Saturday, March 21, 2020

The Age of Coronavirus


-A reflection on Ezra 3, when the Israelite captives were faced with the uncertainty of rebuilding their lives
              
                And when the third month had come, and the children of the United States realized that the coronavirus was in their midst, the people ceased their gathering together.  All the governors, after consulting with their learned men, sent out decrees to all their land, closing the schools, and the social places; even the churches of God became empty.  And fear had come upon many people because the routines were disrupted and the March Madness would no longer distract them form their own inner madness.  And furthermore, the stock market was shaken in a tumult, sometimes up and sometimes down, and the prospect of losing one’s retirement loomed in their minds.

                And yet, there were creative and stalwart people in the land, people who remembered the stories their grandparents had told them of other difficult times; tales of how hard work and creative problem-solving coupled with resolute faith in God and compassion for others had carried them through things like the Great Depression and the World Wars and other pandemics.  And some of them remembered even older stories, when times were even harder.  These creative and stalwart people, armed with confidence in the problem-solving skills God had given them, and confident in the power of what can happen when friends and neighbors get together to share and help each other, these people set their sights on new routines.  They developed new ideas for bringing structure and a sense of security and purpose for themselves and those around them. 

                They discovered that although the invisible virus was able to change so much in their lives and create so much unknown and fear – that some things could not be changed.  For one thing, spring was upon them!  Glorious spring with the birds singing in the morning!  And the woodpeckers looking for insects in the trees!  And the flowers thrusting up from the ground!  It was found that none of these things was the virus able to destroy.  And it was also found that the things that were taken away uncovered new things underneath that had always been there but were now more needed and easier to see and appreciate; things like the value of being with family and saying hello to a neighbor and how much we need each other to support our emotional selves and our ability to do the necessary work of life.  It clarified how thankful they were for their schools and their jobs and their churches, for the teachers and their work; and remined them that it was a special gift to be able to even have these things to go to, because now they knew what it was like not to have them. 

                But all of this was still hard, and there were times of weeping with loud voices, and times of shouting aloud for joy – for there were things taken away and new things given.  Many uncertainties could not be taken away, and even death need to be faced in some cases.  Yet in it all, God was present and speaking quietly to those who would listen; and many old stories were told, many songs were sung – and in time, new life emerged.

Tuesday, December 1, 2015

In the Faces of Our Children



In the Faces of Our Children                                       

This morning I remember to hold Nigel
-a few minutes for our bodies to remember that we are on the same team
Before we begin working out what he will wear
What he will eat for breakfast.
As I hold his never quite still self, gratefulness seeps in.
This morning he remembers to go to the bathroom before he eats
-instead of wiggling in his chair painfully for 10 minutes.
He listens to his body!
We have 10 minutes before the bus comes.
His face lights up when I bring out the sight word cards.
His delight in learning!
In putting the little pieces of the world together in a great connected jigsaw puzzle!
As he sounds out “who” and “eat”, “woo” and “et”, his face twitching in concentration,
I sense the strength of this child. 
He will do great things with his mind.

Maggie asks me again if she can wear her snowboots to school
Even though it is 45 degrees outside.
She is relentless to express her ideas
Without consideration of practical details.
She wants to do many things at the same time
Wants to read and eat breakfast together
While I comb her hair.
She hums and wiggles constantly at mealtime
Makes faces in the stainless steel rice pot
All supper long.
Yesterday morning she was creating stories.
Before I knew it, the boys were following her around the yard
Carrying Legos, piling up grass for her plastic horse
Following her relentless creative spirit.
She will be active, she will inspire others
She will bring movement and magic to the blank, dark spaces

A creator.






Wednesday, November 4, 2015

Monday, August 17, 2015

Drawing owls with "sharp eyes"

Drinking tea made by her sister on day 7 of her feverish illness

Eating breakfast

Morning tea maker, disappointed about last day of summer vacation

Tuesday, April 14, 2015

Introducing the PIC-flict


Further thoughts re: discussion about parenting, the introduction of the PICflict.

It is easy to think (in the early stages of parenting) that one can pick and choose which experiences he would like to shape his children’s upbringing, and thereby what values he wants to instill in them.  (I want my children to know how to work, I want my children to appreciate the value of money, I want my children to have idyllic carefree play time, etc.)  Unfortunately, there are limits to many of these good intentions.  Can one simply pick and choose values, experiences that may come from different eras, cultures, contexts, lump them together in a customized amalgamation and expect it all to work?
Society and culture has shifted, is always shifting.  From rural and agrarian to metropolitan, from industrial to professional, from religious to secular, from reliance on community and self-labor to mechanization, technology, education, etc.  The list goes on.

These shifts are not only in ideals, morals, world-views.  They are concurrently shifts in how time is spent, how easy or accessible certain activities are in the flow of our routines, how valued and supported certain things are.  How we acquire the necessities of life changes.

For example:  We don’t NEED to plant a garden.  To really garden, one needs to put in time.  A couple hours per week minimum just in maintenance?  Not to mention research time, planning time, planting time, troubleshooting time, processing of produce time.  One needs to have a means of working the soil.  Do we have access to a tiller?  A small tractor?  A trailer to haul one?  Neighbors or family who we feel comfortable borrowing from?  Are we gone many weekends of the summer?  We travel more nowadays.  We have soccer games to go to.  Skating lessons.  Family camps.  Vacations.  Six Saturdays spent at the soccer complex are six Saturdays that we’re not going to be able to spend in the garden.  So the ideal of (I want my child to have opportunity to play sports) is in competition with the ideal (I want my child to participate in the life cycle of a garden).   Just one example of a Parenting Ideal Conflict. (or PICflict)

I think a truth that I’m whittling toward with all this babble is that the transference of values to our children requires TIME.  Not only is that time so difficult to come by, but how we spend our time has changed a lot, even from the time we were kids to parents.  


Thoughts?