Bringing Down the House
April 16, 2020 § 2 Comments
My kids love hearing stories about when they were babies. They especially love stories that involve crying. Inexplicable crying. Endless crying. Crying that brought down the house.
When our eldest was a newborn, he screamed bloody murder whenever we bathed him. It didn’t matter what we tried. We sang to him. We playfully splashed him. We made funny faces at him. Aren’t babies supposed to love bath time? we asked ourselves. Does he hate water? Does he hate us? Night after night, he’d scream, his face turning purple, his fists tightly clenched, his tiny legs kicking furiously.
A few weeks later, a friend gave us a baby gift. Tied to the top was a yellow rubber ducky. A duck, a duck! Surely a toy would be the golden ticket. That night, after we’d filled the oblong plastic tub from the kitchen tap, we tossed in the duck—and watched with horror as it turned from yellow to fire-engine red. Apparently, the duck had a sensor designed to gauge the proper temperature for itty bitty newborns unaccustomed to bathing outside utero. We thought we were running a nice, soothing, warm bath for our baby boy every night. Instead, we were scalding him. We turned on the cold for a few minutes, slowly lowered JP into the tub, and he smiled like he had never smiled before.
Well, dang.
Earlier this week, a delightful picture book was birthed into the world by Kara LaReau and Matthew Cordell. Baby Clown (Ages 3-6) is about a newborn circus clown who wails and wails and wails, despite the attempts of his adults to hush, soothe, distract, or entertain him. It got me thinking: maybe the reason children relish hearing stories about babies crying is because they seem to defy the natural order of things. How is it possible that these tiny, helpless, innocent beings can wield so much power over their wise, capable, fully-grown adults?
The Story Behind the Gift (In Honor of Mother’s Day)
May 8, 2014 § 1 Comment
Last year, at about this time, JP came home from school proudly toting a plastic grocery bag filled with the contents of his “work drawer.” I was nearly giddy with excitement at the prospect of getting a glimpse into his work over the past few months, endeavors in addition and subtraction, story writing, and cursive practice, about which I had heard only mumblings in response to my daily inquisition, “What did you do at school?” After we ate snack together and his sister had lost herself in a project, I sat down, folded my hands on the dining room table, and watched eagerly as JP began to unpack the bag’s contents. Not many “oohs” and “ahhs” had gone by, before I realized that most of papers bore the signatures of other children. Daphne. Josh. Helena. “But, honey, where’s the work that you did?” I finally asked. And, as if that was the silliest question in the world (duh), JP informed me: “I gave it away to my friends!”
It wasn’t but a few days later that I casually mentioned this exchange to JP’s teacher. I know Montessori is more about the process than the end result, I told her, but wouldn’t it be nice to see some tangible results of my tuition, ha ha ha? “It is ironic, isn’t it,” she replied. “We spend years hoping, pleading, begging our children to share. Then we complain when they want to give everything away.” How true! « Read the rest of this entry »