I wish I could say that Buddy-roo was getting better about doing her homework, now that she’s older and in the final year of primary school. It’s never been her thing, and the battles to get her to do it are as fierce as ever. It’s especially hard to wage a battle when you don’t believe fully in the cause. I’d argue that keeping work to school hours and giving kids free time to play after school is better for their brains. Unfortunately, due to our current choice of schools, homework seems to be a regular part of the plan.
I hate the no-longer-subtle and ever-present parenting pressure of our times: if you don’t help your kids perform well in school, even at a tender age, they won’t have the optimal educational and career opportunities later in their life. We don’t want to program them like machines, but if we don’t press them there’s the nagging worry that they be outliers, destined to be slackers the rest of their lives. My parents, in no uncertain terms, expected a certain academic performance from me and I understood that meeting their standards would take me to a brighter future with lots of choices. I’m not convinced this is the truth anymore, and even if it were, nothing I tell Buddy-roo would make her believe it.
Every day after school it’s the same grind: we look at the upcoming assignments in her agenda and she spends five minutes longing for her old school. Last year’s teacher handed out a sheet of paper with the assignments, a week at a time, and Buddy-roo and her classmates would glue (French school = paper + glue stick) this into their agendas. She could anticipate upcoming tests and get ahead on homework during the weekend so the weeknights weren’t crammed with work. It didn’t make her love the work she had to do at home, but it helped her to manage it. This year – new school and new teacher – assignments are handed out more randomly, sometimes in advance, sometimes for the next day. The teacher is probably preparing her for middle school, when work piles on from every teacher without regard for the other assignments from other teachers.
“It’s like real life,” I told her. “Things get thrown at you and you figure out how to do them.”
“I don’t like real life,” she said.
During an after school inquiry last week, Buddy-roo admitted that she had a test the following day but she couldn’t remember for which subject; she hadn’t written it down. We scanned her emploi de temps, and through the process of elimination determined it was for history. Of course she hadn’t brought the history book home with her. Last year, her teacher used to write on the board a list of books to take home each night, but, to Buddy-roo’s consternation, this year’s teacher expects the kids to check their agendas and sort it out themselves. Buddy-roo also couldn’t recall the topic they’d been most recently discussing, so I started prompting her with different milestones in European history. It didn’t take long to get to the French Revolution.
“That’s it!” She started jumping up and down.
A Google search yielded several history websites for kids, we settled on one and took turns reading the text out loud. This also reinforced a pet practice: I urge the girls to study in English to prepare for their French projects, and in French for their English ones, forcing them to synthesize what they’ve learn and translate it. It is my hope this will help them avoid plagiarizing in the future. We’ll see.
Little by little, we made it through what I had to guess might be covered on the test: the three estates, the Estates-General, the tennis court oath, the storming of the Bastille. After each paragraph we’d stop to talk, and put the already plain language explanations into even more colloquial terms, or to give her context she could grasp.
“Oh, like in the movie Marie Antoinette?” she said, referring to one of her favorite DVDs. Buddy-roo’s favorite scene shows the queen selecting dozens of elegant shoes, having lavish dresses made and being fitted with an enormous and elaborate wig, all to the tune of 1980’s pop-band Bow Wow Wow hit, I want Candy. “She spent all the money on whatever she wanted, and that made the people mad.”
Later, at dinner, I pop-quizzed her and she got the dates and players mostly right. The next morning on our walk to school, I asked her to tell me everything she knew about the French Revolution and she spun the story more or less accurately.
I asked her why this revolution was so important. She might flunk the test if she doesn’t remember the dates and details, but if she can answer that question, at least she’ll have gleaned some context from the exercise. She stumbled through her answer, eventually spitting out something about overthrowing a monarchy and creating a modern form of government where the common man had rights, too. The victory of democracy over tyranny. Then I tossed out a bonus question: in what ways did the U.S. Revolution contribute to the French Revolution?
We’d talked about this the night before, too, and she’d seemed to get it: the irony of how the U.S. Revolution might have inspired the French people to revolt, and yet at the same time, France’s financial aide to the rebel colonies was a contributing factor to the debt that caused the king to want to tax his subjects even more, leading to a tipping point that set off the revolution.
“That’s not going to be on the test,” Buddy-roo said. “We didn’t talk about that in class.”
I tried to explain that school wasn’t just about learning enough to pass the test. Understanding the meaning of the French and U.S. Revolutions gives perspective to our day-to-day lives. We take for granted that we live in a democracy and can vote for things that shape our destiny. But it wasn’t always that way. Not that there isn’t a certain amount of tyranny in the U.S. democracy these days, given the recent shut-down charade, and not that governments are free from corruption.
Remember the Mahna Mahna skit from Sesame Street, where the really hip monster starts to scat and gets carried away and the back-up singers stop and stare at him like he’s lost it? Buddy-roo gave me that same kind of glare and I realized this was too much real-life talk for someone who purports not to like real life. I went back to quizzing her on the names and dates, and I threw in a few times-tables for good measure before we reached the school, where, after bending over for a good-bye kiss, I sent her into the courtyard, watching her disappear into the mob of noisy children, wishing I could go with her and take that test, too.