What I thought I had forgotten . . .
My daughter’s excitement is palpable. She bubbles with it; it leaks out all of her pores and streams out of her ears and eyes. She says, “I am so excited about the party. I can’t wait until tomorrow,” and I believe her.
I guess I haven’t forgotten the ebullient, veritably uncontainable excitement. I’ve just stopped feeling it very much.
When did I feel it recently? Now that moment I can’t remember. Perhaps these kinds of emotional events are reserved for the young who can tolerate the whirlwind in which they exist awaiting its advent; perhaps the events which inspire such emotion are more readily found among these younger (and yes, privileged) children; perhaps we older, stodgy folk are too reserved to even acknowledge such anticipation. Perhaps we have become too cynical and sad. Or too discrete to mention. More’s the pity, I think. It is a great loss.

It is the sixth night of Hanukah tonight. My dear friend Gayle wondered what Hanukkah is like without children—hers being all grown and mostly out of the house. I told her I didn’t know, but in my children’s absence I hoped there would remain some joy in this troubled holiday—born, I think, a bit out of neuroses and a bit out of great pride, and celebrated with a great degree of hope.
Right now, I would borrow some of Anna Rose’s illimitable excitement. I anticipate again the event which will inspire such frenetic anticipation. It would be nice to get to Terrapin Station.



I’ve been thinking about this question for a while. It is a question so prevalent in the schools, where I have spent most of my adult life, though the question has different manifestations over the course of the days. “Is this going to be on the test?” “What does this book mean?” “Why are we learning this?” “Why are you teaching this?” “Do you have specific objectives.” “Am I ever going to need this?” Just today I was given a directive that requires that every course proposal we present for professional development “include detailed descriptions of each topic including theories & major points discussed in the module.” Detailed descriptions including theories and major points? My goodness, people write whole books on various theories, and they (who are ‘they’ exactly?) require now that each course proposal include ‘detailed descriptions’ of every theory and every major point to be discussed in the course. ‘They’ must be kidding! If a new theory or major point arises during the semester or year or decade, well, what then? I keep thinking of Butch Cassidy and the Sundance Kid. Butch turns around and checks on the posse following him and Sundance. “Who are those guys?” he asks. “They’re good!” Soon, ‘they’ will kill Butch Cassidy and the Sundance Kid.


