Lemon 3


The following vignette is drawn from my time volunteering in a kindergarten.

P, five years old, was normally well behaved—self-regulating, in clinical parlance. His classmate C, whom the teacher considered too young for school, might interrupt proceedings by pounding on his tiny chest and belting out a Tarzan imitation; P, sturdier and more mature, knew how to listen. He stayed “in the zone.”

On this particular day, though, something had gotten into him. At story time, sitting on the fringes, P turned his back to the teacher and kicked his shoes repeatedly against the carpet, beating a sullen tattoo. Several times I spoke to him about this. “It’s easier to concentrate when your eyes are on the teacher,” I whispered. I put a guiding hand on his shoulder. He obliged by turning his body partway toward the rest of the group but kept his eyes to the ground.

This behavior was so aberrant for P as to raise a question in my mind. But the question faded as the day progressed, each activity succeeding the one before, the writing of names and the cutting of paper with round-tipped scissors. Snack time, with its boasts and juice boxes, came and went. The declarations of one child inevitably stirred up an overlapping chorus of voices, all seeking attention. Consequently, P’s strange behavior slipped from my thoughts.

Later in the day, the teacher asked me to work one-on-one with the kids, on a color project, and I found myself across from P, at the world’s smallest work table, holding out a yellow crayon and asking him to draw a lemon.

He wouldn’t take the crayon. “I can’t,” he said. Snub-nosed with freckles, he stuck out his lip. Again, I was surprised. “Oh, I’m pretty sure you can,” I said. “You can draw all kinds of shapes. You know what a lemon looks like—it’s like a flat circle with pointy ends!” I was not persuasive. He raised his voice a little: “I caaan’t!” Hmm. “Look,” I said, “What if I draw one first, and you copy me?” (This worked sometimes with kids.) Strike three. “Noooo,” he wailed, “I caaaannnn’t!”

Because I’d come to recognize that children don’t fuss “just because,” I decided to take a more direct approach. “Are you having a bad day, P?” I asked. “No!” he said petulantly. “Oh,” I said, “really? It kind of seems to me like maybe you are. I noticed that earlier, and I’ve been wondering why.” I tried to pause a little, to give him some space. “Does your head hurt?” He continued to focus on his own middle distance. No, he didn’t have a headache. “Okay, so it’s not your head. That’s good. Does your stomach hurt?” No, his stomach didn’t hurt.

Then in a rush, his eyes grew red and filled with tears. “I miss my mom!”

I’d had a growing inkling that something like this was at work, yet I was, again, surprised—this time by the force of his anguish, so powerful, so vulnerable, yet buried all day long. Like a grown man, he might have kept it to himself.

What I’d been seeing in him were nascent coping mechanisms, based on denial. He would have made it home, and it’s possible that that would have sufficed. It’s possible that not even his mom would come to know that he’d struggled all day. Unless something particularly memorable happened, the day would be forgotten. He would grow older, taller, physically stronger, lean muscle replacing the softer flesh of early childhood. This day in kindergarten, when he so much missed his mom, might not “matter.”

It’s my belief, however, that we carry our untended pains within us. As children, we adapt coping mechanisms that shield us when we have few other means to do so, but that often prove to be maladaptive later in life. Some of us can barely confess the things that mean the most to us, that most shape our interior lives and, consequently, our relationships. We may not know how much we have to express, having taught ourselves ignorance of such things; but even knowing, we can feel helpless to act. I speak from experience.

The concept of therapy in our culture is burdened with many cliches; one such, often condescending, is the idea of “rambling” to someone about one’s childhood. How foolish and sad we are, societally, to mock our own deepest needs. It’s a powerful thing, to begin to find relief, after years, maybe decades, of denial. Everyone deserves to be nurtured as a child—however old he or she may be.

On this day, I was able to help P. I told him I was sorry he was having a hard time. I told him I could see the clock from where I was sitting, and I knew there was just an hour left to go. I told him I thought his mom was lucky to have such a loving little boy. A few more statements of that kind, and his tears cleared without falling. I asked if he thought he could draw a lemon for me. He said, “Okay!” And he did.

I’d met this boy’s mother; I knew he was cherished and provided for. He had a wonderful teacher and attended what is widely considered a fine elementary school. At its most pinched, its resources far exceed those of any number of schools in this country, as profiled by Jonathan Kozol in “Savage Inequalities.”

P had had one bad day in the time that I’d known him. And that single day’s pained emotions led him to feel a lack of self-efficacy: “I can’t do it.” The tiniest errant seeds can find quick purchase and grow deep roots.


I’m going to step out of my comfort zone today and dispense some very direct, very practical advice: Next time you meet a unicorn, ask for a wish.

It was last Saturday morning, and I was at the farmers’ market, which has thinned considerably at this point in the season. There were gaps between stalls, and the flowers all looked the worse for wear, tatter-petaled. The farmers and their helpers blew on their hands while visitors such as myself eyed their squashes and greens.

Into this autumnal scene came a unicorn on a bicycle. Really! Okay, outwardly she might have been a preschooler with a novelty helmet, but I looked past the (to me, hideous) molded plastic, to her own magical nature, and addressed her with astonishment and wonder.

“Are you the mythical lost unicorn I’ve been hearing about?!” I asked. She looked at me with what I would describe as uncertain pride, and after hesitating, she nodded.

“Oh!” I said. “Then will you please, please grant me my wish?” I pressed my hands together like a steeple in supplication. A moment more of confusion,with something like pleasure crisscrossing her expression, then she waved her hand at me and said, “Wish!” (It looks like a command, but it felt like a bestowal.)

So I closed my eyes, and I did.

There is a telegraphy that flashes back and forth between parents and myself, as we meet somewhere and I note the unicorn (or fairy or caped crusader) accompanying them. I speak to children or not depending on my sense of their parents’ comfort, which is frequently important to ensure a child’s own comfort anyway.

Other important elements of my methodology: I don’t talk too loudly; I don’t stand too close or even lean into their personal space. (What “too” means to any given person is a felt matter, of course, but my instincts are usually pretty good in that regard.) I don’t linger. And of crucial importance? Tone.

Humor and playfulness can be empowering; they can just as easily feel exclusive, or worse. Children are exquisitely sensitive to the ways the world deals with them, so I try to speak to them in a manner that says, “I’m making this up for fun and you’re in on the fun! But also, by the way, magic is real—and you can be in on that, too.”


spotted wren-babbler (Elachura formosa)


And speaking of magic, this photograph made my day. (Click here for attribution.)