Lift Up Your Hearts!

I recently had the opportunity to read The Excellence Habit: How Small Changes in Our Mindset Can Make a Big Difference in Our Lives by Vlad Zachary. As a whole, I did not find the book helpful, because despite the promising title, it is primarily directed at the business world. However, the following passage clearly applies to us all.

The one stress factor that always reduces our choices and affects how we react is the availability of time. ... At any moment we are hurried, or feel hurried, we will exhibit a diminished ability to respond in line with our circumstances. Even when we encounter new, unfamiliar, and potentially dangerous circumstances, if we had plenty of time, we would have a better chance of self-control and adequate response. When time starts running out, so does our capacity for reaction, problem solving, and creativity. This is almost universal as a response to time pressure.

Having read that, my reaction was to be confirmed in my belief that we need to build more time-space into our lives by reducing our commitments, beginning preparations well in advance of an event, building deliberate open spaces into our schedule, and not getting into the car with just enough time that if all the lights are green and there are no slower drivers in front of us, we will just make it to our destination as the event begins.

The author, however, heads in a different direction.

Awareness and preparation, therefore, are critical to how well we perform when short on time. ... Practice and how well we do under pressure are positively correlated. ... The more we prepare, the better we will perform when it matters.

I can see that, too. The correlation is obvious among athletes, musicians, artists, the military, and my friends who carry guns: practice is the only way to build up the good habits and automatic responses that will enable us to react correctly and effectively under pressure.

I would go further. For any positive trait we wish to acquire, or instill in our children—compassion, timeliness, responsibility, courtesy, self-control ... good handwriting, mathematical facility, driving skills ... the ability to handle pain, to resist temptation, to follow the right course in the face of opposition—without correct, consistent, and constant practice under more favorable circumstances, a crisis situation will leave us wide open to panic, paralysis, poor decision-making, and the betrayal of our own values.

As usual, jet lag is kicking me on the return trip. (The outbound trip is much easier, for several reasons.) I had thought I was over it the first day—but it turns out I was only so exhausted that sleep came at any time, any place. :) But it's getting better. Gradually, my wake-up-and-can't-get-back-to-sleep time has stretched from 2 a.m. to 3 a.m. to this morning at 4:30 a.m.—almost normal. I knew there was no hope of getting back to sleep today, because I woke up thinking about how far away our children and grandchildren are, and how much that not only hurts now but potentially makes life difficult years from now if we don't get hit by a truck but have to face becoming too old and infirm to live independently. a sad situation many of our friends are currently going through with their parents.

Lying in bed awake was not producing any solution to that problem, so I got up and went to work. And one of the first things I ran across, on a totally and completely unrelated search, was this song: "The Missing Piece," by Cherish the Ladies.

Yes, I cried.

There's a sadness woven throughout Irish music, despite the gaiety of many of its songs. Naturally, this song of family far away and of the expat's dilemma—homes in two countries and yet a stranger to both—moved me especially this morning. Like most music of this sort, it also dredged up other sorrows, present and ancient, from family visits recently postponed to the loss of loved ones almost half a century ago.

We need such moments of grief and remembrance, and that's one of the strengths that make Irish music what it is.

Then it's time to move on and get to work. (After writing about it, of course. That's how I cope.)

Ember Rising, the latest in S. D. Smith's Green Ember series, is now available!  I have just completed a delicious re-read of all the previous books—The Green Ember, The Black Star of Kingston, Ember Falls, and The Last Archer—and am almost halfway through my advance copy of Ember Rising.  It was hard to wait patiently to read the new book, but worthwhile to get the old stories clear in my head again.  (I am not like J. R. R. Tolkien, for whom there was only one "first reading" of a book.  I read voraciously, and I read fast—but I forget quickly, too, and don't really remember a book until I've read it several times.)

So, any of you Green Ember fans who didn't get advance copies, now's your chance!  Here's the link at S. D. Smith's store, and here's Amazon's.

TODAY, Februay 7, you can get the first two Green Ember books in Kindle format for FREE.   Enjoy!

In a comment on my previous post, my sister-in-law introduced me to Vicki Hoefle. In trying to figure out how to add a video link to the comment—I couldn't; it appears to be exclusively on Facebook—I came upon an essay on Vicki's website that also addresses the issue of immunizing our children against the risky behaviors that are all-too common among peer-socialized teens. She doesn't used the term, "peer-socialized," but there's a lot here that reminds me of Gordon Neufeld's Hold On to Your Kids.

The bottom line? It's all about a child's connection as a contributing member of his family and immediate community. Here are a few excerpts from "Teen Fads: Parents are talking about all the wrong things."

The public response to these fads is usually to call the teenagers “stupid”, assume their own child would “never do something so absolutely idiotic” and then blame the fad on social media or their friends, the media, the college, or the companies who sell the products. Because who in their right mind would actually do something so risky and downright dumb?

Answer: They’re not dumb. They’re not from bad families. They’re average kids who are seeking connection and purpose. These kids are desperately looking for a place to belong. They want to be noticed not simply for attention, but for a bond to others that will satisfy their needs for a social network where they feel valued.

The first opportunity for your children to develop a social network is at home. Your family and immediate community is the first social network in your child’s life and if they don’t feel connected as a contributing member, they’ll search for their social network elsewhere.

• What are you doing as a parent to ensure your child feels connected, capable and like a contributing member of your family?
• How are you interacting with your child to enforce the idea they belong, they are important and they are accepted – exactly as they are today?
• How are you supporting the development of essential skill sets so they feel competent and comfortable contributing to the success of their family?
• How are you ensuring they feel valued, listened to and appreciated for their perspectives, opinions, and preferences?

There's more of value in the essay, but I'm pushing the boundaries of fair use with what I've quoted here. (It's a short essay.)

It's the American way, and even more so the Japanese way, and apparently the Swiss way also: the professionalism of parenthood. School is no longer so much the place where one learns specialized skills that can't be picked up at home or on one's own, but a place expected to teach children nearly everything a society deems important. The Four R's: Reading, wRiting, aRithmetic ... and all the Rest. Because, well, you know, the professionals can do it so much better, and who has the time, anyway?

Society is beginning to take notice that our children are getting to the once-upon-a-time age of adulthood without many of the life skills we take for granted, skills that enable them to live independently and hold down a job. Employers have noticed this for years, but the rest of us are finally beginning to catch up, if only in our derisive sneers at "Millennials." Is it the job of public education to teach these skills? Of course not—though I agree with those who insist that any institution that takes away most of a child's life, practically from the cradle, should be expected to return a lot more benefit from such a huge cost. But when a social need is found, it's likely to get dumped on the schools.

Enter the Let Grow Project for Schools, created to address this need. This is actually something different from the norm, in that the schools are only the vehicle for spurring action by parents and children. It begins with this basic homework assignment: Go home and do something your parents did at your age. The suggested activities are shocking: cooking, cleaning, buying something from the store, playing outside unsupervised, riding a bike in the neighborhood, briefly watching a sibling, walking to school. Shocking, apparently, for parents who have been conditioned to believe that such activities are too dangerous to think about; shocking, definitely, for those of us who grew up doing them in a world statistically more dangerous than the one we live in today.

Parents aren't stupid. They want their children to grow up to be independent, competent people. But it's hard to live against the grain, when the media, friends and colleagues, and sometimes even the laws of the land are telling you that overprotecting, even coddling children is simply good parenting. What the schools are doing here is giving parents permission to take that first step.

My only concern is that some parents will approach the project without common sense; the best way to learn to swim is rarely to be thrown out of the boat into deep water. (I know someone who was taught to swim that way, but she doesn't recommend it.) If our grandchildren are extraordinarily competent—and they are—it's because they've been taking baby steps toward independence all their lives. A child at age 11 can go through the steps faster if he wants to, but it still takes time and training.

I haven't seen it mentioned in the literature on this subject, but my theory is that a major contributor to over-dependent children is the modern trend toward small families. When parents have only one or two children, it's all too easy to do for them things they should be doing for themselves. (Mea culpa.) Larger families simply cannot. Training children to do their own laundry, to wash dishes, to shovel snow, to cook meals, and to entertain themselves is a matter of survival. And it pays big dividends, for parents as well as children. As my daughter (mother of six) proclaimed, referring to her then thirteen-year-old son, It was worth all the work (and that work did include tears, it's not like I'm forgetting) in training him in the kitchen from a young age to be able to say now, "Please make dinner on Thursday night. Quiche would be nice."

There's no reason why this can't happen in smaller families, of course. But it's like exercise.  Once upon a time, people got plenty of good exercise without having to think about it, because their daily lives were so active; now, our sedentary lives mean that this essential element of health and happiness requires deliberate action.

May the Let Grow Project help more families find the "child competence exercise program" that fits them best.

I've been waiting over a year for the next book in the S. D. Smith's Green Ember series. As I said at the end of my review of Ember Falls,

Bring on the next book! Bring on the next Kickstarter appeal. I'll be there. #RabbitsWithSwords

The time has come. Ember Rising is finally in the home stretch. The book is written, artwork done, cover chosen ... there's just that little matter of publication. Once again they are funding this through Kickstarter, which I see as a great way to support a good author and play a small part in getting these wonderful books out of his head and into the world. 

I'm now officially an S. D. Smith fan. I don't support projects for the sake of the rewards, any more than I donate blood for the t-shirts and gift cards. But they're still nice to have, and this time I chose a level with rewards that duplicate things I already have—such as Kindle versions of the books—because it also gets me physical copies of all the books published so far. I had some, from previous campaigns, but gave them away, because why take up bookshelf space when you have the Kindle versions? Unless, of course, you have decided that you really like the books, and you're a true bibliophile, and still love the feel of a real book in your hands. And want to be able to lend the books to friends, or attract the eye of a visiting grandchild. That sort of thing. You can read a Kindle book, but you can love a physical book, and some books deserve to be loved. Hence my extensive collection of George MacDonald, J. R. R. Tolkien, C. S. Lewis, Dorothy Sayers, Arthur Ransome, Miss Read....

Anyway, here's the Kickstarter link and accompanying video, should you want to join this exciting project.

What happens when good quality musical instruments are found under the Christmas tree. I'm sorry for the back-of-the-head shots, but if I'd brought the camera to where it was visible, it would suddenly have become the center of attention.  It's a little hard to hear the keyboard, but it is providing the music that they are jamming with.

Lenore Skenazy has a new site (relatively new—I've fallen a bit behind) called Let Grow. I haven't explored much yet, but the Let Grow Resolution deserves all the publicity it can get, so I'm (uncharacteristically) lifting it in its entirety here.

The “Let Grow” Resolution:

 Our children have the right to some unsupervised time, and we have the right to give it to them without getting arrested.

Statement of findings

1. It is good, healthy and normal for kids to walk and play outside, and run some errands on their own.
2. Violent crime is at a 50 year low.
3. It is not low because we are keeping kids inside. All crime — even against adults — is lower now, and we are not keeping adults inside.
4. The risk of child abduction by strangers is very low.
5. Being in a car accident as a passenger is the leading cause of death among children, not stranger danger.
6. Lack of exercise is a contributing factor to short term and long term health risks for children.
7. It is in the public interest for children to walk and cycle to their day-to-day destinations, and to play outside on their own.
8. When kids do that, they learn social skills, problem-solving, creativity and compromise — the skills they will need in college and beyond that they do not get in adult-run activities.
9. Because we can’t always prepare the path for our children, we must prepare our children for the path, by giving them freedom and responsibility, so they gradually learn to be independent, resourceful and resilient.

Right of Children to Freedom of Movement

1. Therefore, this legislature decrees that it supports letting children walk, cycle, take public transportation and/or play outside by themselves, with the permission of a parent or guardian.
2. Allowing children to exercise these rights shall not be grounds for charges against their parents or guardians unless something else is found to be amiss.

Questions, comments? Contact Lenore Skenazy at Lenore@LetGrow.org .

At first I didn't participate in the "Me Too" campaign on Facebook (and elsewhere)—meant to reveal the magnitude of the problem of sexual harassment and assault in our country and now featured in Time magazine's "Person of the Year"—because, well, because I'm not a joiner, and I don't like chain letters, even if they don't promise me that blessings will come my way if I pass it on, and that misfortune is sure to follow if I don't.

Later, I thought it might not be such a bad idea to highlight a problem that has been ignored too long. Here's the Facebook exchange that started my thinking:

S: Me Too.

If all the women I know who have been sexually harassed or assaulted wrote "me too" as a status... and all the women they know... we might give people a sense of the magnitude of the problem.

Stop the silence. Stop the violence.

L: How do you define, "harassed"? There are days when I feel that being whistled at while walking down the street, or approached by a stranger trying to pick you up, is sexual harassment. And how about being kissed too familiarly by a drunk relative? "Felt up" by an overeager teenaged boyfriend at the movies? I could understand the last two being called assault, but I suspect many people wouldn't. At any rate, all of the above are unwelcome and ought to stop. But they are so many orders of magnitude below rape and other forms of what is clearly sexual assault, that I fear to muddy the waters and appear disrespectful of the pain of the latter victims. What is your take on this?

K: My view is this: any time one individual relates to another individual on an exclusively sexual plain, that individual demeans the other and diminishes their humanity. Although there are many degrees of disregard, the bottom line is that one person is being treated as something less than fully human. It's a way of thinking about people that is at the heart of sexism, racism, ageism, etc. As a human society we must insist on asserting the wrongness of that way of thinking. At school we define sexual harassment as any action of a sexualized nature that makes the target feel uncomfortable - from whistling to name calling to inappropriate touching to lifting someone's clothing and much more. It is important not to confuse harassment and assault. And important to distinguish what is legally prosecutable from what isn't. But we make too many excuses and allowances for behavior that is unacceptable. I think it is time to draw the lines about unacceptable behavior that falls short of rape far more clearly than we do.

L: I think life has gotten a lot harder since the 1960's. I could certainly say "me too" to the definitions of harassment you've given. But nothing compared with what I hear from others ... and no worse than non-sexual harassment, which I would call plain rudeness.

That was helpful, but I wasn't convinced.  I have friends who have to live with that kind of pressure in their work environment, or have actually been raped, and I didn't think it right to put my own experiences in the same category as theirs. Mine fell into the more general category of "bullying," though with a sexual dimension, because bullies will strike wherever they find a weakness. That, and "the guy was too drunk to know what he was doing, and would be mortified if he knew."  It seemed like putting into the same category of "wounded in the war" both the man whose arm was nicked by a piece of shrapnel and the one who had both legs blown off. It's true, but is it helpful?

The broader definition of sexual harassment certainly cuts right to the heart of the problem, and goes along with what Jesus said about both lust and murder. But is it helpful to draw the line around all women, at least of a certain age, and quite a few men as well?  Maybe—but I still didn't feel I could participate.

And then, today, I remembered.

I made the comment, in a discussion at choir rehearsal last Sunday, that one of our members, who teaches physical education, sure doesn't fit the stereotype of a female gym teacher. And I got to thinking about what I thought of as a stereotypical female gym teacher, and remembered the bane of my existence from high school.

I've repressed a lot of memories from high school gym class, and I won't name names because I really have managed to forget many of the details. But if the teachers, themselves, were not outright abusive (though it felt like it to me), the system that they participated in certainly was. I suspect it was not uncommon at the time, and it certainly never occurred to me that it was something I could successfully object to—it was just one of the many miserable things teachers were allowed to do to students.

And lest you be wondering what fearful revelations I'm about to make, I'll relieve your minds: It may even seem minor to you, and I don't think I bear any significant scars, other than those inflicted by gym class in general. But there's no doubt in my mind, looking back, that it was an abusive, even a sexually abusive, situation.

By the time we were in high school, we were required to take showers after gym class. I could see it for the guys, but we girls almost never perspired enough to need showers—and the process wouldn't have gotten us clean if we had. No doubt gym class has changed over the years; I certainly hope the bathing situation has.

This is a rough plan of the shower room. Stripped naked, we were forced to give our names to a student monitor, who dutifully checked us off, then walk through a gauntlet of shower heads and out the exit. That's it. No soap—it slows down the line. In fact, the object was to run through as quickly as possible, minimizing our exposure to both water and the prying eyes of everyone else in the room. It was bad enough that we had to change into and out of our gym clothes in a public locker room, but the showers were an extra refinement of torture. Once a month we were allowed to avoid that humiliation, but that required us to announce to the monitor, and all within earshot, that we were having our periods.

If our gym teachers had been male, no one would question that this situation was wrong. I fail to see that them being female made the forced exposure of our young bodies and private matters to their eyes and those of the entire class any more acceptable.

Age, and having gone through the process of giving birth to our children, have since made me less sensitive to what other people see and think, but I still appreciate the private changing areas that are now provided in public pools and gyms. No one—especially no pubescent child—should have to go through what I, and my classmates, endured.

So yes, "Me, too."  It's insignificant compared to what others have experienced, but it's part of a pattern of disrespect that needs to end. Jesus had it right, you know. It's our heart attitude that matters. When we wink at smaller offenses, we promote an atmosphere in which heinous acts proliferate.

It's time for national repentance, and a good place to begin would be with the highest office in the land. If that's not forthcoming—a grassroots effort is probably better, anyway.

This is the third time I've used that handy title for a post. It may be recursive.

The inspiration for this occasion is a lament from Village Diary, by Miss Read (Dora Jessie Saint). What is remarkable is not the sentiment, but that it was written in 1957.

The child today, used as he is to much praise and encouragement, finds it much more difficult to keep going as his task gets progressively long. Helping children to face up to a certain amount of drudgery, cheerfully and energetically, is one of the biggest problems that teachers, in these days of ubiquitous entertainment, have to face in our schools.

Google frequently suggests, through my phone, articles that it thinks I might find interesting. Most of the time it's not even close: Really, I don't want to know what President Trump tweeted, any more than I wanted to hear what President Obama said on Saturday Night Live. I consider both to be inappropriate venues for a President. But recently Google was whang in the gold, with its suggestion of the video below from musician Rick Beato.

Not the whole video, actually. Mostly it's about acquiring the musical skill known as perfect (absolute) pitch, and why Beato believes it must occur during a child's first two years of life. He makes a good case, but it's a controversial point, and he apparently takes no account of recent studies demonstrating neuroplasticity in adult brains—something previously considered to be impossible. In any case, Beato himself doesn't mean adults can't develop really, really good relative pitch and get quite close to absolute pitch; after all, he has created several YouTube videos on how to do just that. But babies ... they're still something special.

The part of the video I find most intriguing is from the 6 minute point to about the 13 minute point.

One thing that surprised me, although in retrospect it should not have, is that Beato's son's acquired his ability to discern and remember pitches well before he knew any note names. But this post is not really about perfect pitch. It's also not about me feeling guilty for the opportunities lost with our children, and certainly not about making anyone else feel guilty for their own omissions. We do what we can with what we know at the time, and regrets are part of every parenthood contract. My concerns now are more general and philosophical.

What strikes me here—and it confirms what I've learned from other sources—is that our teaching habits are upside down.

Apparently, what helps babies learn is complexity. Materials with high information content. Unexpected twists and turns. So what do we do? We simplify everything for children. We give them baby talk, controlled-vocabulary books, and three-chord songs, when their brains are craving adult conversations, complex language, Bach, and jazz. Sure, they learn anyway: Babies are so desperate to learn they'll use whatever tools they can get their hands on. But despite the best of intentions, we are building cages where we should be opening doors.

Warning: This is an unabashed Grandma-brag—but it has a generally-applicable point as well.

One of my recurrent themes here is the truth that children can do and be so much more than we usually expect of them, from toddlers to teenagers. While our thirteen-year-old grandson's accomplishment is not on a par with commanding a captured naval vessel at the age of 12, nor with captaining a trading ship at 19, I'm quite proud of him—and his parents.

In his right hand is an oak board, similar to that from which he made the object in his left hand, which, when painted, will replace the barber-pole coat rack at a local barbershop.

When he approached the barber, who had advertised for someone to do the work, it took guts and skill to negotiate the commission, not to mention to persuade the barber that a young teen could do the job.

It was an ambitious project, and required working with some heavy-duty power tools—radial arm saw, lathe, planer, and jointer—knowing not only their operation, but proper safety equipment and procedures as well. It was a time-consuming job that required patience, persistence, and focus. That's pretty impressive at an age when many consider him too young to fly unaccompanied on a commercial airplane, to own a knife, or even to stay home alone.

He can cook full meals, too, and I don't mean just heating things up in the microwave.

Is he some sort of genius?  Of course he is, he's my grandchild!

But seriously, what distinguishes him the most from many young people is opportunity. His parents didn't just turn him loose among those dangerous tools, unprepared. He's been helping in the workshop (and the kitchen) since he was a toddler. So have his siblings. The kind of training that produces skills of this sort requires patience and persistence on the part of parents, too—and even more so, a willingness to stand up for the right of children to fly in a society determined to clip their wings.

I normally don't click on those "sponsored" Facebook posts, but Princess Awesome caught my eye more than once. Pink, purple, twirly, pretty skirts and dresses with dinosaurs, math, trains, space creatures and above all pockets. It's about time. They're pricey, but any company that understands that pockets are essential gets major points in my book.

We are Princess Awesome because butterflies are awesome and so are airplanes. Because monsters are awesome and so are twirly skirts. Because girls are awesome and girls get to decide what it means to be girly.

Me?  As a child, I wore pants when I could (still do), and since school required girls to wear dresses or skirts, my mother (wonderful woman!) made them for me and always included pockets.  But I have four granddaughters who love dresses, and pink, and purple, and twirling, as well as many things commercial clothing usually reserves for boys.  Plus math, which even boys are generally deprived of when it comes to seeing their favorite things on their pajamas.  (I designed and special-ordered Joseph's pi shirt.)

"These are your presents, and they are tools, not toys." With these words, Father Christmas hands the Pevensie children the weapons with which they will battle evil in The Lion, the Witch, and the Wardrobe by C. S. Lewis.

The very best toys are indeed tools. Children use them to craft the adults they will become. Here's an article from three years ago that illustrates how favoring boys over girls with a particular type of toy/tool (computers) led directly to the "gender gap" among coders that developed in the mid-1980's.

A lot of computing pioneers — the people who programmed the first digital computers — were women. And for decades, the number of women studying computer science was growing faster than the number of men. But in 1984, something changed. The percentage of women in computer science flattened, and then plunged, even as the share of women in other technical and professional fields kept rising.

Early personal computers weren't much more than toys. You could play pong or simple shooting games, maybe do some word processing. And these toys were marketed almost entirely to men and boys. ... This idea that computers are for boys became a narrative. It became the story we told ourselves about the computing revolution.

In the 1990s, researcher Jane Margolis interviewed hundreds of computer science students at Carnegie Mellon University, which had one of the top programs in the country. She found that families were much more likely to buy computers for boys than for girls — even when their girls were really interested in computers.

This was a big deal when those kids got to college. As personal computers became more common, computer science professors increasingly assumed that their students had grown up playing with computers at home.

The girls had fallen behind before they even set foot on campus.

"I remember this one time I asked a question and the professor stopped and looked at me and said, 'You should know that by now,' " she recalls. "And I thought 'I am never going to excel.' "

Nor is the phenomenon limited to computing. Upon taking her first course in optical engineering at the University of Rochester, our daughter found herself at the head of the class in the mathematics, but woefully behind her male classmates when it came to practical electronics. Our other daughter marvelled at her husband's facility with bicycle repair ... and his total lack of fear when tackling a new matter of practical handiwork. He had grown up working on such projects.

Not all boys do, but there's definitely a gender bias, perhaps because fathers are more likely to teach such work to their sons. Probably, too, girls are more susceptible to the fear of doing something wrong: it has long been known that when something goes wrong, women are likely to blame themselves, while men generally assign responsibility to the inanimate object. "I'm so stupid; I broke the dish" versus "The stupid dish slipped and broke."

Whatever the reasons, what is perfectly clear is that how our children play shapes their futures. By  no means am I advocating that parents should take still further control over their children's "free" time, as if preschool, after-school activities, computer camps, and travel soccer weren't enough of an intrusion. But perhaps every family's education budget should include plenty of toys that are actually high-quality tools—from art equipment and musical instruments to construction tools and electronics.

Everyone has an education category in the family budget, right? If not, you should; in the meantime, clue in the grandparents when they ask for gift suggestions.

Perhaps even more important than useful tool/toys would be to give our children the gift of freedom from the fear of making a mistake. Let them "waste" the expensive paints and paper; be prepared to see many repair jobs end with parts all over the floor before they learn to put anything back together; let them know by word and your example that making mistakes is an important part of learning. Our young neighbor became the go-to computer resource for our school district well before he graduated, because in middle school he had fearlessly crashed his home computer system over and over again, turning repeatedly to my husband for rescue—until he surpassed his teacher.

I wish I had been better at this when our children were young. With age comes wisdom, and what we lack in opportunity to implement our theories, we gain in opportunities to promote them.