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Tu Bishvat starts on Tuesday night. It is a really beautiful holiday; a new year for the trees. It is a time to think about the earth, and to celebrate the many ways it nourishes us. It is also a good time to think about Israel, a place where it might actually be reasonable to plant a tree right now (as opposed to my snow-covered backyard). Tu Bishvat has become a time to think about conservation and, I need to be honest, as a parent of a toddler it is pretty difficult to feel like I am hitting my marks in that department.
A little more than a year ago, I wrote a blog post about trying to teach Ruthie conservation, and the importance of saving water. I am happy to report that a year later, Ruthie has developmentally hit a place where when we tell her to turn off the tap because she is wasting water, she seems to understand, and will usually oblige. But just as Ruthie has turned this corner, Chaya has entered the age of “I do it.” While I have one daughter on board with conservation, I have another entering the era of the uphill battle to conserve.
In my unscientific observation of children Chaya’s age (2.5), they are fascinated by running water. Turning the faucet gives them a power to create, at a time in their lives when they are both dependent on bigger people to do most things for them and also discovering their own power to interact with the world. A light switch provides a similar fascination, especially as an activity where you make the lights go on and off for minutes on end. And paper goods, the kinds that as an adult I try to use thoughtfully, sparingly when possible, provide endless possibilities for creativity and creation.
There are reasons for using these things that I want to encourage as a parent. It is flu season, for goodness sake, and it is great if Chaya can learn how to make hand-washing a part of her routine. I would like to engender a habit where Chaya is turning on lights when they are needed, and turning them off when she is done. And while I don’t want the whole roll of toilet paper on the floor, I sure do want her to use it in moderation when she needs it.
If taking care of the world weren’t a huge concern of mine (which it is) and these commodities were in endless supply, I would have a different take on all of this. I want Chaya to feel comfortable exploring her independence and to learn to do a few things for herself. I understand that sometimes you need to experiment, to use a little more or a little less of what you need in order to figure out the best way to do something. But because there are limits to the commodities that we take from the earth, I cringe when I see Chaya trying to perform this experimentation with a running faucet. This can be confusing for both of us, since often times, just a minute before I may have complimented her about using the same amount of time and thought to experiment with how to put on a pair of pants by herself or complete a puzzle.
I think the answer is to give her a chance at a conserving behavior, and then take over and redirect her when it is clear she is not going to make an earth-friendly choice. But I also know that toddlers like the safety of reliable rules, and so even though I may do that, I feel a little badly about sending a complex message about when experimentation is OK. So I don’t have an answer, only a lot of mixed feelings. And a hope that she will learn this lesson by watching rather than doing, so that the earth can be in better shape for the generation that proceeds hers.
Earlier this week, Ruthie, her friend, and I had a heart-warming (for me) conversation about my work in affordable housing. We were talking about an event I had for work that night, and I asked Ruthie to explain my job to her friend. Of course, she started with the story of the dog that lives in one of our buildings and how he might have to find a new home because he’s peed in the hallway one too many times (they both thought this was hilarious), but she ended with really explaining (in 4-year-old terms) about how some people need help finding and affording decent housing. So I had a proud moment of feeling like I am doing a good job in teaching her about the importance of Tikkun Olam, healing the world.
And then this morning happened. Ruthie refused her nighttime bath, for fear that we’d sneak in a stealth hair-washing, but slipped into the shower with me this morning. When she was done washing, and I reached over to turn off the faucet, she embarked on a mini-tantrum, yelling at me that she just needed 3 more minutes. As much as I have modeled good behavior, and dragged her along to volunteer events, charity walks and my own work, I am stumped when it comes to conservation. Raising kids in the era of hand sanitizer, it feels harder than ever to teach the tension between the value of cleanliness and the need to protect the earth’s resources.
There was a father in our parenting class who is an environmentalist by trade, and in the session where we discussed teaching Tikkun Olam, I asked him how he taught his three kids about conservation. He told a sweet story about how he taught his kids to turn the tap off so that they could save water for the fish (meaning the fish in the sea). He made it sound like it was a pretty easy sell. So the next time Ruthie started to protest the shower ending, I tried it.
“Ruthie, sweetie, we need to be careful with the water and not use too much of it, so that we can save water for the fish.” She looked at me, turned off the water frantically, and ran out of the bathroom. I followed the pitter patter of her feet and found her in the living room, standing infront of our fish tank.
“Look, Mommy,” she said, “the fish have plenty of water.” I am guessing my classmate didn’t have a fish tank in his house.
So we keep trying. As we edge closer to her fifth birthday, she is beginning to get the idea of resource conservation a bit more (huge thanks to her schoolteachers on that one!), but we still have a ways to go before the “3 more minutes” pitch is over. The saving water for the fish story isn’t working. Anyone have a better idea?