because it was such super extra fun, and partly because it was rare enough to be a genuine treat.

Mom was busy. I remember her ironing in front of the tv while the kids played all around her. Was she playing with them? No, she was busy. But it was all right, because we knew where she was and what she was doing, and we knew if we needed her she would drop everything and come.

We played outside in the yard. Our house was on a VERY busy corner, and the wide street was dangerous. We did not go near it because we had been told not to. Period. We played with each other and with the neighbor kids. If a parent had tried to play with us, we would have been frightened and we would have gone into the house. I mean, jeepers. All the parents in the neighborhood, however, watched over us and never hesitated to tattle if there was something they thought another parent would want to know.

I did not expect my parents to play with me constantly; why should they? The world is not supposed to be a 100% blend of adult-child things; there is an adult world and there is a child’s world. Frequently, they interact; mostly, they do not.

Nowadays, however, I guess I should phrase that last: mostly, they SHOULD not. Because in many households today, the children are in charge.

“Play wif me, watch Barney wif me, sit wif me, stack blocks wif me. . . .” And the parent drops everything and lets the child be the person in charge of the household, because to deny a child immediate pleasure is to be a bad, bad parent.

Children do NOT need a parent to play with them every minute of the day. Children need to be forced to acquire the inner resources to entertain themselves. Most kids own enough toys to stock a store; put the kid in there and tell him he’s on his own because you’ve got grown-up things you simply must do. Be sure you can keep a close eye on him, if he’s tiny, but make him do some exploring on his own, for crying out loud. And speaking of crying out loud, don’t fall for THAT one, either.

A child who doesn’t have the inner resources to entertain himself becomes an adult who requires outside stimulation (shut up) at all times because they don’t have what it takes to sit quietly and dream, or think, or draw, or read, or open the damn toy box and find something to play with. Requiring your children to learn to entertain themselves encourages them to become imaginative and creative. Being at your child’s beck and call discourages these things.

Far too many parents give up and turn on the tv for hours, every day.   That creates yet another generation of adults who can’t entertain themselves; it has to come from OUTSIDE themselves. How many adults do you know who MUST keep the tv on pretty much 24/7 because they CAN’T function without some sitcom or show on, always? I know several. Listening to background music isn’t the same thing at all, because there is no picture – often not child-friendly – for a kid to be captivated by.

Do not become your child’s on-call playmate. Make your child entertain himself. Whenever you can, sit down and play with him, but honestly? Your kid does not need a grownup play buddy. Your child needs to learn how to figure out how to play by himself.

Is your child more important than housework or yard work or home office work, etc? Absolutely. But your child also needs to learn that Mommy or Daddy is NOT at their beck and call, 24/7.

“Playpen” is a dirty word for many parents, but the fact is, with a playpen, you can put your tiny tiny toddler in there with some toys and get some work done. “But he cries when I put him in there!” So what? Let him cry a while, and eventually he’ll see he’s getting nowhere and he’ll start to play, by himself. This isn’t a sad pitiful thing, poor lonely child, etc; it’s a step towards independence and a step towards becoming a person who has what it takes to keep himself occupied and entertain himself, and become resourceful, so he won’t grow up to become a person so in need of outside stimulation and affirmation and so “entitled” to attention in all aspects of life that he talks out loud in the theater, bellows in a restaurant, talks on his cell phone in public, is at a loss if he finishes a test early and is told to just sit there and read for ten minutes, doesn’t have any homework and can’t handle the free time in study hall, etc.

Play with your kids whenever you can. But don’t let your kids rule your home, and don’t deny yourselves your share of the “adult” world you are so very much entitled to by reason of your ever-advancing age. And yes, those ARE grey hairs and yes, they appeared AFTER you had kids.

Seriously? There is something sad and creepy about a parent so involved with her kids and their activities that her feelings are hurt when the kids don’t invite her to play, too. It’s almost as creepy as the kids who have no conception of figuring anything out themselves because a parent is ALWAYS there to explain every. single. little.thing.

The children’s novel “Understood Betsy,” which is one of my favorites, has this to say:

“. . . Elizabeth Ann had always before thought it an essential part of railway journeys to be much kissed at the end and asked a great many times how you had ‘stood the trip.’

She st very still on the high lumber seat, feeling very forlorn and neglected. Her feet dangled high above the floor of the wagon. She felt herself to be in the most dangerous place she had ever dreamed of in her worst dreams. Oh, why wasn’t Aunt Frances there to take care of her! It was just like one of her bad dreams – yes, it was horrible! She would fall, she would roll under the wheels and be crushed to. . . She looked up at Uncle Henry with the wild eyes of nervous terror which always brought Aunt Frances to her in a rush to ‘hear all about it,’ to sympathize, to reassure.

Uncle Henry looked down at her soberly, his hard, weather-beaten old face unmoved. “Here, you drive, will you, for a piece?” he said briefly, putting the reins into her hands, hooking his spectacles over his ears, and drawing out a stubby pencil and a bit of paper. “I’ve got some figgering to do. You pull on the left-hand rein to make ‘em go to the left and t’other way for ‘other way, though ’tain’t likely we’ll meet any teams.”

Elizabeth Ann had been so near one of her wild screams of terror that now, in spite of her instant absorbed interest in the reins, she gave a queer little yelp. She was all ready with the explanations, her conversations with Aunt Frances having made her very fluent in explanations of her own emotions. She would tell Uncle Henry about how scared she had been, and how she had just been about to scream and couldn’t keep back that one little. . . But Uncle Henry seemed not to have heard her little howl, or, if he had, didn’t think it worth conversation, for he. . . oh, the horses were CERTAINLY going to one side! She hastily decided which was her right hand (she had never been forced to know it so quickly before) and pulled on that rein. The horses turned their hanging heads a little, and, miraculously, there they were in the middle of the road again.

Elizabeth Ann drew a long breath of relief and pride, and looked to Uncle Henry for praise. But he was busily setting down figures as though he were getting his ‘rithmetic lesson tor the next day and had not noticed. . . OH, there were were going to the left again! This time, in her flurry, she made a mistake about which hand was which and pulled wildly on the left line! The horses docilely walked off the road into a shallow ditch, the wagon tilted. . . help! Why didn’t Uncle Henry help! Uncle Henry continued intently figuring on the back of his envelope.

Elizabeth Ann, the perspiration starting out on her forehead, pulled on the other line. The horses turned back up the little slope, the wheel grated sickeningly against the wagon-box – she was SURE they would tip over! But there! Somehow there they were in the road, safe and sound, with Uncle Henry adding up a column of figures. If he only knew, thought the little girl, if he only KNEW the danger he had been in, and how he had been saved. . . ! But she must think of some way to remember, for sure, which her right hand was, and avoid that hideous mistake again.

And then suddenly something inside Elizabeth Ann’s head stirred and moved. It came to her, like a clap, that she needn’t know which was right or left. If she just pulled the way she wanted them to go – the horses would never know whether it was the right or the left rein!

It is possible that what stirred inside her head at that moment was her brain, waking up. She was nine years old, and she was in the third A grade at school, but that was the first time she had ever had a whole thought of her very own. At home, Aunt Frances had always known exactly what she was doing, and had helped her over the hard places before she even knew they were there; and at school her teachers had been carefully trained to think faster than the scholars. Somebody had always been explaining things to Elizabeth Ann so carefully that she had never found out a single thing for herself before. This was a very small discovery, but it was her own. Elizabeth Ann was as excited about it as a mother-bird over the first egg she hatches.

She forgot how afraid she was of Uncle Henry, and poured out to him her discovery. “It’s not right or left that matters! she ended triumphantly; “it’s which way you want to go!” Uncle Henry looked at her attentively as she talked, eyeing her sidewise over the top of one spectacle-glass. When she finished – “Well, now, that’s so,” he admitted, and returned to his arithmetic.

It was a short remark, shorter than any Elizabeth Ann had ever heard before. Aunt Frances and her teachers had always explained matters at length. But it had a weighty, satisfying ring to it. The little girl felt the importance of having her statement recognized. She turned back to her driving.”

If you’re not familiar with Understood Betsy, by Dorothy Canfield, run out and get it immediately! It’s a charming story, full of delight.

Parents, you also don’t need to tiptoe around the house and speak in whispers when the baby naps. Let the baby learn to sleep through the natural noises of a busy household, and you’ll save yourselves and everyone who lives with you YEARS of tip-toeing and whispering. You’ll also end up with a child who has learned not to wake up every time a feather falls to the floor.

I remember when Mom was teaching my brother to stay in his own bed all night. That first night, his crying broke all of our hearts, and it lasted pretty much all night, too. The next night, he went right to sleep and stayed in his bed all night.  Today, he is a highly successful university professor.  I see no signs of own-bed-trauma in his life.

They test us. They test us constantly. As they get older, the tests get harder. During the first years, they cry a lot to try and break us. As they get older, we cry a lot because sometimes, they do. But we can’t let it show, or we’ve lost.

Oh, and that curse all mothers put on their kids, the one that goes “I hope, when you grow up and get married and have kids, that you have a kid who is JUST LIKE YOU.”

That curse works.

By the way, the biggest problem with childrearing advice is that the best advice often comes from someone who has learned these things the hard way and wants to spare young parents from the same battles. The second biggest problem with the best childrearing advice is that young parents don’t know what these old people could possibly know about raising children.

Times change. Babies don’t.

Unless, by “change,” you are referring to diapers, in which case, starting saving your money now. Oh, and if you’ve got a sensitivity to bad smells, buck up and get over it.

My point? Do I have to have one?

You are not obligated to play with your children every waking minute. You are an adult and you have things to do, too. Kids will learn if you give them no choice. Make sure they know you’re nearby and can hear them, but require them to learn to develop inner resources for themselves. We’ve already got more than enough adults who don’t have what it takes to keep themselves internally entertained; we certainly don’t need any more.

One of them usually sits by me on a plane.

P.S. I’m not talking about newborns here; heck, I used to wear my newborns,  although I also used to put them in the playpen to keep the cat off them when I went downstairs to do laundry.  I was glad to have that playpen when the big snake got into the house, I’m tellin’ ya.

(Rerun.  Yes.)

Trends come and trends go. Rubenesque women used to be the epitome of feminine beauty. Adult women built like eleven-year-olds (Twiggy) were popular. Breasts are flattened by a board placed strategically under the underwear and tied into place. Breasts are bigger. Breasts are pointy. Breasts are smaller. Hems are high. Hems are low. A waistline is hidden. A waistline is enhanced by a corset so tight a woman can’t even put it on by herself; she needs a winch fastened to the bedpost, later spelled wench and transformed into a person. How empowering it must have been, for women to finally get clothing they could put on all by themselves!

Now, supermodels are built like concentration camp prisoners, and the walk down the runway looks a lot like the walk to the Belsen showerhouse. * These women look like a sneeze would blast them backwards like a bullet from a gun.

(You know, Victorian men must not have seen very many naked women; otherwise, why and how could a man have possibly believed women were supposed to look like a wasp?)

There were fancy schools in Victorian England that had a rule that each young woman must have a 17-inch waist, just like Scarlett O’Hara.

It wasn’t just in England, either. Laura Ingalls Wilder (one of my many literary idols) writes that her mother reminisced to her daughters about how, when she was married, her husband could span her waist with his hands. This, while advising her daughters to wear their corsets even while sleeping or “. . . what your figure will be, goodness knows.”

Mothers nowadays dress their small daughters in clothes that a high-class prostitute wouldn’t be caught dead in. I am, more and more, thinking that school uniforms might not be such a bad idea.

At the turn of the century, schoolgirls wore pinafores over their dresses to help keep the dress clean, but also to hide the curves and allow the girls to be children a little longer. Remember Anne Shirley, Diana Barry, Jane Andrews, and Ruby Gillis? (Oh, I hope you do!) Emily Starr? Marigold Lesley? Pat Gardiner? They all wore pinafores to school every day, and after school, too. When the pinafores were removed for parties, etc, these girls looked like young women, but because they were still girls, really, the pinafores were worn all other times. Anne Frank, at 13 or 14, still referred to herself and to Peter VanDaan, who was 16 or 17, as “children.”

Big booty used to be all the rage, and emphasized with bustles. Now, a big butt is a sign of sloppiness and obesity, and whether or not her butt looks big is something most women worry about daily. Fear of a butt that’s large enough to actually sit on comfortably sends otherwise sane and intelligent women to the liposuction clinic to get all that sucked out, that they might be “beautiful.” Balancing precariously on a protruding tailbone doesn’t seem either attractive or comfortable, but that’s how supermodels have to sit these days because they traded their cheeks for a check.

Tiny feet were a symbol of rank. High-born Chinese women suffered intense pain all their lives, and had to be carried because they could not walk normally on the new-born-size buds that were what had become of their feet. Women used to lie about their shoe size, because small feet were, and still are to some people, a sign of beauty. Now, a woman who wears size eleven or twelve shoes isn’t the exception at all.

Hands were to be kept soft at all costs. Soft, smooth hands indicated servants to do all the work, which indicated money, which indicated good marriage fodder.

There are so many silly interpretations of beauty that I could never go into them all in one post. Besides, I don’t want to.

Clean, kind, honest, ethical, intelligent, humorous, witty, and brave. What outside feature could possibly outrank that? I suppose really shallow people would disagree, and I have a hard time overlooking my own, shall we say, “shortcomings” in the beauty arena, but truth be told, beauty fades and these other qualities are merely enhanced.

Oh, and while it may be true that the old standards of feminine beauty were set by men, I honestly believe that now, women set the standards for beauty. I also believe that women are not very nice to each other when it comes to what’s “beautiful” this week, and what’s “passe.”

Remember Marilyn Monroe? Remember how beautiful she was? Size 12. Elizabeth Hurley has been quoted as saying, “I’d kill myself if I was that fat. . . she was very big.”

I’m not finished yet. I also believe that we women need to start pointing and laughing at 79-pound toothpicks sashaying down the fashion aisle in between bouts of rehab, instead of throwing our money at them and their keepers: the jokers who get rich because somewhere, a woman spends a hundred thousand dollars on a half-yard of fabric, two safety pins, a button, a necklace made of real diamonds that looks like it was strung by an Alzheimer patient on the front porch of a nursing home, assisted by a four-year-old, a hat made of 19 cents worth of purple felt, a feather, and an old rusty key, and shoes consisting of a paper-thin sole, a ten-inch heel, and a single clear plastic strap across the top, in which one cannot walk. As long as there are women who will buy this hideous, overpriced scheisse and wear it, there will be women who pretend to believe that it’s beautiful.

What we need is someone to stand up and say, “The Emperor is naked.” Because, my friends, he is.

*I am NOT being disrespectful here. I am being descriptive. It’s a visual thing.

(first posted some six years ago)

Invictus

Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate,
How charge with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.

==

Mamacita says:  This is one of many poems Mrs. Chandler made us memorize in Junior English.  I am still amazed at the number of students who simply refused to do it and took a zero and didn’t give a tinker’s dam about it.

I know that many people do not believe in memorizing poetry or anything else because we can always look something up if we want or need to know it.  I am sorry for these people.

I love memorizing things and can sit back in my airplane seat, close my eyes, and read entire books in my head.  When we memorize something, we have it with us always.  We can entertain ourselves from within.  We are never bored.  We don’t need batteries.

Even cooler than those things:  we have tons of “stuff” to make connections with.  Remember, education is all about the connections.  The more we know, the more connections we can make.

I pity the little kids whose parents don’t help them learn nursery rhymes, poems, stories, and cool trivia before they begin kindergarten.  I don’t think a child can ever make up for all that lost and wasted time, and parents who don’t do this are selfish dysfunctional assholes lazy know-nothings.

Then again, we can’t miss Days or Oprah or the big game; sheesh.

I still despise the father who refused to drive his spelling Bee winning son to the radio station to compete against the winners from the other schools because he was tired and didn’t want to miss the big game on TV.  Whenever I see this man, I think of this.  Whenever I picture this man in my mind, I see a fat dirty guy in a wifebeater shirt, belching, stinking, and demanding beer after beer to be brought to him because he’s too worthless to get up off his ugly ass to get it himself.  This man is a prominent citizen (hahahahahaha), but I know what he really is.

He’s a selfish jerk who puts himself and his own wishes before the welfare of his children.

I hate this man, to be quite honest.

And this was over ten years ago.  Yes, I tend to hold a grudge against people who don’t do right by a child.

I frankly don’t care WHAT this man says or does now.  He may have changed his ways and become a nice guy, a model citizen, but I will never believe it.  He put himself before his son, and that is all I will ever think of when I see him.

Don’t piss me off.

I fear that my personality type goes against the grain of the poems I love best.  Wishful thinking on my part, maybe.

Administrators have forgotten that ultimately, our culture will be judged on the arts; that’s how we learn about ancient cultures. We did not find any remnants of standardized test scores or sports stats in Pompeii; we found art and day-to-day ordinary living; loaves of bread, and graffiti, and clay pots for sale, and poems.   Yes, the ancients liked sports; part of the Coliseum is still standing, but it wasn’t the hub and whole of their existence. They valued music, and sculpture, and dance, and poetry, and creativity of all kinds. Astronomy was considered an art by the ancient Greeks, and, indeed, who can properly study the stars without also studying the fabulous stories that gave the night sky’s formations their names? It is not possible to do so. If your child’s teacher is “teaching” astronomy and not mentioning the myths, your child has a poor teacher.

Cultures that valued the arts live on, even when they and their structures are gone.

What do Americans value? Gossip and scandal and immoral politicians? Drug-addicted sports figures and out-of-wedlock pregnancies? Prostitutes Athletes with bloated egos and high-priced pimps managers?  Lindsay and Britney and Brangelina and TomKat and celeb sightings and scores, all kinds of scores: sexual and standardized and steroid-filled scores.   Adultery made to look golden. Talentless hacks and wealthy nobodies with good agents. CoughcoughcoughKardashianscoughcough.  I hate thinking what we’ve come down to as a culture.

There was a time when a high school principal would hire a professional musician to fill an empty seat in the school orchestra; it was that important.  Now, if there is an empty seat, the class is canceled and the music teacher is either “downsized” or given a lot of before-school and after-school and cafeteria duty, and a couple of study halls for the non-participatory segment of our younger society which is growing larger every day.  I mean, why do a lot of unnecessary work when you get the same rewards for not doing it?

What will archaeologists find a thousand years from now when they dig up what remains of America?  A lot of crumbling gymnasiums and enough rock-hard fossilized breast and lip-shaped collagen to sink a ship?

We should be nurturing our young artists and musicians and scientists, not relegating them to the back of the room so we can look good on paper in the subjects that are easy to measure for a bunch of withered humorless twits with no balls and no guts and no gumption.  I believe in testing, yes, definitely.  But not to the exclusion of the arts, and I will say this again:  Cramming a lot of facts in our kids’ heads and then asking them to bubble them right back is not the same thing as educating them.

I’ll say this again, too:  The most important things our children should be learning can’t be tested.

One more thing:  Why can’t we let our children be children?  Almost every minute of their adult lives will be regulated and scheduled and over-scheduled; why can’t they have their summers and their weekends and their after-school time, to be kids?  Because you know as well as I do, that the moment a bunch of anal boring adults steps in to “take charge” of the ball game or the bicycle ride or the hike or the impromptu soccer match in the back lot, all of the fun is going to be drained completely out, everybody will have to buy a uniform and a helmet, and adults will start showing up to keep score and yell at the little kid who stooped to look at the cool anthill and let the ball fly right over his head.

Remember when high school kids could participate in several sports, because the year was divided into “seasons?”  Now, most kids are required to choose one sport and only one, because what was once a “season” has grown into a year-long practice session.  We don’t want a losing team, now do we?

I once had a student who was a starter on the varsity football team AND a member of the marching band.  At half-time, he didn’t go take a pee and grab a soda with the rest of the team; he grabbed his trumpet and joined the formation and marched in his helmet and uniform.  It was mind-blowingly inspiring.  This kid is now a professional musician and a successful one, I might add.  I’m proud of you, Jeremy!

He wouldn’t be allowed to do that, now.  Oh, heavens, no.

Now, a kid has to choose between music and sports, because the coaches just won’t allow any of the team members to do something weird like that.  Absolutely forbidden.

I hate this.

Oh, and that chick in Georgia  who maintains that science and social studies are not important? NOT IMPORTANT?  She had to have fallen down the stupid tree and hit every branch on the way down.*

Yes, it’s very late.  Yes, I definitely need a sandwich.  But if I make one,  it might make me even more surly.  Are you sure you want to risk that?

*Yes, I know it’s really the “ugly tree,”** but I changed it to fit the context.  So bite me.

**  Politically incorrect?  Like I care.

===

Parts of this post were published in August of 2009.  My opinions haven’t changed, and may have become even more surly.

Except ours.

The sad fact is that far too many Americans don’t know beans about how to use their own language.  This is inexcusable.  Poor language skills are also poor communication skills, and poor communication skills are responsible for more losses, heartache, and laughter at the expense of the ill-equipped person, than we’ll ever be able to count.

I’d even go so far as to say that ignorance of one’s own grammar is a handicap, except that I fully believe it’s self-inflicted – after a certain age – and self inflictions are one’s own choices and doings bad habits, which are choices, which we are personally responsible for.

I have little sympathy for an adult with no grammar skills who isn’t working like the very dickens to improve those grammar skills  I consider bad grammar to be the easy way out for people who really don’t care about clear communication or how they come across to others, including prospective employers.  I feel that unrepentant bad grammar shows blatant disrespect to our nation, our collective culture, each individual culture, and every person within earshot.

In today’s economy, it’s even more vital that people brush up their communication skills, ie grammar, because for every one highly coveted job opening, there will be several hundred applications.  This gives HR permission to be highly selective, HIGHLY selective, and if your cover letter has a misplaced comma or a misspelled word, why would you even be considered?  There are probably dozens of applications in the stack that were filled out by people more careful than you, better at communication than you, and who want the job badly enough to do a better job of presenting themselves than you did.  Having only to choose between a candidate whose cover letter earnestly vows that the applicant has “always stroved, to prefection” and one whose cover letter vows that she “is a hard worker and a quick learner,” guess who deserves to get the job, and who needs to sign up for a quickie grammar/spelling review course down at the learning center?

It ain’t rocket science; it’s a simple matter of learning how to use one’s own language.  I tell my students at least once a month – ask them; they’ll tell you – that if a business has a misspelling or grammar error anywhere on the premises on anything official, there are probably worse doings back in the kitchen.  Error in the front?  Error in the back.  Misspelling on the signs?  COUNT YOUR CHANGE.

Check out the signs at any place of business; they’re mirrors of the communication skills of the workers and owners.  “No checks excepted?”  Nice!  I’ve got a third party check from Outer Mongolia I’ve been trying to cash for ages; good to know this place is willing to take it.   “Eggs: .99¢”  Super.  But where in the world will I store all those cartons?  The tomato’s are on sale?  The tomato’s WHAT are on sale?

And don’t you hate it when you loose your dog?  Then again, that’s how many of us lose our dogs.

Social media indeed – Every single communication attempt in a place of business is social media, and sometimes it’s telling us to go elsewhere rather than risk our money and our lives in a business that cares so little about communication, ie what its employees and representatives are actually telling prospective customers or clients.

The easiest way to improve one’s grammar skills is to do the same things we did when learning how to speak in the first place:  imitate the grammar of those around us.  Sometimes this must be adapted, naturally, if those nearest to us are Jethro Bodine or Larry the Cable Guy; then again, those people are paid to speak like illiterates and in real life probably have mad grammar skillz that persuaded someone to hire them as spokesmen for Stupid Inc.

Pretending to have bad grammar for big money is one thing, but having bad grammar because one doesn’t know any better is quite another, and quite without excuse.

Students are sometimes offended when the school tries to teach them proper grammar because that’s not how anybody they know speaks.  Families are sometimes offended when their children come home from school trying to speak properly instead of speaking the same way the family speaks.

These families are. . . . well, perhaps I’ve said too much already about mentality and insecurity.  And when people try to play the culture card, I’m further convinced of their contempt for education and intense fear of questioning.  Besides, educated people often speak one way on the job or out in the world, and quite another way when they’re at home.  Knowing how to speak properly doesn’t mean abandoning a culture; it means adding another culture to the one you already have.  Who says one of them has to go?  Nobody.  Keep them both; just know when you need to use them.

Everyone’s grammar skills could use some improvement.  Let us all listen to those around us and learn to differentiate between good language usage and poor communication skills, and try to imitate the speech patterns of people who know their language.

“Enquiring” minds might want to know, but “inquiring” minds want to know the truth.  Statue Of Elvis Found On Mars,  indeed.

P.S.  “Done” is not a helping verb.  I done checked; it ain’t on th’ list.