Yesterday Eliza and I went to Kohl’s in a futile search for long-sleeved T’s for her, and found instead a plethora of cute dresses and short-sleeved T-shirts. The latter were on sale so I got a couple, and then she lobbied hard for a dress that had 2 bows. I ix-nayed it because it was linen and what crazy person designs linen dresses for little kids? No! Thank you!
Actually, I should expand on that: We wandered into the girls’ clothing section and spied a wall bedecked with dresses. She was agog at the plethora for a minute, then asked, “Mommy, what size am I?” Thereupon she bee-lined for the linen one, inspected the tag, and yelled, “This one’s my size!”
This number-reading business is really a problem.
Since the dresses were also on sale and her summer selection is getting a little thin (not that she’s concerned with seasonality), I told her if she found a non-linen dress in her size, we could buy it and she could wear it for Easter. Our town does this thing called the Easter Drag, which I’ve mentioned before I think: After church, everyone strolls up and down the dress near our house in their finery, and there’s balloons, clowns, face-painting, and usually, a rookie firefighter dressed up in full bunny regalia handing out candy. (We’re always early because we godless heathens don’t do church.) Anyway, my thinking was that she could premier the dress at the Drag, and I told her several times that this dress was to remain UNTOUCHED in her closet until then.
Today, I picked her up at school and guess what she was wearing?
Yup!
I asked what was up with the dress.
“I just REALLY wanted to wear it!” she said, all blink-blink cute-cute who-me innocence.
I reminded her that she had violated the agreement.
“Daddy put it on me!” she said, like a stool pigeon.
***
Yay, School is good! Part 41,963,437
Eliza’s got a new school buddy, a girl who doesn’t speak a lick of English. Most of the other kids in class are fairly bilingual at this point, but this kid has nothing.
This weekend, Eliza came out with “Escuela means SCHOOL!” and told me her friend M had taught her — an assertion the teacher agreed could well be possible, since the two of them are apparently thick as thieves and trading words back and forth. I’ve met the parents, who ARE bilingual, and they tell me that their daughter is all “Eliza this, Eliza that,” so all of us are pretty pleased with the way this bilingual business is working for us. I’m under no illusions that she’ll be fluent by the time she leaves, but as Eliza’s teacher points out, she’s got the sound of the language in her head and she’s able to make some of the sounds that are particular to Spanish, all of which will help when she actually sits down to learn it.
I tell you, these stories are such a relief, because for a while there in the middle of the year, I wasn’t at all sure we’d made the right call putting her in this school system in general and in this class in particular. But I think everyone is learning. The teacher gets my kid, I have stopped freaking out, and Eliza appears to be acquiring more or less the skills, social and otherwise, that I hoped she would from school.
The other day on a blog I read a mom was fretting about something her kid was going through and one of the commenters kind of slapped her down and said she was being a drama queen. It was sort of accurate, as far as it went, but totally beside the point. The kid was facing real challenges, and if the mom was going a bit over the top describing them — well, it’s her nearest and dearest, she should be allowed to freak, especially on her blog (is web LOG, i.e. JOURNAL, no?). And if, through freaking out, she came to a place where she had processed all her (frankly not unfounded) angst about the situation, so much the better that she should have an outlet for all that worry than that it should fester inside her or somehow affect her dealings with her kid.
I was thinking about that today because I recognized some of myself in it vis-a-vis the school situation. I still think I was right to be concerned about the way Eliza’s adjustment to school was initially misinterpreted (see: nearest and dearest) — but I also recognize that I often tend to paint a gloomier and doomier picture than is necessary, because I am of the expect-the-worst-and-then-anything-better-will-be-a-happy-surprise school of thinking. (See optimism and how it paid off, r.e. unexpected passing of father)
Now I am going to be on tenterhooks whether the school system gets economically stimulated enough to offer “summer camp” again. Since it’s a lynchpin of the school’s fairly aggressive special education efforts, I am hopeful. I’m even more excited about the camp since I read the Malcolm Gladwell book, Outliers, in which he argues forcefully for year-round schooling to bridge the achievement gap in poor communities — his argument buttresses what I intuited with actual numbers. (A legitimate criticism of the book is that he doesn’t offer a strategy for how to achieve this year-round business, and I think the camp’s an excellent solution.)
Side note, this reminds me that at last weekend’s St. Patrick’s Day parade, several public officials were greeted by parade-watchers with, “Where’s my bailout?!” Obvious, but funny in a Better Off Dead, “I want my $2″ sort of way.