The Race

Blue and Green's teacher has created an elaborate incentive plan that rewards good behavior while simultaneously preparing the next generation to participate in the market economy. For every positive act, each child is presented with a fake dollar bill (a dutiful dollar), which they can then spend at the "store." When they learned about this plan, the boys were thrilled, thinking that the teacher was going to take them on a wild spree at ToysRUs. In reality, the "store" is just a paper bag filled with pencils and stickers, but its allure is still enough to get my kids to toe the line happily each and every day.

On Wednesday, the mother of one of the boys' classmates asked me, "Did you hear about the counterfeit dutiful dollars?" I hadn't. She lowered her voice and told me the sordid tale. Apparently, some child brought in a homemade stash of pretend money and quietly stowed it in his pencil box along with his other, honestly-earned dutiful dollars. When it came to light that this kid was suddenly much richer than his peers, his scheme was revealed.

But see, there's more. Rumor has it that the counterfeit dollars were made by scanning a genuine dutiful dollar into a computer and then copying it. The question naturally emerges about whether it's possible for a five year old to do this by himself. And if it's not possible, does that mean that a parent was an accomplice?

Now, I'm pretty suspicious about the whole story. Information that weaves its way home through the mouth of a kindergartener is usually part fiction, part wish, and part maniacal, exhausting, run-on blathering. But what's interesting about this case is its calculating, competitive nature. Whether or not the story is completely true, it's not totally inconceivable that a parent would lie, cheat, or steal to get his or her child to the head of the class.

Parents are everywhere in this school, all day, all the time. One thing we noticed -- and loved -- when we visited the school for the first time is that there are always parents cheerfully helping the teachers. I joined these ranks recently, giving up one of my precious hours each week to offer my expertise in the classroom. Every Thursday afternoon, I do things like help the kids finger paint the trunks of coconut trees or glue sea shells to the tops of shoe boxes. But really, I'm watching. I'm watching how my kids play with others. I'm watching how well they write words. I'm watching to see if the numbers they put on their worksheets look like actual numbers. And, if I'm honest, I'm watching to see how they compare to other kids.

I think it's natural to think that your own kid is a genius. I mean, come on -- you knew him when he couldn't even raise his head off the mattress. Now look! He can count to 110! He can write the words "stay out of my room" with just a little assistance! Sure, he might have a few annoying habits, like needing to rip the toilet paper precisely on the perforation line, but otherwise this kid emerged from his amoeba-like form and turned into a real phenom.

A couple of weeks ago, I returned from my stint as mommy volunteer feeling a bit dispirited. I was in the midst of a rather hectic craft project with seven kids, trying to get them to make patterns out of sequins. It is very difficult to get that many kids to focus on a project like this. In their eyes, it would be much more fun to organize the sequins haphazardly. There's more splash! More pizazz! But no, this is school, and they're supposed to be learning. One boy had a red, blue, red, blue thing going, when he suddenly inserted a yellow. "Why did you put a yellow there?" I asked him. "Because it's pretty," he answered. "But, honey," I said, "remember that you're supposed to be organizing these sequins into a pattern." "Why?" he asked, looking at me with an unflinching gaze. Why? Why? I had no idea. I wanted to say, "Because I need to get a good grade in volunteering."

Anyway, I was in the middle of this chaos, when Blue and Green's teacher came up to me. "I'd like to talk to you about the boys' writing," she said. I smiled at her. My kids are fabulous writers! So creative! So inspired! But the teacher frowned. She said, "They have very immature grips."

Oh.

Now this isn't completely surprising. They do come from a long line of folks who have poor penmenship. But, still. She's saying my kids are immature? Why didn't their preschool teachers alert me to this problem? Why wasn't I working with them all summer to get them better acquainted with correct pencil form? How will they get ahead? How will they ever pass the test to get into the Smarty-Pants Program? How will they get into college? Ack!

It's in the air, this pressure to excel. Yesterday, I approached a group of mommies standing at the edge of the playground after school. They were whispering and pointing at a kindergarten boy who was sitting and reading a book. "Is Fred reading a chapter book all by himself?" one of them exclaimed. Another nibbled on her fingernails and said, "I just don't know what to do about Daphne. She would rather play with her ponies than do the worksheets I give her. How will she ever learn to read like Fred over there?" Everyone clucked sympathetically. One woman cleared her throat and said, "I hear there are more kids who are qualified for the Smarty-Pants Program than there are spaces available. I wonder if there's a way to help my son Shaggy become better prepared."

I wanted to squinch my eyes closed and cover my ears like the boys do when they don't want to hear what I'm saying. My kids are five years old. There are leaves to jump in, pumpkins to carve, jungle gyms to climb, castles to build. I want to give them this time. Doesn't the window for childhood joy seem pretty narrow? But I also know that the race has started, whether I like it or not.

Ready, set, go?