Yesterday’s fun: as we kick off a new season of High Tide, I carted a stash of blank notebooks downstairs so Huck and Rilla could each choose one to begin the year with.
[Today I learned: I’m a notebook hoarder.]
[Scott: Um, today you learned?]
Amusingly, this photo, the only one I snapped, doesn’t include either of their picks. For the record, Rilla: a lavender Leuchtturm 1917 (my own favorite, except I like a dot grid and this one is blank); Huck: a blue Kokuyo Campus Smart Ring 60, which is a Japanese spiral notebook that I have no memory of acquiring? It’s pretty swoony, though.
Today’s fun: CHOOSING PENS.
[Today I learned: my studio could easily double as a stationery shop.]
This is the dream we carry through the world
that something fantastic will happen
that it has to happen
that time will open by itself
that doors shall open by themselves
that the heart will find itself open
that mountain springs will jump up
that the dream will open by itself
that we one early morning
will slip into a harbor
that we have never known.
My copy of The Dream We Carry (named after a line from “This Is the Dream”) has the original Norwegian on the verso and the English translation on the recto. Rilla, curled up beside me, enjoyed comparing the two versions. She was struck by the lovely image of the mountain springs “jumping up” and reached for Google Translate’s snapshot feature to compare the literal (and much less poetic) translation. That led to a line-by-line unpacking of the language. The Hauge collection Luminous Spaces has an entirely different translation and we got really caught up in discussing the figurative and connotative differences between these variants:
…that we one early morning
will slip into a harbor
that we have never known
that I one early morning will glide
in on a wave I have never known
(Google Translate’s rendering of the original—interesting that it’s in first person singular, when both English translations use we)
Slip into a harbor, glide into a cove, glide in on a wave—such distinct and potent images, each in their own way.
There are buckets more I could say about our Hauge conversations, but the only one I’ll mention now is the Fillyjonk connection. We’re reading Tales From Moominvalley and today we finished the scene in which the anxious, constantly catastrophizing Fillyjonk tries to share her worries with her neighbor, Gaffsie, over tea in her gloomy seaside house:
“…This calm is unnatural. It means something terrible is going to happen. Dear Gaffsie, believe me, we are so very small and insignificant, and so are our tea cakes and carpets and all those things, you know, and still they’re so important, but always they’re threatened by mercilessness…By something one can’t ask anything of, or argue with, or understand, and that never tells one anything. Something that one can see drawing near, through a black windowpane, far away on the road, far away to sea, growing and growing but not really showing itself until too late. Mrs. Gaffsie, have you felt it? Tell me that you know what I’m talking about! Please!”
Gaffsie, a practical and restrained creature, doesn’t get it. She’s uncomfortable with the Fillyjonk’s demonstration of emotion, and she doesn’t have much use for a dramatic recitation of all the terrible things that could happen—because none of them have.
The poor Fillyjonk! Hauge’s dream is utterly closed to her—so far, at least.
Today this chapter sent me leaping (like a mountain spring) to read Hauge’s poem “We Don’t Sail the Same Sea”—
We don’t sail the same sea,
though it looks the same.
Rough timber and iron on deck,
sand and cement in the hold,
I ride low, plunge
headlong through breakers,
wail in fog.
You sail in a paper boat,
your dream fills its blue sail,
so soft is the wind, so gentle the wave.
Hauge struggled with depression and had to endure some very dark periods. Some of his poems acknowledge a sense of bleakness or of brooding menace—Fillyjonk feelings. I think the two of them do sail the same sea. But Hauge has the promise of that dream, the promise that some day the doors will open to a world where mountain springs jump up and and the wind fills a blue sail. I have hopes that the Fillyjonk, too, will encounter that dream—perhaps through an encounter with the Moomintroll family, or with Snufkin, later in the book. Right now she’s wailing in fog—with a kind of raw courage, the kind it takes to “plunge / headlong through the breakers.”
Well. At the end of lessons today I said we’d be moving on from Hauge next week, and such a clamor arose! Scott and the children think not. It seems I’ve been remiss in hoarding Hauge to myself all these years. I’m so happy they find him as compelling as I do.
A somewhat grainy photo of my four oldest children taken at the Point Loma Lighthouse in 2007, not long after we moved to San Diego. The Pacific was still quite new to them. When I coined the term “tidal homeschooling,” we lived in Virginia and the image was entirely figurative—but when I think back to those early tidal-learning days, this pic is the one I see.
I remember writing here long ago about how my favorite category of post was connections. The serendipitous links of thought we encounter when something we’re reading or experiencing echoes or relates to some earlier conversation, book, film, experience.
Today, for example: we read another Hauge poem (“Winter Morning”) and had a really rich discussion of how much is going on in those four simple lines—a discussion that incorporated some of the conversation we had in the comments here about yesterday’s poem. We talked about the way Hauge uses simple, crisp, concrete images (frosted windowpanes, the glow of a good dream, a woodstove “pour[ing] out its warmth/ from a wood block it had enjoyed the whole night”) to describe a moment, and something much bigger than the moment. And from that rather animated discussion we jumped to Linda Gregg’s “Art of Finding” essay:
I am astonished in my teaching to find how many poets are nearly blind to the physical world. They have ideas, memories, and feelings, but when they write their poems they often see them as similes. To break this habit, I have my students keep a journal in which they must write, very briefly, six things they have seen each day—not beautiful or remarkable things, just things. This seemingly simple task usually is hard for them. At the beginning, they typically “see” things in one of three ways: artistically, deliberately, or not at all. Those who see artistically instantly decorate their descriptions, turning them into something poetic: the winter trees immediately become “old men with snow on their shoulders,” or the lake looks like a “giant eye.” The ones who see deliberately go on and on describing a brass lamp by the bed with painful exactness. And the ones who see only what is forced on their attention: the grandmother in a bikini riding on a skateboard, or a bloody car wreck.
But with practice, they begin to see carelessly and learn a kind of active passivity until after a month nearly all of them have learned to be available to seeing—and the physical world pours in. Their journals fill up with lovely things like, “the mirror with nothing reflected in it.” This way of seeing is important, even vital to the poet, since it is crucial that a poet see when she or he is not looking—just as she must write when she is not writing. To write just because the poet wants to write is natural, but to learn to see is a blessing. The art of finding in poetry is the art of marrying the sacred to the world, the invisible to the human.
Okay, here’s the thing. I had planned to read this excerpt of Gregg’s essay, and to introduce a new practice for the four of us—Huck, Rilla, Scott, and me. We have a spiral-bound sketchbook that, at intervals, we use as a shared family journal. In 2020 it was the whole family chiming in with quips, sketches, and interesting tidbits. It went dormant last year, and when the Linda Gregg passage resurfaced in my Readwise review over the holidays, I decided to appropriate the journal for this practice. Maybe not daily, but several times a week, we’ll jot down things we’ve seen or heard.
But weeks have passed since I reread the passage, and I’d forgotten that last line—the “marrying of the sacred to the world, the invisible to the human.” That’s exactly what we’d just been talking about with the Hauge poem, and what we talked about yesterday. The way he expresses a single image that speaks vividly both as a literal description (in a way that makes your breath catch) and as a reflection on some aspect of human experience. “Marrying the sacred to the world” is what Hauge does best.
So: part intention, part serendipity. The best kind of high-tide morning.
_____________________
A postscript added after I made today’s recording—listening to the Linda Gregg passage read aloud, I got to “the art of finding” and went Oh of course! And made a note to let tomorrow’s poem be Elizabeth Bishop’s “One Art.” Another connection.
This photo is dated October 2016, which seems too recent? Huck would have been six and Rilla around ten. I think. My time-math is blurry. Huck will be fourteen this week. Can you even?
Well, here they are, my last two homeschoolers. We kicked off a new high-tide season this morning, lightly. It struck me recently that while poetry has been a staple of our lesson times since forever, I hadn’t introduced much contemporary poetry to these two. Which is odd, because I read so. much. of it myself. At least one poem a day, often many more than that.
This revelation made my 2023 Fresh Start plans easy: I have loads of lovely and arresting poems I want to share with Huck and Rilla. We’ll keep reading our old favorites, of course, but I plan to dip frequently into the two gorgeous collections edited by James Crews: How to Love the World and The Path to Kindness, as well as Poetry Unbound, Poetry 180, and all the slender, marked-up books on my shelves.
(I say slender, because ages ago I learned a big lesson about myself: I don’t like reading poems in big fat Collected Poems volumes. I want a slim, portable book. I seldom go for a Best Of.)
Today I knew exactly what I wanted to reach for: Olav H. Hauge’s beautiful The Dream We Carry. We read “One Poem a Day” and I was delighted by how much Rilla loved it and saw in it. Huck was reserved at first but warmed to the poem as we discussed it.
One Poem a Day
by Olav H. Hauge translated by Robert Hedin
I’ll write one poem a day,
every day.
That should be easy enough.
Browning did it for a while, though
he rhymed
and beat time
with his bushy eyebrows.
So, one poem a day.
Something strikes you,
something occurs,
something catches your eye
—I get up. It’s lighter.
Have good intentions.
And see the bullfinch rise from the cherry tree,
stealing buds.
That last image always goes straight to my core. The way he, after mapping out a simple, spare plan for himself, does just what he has resolved to do, capturing some small, striking observed moment in a few lines—lines that represent exactly what the poet does. Like the bullfinch, he rises up, carrying something small, simple, full of promise, the bud of an image that will unfurl into a poem.
Oh, I love him.
Something especially fun about the way our lessons have worked these past few years is that Scott is present for them. He’s got his coffee and his computer, but he listens to the readalouds (of which, despite the kids’ ages, there are many, because we all like learning that way) and he chimes into the discussions, and when I want to show the kids a picture of a bullfinch, he’s already got one pulled up on his screen.
We also began our next Moomins book (Tales from Moominvalley) and watched a couple of scenes from Taming of the Shrew, just for the fun of seeing John Cleese as Petruchio.
This Youtube video walks through a few more problems, including some with three-digit numbers and carrying over. The method works with larger numbers but gets a bit unwieldy beyond three or four digits.
Ahhh…a fun, full, hard, harrowing week is behind me. Not only did I have the excitement of the book launch, I also took a (truly excellent) four-day Author Visits workshop by Kate Messner & Julie Hedlund, and I had a writing deadline for Brave Writer. The workshop was terrific, with lots of practical strategies for reimagining our in-person school visits to fit this year’s all-remote reality. (Even schools that are reopening classrooms aren’t going to be bringing in authors and illustrators to meet the kids face-to-face this year.)
This week things are settling back to routine—this still-new routine in which the bulk of my work time falls between 6am and noon, and we homeschool in the afternoons. With only two kids left to homeschool, three hours is plenty of time for any high-tide learning we have planned. Then I log into Zoom for my afternoon coworking session (3-5pm PDT; see my Patreon if you’re interested in joining) and I usually keep going afterward until I run out of steam—usually around 6. A full day, to be sure! But I like it that way.
Today’s Tuesday, which means Poetry Teatime! Maybe I’ll see if Rilla wants to make some oat bars for our treat. We’ll also do some conversing in German (we’re using Talkbox.mom this year and having a lot of fun with it—I can share a coupon code if you’re interested). Rilla and I are cooking up some kind of longterm study project on frogs, one of her special interests.
Something I haven’t had enough time for this past month is reading! Hoping to turn that around this week. My Kindle is going to explode if I don’t give it some attention. I want to ask what you’re reading right now but that’s a dangerous question, when you already have a TBR list that stretches to the moon.
I just wrote an epic Twitter thread with advice for parents who have suddenly found themselves thrust into homeschooling situations due to COVID-19. I promised to compile it here for easy reference, so here it is!
Suddenly & temporarily homeschooling parents: I’m a work-at-home mom of six who has been homeschooling for over 20 years & I’m here to help if you have questions! I call my family’s learning style “Tidal Homeschooling” in recognition of natural ebbs & flows in life & learning. 1/
I’m a work-at-home mom of six who has been homeschooling for over 20 years and I’m here to help if you have questions! I call my family’s learning style “Tidal Homeschooling” in recognition of natural ebbs and flows in life and learning.
One of my kids is high risk for respiratory issues, so our family began social distancing about a week before it went national. This is definitely a low tide season in our homeschooling life! Lots of art projects and games. Gardening. Poetry. Baking. Music. A bit of mellow math.
As you can see, I’m bananas about middle-grade fiction. That’s what I write! Starting next Monday I’ll be reading my novel The Prairie Thief out loud every day at 4pm EDT/1pm PDT. Details coming soon—you can sign up for my newsletter and get more book recommendations. Also this blog! The archives are crammed with book recs for all ages and other fun learning resources.
Challenging but full of delight
I’m seeing a lot of tweets right now about the struggles suddenly-homeschooling families are experiencing and I get it. I’ve homeschooled through book deadlines and killer workloads and breast cancer and kids in the hospital and you name it. What I’ve learned: relationship is the most important thing.
Carve out some work time for yourself & a family quiet reading time if that fits your schedule. Dig out old toys the kids outgrew—nostalgia is a major entertainment aide in times like this. Play board games. Make slime. Find art & craft supplies from projects you meant to finish—let the kids have at ’em. That bin of quilting supplies I’ve been hoarding? Yeah, turns out I’m never going to be a quilter. That fabric is fair game for cooped-up kids now.
We’re getting ready to launch a massive D&D campaign—I’m DMing. And the kid who likes gardening is helping me repot plants. The kid who likes games is roping siblings in to play. Lots of Wii action too.
Don’t try to make it school at home
If they have packets of schoolwork they have to do, don’t let that be the thing that pits you against each other. Working one on one often takes less time than group learning. (Group learning has its perks too. We’re sorely missing our homeschool co-op these days.) Get gummy bears or pretzels for lesson time because chewing helps people concentrate. No, really, it’s a thing. Keep lesson time short for now, and if they’re writing, you write too! Good time to start your plague journal.
Use up the paints and good paper you’ve been hoarding. Or use printer paper and a ballpoint. Get messy. Do round robin drawings where you draw a bit, your kid adds to it, you add more, you all laugh hysterically & make sweet memories. Get out the family photos. Make videos!
Watch science videos. Watch Bill Nye! Find Cyberchase on PBS Kids! (More magical nostalgia for my gang.) SING, sing as much as you can. Youtube search any song + karaoke—now’s the time for your family to find that perfect song they can belt out. It’s a life skill!
But what about their homework?
If they have math to do: here’s the thing. There are loads of ways to learn math. If a concept isn’t making sense, ask for help here or on Twitter. You’ll be bombarded with creative ideas.
Don’t try to make it “school at home.” The dynamic is SO different. You can do math in bed & foreign language while loading the dishwasher. Make beanbags (remember that fabric stash? If you don’t have thread just staple them) & toss them while chanting times tables. The beanbags won’t last but the memories will.
I wish I had time to ____(it’s time to fill in that blank!)
Find out what each kid has been yearning to learn. Ukulele? Coding? Cake decorating? Let that happen now. Ransack the cabinets. Try Creativebug or Skillshare for classes. Millions of tutorials on Youtube. Let them go deep if they want.
Or let them chill out if that’s what they need. Down time is a precious commodity and lots of kids don’t get much of it these days. Read comics. Crumple aluminum foil & have a catch in the living room. Tape toilet paper rolls (if you scored any) to the wall to make marble tunnels. (I would say fill a pan with rice and hide “artifacts” for littles to find, but maybe you should save your rice for eating.)
Dive deep
All I want to do right now is embroider—I have a couple of TOTALLY ABSORBING stitching projects—but I have a heavy workload at the moment so I have to squeeze it in. Find out what your kid’s (and YOUR) embroidery equivalent is and let now be the time.
A school day includes making lunches and walk/drive/bus time and moving between classes and tests and homework (one of my six goes to public school, I get it)—remember, all those minutes are free now. So you don’t have to expect homeschooling to take as many hours as school-school. In our “high tide” times (structured learning), we knock out our work between nine and noon. Afternoons are free time for my kids and work for me. I have college grads—it worked fine!
My one school kid is in tenth grade. His teacher sent me a packet of schoolwork but said the only thing to make sure he keeps up with is the gratitude journal. Three things a day. I loved that idea and made them for my younger kids too.
This thread got long! I have a bajillion ideas but they all come back to leaning into the together time as much as possible, diving deep into personal interests, keeping a daily rhythm that suits your family (including your own work time), and lots of readalouds for all ages.
All roads lead to learning
Another thing we do! (See? I can’t stop.) My family uses The West Wing as a spine for 10th grade civics. It’s a springboard for all sorts of research topics. You can do the same thing with any show.
Any kid interest can be that springboard. Homeschoolers call it “rabbit trailing.” I’ve written a ton about it here at Bonny Glen over the years.
Schoolhouse Rock. Downton Abbey. The Importance of Being Earnest. Horrible Histories. Fun in themselves, and also: springboards!
Mad Libs. Hot Wheels on the stairs. Jim Weiss stories. Baby books! Seriously. My 11yo son happened upon all our old Sandra Boynton & Byron Barton board books the other day & hauled them all upstairs for a giggly rereading session.
Here to help
Hit me up for ideas anytime. I know it’s challenging to do kids and work in the same space & same time frame! But it can be joyful, I promise. Forget about subject categories and just explore stuff. Let the teens sleep late. Let the tweens learn fancy hairstyles on Youtube.
Make a family Minecraft kingdom. We had one and my kids kept filling my house with pigs, and one of the tweens had a long-running Monty Pythonesque retort competition with my husband via the wooden signs.
My parenting life got hit with a 9-month children’s hospital stay when my oldest was 2yo (leukemia, she’s 24 and healthy now) so I had to learn fast and young how to make life fun for my kid and me in social distancing situations.
Holler if I can help with anything. As the mom of a medically complicated kid (and a person with a dodgy health history of my own), I sincerely thank you for doing your part to flatten the curve.
This is what’s happening while I’m reading aloud, in case you were wondering
1.
I called for Huck and Rilla to join me for lesson time, and Huck yelled back that he was almost done reading Matilda, would it be all right if he finished? I said OF COURSE I’m not going to yank someone away from the last few pages of Matilda. Rilla laughed and asked her brother, “Who do you think you’re talking to? This is Mom, not Miss Trunchbull.”
2.
During lessons, we were revisiting last week’s history reading about the sack of Carthage. We’d read that when Rome and Carthage were eyeing each other leading into the first Punic War, the Romans—who had no fleet at that point—found a Carthaginian shipwreck and used it as the model to build their own boats. Rilla, pondering the second Punic War which resulted in Rome’s eventual victory over Carthage, despite Hannibal and his elephant strategy, wondered aloud what it would be like to be the captain of that wrecked ship that served as Rome’s model—to know (if you had survived the shipwreck) that your personal tragedy led to the destruction of your whole city. Huck’s eyes at this notion: big as Tiffany Aching’s soup plates.
3.
I can speculate with near certainty that my older children, reading this, will now have the Clouds song from Snoopy: The Musical stuck in their ears. Anyone else out there unable to hear “the sack of Carthage” without the immediate followup of “and the Army-Navy game”?
4.
That Snoopy link goes to a post I wrote in (gasp) March, 2005. And I’m laughing now because some things never change. My kids and I, we’ve had this moment before. Different batch of kids, different moment in Roman history, but:
For our family, this is a song of reciprocal delights. Some of these cloud-tableaux are historical events the girls already knew about, and the idea of Snoopy beholding an entire war sculpted in cumulus is irresistibly funny. Some events are things my kids first encountered in the song. When, years later, we read about the Rubicon in A Child’s History of the World, there were gasps of delighted recognition from everyone including the then-two-year-old. Click, another connection is made.
5.
Of course you know I’m now lost in my own archives. The post just before that Snoopy one:
At the girls’ gym class the other day, someone’s baby dropped a pacifier. Wonderboy picked it up and regarded it studiously. Then he tried to stick it in his ear. He must have thought it was a hearing aid.
If anybody says the word “August” to me I shall scream, ’Enry ’Iggins, I shall scream. It’s simply Not Possible we are almost there.
School doesn’t start for my rising 9th grader (!!! — now it’s your turn to shriek at the passage of time) for another month, but the rise of restlessness and quarreling among my smallest fry signaled to me that it was time for the tide to come back in. We picked up some dropped threads this morning—the Shakespeare speech they were learning in June (which I was pleased to see they remembered in full, so now I get to choose the next one); our German lessons; the study of ancient counting systems that Rilla is so enjoying. “Who knew I would be SO INTO numbers?”—/endquote.
And we began the second Penderwicks book. I had a different readaloud in mind but I was shouted down. “No offense to your choice, Mom,” I was assured. “It’s just…I mean, the Penderwicks.”
Indisputable logic. We’re on Chapter 3 of Gardam Street now.
Huck is clamoring for a return to Poetry Teatime (our July Tuesdays were full of misadventure), so that’s tomorrow. And if the heat breaks, I’d like to get them doing some baking once a week. I miss baking bread. Ooh but also! A German bakery is opening in our neighborhood! I may be a wee bit excited.
I read approximately one zillion Mary Stewart novels in June and early July, and then I completely forgot how to read. No wait, that’s not accurate—I read two entire Jean Webster novels on the plane to and from San Diego. But I got home a week ago and I’ve been floating from first page to first page ever since, like a butterfly sampling nectar and not finding anything quite satisfactory. Which is ridiculous, given the size of my TBR pile, not to mention the queue on my Kindle. Hundreds of options. I keep pulling out stacks and then…not committing to anything.
I’ve been steady at art, though, and that’s not nothing. Drawing or painting almost every day, and quite a bit of embroidery. This topic requires pictures but I can’t be bothered just now, please understand. I’m trying my long ago (so very long ago!) trick of using a quick blog post (timer set for twenty minutes) as a transition between the homeschooling mom and writer-with-a-deadline parts of my day. I daren’t go a minute over.
But here—three people to visit for gorgeous needlework pictures and patterns:
, there were gasps of delighted recognition from everyone including the then-two-year-old. Click, another connection is made.