Things I’ve Learned the Hard Way, Parenting Edition

Recently Ace offered up a useful piece of advice: “If you ever pick up a toad and it seems extra squishy, be careful, because that means it’s about to pee on you. I had to learn this the hard way.”

When Sonny nodded sympathetically, Ace asked him if he’d ever had to learn anything the hard way. He had. Specifically: “When you are really tired and your eye is bleeding, don’t ride your bike, because you will crash it.”

(It’s good to learn from others’ mistakes, so everyone take heed.)

My sons wanted to know what sorts of things I’d learned the hard way. I paused, wanting to select the most useful example among so many. It’s best to tell the truth the first time? People who gossip to you will also gossip about you? Do what is right despite what other people think? You can’t pull words back in once you’ve unleashed them?

While I considered, Sonny and Ace wandered away. Perhaps they’d already learned the hard way that my particular expression was a portent of a boring tale.

But now I was thinking about things I’d learned the hard way during my eight-plus years of parenting, and of the many more that will come. Some plant deep regrets. Others may not be as harsh, but they’re still worth tucking away so as not to have to learn them a second time. Here are but a few of those:

  1. Parenting books never include enough disclaimers and may tempt the reader to take false hope in particular formulas.
  2. Never let your vehicle to be without something that can serve as an emergency barf bucket.
  3. The child who is seemingly talking to himself in the living room for 15 minutes may in fact be talking to a toad. (May it not be an extra-squishy one.)
  4. Telling your kids that your name is not But Mom will send them to the floor in homophone-induced hilarity. Also, they will still call you But Mom but now will probably laugh while doing so.
  5. To mention that the entire household has remained exceptionally healthy this winter is to invite trouble.
  6. The kid crafting the paper airplane from the church bulletin may suddenly launch it over the heads of fellow congregants, even if he has always previously kept these airplanes grounded.
  7. Not all root beer is caffeine free.
  8. The longer you wait to respond to the Sign-Up Genius for the school event, the more likely it is that you will end up providing chocolate spoons or cheesecake on a stick instead of ketchup or paper plates.
  9. It’s unwise to take one child to urgent care with strep-throat symptoms early on a Sunday without confirming that his brother, who is still abed, does not have similar symptoms. Making two back-to-back trips to urgent care feels very inefficient.
  10. If you get pulled over for going a wee bit over the speed limit with a three-year-old in the back seat, that three-year-old will proudly and with great relish rat you out to everyone he sees for the next two weeks.
  11. Failure to warn your kids from the get-go that the Tooth Fairy keeps an erratic schedule may require you to scrape up early-morning excuses for her unpunctuality.
  12. Despite best efforts, sometimes the hard way is the only way to learn.

What have you learned the hard way?

There’s No Crying in Screen Time

“To weep is to make less the depth of grief.”
― William Shakespeare, King Henry VI

Life dishes out plenty of grief, even (perhaps especially) to kids. Loss, fear, injury, insults, heartbreak, disappointment, sickness, rejection, worry—what child has not been dealt these and has wept accordingly? Any impatience adults have with such weeping reflects our own shortcoming, not the child’s.

Even so, weeping—and its cousins, whining and grumbling and bellowing of indignation—is sometimes indulged in a little too liberally. Some laments seem more akin to complaints than to expressions of actual grief.

For example, whining to express that one’s brother is not doing his share of the chores or, conversely, that the brother is helping to pick up the sticks in the yard when one wanted to do this job by himself.

Or perhaps one’s brother refuses to smell one’s “good-smelling breath,” post teeth-brushing.

One’s food is detestable.

A boot is missing, only to be found in a place where the owner did not put it, and how did it get there: How?

Someone is scraping cardboard against a table in a way that he knows his brother finds annoying, and that’s why he’s doing it, too!

Lights-out came too soon, as will morning, as it turns out, 10 hours hence.

Someone quit the Monopoly game prematurely.

Impending haircuts will itch.

Shoveling snow makes them cold.

(Let’s pause to admit that the airing of such grievances is are not limited to children. Adults do this, too, in our own, more sophisticated—we think—way.)

But still, this is life, isn’t it? Whining and all?

Fortunately, there is an asylum from such absurdities, a rest for parental ears. It’s offered by screen time.

Screen time can be complex. For example, Sonny and Ace enjoy many educational games, and while we appreciate the educational value thereof, educational value is not why they play the games. School has educational value, as do books and the great outdoors, so they can get that in those places. And while I do not object to their playing games or watching videos purely for entertainment, they can easily find recreation elsewhere, if they have to, which they often do.

The chief reason they have screen time is so I can have peace and quiet. Ugly, maybe, but true. Screens are mesmerizing, after all, and we might as well channel that to some purpose. While they are being mesmerized, my brain is regrouping. It works.

But hark. What’s this I hear? Weeping’s cousins?

Netflix froze­­­­.

Someone’s brother is not letting him watch him play Minecraft, even though he let him watch when he played.

The tablet is out of power. Someone didn’t charge it! Who did not plug it in?

One’s allotted screen time is up long before one is finished playing the game, and that’s not fair!

Why are they complaining? Why aren’t they mesmerized? Where’s my peace and quiet? Don’t they know that’s what screen time is for?

And suddenly I am channeling Tom Hanks: “Are you crying? Are you crying? ARE YOU CRYING? There’s no crying! THERE’S NO CRYING IN SCREEN TIME!”

Because if there’s crying in screen time, opportunities for screen time—yes, even the educational apps—will go away. Ugly but true. The kids can go outside and shovel more snow instead.

Thank you, Shakespeare, for reminding us that weeping has its place.

And thank you, Tom Hanks, for articulating that weeping can be misplaced.

And may we all learn the difference.

Shelving the Elf

“I know what I really want for Christmas.
I want my childhood back.” –Robert Fulghum

. . . . .

“Mom,” Sonny asked the other day, for the third year running. “Why don’t we have an Elf on the Shelf?”

“Oh, we just don’t,” I answered. I’m not opposed to Elf on the Shelf; in fact, it looks like a fun tradition. Whether or not it would serve its purpose as being a Santa spy, we’d all enjoy its creative poses. But the truth is that I don’t need one more thing to remember each evening, especially in December. The Elf would probably forget to relocate and would languish for days in one place and J and I would have to make excuses for his slothfulness. Who needs that? We already have to do that for the Tooth Fairy.

Part of me worries that the want of Elf on the Shelf will develop one of those small, secret resentments that kids harbor into adulthood—the kind that convince them that their childhood was incomplete. But the other part of me seeks comfort in the fact that those of us who grew up before Elf on the Shelf was a Thing turned out just fine (or, if we didn’t, it wasn’t because we didn’t have Elf on the Shelf). I wonder how Elf on the Shelf would have even ranked among my general memories of childhood Christmastimes.

The kitchen smelling of tangerines and wood smoke and cinnamon and butter cookies.

Church Christmas programs: Snaking our way up the narrow, chilly stairwells and into the sanctuary that smelled like old wood and furniture polish, the wave of relief after I’d recited my “line” and now it was Jodi’s or Amy’s turn or Michelle’s turn, the individual boxes of Bridge Mix distributed afterward.

Dividing said Bridge Mix into equal piles, one pile for each day until Christmas, and then eventually breaking down and pilfering the larger pieces (those with caramel and fruit and malted milk filling) from the piles so that by Christmas Eve there remained only one scanty collection of wrinkled little chocolates harboring raisins or peanuts.

Going to my grandparents’ house during our no-TV years to watch Charlie Brown Christmas and Frosty the Snowman.

Collaborating with my sisters to make Christmas presents for each other.

Visits from my long-distance grandparents. Grandma brought everyone their own Cool-Whip container full of homemade caramel corn. She and Grandpa would sit quietly, watching the action and smiling at all their offspring.

Singing “The Twelve Days of Christmas,” complete with motions (don’t ask), at my uncle and aunt’s house on Christmas Eve. Then singing “O Little Town of Bethlehem” and “Silent Night” with my uncle holding out the phone receiver so my grandparents, if they weren’t visiting that year, could hear us three states away.

My mom waking us up on Christmas morning by playing “O Come All Ye Faithful” on the piano, and my dad singing along.

Walnut Whirl coffee cake for Christmas breakfast. That stuff is good.

Spending Christmas Day at my local grandparents’ house, the kids’ table rocking with laughter and mashed potatoes and Jello and turkey, and afterward the whole clan packed into what was, now that I think about it, a not very large living room for the afternoon.

The aroma of blue spruce and candles.

My grandparents’ tree adorned with a combination of big old-fashioned Christmas lights (the kind that burned you if you touched them), newer small ones (safe to touch), and a variety of ornaments of all ages—including an elf fashioned from a roll of Life-Savers that was eventually chewed open by an enterprising grandchild. Once, while decorating, my grandma asked my grandpa to put the angel on top of the tree. “Oh Marian,” he said. “I can’t lift you up that high.”

(Okay. Like Robert Fulghum, I kind of want my childhood back now.)

If Elf on the Shelf—or cookie-making, or carol singing, or tree decorating, or visiting Santa—is fun, why not do it, and enjoy? If not, don’t. Or if you forget or don’t have time, no worries. There will be something else—probably something you are not even orchestrating—that you will find yourself enjoying instead. There will be other things that your children will think on fondly someday when they want their childhood back at Christmas.

As Sonny was drawing the picture for this blog post, he suggested again that we get Elf on the Shelf. “We should get one. Why don’t we have one?”

“Well,” I said. “I don’t think we really need one right now. We can have Christmas without it.”

And we watched this together, because that’s what Christmas is all about.

Merry Christmas, all!

 

One Lace Tablecloth

My grandma loved to crochet. Once, during a visit to Iowa with my dad in the late 90s, I admired the lace tablecloth on her table. “Oh, do you like it?” she said. “I’ll make you one.”

I cherished the offer. Still, that was the visit in which she kept forgetting that I’d already eaten breakfast. She repeatedly asked if I wanted certain household items that she and Grandpa weren’t using anymore, and although I gave the same answer every time, it didn’t seem familiar to her. She often seemed a little perplexed over references to conversations from within the past hour. Eventually my eyes locked with my dad’s in silent acknowledgment that we could no longer hope that Alzheimer’s would withhold its sinister fingers from her. So I knew that she would not remember her offer to make me a tablecloth, let alone be able to undertake such a project, despite a decades-long history of skillful needlework.

On the plane back to Michigan, I mulled over the visit and Alzheimer’s and her offer and her many previous crochet projects. A few days later, she phoned: What were the dimensions of my table? What color thread did I prefer—white or ecru? And the following week, the same phone call. And then another. Each time I answered the questions, surprised that she had not forgotten the tablecloth, each time knowing that creating an intricate crocheted tablecloth would be too confusing for her at this point.

A few weeks after the last phone call, I received a package. It was the lace tablecloth. Behold:

tablecloth

My grandma died 10 years ago tonight. I miss her.

She loved crocheting, birds, the color blue, and beautiful things. She took joy in feeding others—in feeding them lavishly. (Lavishly, I assure you.) This year’s Thanksgiving dinner featured two of her famous pies (peach cream and apple), compliments of my sisters, and everybody got all excited.

She wrote regular letters to my sisters and me when we were kids, telling of farming and church dinners and birds and coffee with her sisters and the upcoming Tulip Festival and construction on the highway and that Gramp said to say hi. Of family reunions and upcoming visits, and what would we like for dinner when we came? She often included newspaper clippings: “Thought you would like this,” she’d pen on the clipping in her distinctive handwriting. Or, “This reminds me of you.” Her letters invariably included three sticks of Juicy Fruit, one for each granddaughter. (In the winter the gum had grown brittle from traveling for days in the cold; in the summer it would be melted and we’d have to put it in the freezer for a while if we didn’t want to have to scrape it off the wrapper.)

Grandpa and Grandma had two sons. I often wish I could compare “mother of two sons” stories with her. Ask what she would do. Inquire whether her experiences had been similar. Laugh and shake our heads together.

She once mentioned that when my dad and uncle were young, the TV would mysteriously break on the first day of summer vacation and not work again until the first day of school. It’s hard to imagine what was on TV in the 1950s Iowa that would inspire her to divest the television of its tube for the entire summer. Didn’t they only have three channels back then? Surely not all of the few options would have even appealed to kids. Surely my dad’s and uncle’s indulgence in TV would have been minimal anyway. But long before “screen time” was even a term, she hacked it off at the knees. Even a meager amount would not be allowed to muddle up an Iowa summertime. So I probably wouldn’t need to ask her opinion on today’s “screen time” practices.

I would like to ask her if people ever told her that she should add a girl or two to the family, and if the implication that two boys weren’t good enough irritated her. But knowing her, she probably didn’t care about other people’s opinions on this topic.

I would like to tell her of the time Ace took a toad into the house and of his passionate protests as I chased them both back outside (“I only lost him once so far, and it’s okay because he didn’t poop!”), and then wait for her to tell me a story like it.

I would like to tell her of Sonny’s extensive rock collection—none of the rocks may be discarded (none of them), because one is shaped like Australia, and another probably contains gold, and one of them sparkles and it’s so cool, and that one is a souvenir from our vacation. All of them (all of them) are special. I’d like to tell her about this and then listen as she tells a similar tale.

I would like to ask her at what point in any particular ruckus she’d kick her sons outside. (Even if it was snowing hard. Not that I’ve ever done that.)

I would like to ask her whether she ever stood outside her sons’ bedroom at night, listening to their whispers and soaking up their brotherhood.

She would write letters to Sonny and Ace, and tucked along with the letter would be two pieces of Juicy Fruit and several newspaper clippings (do they still make those?) telling of toads and snakes and rocks. “This reminds me of you,” she’d note.

The evening after she died, J and I attended a performance of Handel’s Messiah, its significance magnified and resonating among my swirling memories and emotions. Maybe someday the Messiah will cease to remind me of her, but that day has not yet come.

I wish she could have known Sonny and Ace and that they could have known her. But this morning I showed them the lace tablecloth and explained how it came to be. On the way to school we talked about Grandma some more. (“Tell the story about the huge lunches she packed that week she babysat you and your sisters!”) And tonight I played selections from Handel’s Messiah and told them the words were true.

I look at the tablecloth, and I hear her words from the newspaper clippings: “This reminds me of you.” I hear the Messiah: “This reminds me of you.”

Lots of things remind me of her, and for that I am thankful. Especially tonight.

 

What Teachers Teach, Measured or Not

Sonny and Ace’s school is wrapping up the latest round of standardized testing for this academic year. Sonny and Ace aren’t old enough yet to worry about the process or their results. Sonny rather enjoyed the testing, in fact—or rather, he enjoyed his class’s pre-testing “brain breakfasts” to fuel minds (and tummies) for clear thinking. He also looked forward to the occasional appearance on the screen of the wagging cartoon dog that said, “Good job!” Ace didn’t mind the tests, either, once assured that testing time would not conflict with gym class. He mainly looked forward to wearing the big headphones.

These tests measured their mastery of math and reading, both obviously crucial to educational success. They are assumed to reflect a teacher’s effectiveness. But while they may reveal some truth about a teacher’s influence, they do not tell the whole truth.

_ _ _

I stared at the lopsided circle of blue crayon around the whale picture on the worksheet. The class had been instructed to circle the things that started with K. Oops. I made my way to new kindergarten teacher, wondering how she would respond to someone who failed to follow directions. “I made a mistake,” I confessed, pointing out the whale. She waved away my concern. “That’s okay!” she said, smiling.

My kindergarten teacher taught me that it’s okay to make mistakes.

A classmate held up his hands, which were smudged with brilliant, deep blues and pinks and greens. “This chalk is messy! It’s even on my shirt!” He looked expectantly at our neat, orderly teacher, obviously hoping to be liberated from the art project. Our neat, orderly teacher cast him a sympathetic smile. “Doing art is messy sometimes,” she explained. “We just enjoy it and clean up afterward.”

My first-grade teacher taught me that the lack of neatness and order in creative endeavors is not a shortcoming.

“She is very strict,” an older girl warned me toward the end of the summer. I envisioned a year in a classroom run by a drill sergeant. Fantastic.

A few weeks later, I slumped down at my desk, having sneezed and coughed my way through the day, hating the story about locomotives that we were reading aloud. When the story (finally!) ended, the teacher approached my desk and knelt beside me. I looked at her warily, certain that I was about to be told to sit up straight or throw away my pile of used Kleenex. “You don’t feel good today, do you?” she asked. “How about I ask your grandma [the school secretary] to drive you home so you won’t have to ride the bus?” And she did.

My second-grade teacher taught me that people often transcend their reputations.

“Here we come!” “Where from?” “New Orleans!” “What’s your trade?” “Lemonade . . .”

When it was her turn for recess duty, kids from every grade flocked to her to play “New Orleans” and other games from her endless supply. We loved her turns for recess duty, when nobody felt unwelcome on the playground. We loved being in her classroom. She was gentle, creative, fair, and relentlessly patient. She was fun. She never rushed. Did she ever raise her voice or even convey irritation, even to repeat offenders? I don’t think so.

My third-grade teacher taught me that kindness and patience effect genuine respect in a way that harshness never can.

Every Friday morning my fourth-grade classroom rocked with the singing of old songs, enthusiastic piano accompaniment courtesy of the teacher. This same teacher often entertained us with stories about his childhood on a farm with his many siblings; he didn’t have to spell out how much he cherished it these memories—his face told us that. At a time when end-of-the-year class picnics were being replaced with skating parties, he invited our class to ride bikes from school to his house in the country, where we enjoyed an old-fashioned picnic, complete with sack races and swimming in the creek. On that afternoon we were as carefree as any kid from a previous generation would have been.

My fourth-grade teacher taught me the power of well-placed nostalgia.

It happens every autumn the morning after the first hard freeze: I step outside and am visited by poetry: “When the frost is on the punkin’ and the fodder’s in the shock . . .” Poppies incite a similar phenomenon—“In Flanders fields, the poppies blow . . .”—as does any mention of Abraham Lincoln’s death: “O Captain! my Captain! our fearful trip is done . . .” In fifth-grade we memorized this poetry, despite memorization’s falling out of fashion in educational circles.

My fifth-grade teacher taught me the beauty and inspiration of poetry and its power to make connections. He taught me to ignore the claim that memorization is a meaningless parlor trick devoid of real value.

My sixth-grade teacher was a man of high academic standards and stern repute. He marched us through a long list of Newbery books—the more serious ones, such as Adam of the Road and The Trumpeter of Krakow—and tested us after each one. If the B was too creatively formed on the word abjurer, he would mark the correctly-spelled word wrong on the spelling test, claiming that letter wasn’t a real B. (Ask me how I know this.) He liberally doled out “lines” to wayward students, and don’t think that such students would be lucky enough to escape with, for example, writing “I will not be disrespectful” 50 times. Instead he would write on the board for the guilty party to copy—and the rest of us to gawk at—a “line” along the lines of “I will cease and desist my display of abominable attitude post haste and endeavor to maintain impeccable behavior forthwith as becoming my position as a student who is striving to mature and to increase in decorum.” The culprit would turn pale, the rest of us would vow never to risk being assigned such an atrocity, and we’d all learn new vocabulary. Win, win, win! (For him.)

But after lunch he would read aloud the more hilarious Newberys such as Porko Van Popbutton and other purely entertaining books, such as those featuring Soup and Rob. When we’d howl over Soup’s joke about peeing, he’d laugh along with us.

My sixth-grade teacher taught me that even those with serious academic standards need not eschew lighthearted fare.

 – – –

Whether standardized tests are an accurate measure of educational quality, whether they are fair across socio-economic lines, and whether they reflect the effectiveness of teachers—who knows. What I do know is this: even the best tests, standardized or otherwise, do not fully measure a teacher’s worth.

They do not measure how Sonny’s teacher, Mrs. K., is detail-oriented and highly organized while remaining calm and flexible. They do not measure the personalized notes she regularly writes to students praising their accomplishments and efforts—notes that at least one of her students saves in his desk drawer at home. They do not measure how she captures students’ attention by singing instructions to them, her unruffled classroom management, or the affection with which she greets students each morning and bids them farewell in the afternoon, often praising them for a specific job well done that day. They do not measure her thoughtfulness and foresight in arranging for brain breakfasts before standardized testing.

They do not measure how on the first day of school when Ace panicked at my leaving him, Mrs. C. distracted him with a conversation about frogs, recalling from his getting-to-know-me letter that he loves frogs. They do not measure how she allowed him call me from the classroom when he lost his first tooth. They do not measure her high expectations for behavior or the students’ rising to those expectations. They do not measure the bird calls she has taught students to identify. They do not measure how she launches each morning with a positive spin by inviting students to share their latest good news. They do not measure her tricks for helping young children learn to pronounce TH properly instead of as an F sound, nor do they measure a five-year-old student’s elation over wearing her insect-vision goggles during the Insect unit so that he could better pretend to be a bumblebee.

The tests  measure math and reading, unarguably important, but they do not measure everything. No test can accurately measure the scope of a teacher’s effectiveness. And that’s okay, as long as nobody pretends that it can.

“Not everything that can be counted counts, and not everything that counts can be counted.”  — Albert Einstein

Teachers, math and reading count. But so do these other things—immensely. They matter, and they last. For all you teach, thank you.

Overlooking Alligators: On Keeping Your Kidness

“Ah, that thou couldst know thy joy,

Ere it passes, barefoot boy!”

“The Barefoot Boy” by John Greenleaf Whittier

Last year I chaperoned Sonny’s field trip to a wild animal safari park. We had lunch near the alligator pond, which of course was more attractive than lunch. Young would-be picnickers kept abandoning their lunches to take another quick peek. At one point audible excitement rose up from the pond’s bridge. “Look! Look!” Sonny and a few of his friends were leaning over the bridge rail, gesturing wildly. I joined them, wondering what the alligators were up to.

“Look! Minnows!”

Minnows? Minnows?

Leave it to kids. Overlooking alligators, beguiled by minnows.

I reported back to my fellow chaperones, who, after they stopped laughing and shaking their heads, began batting around similar stories.

Of the child at the zoo who wanted only to feed the ducks in the pond near the parking lot.

Of the child at the world-renowned botanical gardens who declared the dandelions her favorite flower of the whole day.

Of the child who dined with extended family at an upscale restaurant and rejected its gourmet offerings to ask for toast and celery.

They’ll sort things out eventually, we agreed. Meanwhile: unsophisticated kids, indifferent to life’s finer things, oblivious to natural hierarchy inherent in food and other entertainments. Little philistines.

Or are they?

– – –

Last week Ace asked a burning question: “What age do you become a grown-up?”

Age 18, officially, I told him. But it’s not as simple as that, of course. We discussed that people become grown-ups gradually. When you begin watching out for younger kids, when you help others, when you take responsibility, when you do things for yourself when you can—then you are slowly becoming a grown-up, even if you are still quite young.

Ace understood. “I’m working on becoming a grown-up by learning to drive already. I can’t steer yet, but I’m learning traffic rules so when I learn to steer, I’ll know what to do.”

Works for me.

Sonny had a question: “If you become a grown-up a little at a time, do you lose your kidness a little at a time, too?”

Yes. You can lose your kidness. You do this when you accept the arbitrariness of Butter Poached Lobster with Lemon Risotto being inherently superior to toast and celery. You discount the fact that the yellow of dandelions is just as brilliant as that of orchids. You take off your superhero cape before exiting the car instead of wearing it into the store. (Sniff!) You neglect to draw or paint, even though you’ve always loved drawing and painting, and you no longer lie on your back to watch clouds because you are too sophisticated for that, and besides, the neighbors might see you. When you invite people to your home, you worry about agenda and perfection of food and décor instead of enjoying one another’s company.

Maybe marveling at minnows in the alligator pond isn’t so ridiculous after all. Maybe it’s simply a show of childhood joy, and I don’t know about you, but I’d like some of that back.

I asked Sonny and Ace what they thought that people need to do to keep their kidness. Ideas flowed:

  1. Watch Wild Kratts.
  2. Build a snowman.
  3. Dig in the dirt.
  4. Go outside and run.
  5. Collect a pile of stuff and build something with it.
  6. Make a nest of blankets and pillows and read in it.
  7. Laugh at funny things.
  8. Make friends with bugs.
  9. Practice ninja moves.

Maybe digging in the dirt and befriending beetles isn’t at all your idea of any kind of joy, the childhood variety or otherwise. But what gave you joy as a child? Those things would probably give you joy now. Go and do them.

How have you kept your kidness?

Roots and Wings and Things

A few weeks ago our dinner conversation involved different stages of life—being born, starting school, being allowed to live on one’s own, and so on. Sonny and Ace seem to have glommed on to the same part of the discussion and perhaps even had a follow-up chat in their bunk beds later, because they both brought it up shortly afterward.

The next day Sonny plopped down on the couch next to me. In somewhat worried tones he got straight to his point: “Mom, is it true that when kids turn 18 they have to move out of their mom and dad’s house?”

“No,” I said. “They can, but they don’t have to. You won’t have to do that, if that’s what you’re wondering.”

He cheered visibly. “Good. That would be only 11 more years. I will probably live somewhere else when I go to college, but I will come back and visit on Sundays and Thursdays.”

I encouraged this, hoping to seal his promise of regular parental contact. “You’ll always be welcome in this house,” I told him. “Even after you move out.”

“And you’ll always be welcome in my house, too, when I get one,” he said. “You can come every Monday. Mondays will be ‘Chips and Dr Pepper Night.’”

Sounded good to me. “I’ll bring the Dr Pepper, and you can provide the chips,” I suggested.

He agreed, smiling because he won’t have to move out of this house in 11 years and because he can always return for a visit. Or maybe because he was blissfully anticipating a time when chips and Dr Pepper would be a regular part of his diet. But I choose to believe the former.

Roots: He’s growing them.

This child—the one who once was loath to let me out of his sight—is the same child who sprints ahead of me at church on Sunday mornings lest anyone think I’m walking him to Sunday school. And the same child who, when dropped off at Mimi and Papa’s house for a sleepover, allows only about five minutes before politely asking why I haven’t left yet—evidently my presence interferes with the occasion. And the same child who is counting the days until overnight summer camp, which he has been pining to attend since he was four years old.

Wings: He’s growing them, too.

The next day, Ace spoke up from the back seat on the way home from school: “Mom, I have to ask you something.”

“Yes?”

“Do you have to move out of your mom and dad’s house when you turn 18?”

I warmed up for another tender conversation similar to the previous day’s.

“No,” I began. “You’ll always be welcome in our house.”

He paused. His brow furrowed in the rear-view mirror. “But if you want to move out when you’re 18, can you?”

Oh.

Wings: Evidently he is growing some.

This is the same child who often, halfway through disembarking in the school drop-off line, often climbs back into the vehicle to give me a hug and say “I love you.” (Sorry for the hold-up, people behind us in the drop-off line.) And the same child who cannot be away for more than a day—even with J, Sonny, and me, and even when he is enjoying himself—without asking to return home. And the same child who loves old, and not yet old, family stories.

Roots: He has some already.

Sonny and Ace do almost everything differently, so it is no surprise that their roots and wings are taking different forms also. I’m just glad they are developing both, and I hope they never lose them.

“You are the bows from which your children as living arrows are sent forth.

The archer sees the mark upon the path of the infinite,
and He bends you with His might that His arrows may go swift and far.

Let your bending in the archer’s hand be for gladness.

For even as He loves the arrow that flies,
so He loves also the bow that is stable.” — “On Children” by Kahlil Gibran