How I most recently failed our daughter

Dudelet, little elf’s brother, is eight and clever. Clever as in very clever, very academic but not at the extreme end of the scale. He learns easily (perhaps a bit too easily), has developed a ridiculous vocabulary for his age (I treasure the memory of his grandfather’s face when dudelet, at two and a half, gravely explained “…and this is a meditation stool”) and is one of the small group in his class who are sat together and given extra homework to “stretch them.” He’s also a bit moody, hyperactive, spends too much time on iPods, computers and GameCubes if given the change, and wakes up at 5am daily to read Michelle Paver. I can’t remember a time when he hasn’t clearly and cleanly distinguished between fantasy and make-believe. Most younger children walk a liminal line between the two if, at times, a slightly knowing one. For dudelet, his toys have always been toys from the moment he found words to express the concept (when he was nearly three). Imaginative play has always been story telling with a layer of ironic distance rather than projection. I sometimes feel he’s missed out.

Little elf, in contrast, rapidly acquired imaginary friends – in fact a whole imaginary family. She went through a phase of putting her babies everywhere and heaven help you if you sat on them. This was tricky because her babies were tiny and invisible. Her bedroom is full of monsters and fairies. Her toys talk and need their hair washed. Sometimes, they speak for her or she speaks for them (and therefore, for herself). Dudelet taught himself to tell the time and use a computer. Little elf has zero sense of time and seemingly no interest in acquiring one. She loves pink, dresses, ballet – a long list of normative little girl things.

Recently, we went to a parents evening. Little elf’s teachers and the classroom assistant sat behind the desk and beamed at her. Then dudelet took her off to play so we could have a conversation. We were in for a shock. Little elf was a bit disruptive. She didn’t want to play with others when she was supposed to. She’d only join in activities in her good time. She was cheeky. She threw things. She’d hide or pretend to be invisible.

Supermum and I looked at each other, baffled. We hadn’t expected this. Our four year throws the occasional (okay, regular) major strop but she’s usually…Well, there’s the drawing on the wall, the room demolition, the eating tantrums, kicking her brother, cheekiness…But she’s so funny…How could anyone…?

“Don’t get me wrong,” the teacher said. “we do love her. But she can be a proper little madam if she doesn’t get her own way.”

“But…” we chorused, trying to explain that we just didn’t recognise the portrait of a charming, manipulative little harridan that had just been painted for us.

The teacher scanned us both. She knows little elf’s brother who’s also got something of a reputation as a character at his school.

“She really is very clever, you know,” she said.

I confess, I think we both said “What?”

“Really smart – she’s a very intelligent little girl. She’s knows just what she’s doing.”

After which, the teacher went on to outline a strategy for managing her behaviour which has so far worked reasonably well. Meanwhile, we went away reeling. Little elf is clever. Why had we never noticed?

It isn’t that we don’t think she’s clever so much as dudelet has so thoroughly occupied the ‘clever’ slot in the family. Little elf had taken up the ‘charming, mischievous, cute” slot (and the speech issue probably doesn’t help).

How could I have let her down like that? How could I have allowed this to happen? And how typical! The ‘clever’ boy, the ‘charming’ girl! I’m so thoroughly ashamed of myself.

So I’m trying to monitor my behaviour, to look for ways in which I’m failing to actively empower her intellectually and (contrariwise) to be attentive to how I’m pushing dudelet into an altogether different stereotype. The other thing, of course, is to be aware that all stereotypes aside, they may well be expressing perfectly valid sides of their characters and identities to date. Who’s to say? It’s an ongoing project, parenting, and we can’t deny that she’s already equaling her older brother in sheer emotional intelligence. And, lastly, it could be argued that the fault isn’t that I’ve noticed she’s clever but that I put too high a default value on conventional evidences of intelligence. Little elf spins astonishing stories of giants and pirates and princesses and monsters who are invariably cut into little pieces. Dudelet likes to do sums, draw comics and invent sushi processing machines.

That’s enough navel-gazing – you get the picture. But, I’m still stunned by our failure to at least question the stereotypes we were setting up. Sigh.

Must try harder.

School, Little Elf, Change

Always different and always the same.

Four years ago, I had a turn at delivering dudelet to nursery. Supermum had actually taken him to his first day so by the time I walked him to school he’d already been ‘socialised’ into the norms of the nursery experience. Back then, parents could lead their children right into the large, awkwardly-shaped open-plan space with its 19th century hall.  Dudelet held on to my hand and showed me the hamster, the place where he put his bag, the sand tray and the funny-things-hanging-from-the-ceiling until the teacher clapped her hands and he toddled off obediently to sit on the carpet with his nearly-four-year old peers. He still sneaked me a quick “look-at-me” wave, though and a wide-eyed grin, amazed to be sitting there in the midst of a newly independent, mysterious world, at once circumscribed and vast.

I went outside, overwhelmed by the sense of gateways opening and closing and, to be honest, my own memories of more than forty years previously. It wasn’t the scent or taste of a madeline so much as the high angle of the ceiling and the low sticky-back plastic covered tables and…and…

Well, I cried a bit.

Little elf was different. Supermum and I took her together for her first day after we’d persuaded to put some clothes on (she’s very prone to naked protests). First we dropped dudelet off at the ‘big’ playground with the other Year Threes then  headed across the school to the nursery classrooms. Little elf showed me her hook with her name on but (different building, new head teacher, change in policy) I had to stop at the classroom door and watch her scamper off to join the other children on the assembly mat. She was already chatting and didn’t even look at me.

Earlier, she’d shared a few anxieties, mostly about lunch.

“I won’t be able to eat.”

“You’ll be able to choose something you like.”

“But how will they know?”

“You can tell them what you want to eat.”

“But what if I can’t tell them?”

“You can point.”

“BUT I CAN’T POINT!”

This time, I didn’t cry. I don’t know why. Perhaps we suspect there’s something more resilient about our daughter? Or perhaps we’ve just grown thicker skins? There are so many transitions, so may never-to-be-turned-back motions of the clock and we can’t cry about them all. There aren’t enough tears in the world.

Gateways

Dudelet is digging into his bowl of Hoops and humming to himself. I have the same habit.

“How do you feel about Year 3?” I ask him. He’s only got a week and a bit of Year 2 left.

“Well, I’m a bit worried because we’ll be the smallest in the playground.”

He’s not joking. All this year he’s been one of the biggest – the Year 2s tower over the Reception class and amiably lord it over the Year 1s. But next year, he’ll literally pass through two gateways into the Big Playground where the mysteries of Years 3 to 6 lurk, tooled up and ready to rumble. Also, how typical of my son to say ‘smallest’ instead of ‘littlest’.

“How do you mean?”

“The Year 6s are really big! Even bigger than you!”

“Well, some of them. People are sorts of sizes at that age.”

“I’m a bit nervous.”

“Hmm. I know it’s scary but there are always going to be those gateways. Like when you went to Reception or when you go to High School. I can’t remember my first day at primary school – your Year 3 but I still remember when I went to High School.”

“That’s funny! I was just going to ask you that!”

I look at him. He’s actually interested.

“Well, you know how teachers at your school, when you squabble…”

“Squabble?”

“Kind of argue or push or shove each other for some reason. You know how teachers tell you to be friends and perhaps make you sit in the thinking corner for a bit?”

“Yes. I suppose that happens. Sometimes.”

“Okay. Well, on my first day at High School, I got into one of those squabbles with another boy in a craft class and we got sent out. And the craft teacher – a really huge man who looked like he should have long fangs like a goblin – grabbed us and threw us out of the classroom. So we were a bit nervous and we decided that we’d explain to him that we’d made it up and sorted things out and so on. And…”

“And what happened?”

“He came out, whacked us both on the side of the head – it really stung my ear – and told us not to do it again or we’d be up before Brother X, the Headmaster and he’d give us six.”

“Six?”

“Look, you know they used to hit children in schools? And how they aren’t allowed to do it anymore?”

“Yes I know. Phew.” He shakes his head solemnly.

“So, anyway,” I finish up, a bit lamely. “Year 3 is nothing to worry about.”

“Okay. Can I watch telly now?”

“Okay.”

I sit down for two minutes to eat my toast (I can hear that little elf, who is a complete grump in the mornings, just like her mother, is in-bound). I don’t want him to pass those gates any sooner than he has to. But here they come.

The lost book

At school, I spent a lot of time in the library.  I could be dramatic and claim that I was hiding from this and that but I wasn’t.  I loved the silence, the dust motes, the smell of the shelves of slowly settling paper.  I loved the oddities and the books reserved for “Sixth  Form Only” (like Chekhov’s short stories. Why?)

I couldn’t claim to have read every book there but I read many of them.  I can recall a lot of the covers and writers (Andre Norton, for example, revisited earlier the autumn). It’s where I first read Moby Dick when I was thirteen (time I read it again) and Geoffrey or Heny Treece’s marvellous historical novels.  I also found a book of illustrations by science fiction artists of possible pictures of other planets.  This book I loved in particular and for one specific picture above all the others.

It was a landscape, a vision of a green, habitable planet.  Under a night sky of strange stars, oval domes with little glowing doorways sheltered recently arrived settlers.  The moon was different and there might have been two of them.  The planet was far, far away. A thousand light years from home.

It always looked like home to me.

Even now, I ache for that place, the strange stars, the grass that isn’t quite the texture or shade of own grass, a place with no other human beings save those I arrived with.  A place where I can stand outside my geodesic dome, look up and recognise nothing.

I can’t remember the name of the book. Perhaps it’s just as well.  Like the girl in the poem by Stevie Smith, I might be tempted to simply step in and walk away.