In the column Inside Story, parents share the books they are reading with their children to get through these times.

About fifteen years ago, when I was fresh out of college, I taught middle school, sixth and seventh grade English. It was a trip. I knew nothing about anything, let alone the thematic depth of The Red Badge of Courage or all the things a noun can be (person, place, idea, emotion, name, et cetera). I spent my first year, as I imagine many novice teachers do, just trying not to drown. Mostly, I was terrified that my students would find out I barely knew what I was teaching them. I’d stay up late the night before, read a few chapters ahead, and then put together a weekly assignment sheet that suggested an authority I did not have. The next day, we’d go over their homework, and I’d stand at the front of the class sweating through my blazer and praying my voice wouldn’t break. Then I’d preview the coming unit as if I really knew the future, feigning confidence, meaning to reassure them. I could see the path ahead absolutely, could see it all the way to its glorious end in June.

When the lockdown began in Oregon, when it became clear that my five-year-old daughter would not be returning to school for the year, I thought back to those early teaching experiences. It seemed I was again in the same boat: unprepared, ill-equipped, drowning in my own ineptitude. My only option was to do as I had done before, to try as hard as possible. For a while, I really did. I made a schedule that transitioned her, every thirty minutes, from “educational” iPad games, to some kind of art-making, to free play, to basic math, and so on. That lasted one week. My own work piled up (I’m fortunate to be an instructor at a university, and my teaching, like everyone else’s, has gone remote). I decided very quickly to scale back, to ask one thing of her a day. I decided we would try, for the first time, to read a chapter book together.

We didn’t choose Madeleine L’Engle’s A Wrinkle in Time for any other reason than it was already in our house. A friend had gifted my daughter the complete series for Christmas. My daughter can sound out words fairly well. The struggle is, of course, with patience, with seeing a new and unfamiliar term and not allowing its length and phonetic combinations to overwhelm her. The work is slow, and I remember from teaching middle school that I must marshal my own patience before I can help with hers. Read More

In the column Inside Story, parents share the books they are reading with their children to get through these times.

It’s unnerving how books mutate. You look up from your life—from these weeks of homey terror—and find a cherished old novel transformed into a bulletin from the front.

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I have twin sons. They’re twelve years old and identical. When the crisis started, their school hadn’t done enough; my wife and I needed to fill the day, an Ozarks of empty time. We’d start a family book club.

My own seventy-five-ish mother—a lady you might see lugging Judith Krantz paperbacks from an exurban library—agreed to join. That made five of us. Different ages, tastes, places to shelter in.

I pushed for Orwell. Or David Mitchell’s Black Swan Green; the boys came back with Lord of the Flies. This may be hard to believe, but the pick didn’t seem so fraught then.

A bookshelf is a photoshopped self-portrait. The novels people exhibit are there to portray us as we hope to be seen. Hip, smart, wide ranging. All I’ve got are books I’ve loved or books I think I will. And books I incorrectly remember having loved. But such memories can be the prosthetic noses and spirit gum of the reading racket.

As soon as I pulled down Lord of the Flies I realized I’d forgotten it. “Oh yeah,” I’d said when we made the choice, “good novel.” Now my earlier opinions flowed back; in junior high I’d kind of hated the thing.

My sons’ complaints were echoes, I realized, of my own: The book never says what happened to the adults. It’s very coincidental that it is only kids who survived. The crash is too expedient. All this seemed like a flaw, at first.

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In the column “Inside Story,” parents share the books they are reading with their children to get through these times.

Edo era poet Matsuo Bashō

By late February of this year, the virus had made me sufficiently nervous that I began packing to leave San Francisco. I wanted to go to my family home on the coast of California where I had grown up. It was isolated and my parents had always kept a pantry stuffed with dry goods, plenty of toilet paper, and two freezers filled with food in the garage. This semi-survivalist attitude had seemed an extreme and eccentric way to live when I was a child; now it seemed like we had reached the dreaded moment for which they were always preparing. As soon as my son and I arrived, I began to prepare the garden, planting the seeds my mother had left in the pantry before I had abruptly moved her into a nursing home in December. Then I turned my attention to homeschooling.

In school, my son, Ewan, had been instructed in something called new math, which was supposed to make him feel like he understood the process of mathematics—the “narrative.” Suddenly acting as his teacher, I found his math sloppy. I felt something awful gestating inside of me: a latent tiger mom enraged that her son could not quickly multiply numbers. I could and would fix math. I was irritated, too, that his writing was full of run-on sentences. I began teaching him conjunctions, and his sentences became fluent fairly quickly. And what should we read? I dug out my old copy of Tom Sawyer.

“He is not a nice boy,” my son observed rightly after Tom had beaten up Sid. “I’m afraid if we keep reading, a cat might get hurt.”

I had been teaching my own class of M.F.A. students over Zoom, using the books I had brought with me. That week we were reading poems by the Japanese haiku master Basho, translated by Jane Reichhold. I put away laddish Tom Sawyer, and opened up Basho, on a whim. Here is his second poem.

The moon a sign, this way, sir, to enter, a traveler’s inn.

“I see a hotel,” my son cried. “Like the kind we used to stay in, in Japan. With a huge white lantern outside. And the moon looks like one of those lanterns.”

There are one thousand and twelve haikus by Basho. If you read six a day, that will sustain you for about six months.

The old woman, a cherry tree blooming in old age, is something to remember.

“I see Oma,” he said, referring to my mother. “She’s sitting under the tree and she is old and the tree is old, but you can see where she was young peeking through when she smiles. Like flowers on the old tree. They are the same.” One by one, we went through the haikus on the first page, and then I asked him to write one. I told him that unlike new math, he did not have to worry about numerical precision. Forget about syllables.

He scribbled down:

The virus spreads, deaths increase, the earth is in grave danger.

Yes it is, I thought.

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In our new column, “Inside Story,” parents share the books they are reading with their children to get through these times.

Like many things I love, What Spot? entered my life through happenstance: my son just happened to pick it out of the pile of books in his preschool classroom; my son just happened to have the one teacher who sent books home each week; he just happened to secure a last-minute spot at this preschool.

If it were not for this seemingly fateful chain of events, I do not think I would have ever come across this charming tale of wonder and fear and empathy. All of these emotions feel re-created on the book’s cover, which magnifies and directs your attention to the period of the question mark, which appears target-like, a red dot encircled by other circles. Written by Crosby Bonsall for the “I Can Read!” series, which Harper Collins launched in 1957 with the publication of the now-classic Little Bear, by Elsa Holmelund Minarik, What Spot? is now out of print.

Rather than trust that my son would be able to choose the same book each week, I bought a used copy. It arrived well-loved, with damaged pages, signs of its former life. I delighted in seeing my son pretend to read the book aloud on his own, so simple was its two-syllable, incredulous refrain, punctuated by a question mark that seems conjoined to an invisible exclamation point.

Two days before we entered the stay-at-home phase of our lives, my son went on a field trip to see a production of The Princess and the Pea. His teacher sent us a PDF that explained to children how to prevent coming into contact with the coronavirus. She told us she read the poster to the children to reassure them. She also reassured us, saying that she would have the children wipe down their theater seats and wash their hands.

Time was once less abstract, more palpable. I once could ask how school was. I could say tell me about the play. I could let my children know what they would need for school the next day. I could pack lunches and backpacks. I could check my work email after sending them off. I could have a day, a day that was measured and complete, one that I did, indeed, measure out with coffee spoons.

Now, my children and I dream the dizzy dreams that manifest in between reality and a life once lived.

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