1999 When I was younger, I would think I don’t learn neat things from you like my friends from their dads. I didn’t learn to hunt, ride a snowmobile, or fix a car. I wondered how you knew about fixing things around the house. How was I going to remember it all? Why didn’t you know how to fix a car, or hunt? How I wished you did. Years later, I don’t like to hunt, ride snowmobiles or fix up cars. I like to build porches, talk about landscaping, how to unclog pipes. You let me to learn from my mistakes, to find my way, offering guidance even when I didn’t listen (I learned my stubbornness from you too). 2021 I have two boys of my own. You’d be eighty-one this year, but you’ve been gone for nine. I miss talking to you. But you’re still teaching me.
Grand ambitions & wayward dreamsEssay, The Charlotte News
This may not happen to all stay-at-home-parents, but for me, by the time August rolls around my goose is cooked. I have run out of ideas and the energy to get the kids out of the house for an adventure. The boys seem to think that bickering and fighting is a great way to pass the waning days of summer while I stare at the calendar like a kid waiting for his birthday, fantasizing about all that I am going to get done and be able to do once the boys are in school. I know this will be the case because during those long last weeks the days are never ending, just like when I was a kid in school staring out the window of a stuffy classroom.
Before the school year started I made a list of goals, like put the laundry away right away, keep up with the clutter that materializes on every flat surface, have dinner prepped before the boys get home, go paddle boarding, exercise every day. I saw myself doing yoga in a clutter-free house, because the kids were out of it all day and I had all the time in the world.
We are now three weeks into the school year, and my grand ambitions are mostly wayward dreams–even though I’ve been writing out a list of daily tasks each morning and I tell myself I am going to stay focused and get these things done. I do fairly well until high noon and then, due to what is clearly a time paradox which disrupts the space-time continuum, time speeds up and I turn around to see that I need to meet the kids at the bus stop soon. My list is only half finished. I just don’t know where I went wrong. But it is such a nice day outside maybe I’ll go out and lie in the hammock for a bit. I need to take some time for myself anyway. You can’t help others if you can’t help yourself; now, where did I hide those bonbons?
Slow Down and build a fortEssay, The Charlotte News
This month I was going to write about the lack of civility and manners in our society and how we as parents need to step up our game when it comes to teaching our kids what is proper and what is not. Then, the kids had a snow day, and by the time I sat down to write my article, tackling such a serious topic was just not appealing.
The boys were outside just after six in the morning and really only came in for short spurts the rest of the day. Their first order of business was to task me with building a fort in the snowbank left by the plow. Now, when it comes to projects like these I tend to go a bit Tim Taylor and they usually end up taking me twice as long as I thought they would. This snow fort was no exception. Why, I thought, should I make a fort that you have to crawl on your belly through when I can use some of that old plywood we have as a roof? I laid the boards on top of the snowbank and began to dig. Unfortunately, I got a bit over zealous and dug too much snow out, causing the plywood to be unstable. Not wanting to let down the boys or admit defeat, I scrounged around for more scrap wood and moved onto plan B, then to plan C, then to plan D. I eventually remembered some long poles I had lying near the scrap pile so I kicked around in the snow until I found them. A little sawing here and there and we had a winner with plan E. The boys then spent the rest of the day playing in what is arguably the best snow fort I’ve ever built.
Thanks to the internet you can spend a lot of time looking at all the different kinds of forts people build to get ideas for your own. Then you can go out and build one for yourself. That is what the boys and I did. It was a good reason to get outside and get some exercise in what has previously been a nearly snowless winter. It is a nice escape from the stress of life and when it’s done you always have a place to get away to. Building our fort has developed a new type of creativity in the boys. They now notice their surroundings in a different way and are always on the lookout for a good fort locations. It also gives them a sense of accomplishment, even if as the adult, I’m doing a majority of the work.
The whole time I was building the fort in the snow bank I was thinking how lucky I was to get to do this. I would have been perfectly happy sitting by the fire reading or writing my article on civility. Once again it’s a lesson learned from our boys. Slow down and seize the moment. For soon the snow will melt, the boys will move on and I’ll be left with only my memories. But I certainly won’t have the regret of the time I didn’t build them a snow fort after the biggest snow storm in two years.
Caleb’s StoryEssay, The Charlotte News
In the fall of 2014, Caleb, a bright blond-headed boy with inquisitive eyes and a great curiosity for learning, started kindergarten. He loved his teacher, made friends easily and was happy to go to school. Then Caleb began to come home with stories of how Joey was tormenting some of the kids on the playground. One time he told his mom, Rebecca, that Joey pushed Timmy so hard that he split his chin on the concrete, requiring Timmy to get stitches. The stories continued, as did the accusations that the recess attendants spent more time talking among themselves than they did watching the children.
Caleb has never been one to tolerate injustice, and he tried to protect the other kids when he saw them being bullied. This quickly made Caleb the target. The gang would chase after him and yell “Get him!” and Caleb would run and hide. His mom talked to him about not running and hiding and perhaps playing closer to the teachers, but Caleb did not like that idea. He and his friends liked to play by the swings where they had a lot of space to run.
One day while Caleb was climbing the ladder on the jungle gym, Joey started beating him on the head, then he tried to kick Caleb in the face. Rebecca sent a note to the teacher and called the guidance counselor, but only got her voicemail. The next day Caleb’s teacher sat down with Joey, Caleb and another boy to talk about what was going on. The boys refused to sit near Joey out of fear. In the end the teacher made Joey write an apology. The teacher told Rebecca that Joey was often in trouble for this kind of behavior.
The guidance counselor, who worked only a couple of days a week, called back a few days later. She was surprised that Joey was acting like this and said she had not heard of him doing such nasty things. The recess attendants, the counselor stated, said that Caleb had started a group of kids who reported bad behavior to one recess attendant in particular––the attendant claimed that Caleb had a wild imagination and was trying to fulfill a dream of being a superhero. The counselor mentioned that school was almost over but nonetheless she would file a report and talk to Joey’s parents. The rest of the year passed without incident, and Caleb reported that Joey was acting much better. Perhaps, Rebecca hoped, things had taken a turn.
The start of first grade brought the discovery that none of Caleb’s close friends from the previous year were in his class. Caleb’s new friend, Toby, began threatening that if Caleb did not give him his school store money he would not be Caleb’s friend. In another instance he said he would bash Caleb’s face in if he didn’t give him a drawing that Caleb had done. On top of that Caleb was again coming home with stories of Joey and his gang causing terror on the playground.
Once again Rebecca spoke to the teachers and the guidance counselors, and promises were made to keep a closer eye on things. His parents discussed their options and worried about what had happened to the sweet, curious boy they had sent off to kindergarten the year before. Caleb was now quick to lash out or react in anger, he cried more easily, clenched his fist and hit his dad. By Thanksgiving break even extended family members noticed a difference.
The final straw came when Caleb told his parents about how before the break he was hiding in the tires from a boy who was chasing kids around and hitting them with a stick. Eventually the boy found Caleb and hit him on the back a few times before Caleb was able to run away. He lifted his shirt and showed them the faint marks on his back. Rebecca and her husband felt like the school had brushed them off and let them down. Shortly after Thanksgiving they pulled Caleb out of the school.
Vermont Law states that all schools are required to have a bullying and harassment plan in place that is equal to, or more stringent than, the one developed by the state. There is even an advisory committee through the Agency of Education that helps with the setting up of these policies. We cannot just send our children off to school and think that we don’t need to engage them when they get home. We need to be asking questions, look for the subtle clues and listen to what our children have to say.
I fully believe that to some extent situations like this can make a child much stronger and more fully prepared for the toxicity of our current culture. However, we need to know when to step in and pull them back from the ledge before they become part of the problem or, worse yet, decide it is just not worth facing another day.