The Girl started seventh grade today, the Boy began second grade. The Boy, in his multi-age classroom, is now an “older friend” as opposed to a “younger friend.” “I know my teachers,” he explained when I asked why he was so confident about going to second grade. There’s a lot to be said for the continuity of having the same teachers for a couple of years.

The Girl starts algebra this year, and she’s on the school volleyball team, and she makes her own breakfast and packs her own lunch. Our little girl is no more; she’s a young lady, looking more and more like her maternal grandmother every day.

I began, I believe, my 20th or 21st year of teaching. I could count it up, I suppose, but what’s the point? More or less is more or less enough. Taking all I’ve learned from teaching, I began all classes with very little worry, very little concern: I know what works for an opening day; I know what doesn’t work. I filled the day with the former and successfully avoided even a hint of the latter. The kids are sufficiently assured that I can be as tough as I need to be and adequately convinced that my class can even be — dare I say it — amusing and fun at times.