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Anyone besides me go to a school where roses were delivered on Valentine’s Day as a class fundraiser? Typically, one class or organization would arrange to sell roses with notes to be delivered to other students in class. They could be signed or anonymous, and the whole thing was supposed to be a wholesome, fun way to raise money.

I hated it. Hated it with everything I had. Because wholesomeness aside, the class Valentine gram was also a way to attach a physical measurement to one’s popularity—or lack thereof—with the opposite sex. And really, did I need the damn Valentine grams to remind myself that the boys weren’t tripping over themselves to ask me out? No, no I did not. And did the beautiful people need heaping armfuls of roses to remind everyone else of their superior social rank? No, they did not either. And I was one of the lucky ones. I at least had a couple of girl friends, a few close male friends, and a boyfriend my last two years to send me roses. There were always those who got no roses at all. Even in my adolescent selfishness I knew that those kids had it worse off.

However much money the Valentine grams raised, they were extremely costly in terms of hurt feelings. But at least I was in high school and, having survived middle school, had the wherewithal to deal with it.

Now the 3rd graders at Brandeis are selling pumpkin or ghost grams to be delivered in class. These are suckers with cute little pumpkin or ghost cards attached to them that the 3rd graders are making and delivering as a fund-raiser. It is such a cute idea, and yet I am very wary of it. We can send to our bus-stop friends, to Simon’s soccer friend in another kindergarten class, to Leah in 1st grade, and to cousin Ben in 4th grade. That’s easy enough.

But what about friends in his class? I had thought about sending to what seem to be his three best friends: James C. James M., and Menelik. But what about Shaina, Bobbie, and Taliyah, the girls I sometimes hear about? Or Iris, whose birthday party he will attend today? Or Emilie, who wrote him out a really sweet birthday card? Or Gus and Blake, who are his fellow pick-up partners in the afternoon?

In other words, what about any other child who might either get Simon a pumpkin gram or feel bad bad about not getting one from him? How awful would I feel knowing that some 5- or 6-year-old went home with hurt feelings on my account? For that matter, how awful would Simon feel? The whole thing has put me right back to high school with a knotted up stomach.

I still haven’t decided how to proceed, but I’m leaning towards an all-or-nothing strategy. As in, either everyone in Simon’s class gets one from him, or no-one does. Simon is figuring out who his best friends are, and I can think of lots of ways to get those friends together and allow the relationships to flourish in a smaller setting. But singling out those children in a public venue with a physical token of affection is not on my list of ideas. I don’t like the idea any more today than I did 25 years ago.

 

Six

Dear Simon,

Today, at long last, you are six. Not five, not five-and-a-half or five-and-three-quarters, not even five-and-eleven-twelfths or any of the other intervals you tracked this past year. Just six: exactly, perfectly six. Relish it, for tomorrow you will be six and one three-hundred-sixty-fifth, and the countdown to the next year will begin anew.

This numerical obsession is just one of the new traits you have surprised me with this past year. For while most years your birthday letter describes an older version of the same child I have always known, this year has been transformative. You are no longer the mere continuation or logical extension of your younger self; the span from five to six has produced an equally lovable but noticeable different you.

Some of the changes I’ve witnessed relate to interests or talents a younger child is unlikely to demonstrate. Take that numbers thing. Last fall, you surprised me by doing small bits of addition once or twice. This fall, you’re at it again with understanding negative numbers and simple multiplication. You have spent the last twelve months observing, manipulating, and discussing numbers: So far as I can tell, you see the entire world in terms of numbers and relations between numbers. Math is your favorite subject in school, something that could only be improved upon in your eyes by its being harder. A lot harder. This instinctive feel for numbers is new and might be the greatest gift your parents did not give you.

Unless it’s the athletic ability you have demonstrated this year, which also did not come from us, and which also came as something of a surprise. Your toddler and little boy love of balls has morphed into a big-boy love of sports in general and soccer and tennis in particular. What’s more, you don’t just love it; you’re good at it! You have a natural swing, a good throwing arm, a decent shot, solid ground-strokes, and speed on the court and field.

It’s not just your interests that have grown or shifted, either. Some of your core characteristics look different this year. For example, your childhood sweetness has grown more nuanced this year, evolving into politeness, empathy, and generosity. According to coaches, teachers, and my own observation, you are a caring friend, dependable team-mate, and respectful class-mate, someone who is careful with others’ feelings and is happy to share and help. The empathy that once made you so fragile has now made you likeable. It can still be hard for you to care so much, but the reward is that almost everyone wants to be your friend.

But by far the most surprising of all in the build-up to six is the revelation of heretofore unknown personality traits and the reversal of one or two more. Just below your sensitive and sometimes hesitant surface is a core made of grit and determination. I had no idea!

I began to understand that what I thought I knew about you was changing when your independent streak emerged. One day you were happy to be dressed, bathed, helped with shoes and escorted into buildings and then—Poof!—the next day you insisted on dressing yourself, attacked shoe-tying with a furor, learned to shower solo, and demanded to walk alone to your class or camp group. You are not yet embarrassed by me, but there are certainly times you want me to lay low. You want to do things for yourself and often resent needing or being offered help.

You are also tenacious. If you set out to do something, then by gum you are going to do it or physically and emotionally collapse while trying. Your dad and I cannot count the number of times we had to drag you away from a soccer goal, tennis court, baseball diamond, or set of shoe laces while you raged in fury at your inability to accomplish the task you set for yourself. Sometimes you fell short of your goal because it was yet beyond your grasp, while other times you raged at the toll hunger, thirst, or fatigue exacted on your performance. Attempts to explain to you why you could not or could not continue to do something mostly fell on deaf ears, as did our pleas for you to set aside a task and give yourself a rest.

Not unrelated to this tenacity is an emerging competitive and perfectionist streak. If someone gets the better of you on the field or court, you are not one bit happy about it. With friends and peers, you do reasonably well keeping your cool. But with your parents, you are not afraid to rail against your own self-perceived inadequacy. Whether you are on the soccer field or tackling math work-sheets, you are your own worst critic when you achieve less than perfection. Your Dad and I are still learning how to handle this. Sometimes we explain that failing and making mistakes is just a part of learning. Other times we give in to your tenacity and let you practice, practice, practice until you master whatever skill has eluded you. Learning to do your best while accepting the limits of your own ability will, I suspect, be a life-long project for you.

There’s so much else I could say about you at six: I could tell you about your mad geography skills or how you love teasing and practical jokes. How you love card games and never, ever get in trouble at school. Or how you criticize any music that isn’t rock enough for your tastes. But if I had capture you in just a few words, I’d steal what your preschool teacher told me about you last winter. She said that the three words that best capture you are happy, eager, and bright. I can’t improve on that. Ninety-nine days out of a hundred (or more!), you are in a good mood, you are enthusiastic about doing or learning something new,  and you are bright enough to catch on to whatever the new lesson is. It’s a powerful combination.

I think you have always wanted to be like this, but it took a few years before you broke through your shell of hesitancy. At two and three you held back, at four and five the real you began to emerge at specific times and places, and now, at six, you have set yourself free to soar. And I have no doubt you will soar: the ingredients are all there. My job from here on out will be to help you acquire and develop the skills you need, to stand aside and let you try things on your own, and to provide comfort and refuge when you inevitably crash at points along the way.

I don’t know where you will take me in the next year, but if it’s anything like last year it will be filled with love, laughter, and happy discoveries. It promises to be almost as marvelous as you are. So happy birthday, my dear son. Here’s to six being the best year yet.

Friends

Much as it was hard to say goodbye to KIP last year, I felt strongly that Simon needed to be somewhere with more boys for kindergarten. Lots more boys. I don’t think Simon ever had more than 2 other boys in class with him the entire time he was at KIP, meaning his friends were more or less assigned to him. That might work at 3, but by 5 (nearly 6) a child needs to be able to choose those he or she is most compatible with.

Enter Mr. Sowder’s kindergarten class and its 11 constituent boys. It took a while for Simon to settle into a groove, including one gulp-worthy moment when he asked me why no one listed him as the answer to the “My new friend is” question on the All About Me survey that went home at the end of the first week. (Ideally, I’d scrap that question.) Happily, he is now settled into a very happy groove with three other boys. One friend, M__, whom he describes as alternately sweet and goofy, is his regular lunch pal. The other two boys are his best friends everywhere else.

Both are younger than Simon, one nearly a year younger, but they have much in common with him otherwise. Both are quiet and well behaved in class; both are at similar academic levels; both are very gentle and respectful by nature. The funny part is how much the two friends are like each other. For starters, they share a first name, James. Then there’s the fact that both Jameses have Asian mothers who are MST (math, science, technology) professionals. One is a math professor at the local community college while the other is a medical researcher at the University of Louisville.

What are the odds? Even at Brandeis this is a shocking coincidence. It’s no surprise that the Jameses glommed onto each other right away. It’s slightly more surprising that Simon was able to steer a pair friendship into a happy trio. So far as I can tell, he observed the boys, decided they were meant to be his friends, and abandoned his favorite playground game (chasing) for his least favorite (monkey bar climbing, at which he is terrible) to make it happen. For Simon, the payoff is an easy friendship with like-minded boys. For me, I’m hoping the payoff will be the availability of quality math/science tutoring when the work starts to get over my head!

 

How the Other Half Lives

I’m back from a week-long hiatus. We had an out-of-town guest and spent some time in the Smokies off the grid. I now return to my regular programming.

Unless things take a bad turn in a few years, Simon is on track to be better looking than either of his parents. (No offense, honey.) He’s also chatty like his mother, and like many only children is particularly chatty with adults. The end result of this is that Simon seeks and garners more than his fair share of adult attention and praise. It’s always been this way, and it seems to increase with age.

When the attention comes from a teacher or coach, I chalk it up to Simon being very coachable and an eager student. But sometimes the attention comes from more casual encounters. Sometimes it’s the result of plain old good looks and charm. Like this past weekend in the Great Smoky Mountain National Park. Matt, our friend Susan, Simon and I dropped by the Sugarland Visitor Center to pick up a map and get Simon a tee. He chatted away with the sales clerk who helped find a shirt his size and then again with the cashier, who got an earful about his stay in the park and his upcoming birthday.They smiled and fussed over him, which I’m used to by now, and then we all said our goodbyes and headed for the car.

Just as we were unlocking our doors and getting inside, a park employee ran after us calling Simon’s name. Now I’m pretty used to be chased down by clerks and waiters. Usually it’s because I’ve left my purse, jacket, recent purchase, or boxed-up leftovers behind in the store or restaurant. But this? This time our pursuer was the cashier from the park store, a nice lady who had taken the minute or so we lingered at a display just outside the store to draw Simon a picture of a bear holding a Happy Birthday Simon sign.

Stuff like this never happens/happened to me, whereas it happens regularly to Simon. I looked at Susan and shook my head in dismay. She knew exactly what I was thinking, looked right back at me, and said with a laugh, “Welcome to life as one of the beautiful people.” I guess so, or at least what passes for it among the kindergarten set. And I have to admit, much as the attention amuses me, that there’s a discomfiting element to it too. Will this kind of attention turn him into an entitled brat? Will he go into a tailspin when it ends? I don’t know. Partly because I don’t know anything for sure about the future, but mostly because it’s uncharted territory for me.

In this, as in so many areas, Simon is exposing me to a childhood unlike my own. And kind of like when you get bumped up to first class on a plane or stay in swank hotels on the corporate dime, going back to my regular sphere of existence might prove to be painful.

 

 

 

Word Bursts

For the most part, all the rules and restrictions that accompany kindergarten are not hard for Simon. He likes rules (maybe a little too much; no one likes the narc), and he finds it easy to follow them.

Still, knowing that you have to eat a certain way, work a certain way, talk a certain way, walk a certain way, and even get a drink of water a certain way must be exhausting. After six (and 3/4) hours of it, I can see the cracks in Simon’s facade begin to form on our ride home. Here’s what it sounds like:

“Hey Mama, Guess what?”

“I don’t know, wh—”

“Today I had to do my job all alone! Ayokunie didn’t help me at all!”

“Oh, what ha—”

“He was looking for his backpack so I had to do it all.”

“Well, I ca—”

“And oh yeah mama, you don’t know this, but guess how high I jumped today?”

“How h—”

“I jumped like 18 feet!”

“18 fee—”

“Yeah, and that guy who is the king of the monkey bars, he only jumped like 12 feet.”

“What was your special area to—”

“And mama? Guess What?”

“Wh—”

“Mr. Sowder HATES McDonald’s.”

“Did he te—”

“He told us. He says he never, ever eats there.”

“Well I do—-”

“And Mama? Guess what?”

Is there a point to guessing? It goes like this for the full 20-25 minutes it takes to get home. He must hold his words in school the same way he holds his breath underwater; once he arrives in the safety of the car they come pouring out of him with a rush loudness that  indicates their urgency.

The first day or so this happened, I admonished Simon for interrupting me. Now that I understand what’s happening, I just let the words wash over me and smile. After all, he CAN hold them all day (I couldn’t, thus the so-so conduct grades). And more importantly, he’s eager to tell me everything. I know I should especially enjoy that latter bit while it holds true.

One generation ago, the vast majority of the Kahn side of my family lived in Louisville. Nowadays, we’re a pretty far-flung group. There are Kahns in the Bay Area and Southern California, Kahns in Boston and Chicago, in NYC and Colorado, in St. Louis and New Hampshire, in Atlanta and Vegas and points in-between, and a few Kahns still hanging about in Louisville. That makes get-togethers rare, occurring only at life events such as bar and bat mitzvahs, weddings, and (unfortunately) funerals.*

When they do happen, I’m always warmed by the ties that bind, many of which traverse distances measured in both miles and years. This past weekend, when we convened at my cousin Monica’s wedding in New Hampshire, was no different. I sat at a dinner table with cousins from California and Boston, all of whom are my mom’s generation, only to discover that we listen to the same NPR news shows, avoid the same NPR news shows, share favorite authors, and will be voting in a uniform block this November. We even ordered the same meal for the reception!**

It was the kind of evening that makes you feel connected and warm—that solidifies your sense of person and place in the world.

It was also the kind of weekend that left me doubled over in laughter at one unexpected commonality. At breakfast the morning of the wedding I sat with my mom, my Uncle Stewart (mom’s brother), and my cousin (Stewart’s son) Sean. The four of us are, respectively, a semi-retired banker, a former technology editor, a retired pathologist, and a neuroscience lab worker and aspiring screenwriter. Early on in our meal, someone at the table inquired about the  weather or directions to somewhere with the expectation that one or all of us would pull out our smart phones and look up the information.

Instead, all of us sheepishly dragged out un-smart phones of varying antiquity. United by Ludditery! We all had the same reasons for carrying dinosaur phones as well: we don’t want the constant distractions, we’re concerned about the addictive qualities of being tethered, we’re worried about the effects of constant connectivity on our memory and attention spans, and we don’t want to plop down the $65+ per month for something that might just ruin our brains. Three of us are also the lone hold-outs in our peer groups, teetering on the line between adorably eccentric and annoyingly hard to communicate with.

How can this be? Our social groups and situations could not be more different, but we’ve all defiantly put our stake in the dumb-phone ground. I can only think that somewhere deep in our DNA is a stubborn practical and suspicious streak. Having thought about it for two days now, I think I can identify the source. I’d bet the rent that were my grandparents alive today, Pearl Kahn Wolfson would be showing off pics of the great-grandkids on her Android phone (and it would be an Android phone; she’d never shell out the cash for an iPhone) to her Kahn siblings, nieces, and nephews. But Lester Wolfson? The father and grandfather of the ancient phone wielders? He’d wave off all the fuss with a dismissive hand-wave and an “Eh, who needs it?”

It’s not for nothing that I changed my middle name to Wolfson some 21 years ago.

Pictured in the decidedly un-Simon related header picture above is from L to R: Jane Carey Kahn, Arnold Kahn, Leona Wolfson (mother of bride), Rita Goldstein (my mom and aunt of the bride), me, and C. Ronald Kahn.

*Ten years hence, I plan to remedy this by calling all Kahn descendents to convene at Ellis Island on July 3, 2022, to mark the 100th anniversary of our arriving. It’s a long way out, but I think it would be simultaneously fun and meaningful.

**Get-togethers on the Goldstein side of my family are different animals entirely. With one or two exceptions, I have relatively little in common with that side of my family in terms of what I eat, think, or read. Then again, this is the side from which I derive nearly all my physical traits. From my hair and skin color to the shape of my jaw and feet, I am Goldstein through and through. We even share the same slightly explosive laugh and terrible handwriting.

Whose Life Is It?

I’m less than 12 hours away from heading out for a family wedding in New Hampshire, leaving Matt and Simon to hold down the fort solo over the weekend. I sure hope Simon eats something other than Highland Coffee Company’s cupcakes while I’m gone…

Owing to time constraints, I’m going to post super-briefly tonight. It’s a quiz, and also perhaps an illustration of how our lives can take us in unexpected directions. I’ll have the solution and commentary next week. So here goes:

Which if the following have I unexpectedly agreed to do:

A. Join the Jewish Federation of Louisville’s Community Relations Council

B. Serve as assistant coach for Simon’s soccer team

C. Join the staff at KIP (Simon’s old preschool) as a part-time teacher?

D. All of the above

E. None of the above (but where’s the fun in that?)

Tune in next week for the hilarious answer.

 

 

Clay Feet

At the tender age of 5 (and 11/12, as he likes to say), Simon has become disillusioned with me, with last week bringing about the shocking revelation (to him) that mommy doesn’t know everything. Or, in some instances, anything.

Simon began Chinese classes at Brandeis (enrichment only—I’m expecting no real conversational skills) a couple of weeks ago. Usually he comes home with little books or work-sheets where I can learn fun little words like mei mei (little sister) or ye ye (paternal grandfather). Wednesday he came home ready to show off his knowledge of numbers.

“What’s ______  [uninteligible] mommy?”

“I have no idea!”

“Guess.”

“Three?”

“No, mommy, it’s four.”

“Say it again?”

“_________ [unintelligible]

shul?”  [feeble attempt, wide off the mark]

“No, mommy! It’s _______ .”[unintelligible with slight tone action going on, plus added frustration that I’m so dense.]

Suddenly, I know exactly how my non-Jewish friends at KIP felt when their kids came home with Hebrew words that they were helpless to understand or repeat. Simon is already saying words whose consonants, vowels, and tones are beyond me, and he’s only five weeks into his elementary school education. This is the first time he’s ever learned something I didn’t already know about. As he started drum classes a few weeks back, he’s on the cusp of discussing music in ways I don’t understand, either.

Such a strange feeling. The funniest part of which is that while I find it odd but charming, Simon seems to find it odd and discomfiting. Clearly, he thinks I’m supposed to be an expert in everything he studies. You would have thought all that tennis this summer would have broken him of that, but it didn’t! I know this is just the beginning of Simon learning things that are beyond me. He’s young, but we have different intellectual strengths and interests. It won’t be long until he surpasses my knowledge in several arenas.

The mildly disturbing part about all this is that today he’s upset about knowing only a very few things I don’t.  But ten years from now, when he’s likely to know masses more than I do about several things? Well, by then he’ll be a teenager and will likely default to the assumption that I know nothing about everything. Now there’s something to really look forward to!

The Hands-Off Approach

“Good news, Daddy. Homework!”

Thus did Simon announce the inaugural homework assignment of his academic career. We’ll see if the enthusiasm carries over to next year or, indeed, next week.

Mr. Sowder at Brandeis and Ms. Candy (the kindergarten teacher) at KIP have vastly different theories of homework. For Ms. Candy, homework is designed to reinforce class lessons, is to be completed with a parent, and should not be returned with errors in it. For Mr. Sowder, homework is designed to reinforce independent learning, is to be completed by the student with minimal assistance once the directions are read, and should be returned in whatever state the student gets to in the allotted time.

On paper, I agree with Mr. Sowder’s approach.* In real life, it’s proving to be more of a challenge than I expected. Like when Simon was cutting out boxes for his living or non-living science sorting? He totally left some sides of the squares uncut, creating lop-sided pieces. My eye twitched. But did I admonish him? I swallowed hard and did not. Or when he then pasted the squares into their respective larger squares, but did so willy-nilly instead of neatly lining them up. Did I correct him? My eye twitched, but I held it in. What about when he went to copy his planet words in ABC order and nearly skipped a line. Did I point that out? I nearly bit a hole in my lower lip, but no, no I did not.

Or how about the fact that the directions said to write “planet” words in ABC order based on the upper-case first letter, and I noticed that “moon” was included on the list when it is (a) not a planet; and (b) was written with a lower-case “m”. Did I make note of that? And when Simon wanted me to write that Pluto was a dwarf planet, did I let him do that?

OF COURSE I DID!

We all have our limits; next week I’ll work harder at letting go. Baby steps, Jessica. Baby steps…

*Actually, on paper I think homework in kindergarten is ridiculous, especially after a 6 1/2-hour day. Finland seems to be nicely kicking on our collective tushies on every educational metric without having school at all until 7 and no homework until much later.

(Wrong) Lesson Learned

Oh dear.

So here’s the thing. Today is the first day of Rosh Hashanah. Well, right now it’s after sundown and therefore the second day of Rosh Hashanah, but you get the idea. In observance of the holiday, Simon and I went to synagogue services at Keneseth Israel. When I was a kid, Rosh Hashanah services lasted around 5 hours, the vast majority of which was conducted in Hebrew. These days they’ve been shortened to 4-ish, with a majority still in Hebrew but decidedly more English added to the mix. Either way, it’s a long haul. I pass the time meeting up with old friends, teachers, and parents of friends, seeing if I can still identify Hebrew verb conjugations, and getting lost in the music.

For a kid, the attractions are fewer. You know fewer people, you don’t read Hebrew yet, and you haven’t been alive along enough to learn all the songs, much less feel nostalgia for them. So you sit. And shift. And negotiate breaks to go outside with friends. And silently freak out over how much school work you are going to have to make up once the holiday is over. And get hissed at by your parents to quit shifting and asking for breaks. When I was a kid, about the best thing I could say about Rosh Hashanah was that at least it wasn’t Yom Kippur. (Which ran twice as long and included a fast to boot.)

I vowed to make it different for Simon. We were going to attend a family/kids’ service. We were going to take as many walking breaks as he needed. And after 1 1/2 to 2 hours, we were going home.

As it happens, we did none of those things. The family service was for older kids and was above Simon’s head. He flat out refused to go to the sitter service, even though his friend Leah (the cantor’s daughter and a fellow Brandeis student) was there. All suggestions for breaks were refused. The one time I forced a break to give him a chance to snack, he ended up in tears and asked to go back to the main sanctuary. He sat with my mom for most of the time. He spent some time with my dad, too. When I could tell at 12:10 or so that he was getting really hungry and tired and begged to take him home, he asked how much longer we had to go. “An hour, Simon,” I said assuming that would force his hand. There was no hand-forcing. “An hour?” he responded with a nod and clenched teeth, ” I can do it.”

And he did. There was a lot of fidgeting and page counting before it we got to the last song, but he hung in for a full three-hour service. When it was finally over and he clapped with delight, I asked him why he insisted on staying for the whole thing when he absolutely didn’t have to.

“Here’s the funny thing about me, Mom. I like being bored.”

That was so not the point for today. But what was the use in explaining that again? Instead, I laughed, looked him in the eye, and said:

“You do? Well, kid, give it 10 days. Have I got the holiday for you!”

That would be Yom Kippur, by the way, the Iron Man race of Jewish holidays. We had another exchange I feel compelled to document as well, though it has less to do with the holidays. The following took place on our way to the car this morning:

“We’re going in the Corolla? Oh good! We can rock out on the way to services.” (Matt’s got music on an thumb-drive plugged into the stereo in that car.)

“Honey, Keneseth Israel is only 10 minutes away. I don’t think we’re going to have much time to rock out.”

“Rock songs only last three minutes. So we’ll have time for three songs before we get there.”

I could not get him to explain how he figured that out, but I know in my gut that he intuitively did the math. That was no lucky guess! He is, however, one lucky boy to have such a feel for numbers.

Happy 5773. Shana Tova.

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