Sunday Orthography, Bugs, and Monopoly
playing
Playdate
Out Back
Late June Wednesday
If it’s late June and we’re in Poland, we might be celebrating Babcia’s birthday in one form or another. Probably not a lot of celebrating happening the day of it (at least not until later in the day) as Babcia, lacking any social media whatsoever, spends the day talking to people who phone her with birthday wishes.
As it is, we simply got everyone up early and phoned ourselves. It was hard to get through, though. Everyone loves Babcia.
If it’s late June and we’re not in Poland, I’ll probably be on the back deck, applying water sealant.
And of course, there’s the evening game of hearts.
Two nights in a row — how do I do it?
A Perfect Day
In the morning, a bike ride. The kids don’t really want to go, but it’s supposed to rain on and off throughout the day, and they need exercise, so I all but force them. L fusses about one thing; E has a wreck (due to his own carelessness) and ends up fussy for some time; I fuss about their fussing. It’s easy to get caught up in the negative and let it chart the day’s course for you if you’re not careful. Not deliberate.
So I try to make things a little more careful, a little more deliberate. We get back and spend a fair amount of time, just the three of us, working on our bikes’ brakes. They’re all squeaking and squawking like feral hogs tied to deranged cats. For each bike, we loosen everything — cables, brake pads, centering screws — and recalibrate everything. As we’re working, I like to think that the kids are enjoying learning something, but I’m not sure. In fact, I rather doubt it. But there’s still some value in this, even if it’s just spending time together solving a problem.
After dinner, the Girl decides she wants to play Hearts with Papa, K, and me. E is across the street playing with neighbors, and he’s not able to follow a game with tricks and trumps just yet, so we play just the four of us.
We play eight hands, and in a surprise — I never win at games — I destroy everyone. L is the nearest to me, and she has almost double the points I have.
After the Boy comes in, he suggests War — he’s just learned it, and he likes it. One of two card games (Uno being the other one) that he enjoys.
I take the opportunity to take a few pictures. In the end, I can’t decide between three action shots, so I include them all. And the other two shots? They’re winning hands the Boy is particularly proud of. In the first one, the Girl gives him rabbit ears; in the second, he’s wised up.
Once I put the Boy to bed, I grab L and take her down to watch a movie. It’s the second night we’ve done this. Last night, I showed her The Help. It’s a good sign when she wants the movie paused when she leaves to get a snack; last night, she paused it herself. Tonight we watch a quirky British romantic comedy, About Time. It’s about making the most of life by looking at each day as a treasure. We all need to be reminded of that from time to time, especially a thirteen-year-old and her cranky father.
A Ride and the Creek
In the morning, a ride with the kids:
In the afternoon, some creek play.
Playing in the Creek
Day 74: Rainy Dickens
Another Rainy Day
We are sick of the rain. Simply sick of it. Every day for the last — how long has it even been? A week? Day in, day out, at some point during every single day, it rains. The air is heavy and moist, and it’s just not a pleasant experience — though it could be worse with all the flooding others are getting.
Today, we finally got outside in the afternoon. It was muggy but sunny. What else could we do but head back to our new fort location and work on it. Doing what exactly? Well, chopping things down.
Some things were much easier to chop than others. The mushy, termite-infested stump we discovered to be such a few months back when I gave what appeared to be a 10-foot stump a push and broke it off about two feet from the ground — that stump is quite solid a little further down.
Of course, the sprinkles that filled the morning and early afternoon and kept us inside came back with friends in the early evening just as we got back from our walk.
I took a few experimental shots — long exposure. Long exposure for daylight pictures. The above image was about 15 seconds. I don’t know what I was hoping to accomplish — get streaks of rain in the image, I guess — but it just turned out to be a bland shot of our front yard.
Later in the evening, we tried it inside. When I explained what a long exposure inside would do, the kids thought it was a very unique idea. “Make us ghosts!”
Done.
Dickensian Commonalities
I’ve been listening to Dickens’s Dombey and Son on Spotify this week — the first time in close to 20 years that I’ve read a new (to me) Dickens book. One of the things that I’m enjoying most is the simple pleasure of discovering new examples of Dickensian acerbic wit, like this:
After the lapse of some minutes, which appeared an immense time to little Paul Dombey on the table, Doctor Blimber came back. The Doctor’s walk was stately, and calculated to impress the juvenile mind with solemn feelings. It was a sort of march; but when the Doctor put out his right foot, he gravely turned upon his axis, with a semi-circular sweep towards the left; and when he put out his left foot, he turned in the same manner towards the right. So that he seemed, at every stride he took, to look about him as though he were saying, “Can anybody have the goodness to indicate any subject, in any direction, on which I am uninformed? I rather think not.”
Add to that a classic Dickensian name — can there be a more inept educator than someone named Doctor Blimber? — and it just brought out of me a loud laugh.
I’m discovering too that this is another example of Dickensian exposes on the Victorian view of children, which often enough bordered on abuse. And as always, Dickens does it with a flourish of humor that still has enough darkness around the edges to make the reader shudder just a little at what the child must be going through.
Poor Paul Dombey, at six, has been deposited at a boarding school in an effort to make up lost time in his education due to his generally ill condition. The headmaster, Dr. Blimber of above, is known for instilling in the children a thorough knowledge of Greek and Latin grammar and little else and of assuming that he’s aptly prepared his pupils for the challenges of life. Paul, on his second day of school, is given a pile of books to read and master. He does the best he can with them:
‘Now, Dombey,’ said Miss Blimber. ‘How have you got on with those books?’
They comprised a little English, and a deal of Latin—names of things, declensions of articles and substantives, exercises thereon, and preliminary rules—a trifle of orthography, a glance at ancient history, a wink or two at modern ditto, a few tables, two or three weights and measures, and a little general information. When poor Paul had spelt out number two, he found he had no idea of number one; fragments whereof afterwards obtruded themselves into number three, which slided into number four, which grafted itself on to number two. So that whether twenty Romuluses made a Remus, or hic haec hoc was troy weight, or a verb always agreed with an ancient Briton, or three times four was Taurus a bull, were open questions with him.
‘Oh, Dombey, Dombey!’ said Miss Blimber, ‘this is very shocking.’
‘If you please,’ said Paul, ‘I think if I might sometimes talk a little to old Glubb, I should be able to do better.’
‘Nonsense, Dombey,’ said Miss Blimber. ‘I couldn’t hear of it. This is not the place for Glubbs of any kind. You must take the books down, I suppose, Dombey, one by one, and perfect yourself in the day’s instalment of subject A, before you turn at all to subject B. I am sorry to say, Dombey, that your education appears to have been very much neglected.’
‘So Papa says,’ returned Paul; ‘but I told you—I have been a weak child. Florence knows I have. So does Wickam.’
‘Who is Wickam?’ asked Miss Blimber.
‘She has been my nurse,’ Paul answered.
‘I must beg you not to mention Wickam to me, then,’ said Miss Blimber. ‘I couldn’t allow it’.
‘You asked me who she was,’ said Paul.
Bear in mind that Paul at this point is six years old. “How is your Latin grammar?” asks the headmaster. “I am sorry to say, Dombey, that your education appears to have been very much neglected,” declares his tutor, the headmaster’s daughter. Just what were they expecting of a six-year-old boy?
Day 72: Reflection and Time Together with a Tripod
Reflection
I titled the post “Heading Out.” It comprised one single picture:
The Boy and I were going out for a Sunday-morning ride. We rode about our neighborhood, the neighboring neighborhood, up to his school, back — a typical ride for us. If there were any puddles I would have had to tell him not to ride through them.
We got back sweaty and satisfied, and after a shower, we had lunch with Nana and Papa and then I headed out to photograph a special ordination Mass for a deacon in our parish, Deacon Richard — now Father Richard.
At some point during the afternoon — I don’t remember because I wasn’t there — Nana went to sleep. K must have texted me about it because I remember thinking, “Well, we gave her an opioid — she always goes to sleep after that.” The Mass ended and the reception began, and after an hour and a half of the reception, K texted me that I should probably come home. “It doesn’t look good,” she texted.
Still, I wasn’t worried. “She’s just asleep. The opioid’s effect will wear off and tomorrow morning she’ll be just as good as new.”
That was May 26, 2019. She passed away sometime in the early hours of May 27. We’re not exactly sure when even though the death certificate has the time the hospice nurse came and checked: 7:30.
“Tomorrow morning she’ll be as good as new.”
I’m not sure how I could have been so blind other than to suggest it was self-deception out of a sense of self-protection. A lot of “self” in that.
“Can we have some time together?”
The Boy asks me every day, “Can we have some time together?” On the one hand, that makes it sound like I don’t spend a lot of time with him. “Poor kid — has to ask his father to spend time with him.” It sounds positively Dickensian. On the other hand, that shows how conscientious he is about spending time with me: he wants to make sure the day doesn’t slip by without us doing something together, and that has happened.
Today, I had some work to do, though, after I completed my school responsibilities (only three more days) and before I could play. The Boy is always eager to learn how to do something, so I invited him along.
Spraying for pests suits him, I think.But then again, you do have to be somewhat systematic — follow a pattern, a plan, a path. You can just spray here, spray there. You have to make sure you have even coverage over the whole area you’re hoping to affect. Much like with mowing, then, I let him work but often took back the equipment to hit a spot he’d missed.
After the work (“Is this our time together?” the Boy asked, concerned), we went back to our favorite spot in the creek and discovered, much to our surprise, that the island we use to assist in crossing the creek was gone. The last flood must have washed it out completely.
We also started planning our next fort. We might get a little less primitive this time. We might even use some 2x4s.
Tripod
I took the camera and tripod out with us today and set the camera to take a picture every minute.
Why didn’t I do that before? I don’t have many pictures with the Boy when we go on these adventures. It’s a simple way to solve that problem.
One can also reverse-mount the tripod and take some pictures otherwise impossible: three-second exposures at water level. That type of thing.
Day 71: Playing and Counting
Games We Play
This morning, E and I decided to play a game we hadn’t played in ages: Pentago. It’s a simple concept: Get five marbles of your color in a row. But the challenge is that each of the four nine-by-nine quadrants can be rotated. It’s a great game for the mental manipulate of objects because players have to turn those quadrants in their heads and make plans to try to surprise their opponent with an unseen 5-row connection.
At first, the Boy just tried to connect five in a row. I showed him quickly how easily stopped that could be, and how I could simply build on my efforts to stop him and create my own row with a twist here or there. Then he got it.
Did I “let him win”? Well, not so much. Once he figured out the importance of the twist, I played a while without really paying attention to anything other than his obvious efforts and he sneaked one or two by me.
After each game: “Can we play again?”
Snack
In the afternoon, the kids brought the old Rummikub satchel out: “Can you teach us how to play this?” they asked.
Indeed — I could barely remember myself. Something about runs and threes- and fours-of-a-kind. That was about all I could remember, and there were no instructions in the game.
It’s moments like that which make me really appreciate YouTube. A quick search, three minutes of watching the video, and off we went, playing a game I hadn’t played in decades.
I last remember playing it in Nashville with Uncle N and Aunt L over the Thanksgiving weekend. We might have played it the last time we were there for Thanksgiving, which would have been 2005. Though we could have just played dominoes and Uno — that’s all I have photographic evidence for:
Uncle N passed away less than a year later from ALS, and we never went back there for Thanksgiving. So it might have been even longer since I played Rummikub. At any rate, the kids loved it. The Boy, less so because he couldn’t see all the combinations and such. L, however, fit into the game perfectly: that type of kombinowanie is just what she does best.
Yesterday
We watched last night the 2019 film Yesterday, in which a failing musician somehow enters an alternate reality in which only he knows anything about the Beatles. He subsequently recreates their catalog as his own. As expected, there are lots of Beatles songs in the film.
“Is that a Beatles song?” L asked as one started.
“Is that a Beatles song?” E asked with the next one.
“Yes, they’re almost all Beatles songs,” I explained.
“How many songs did they write?!” the Boy asked incredulously.
As a result, we listened to a lot of Beatles music this afternoon. They kind of liked it — we kind of encouraged them.
It did inspire some musicality from them. The Boy has a little guitar that he suddenly became interested in. However, it is missing strings, so I suggested he play my mandolin, which I bought in high school because R.E.M. had released Green, which featured the mandolin on a number of tunes. It’s a $100 plywood job that’s a perfect size for him.
Tonight, I worked with him on some basic ideas: pressing down strings just behind a fret to change the pitch. Chords? They’re a long way off. (Besides, I can only remember four or five chords on a mandolin.)
The Girl, who has been toying with a ukelele from time to time, gave it a try only to be shocked at how very different it was tuned from her uke. (When she first got the uke, I was surprised to find that, like a five-string banjo, the highest string is actually in the position where the lowest string is for most other instruments. They both just have that one out-of-place string that always gives me fits.)
We’ll see how this develops, but hopefully, the interest will remain.
When do I stop counting?
When is this quarantine officially over? When do I stop prefacing every post with “Day X”? I started the first day we were supposed to go to school and yet didn’t — March 16.
Yet because we don’t have any coordinated national approach and since every state is easing restrictions step-by-step, there’s really no firm date for me to stop doing that. When we head back to school on a normal routine? (Will we do that in the fall?) I’ve decided that the most logical date to stop doing that is June 4, which would have been the last day of school were this a normal year.
On the other hand, I’m fairly certain that we will see an enormous uptick in cases after states have eased these restrictions. Just look at Cocoa Beach in Florida this weekend:
It’s concerning, to say the least:
On the Sunday talk shows, Dr. Deborah Birx, the coordinator of the White House coronavirus task force, said she was “very concerned” about scenes of people crowding together over the weekend.
“We really want to be clear all the time that social distancing is absolutely critical. And if you can’t social distance and you’re outside, you must wear a mask,” she said on ABC’s “This Week.” (Source)
If we have an explosion of cases, the very thing we were trying to avoid, then this entire 70+ lockdown will have been for nothing. Absolutely nothing.
Are we smarter than that as a species? Most days I have my doubts.
Counting
I’m on a run: I’ve never posted so many consecutive days on this site. Not even close. I’ve posted daily since December 21, 2019. Counting roughly, that’s 130+ consecutive days. Why? Why not?
Not only that, but for the month of May, I’ve written an average of 1,047 words a day. That’s like my journal writing when I first arrived in Poland and everything — everything — fascinated me endlessly.
Of course, I have cheated a few times: I included long quotes from books I’m reading, in part because I was honestly interested in writing a little something about them, in part (at least once) because I just wanted to reach that arbitrary number (like I just did in this paragraph). One thousand words. At least. Every day.
I can’t possibly keep that up. The quarantine is helping with that. But daily posts? Could I make it a full year? Probably. Will I? No idea.
Day 70: Flood
It started raining around two this afternoon, first sporadic rain with fat, lazy drops, then steady rain, then torrential rain.
In the past, such rain worried me because of flooding in our basement. With the leak in our roof, I now have different concerns. As the storm grew and the wind blew harder, I wonder whether or not I’d secured the two tarps protecting our roof well enough to keep them in place with such a storm. There was really nothing I could do about it at the time, of course: it would not have been remotely safe to head onto the roof in a storm to put down additional weight to keep the tarps from flying off.
In the end, my worries were for nothing: the tarps stayed in place; the sump basin didn’t even have much water in it, so the basement wasn’t even close to being threatened.
Yet we still had a lake in our backyard: the creek didn’t crest but we had essentially one big puddle in the lowest part of our yard, so after we finished playing a game (“Ticket to Ride” — I never play to win; I play to block other players — you can’t lose if you’re not trying to win!), E and I struck out to see what was going on in the neighborhood.
We weren’t prepared for what we found:
To begin with, there is a house basically in a hole that has an enormous backyard — I thought it was a park when we first moved here.
The road that goes by it was closed because their yard, which is in reality just a drainage basin for the surrounding community, was completely flooded.
Completely.
So much so that the culvert under the road was completely submerged, creating a whirlpool as the water tried to drain.
We stood in the road looking at the whirlpool, right at the edge of the water. We’re past the time of E asking questions like, “Daddy, what would happen if I fell in that water?” He knows. He likes to show he knows. “Boy, Daddy, if I fell in that…” and his voice trailed off for effect.
It gave me a little shudder, the shudder of a parent having nightmarish visions of the worst possible outcome. Once such thoughts enter my mind, it’s hard to shake them. The Boy seemed to realize that. “Come on, Daddy, let’s go back to the other side.
All that water — undoubtedly the worst flooding we’ve seen there. It was still nothing compared to what we saw later, downstream. We walk by here almost every night — it’s K’s favorite walk.
The creek that was forming the whirlpool earlier joins with another creek at this point, and the two completely covered the flat land around it.
We headed back home, still having fun on the way.
In the evening, we went for a walk to show the girls what it looked like. Of course, most of the water had subsided, but there was still enough to be impressive, and just enough to enjoy safely.
Day 53: Changes
Schedule
A couple of weeks ago, I got an email from my principal. It read, in part,
We are working on the schedule for next year, and I wanted to run something by you. In an effort to simplify people’s assignments and avoid teachers having 3 preps, we are looking at the possibility of you teaching all of the English 1 sections. […] My one hesitation is that 4 sections of E1H is a lot for one person. A lot to grade and be responsible for.
English I Honors is indeed a handful. Each class is about 30 students usually, and whereas 60-65% of students in English 8 turn in a given assignment, it’s something like 90% in English I. Many English 8 students often have issues with time management and apathy, so it’s rare for a student in those classes to turn in all assignments in a given quarter. English I is exactly the opposite thought: it’s rare to have more than two or three students in a given class not turn in a given assignment.
Another element adding to the E1 workload is the simple fact that, compared to English 8, it’s two classes combined into one: reading and writing are separated into two classes for English 8, and I have always taught the reading/literature portion. English I isn’t, so I have to teach both, which means a lot of writing to assess.
So I was hesitant to accept such an offer. At the same time the idea of working with students who have almost no serious behavior problems, who are all working hard most of the time, who all see the value of education, is pretty hard to resist.
My other concern was regarding the fact that having all the English 1 classes would mean Mrs. H, the other English I teacher, would have none. I knew how she enjoyed teaching that class, and if the tables were turned, I would not want to give up English 1 even for the tempting offer of having only one prep. I expressed my concerns to the principal, and he, in turn, discussed those concerns with Mrs. H. It turned out that for her, the thought of having only one prep was indeed enticing enough to give up English I. In fact, she was somewhat worried about the workload that I would be facing, and she emailed me about those concerns. Receiving this email and having assurances from my principal that Mrs. H would not feel as if I were somehow taking these classes away from her (because that’s how I felt: if I to take these classes, that means she loses them, and I can always say no), I agreed to take the 4 English I classes.
Yesterday the official master schedule for the 2020-2021 school year was released.
And there I am back-to-back-to-back-to-back English 1 classes.
I’m happy about this for a number of reasons, not the least of which that I will have very few behavior issues to deal with. It’s also a great joy to work with students of actually do want to learn and you actually do put forth their best effort on a consistent basis.
On the other hand, working with a class that includes a significant number of at-risk students has its own rewards. I often feel I have the opportunity to teach them even more important skills like anger management, delayed gratification, empathy, impulse control, and appropriate self-efficacy.
The change will be significant. The increased workload will be noticeable. The rewards? Well, it is indeed a trade-off.
The Fort
L decided today that she wanted to get involved in the fort.
“You guys did the hardest part,” she said, “But still — I want to help.”
She brought an interior design eye to the project, bringing ground covering (old towels), decorations (old silk flowers), entertainment (books, a chess board, and more), and snacks.
Day 51: Seeing Anew
Atticus Finch — what a hero. What a fantastic lawyer. That’s what we all walk away thinking the first time we read To Kill a Mockingbird. We read his cross-examination of Bob and Mayella Ewell and think, “He did a really good job establishing Tom’s innocence,” and can’t understand how Tom could be found guilty– though we can understand it because it’s Depression-era Alabama.
The state has not produced one iota of medical evidence to the effect that the crime Tom Robinson is charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not only been called into serious question on cross-examination, but has been flatly contradicted by the defendant.
Nailed it — keep hammering on the fact that no doctor was called, Atticus.
She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.
Her father saw it, and the defendant has testified as to his remarks. What did her father do? We don’t know, but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with his left. We do know in part what Mr. Ewell did: he did what any God-fearing, persevering, respectable white man would do under the circumstances—he swore out a warrant, no doubt signing it with his left hand, and Tom Robinson now sits before you, having taken the oath with the only good hand he possesses—his right hand.
There it is — that brilliant evidence that someone lefthanded inflicted the bruises on the right side of Mayella’s face. Tom’s left arm was mangled in a cotton gin when he was young — he couldn’t have done it. Case closed.
And then that impassioned closing:
Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious—because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe—some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others—some people are born gifted beyond the normal scope of most men.
But there is one way in this country in which all men are created equal—there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal.
I’m no idealist to believe firmly in the integrity of our courts and in the jury system—that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty.
What a perfect defense! What insight! What an amazing job defending a man in a hopeless situation!
That’s what we think when we’re not lawyers, though. But what about a trial lawyer who’s had twenty years’ experience in the courtroom? Someone who’s represented defendants against charges of rape and murder?
Every year, as the kids finish up Mockingbird, I have Jim Bannister, a local defense attorney, come in and walk the kids through the details of the trial and evidence. He’s been doing this presentation for some years, ever since a friend’s daughter read the book. The friend asked him what he thought of Atticus’s defense and, not having read the book since middle school, Bannister reread the chapters dealing with the trial.
“I would have handled things a little differently,” he remarked. “To be fair,” he’s always added when talking to the kids, “Atticus seems to be a tax and/or estate lawyer, so he was not in his area of specialization at all.” Still, he helps the kids see the mountains of evidence that Atticus could have brought into the trial that doesn’t even get a mention.
The most damning evidence does appear in the book, but Atticus doesn’t push it hard enough: no doctor was ever called. This means there’s no evidence that the crime even took place. But there’s so much more than that.
What about clothing the accused and supposed victim were wearing? How could Tom, who’s left arm is all but useless, hold down Mayella as she claimed, take off his clothes, take off her clothes, and rape her while using only one arm? It doesn’t make sense — it’s physically impossible.
What about defensive wounds on Tom? Mayella said she fought him “tooth and nail.” There should have been scratches all over Tom’s face.
What about the window through which Bob says he saw the rape in progress? Earlier in the book, the Ewell house is described and we discover that there’s cheesecloth over the windows instead of glass panes. How clean was that cheesecloth? How much could Bob actually see?
And if his daughter was being raped and all that stood between him and the rapist was a bit of cheesecloth over a window no more than three feet above the ground, why didn’t he dive through the window and attack Tom? Instead, he claims he witnesses the rape in the front room and runs around the entire shotgun house and enters through the back door.
All these were failures on the part of Heck Tate, the sheriff, who did absolutely no investigation at all. “I would tear him apart on the stand,” Bannister laughs.
For me, though, the most jaw-dropping piece of evidence was a little gem hidden in Tom’s account of the event.
“Mr. Finch, I was wonderin’ why it was so quiet like, an‘ it come to me that there weren’t a chile on the place, not a one of ’em, and I said Miss Mayella, where the chillun?”
Tom’s black velvet skin had begun to shine, and he ran his hand over his face.
“I say where the chillun?” he continued, “an‘ she says—she was laughin’, sort of—she says they all gone to town to get ice creams. She says, ‘took me a slap year to save seb’m nickels, but I done it. They all gone to town.’”
Tom’s discomfort was not from the humidity. “What did you say then, Tom?” asked Atticus.
“I said somethin‘ like, why Miss Mayella, that’s right smart o’you to treat ’em. An‘ she said, ’You think so?‘ I don’t think she understood what I was thinkin’—I meant it was smart of her to save like that, an‘ nice of her to treat em.”
Why in the world didn’t Atticus call to the stand that ice cream salesman?! Everybody in the town knows the Ewells; everyone knows how poor they are. To see all seven of them come traipsing up with nickels in hand to buy ice cream would have been a once-in-a-lifetime, always-remember-it moment.
So he comes every year to lead students through these pieces of evidence, suggesting at the outset that they pretend like he’s the lead attorney and they are his paralegals, investigators, and co-attorneys. “Let’s see if we can’t put together a better defense for Tom Robinson.”
Except he couldn’t come this year for all the obvious reasons. Yet when I asked him if he’d be willing to give it a shot on Google Meet, he didn’t hesitate: “What dates are we looking at?”
And so he sat in his study and led several of my students through a discussion via Google Meet, and my eighth-grade vice principal (well, she will be next year after our current, much-loved vice principal retires) popped in eagerly when I told her what we were planning.
Despite the frustration of the lockdown, it was a good day to be a teacher.
The Day’s Adventures
The Boy has wanted to build a bamboo structure of some sort for some time now. He had in his mind a large and grand structure, perhaps with a swimming pool beside it and a diving platform coming out of the second story.
Today, I suggested a little more modest structure: “We could simply use the corner of our fence and Mr. F’s fence and build it there.
And so we went out into the stand of bamboo growing in Mr. F’s back yard (more or less — not really sure of property lines there) and took a few canes.
We stripped off the small branches on which grow the leaves, cut them to length,
dug a few holes, and we had our basic frame. A little more work and we had a functional structure.
A good day to be a dad.
Day 50: Death In the Creek?
During the warmer months, the creek that runs through the backyards of our street becomes a frequent destination for us. Of late, this has been because of the minnows that flourish in the small stream.
I find myself wondering how in the world the little fish survive. What do they eat? According to one site, “Bluntnose minnows eat algae, aquatic insect larvae, diatoms, and small crustaceans called entomostracans.” I don’t know if these are bluntnose minnows, but that was the first thing Google turned up when I asked, “what do minnows in streams eat.” That makes sense.
Their presence also solves another mystery: what do the snapping turtles in the creek eat? That and frogs, I guess.
We were in the creek three times today. The first was in the morning, a session that included a bit of minnow netting and some bamboo harvesting.
The Boy has been watching videos on YouTube showing young men in some south Asian country (Malaysia? Indonesia?) who dig vast underground spaces or build impressive bamboo houses using only the most primitive of tools and resources. He has decided that he wants to do the same. This morning, then, we cut down a couple of bamboo canes for this project. The Boy wanted to get more, but I put him off, hoping his obsession with this project would wane a bit when he realized it’s impossibility for a seven-year-old boy. Still, I want to encourage him to try, hence today’s harvest.
After we took down the canes, it was time for a little minnowing. The Boy as a curious and amusing approach that seems counterintuitive but works: he sneaks up to where the minnows are gathering, then leaps into the water, thrusting the net in before him and waving it about violently in the water.
It seems like it would never work, but it does.
Occasionally, the minnows have caused a bit of consternation in the house. The first minnows he caught spent the night in a Mason jar on the kitchen counter. When K went down in the morning, one of the two minnows was floating on the surface of the water. Not wanting to risk the other’s life, K took the jar and sprinted down to the creek to release the survivor.
This prompted a new rule: minnows can be held in captivity until bedtime. When the Boy comes up for his bedtime ritual, the minnows need to be back in their own habitat. That worked for a couple of days until yesterday, when one of the minnows leaped out of the jar as it sat on the deck, flopped about on the deck board, then slipped in between two boards to its death in the leaves and chaos that exists under our deck.
“Minnow murderer!” the Girl exclaimed.
So now the jar stays in the house and minnows are released only moments after they’re caught.
Today, though, we discovered much more than minnows. During our afternoon session, we decided to head to the waterfall that’s just upstream. This means a short jaunt through the woods, approaching the stream from above. E started out toward the rocks and then suddenly started yelling.
“Daddy! Daddy! Come quick! It’s a snake! A snake! And it’s eating!” There was excitement and fear in his voice: he loves snakes, but he’s terrified of the thought of encountering a venomous one. He seems to think they’re conscious of their deadly venom and somewhat maleficent to boot. “What if they just chase me down and attack me?”
I try to reassure him when he says things like that, and today was no different: “Buddy, to him, you’re a huge, terrifying monster!”
“But how? They’re packed with venom.”
“They don’t know that.”
“They don’t?!” The Boy was having trouble comprehending that. How can a snake be so deadly and yet not realize its power?
I’m no snake expert to say the least, but I was fairly sure it wasn’t a venomous snake. The eyes, the shape of the head, its markings. But what about those markings? They’re awfully close to a cottonmouth’s markings except the dark triangles rest fat side on the belly of the snake — the whole pattern of this snake inverted.
Still, no need to take chances. We left the snake to its dinner and headed home.
I did a little research when we got home and came to the tentative conclusion that it might be a plain-bellied water snake, which is not venomous. Still, it got me thinking: what if it had been a cottonmouth and the Boy was bitten? Cottonmouths don’t have venom that kills humans, but it can make one very sick. But what about a little boy? We’ve tromped about those rocks where the snake was eating dinner countless times.
It was another one of those realizations that threats lurk around us constantly and we’re mostly unaware of them. Our current global reality is a reminder that we are far from the top dogs on the planet in a number of ways, and yet we’re the only species that could burn the whole thing to a radioactive cinder.
While I was cooking dinner over an open flame in our new fire pit, I listened to The Scarlet Letter again, and once again, an echo of the day:
Much of the marble coldness of Hester’s impression was to be attributed to the circumstance, that her life had turned, in a great measure, from passion and feeling, to thought. Standing alone in the world,—alone, as to any dependence on society, and with little Pearl to be guided and protected,—alone, and hopeless of retrieving her position, even had she not scorned to consider it desirable,—she cast away the fragments of a broken chain. The world’s law was no law for her mind. It was an age in which the human intellect, newly emancipated, had taken a more active and a wider range than for many centuries before. Men of the sword had overthrown nobles and kings. Men bolder than these had overthrown and rearranged—not actually, but within the sphere of theory, which was their most real abode—the whole system of ancient prejudice, wherewith was linked much of ancient principle. Hester Prynne imbibed this spirit. She assumed a freedom of speculation, then common enough on the other side of the Atlantic, but which our forefathers, had they known it, would have held to be a deadlier crime than that stigmatized by the scarlet letter. In her lonesome cottage, by the sea-shore, thoughts visited her, such as dared to enter no other dwelling in New England; shadowy guests, that would have been as perilous as demons to their entertainer, could they have been seen so much as knocking at her door.
Two hundred years had passed from the events of the book to the narration of the book, and in the meantime, the country had grown a little less Puritanical and a little more tolerant. Hawthorne seems to see some hope in this. Perhaps we all should
Day 45: Checkers and Rain
Day 43: Cooperation
School in the morning.
Pierogi in the afternoon.
Games in the evening.
Day 42: The Sermon and the Wall
The Sermon
I went out for a walk this morning. It was sunny and warm, and everyone else was busy doing something, so I couldn’t resist. Listening to The Brothers Karamazov as I walked, I heard an amplified voice over the reader’s voice. Sometimes, when the conditions are just right, we hear the announcer at the local high school’s football games. Of course, there are no such games now, and there wouldn’t be any on a Sunday anyway. I paused the recording, stopped walking, and listened carefully. It took a moment, but I realized that it was a preacher delivering a Sunday morning message to the faithful as they sat in their cars. Drive-in church service.
As I walked a little further, I heard a little later furious honking coming from that direction, as if twenty or thirty cars were all randomly honking their horns. I took the earbuds out again and listened for some time.
Through the trees, I heard, “But we don’t have to fear death! Christ Jesus has conquered death!” Fairly typical evangelical formulation. “Isn’t that wonderful?” And then the horns began again, and I realized what was going on.
“They’re honking their amens,” I muttered to myself.
The Wall
The kids have taken the back corner of the house as their practice area: the Boy kicks his soccer ball against the wall; the Girl uses it for volleyball. They decided to use chalk to make some targets to practice accuracy.
The Girl had it all planned out. Colors, target shapes, everything. And then the Boy “messed it all up,” using colors at random for no other reason than wanting to use that particular color. And so they cleaned it and began again.
Day 40: In the Creek
Day 39: Rain
It rained today. Almost the entire day. Being stuck at home is not that bad when we can go outside, but being stuck in the house makes for a long day. In the grand scheme of things, that’s a petty issue, I realize. But such was our reality today.
What’s more, E swears he’s tired of all the games. Sorry? “No!” Monopoly? “No!” Uno? “No!” He was up for chess, but one can hardly play three-person chess.
Well, it exists, but I’ve never played it, and we don’t have a board.
Day 35: The Photographer?
The Boy has been showing an interest in photography from time to time. It’s not an everyday thing, but he enjoys it when I give him the little Fuji to shoot with.
This afternoon, we went out on a photo walk, and he asked me if it would be possible for him to edit some of the photos in Paint.net, a free editing program that I use for quick things like cropping screenshots and the like. I’d taught him how to do gradient overlays with it, and he loved the idea of editing photos like that.
“Do you use Paint.net for your photos?” he asked.
“No, I use Lightroom.”
“Can you put gradients on pictures in Lightroom?”
Technically, yes, I thought, but not the way he was thinking. “Not really, but you can in Photoshop.”
“Can you teach me how to do it in Photoshop?” The Boy loves to learn if it’s something he’s interested in — but then, doesn’t that describe us all?
“Well, for what you were doing, it’s probably best just to keep using Paint.net.”
“Can you teach me to use Lightroom?” he pressed.
And I thought, sure. That’s entirely possible. There’s a lot less to overwhelm initially on Lightroom, and to be honest, it’s a less powerful program in a lot of ways: there’s nothing you can do in Lightroom that you can’t do in Photoshop, but there’s tons you can do in Photoshop that you can’t do in Lightroom. Still, for most photo editing, bringing Photoshop into the picture is like using a backhoe for gardening.
So when we go home, I installed Lightroom on the computer we have upstairs, and we’ll start editing tomorrow.
Will he love it? At first, most definitely. I look forward to sharing some of his edited images.
Will he stick with it? We’ll see. But seeing how much he loves trying to copy me, I think there’s a good chance we might begin something long-lasting tomorrow.
Editing isn’t the only thing we’ll be starting tomorrow. Spring break is now over, so we’ll all head back “to school.” I have real reservations about the ultimate efficacy of what I’m doing with students. Are they learning? I doubt it. Are they slipping? I hope not — that’s really the only hope most of us educators have.