This post links to all earlier blogposts in the One Child’s Language series of notes from two decades ago about our very own Far Outlier child, who’s now a teacher.

At 8 months
At 10 months
At 11 months
At 13 months
At 14 months
At 15 months
At 16 months
At 18 months
At 19 months
At 20 months
At 22 months
At 24 months (and abroad)
At 27 months (and abroad)
At 30 months (and abroad)
At 32 months (and abroad)
At 36 months
At 39 months
At 40 months
At 42 months
At 47 months

From Salonica, City of Ghosts: Christians, Muslims and Jews, 1430-1950, by Mark Mazower (Vintage, 2006), pp. 247-252:

Once an autonomous Bulgarian state emerged in 1878, Macedonia became a battle-ground for insurgent bands. Secret guerrilla units, supported from Sofia, were formed by intellectuals aiming to restore the greater Bulgaria of the San Stefano Treaty. Kidnapping rich foreigners now provided a way of bringing much-needed cash into revolutionary coffers while simultaneously shining the unwelcome spotlight of international attention on the deficiencies of Ottoman administration.

In 1901 the new political brigandage made international headlines in the so-called Miss Stone affair when a redoubtable American missionary was kidnapped in a narrow valley north of Salonica. Ellen Stone was, in fact, the first American victim of twentieth-century terrorism. Her kidnappers had spoken Turkish when seizing her in order to throw the weight of suspicion on the Ottoman authorities, and to encourage Western opinion to believe that the latter could no longer guarantee law and order in their European provinces. But the ring-leader was a young Bulgarian-Macedonian activist, Yane Sandanski, and his profile in no way fitted that of the typical brigand of yesteryear: literate, a socialist, and a schoolteacher, he was a leading figure in an underground political grouping called the Internal Macedonian Revolutionary Organization. Violence was no longer merely a means to a livelihood; in the hands of activists, it was becoming an instrument of nationalist politics in what the world came to know as the Macedonian Question.

IN SALONICA A SMALL NUMBER of Bulgarians broke away from the Greek community and joined the Exarchate in 1871; by 1912 they numbered about six thousand. They were stonemasons, traders, shopkeepers and teachers—practical men drawn from the Macedonian hills—with no one of any great wealth to lead them and little influence in municipal affairs. They were supported, however, by the Russian consul, and once a Bulgarian state was founded, by its representatives as well. They were greatly heartened by the remarkable outcome of the 1876 uprising against Ottoman rule, and encouraged further by the territorial provisions of the Treaty of San Stefano which would—had it been allowed to stand—have handed over most of Salonica’s hinterland to Bulgaria. Schooling was one of their priorities, and in 1880 they founded a gymnasium—many of whose pupils soon found their way into the ranks of new pro-Slav political movements.

To be “Bulgarian” initially meant to support the Exarchate: it was a linguistic-religious rather than a national category. But after the creation of an autonomous Bulgarian principality in 1878, irredentist politicians in its capital, Sofia, started demanding autonomy for “the Macedonians” as well. Meanwhile, in Salonica itself, a militant new organization was incubating: in November 1893 the “Bulgarian Macedo-Adrianopolitan Revolutionary Committee” was founded by a group of men reared on the ideas of Russian anarchism, and proclaimed open to any who wished to fight for liberation from the Turks and autonomy for Macedonia. Sofia-based activists regarded it with suspicion and did not trust its commitment to Bulgarian interests. Eventually the committee dropped any reference to Bulgaria from its name, and it became known simply as the Internal Macedonian Revolutionary Organization (IMRO) with the slogan “Macedonia for the Macedonians.”

Most of IMRO’s youthful members were not much bothered about the old disputes over dead sacred languages. What was the difference between the Greek of the liturgy and Old Church Slavonic? After all, hardly anyone understood either of them. Between these youthful secularists—whose motto was “Neither God nor Master”—and the devout supporters of the Bulgarian Exarchate a gulf emerged. Even within its own ranks, IMRO was deeply factionalized…. It might be going too far to say that IMRO was a more coherent and efficient force in the minds of its enemies than it was in reality but it certainly made little impact on the Ottoman state.

Politically IMRO was no more successful. Autonomy for Macedonia—which was the name Balkan Christians (and Europe) gave to the Ottoman vilayets of Salonica, Monastir and Uskub (Skopje)—was the goal: a “Bulgarian” governor would rule the province from Salonica, all officials would be “Bulgarian” Slavs, and Bulgarian would be an official language on an equal footing with Turkish. But faced with such a prospect, Greeks lent the support of their intelligence networks to the Ottoman authorities, and in Salonica itself Greek agents in the Hamidian police helped track IMRO sympathizers. Even more important an obstacle was the opposition of the Great Powers. Russia was now focused on central and east Asia—the conflict with Japan was only a few years away—and Britain and Austria saw the Balkans as one area where they could all work in harmony to support the status quo. They pushed—as Great Powers often will—for incremental reform rather than revolutionary change, and merely urged the Porte to take steps to improve the administration of the province.

Frustrated with the impasse which faced them, and believing that targeting the symbols of European capitalism might force the Powers to intervene, some young anarchists in Salonica took matters into their own hands, and decided to blow up the Ottoman Bank, in the European quarter. Under the influence of their beloved Russians, they called themselves the “Troublemakers,” and later adopted the term “the Boatmen”—by which they identified themselves with those “who abandon the daily routine and the limits of legal order and sail towards freedom and the wild seas beyond them.”…

The two surviving members of the plot, Shatev and Bogdanov, returned to Macedonia in the amnesty of 1908: Bogdanov died a few years later, but Pavel Shatev lived until 1952, becoming a lawyer in interwar Bulgaria and then minister of justice in the postwar Yugoslav republic of Macedonia.

IMRO sputtered on, although the bombers had dealt a near-fatal blow to the organization in the city. The better-known Ilinden uprising which took place on St. Elias’s Day a few months later was the IMRO leadership’s own anxious attempt to arouse a peasant revolt against Turkish rule. But its chief consequence was that several thousand more Christian peasants were killed by Ottoman troops in reprisal. The only success IMRO could claim after this series of bloody failures was a further diplomatic intervention by the Great Powers—their last significant involvement in the tangled Macedonia question before the Balkan Wars. The Ottoman authorities were forced to swallow the appointment of European officials to supervise the policing of the province. Among the younger army officers stationed there, resentment and a sense of humiliation led to the first stirrings of conspiracy against the Porte. On the other hand, Macedonia remained part of the empire and Hilmi Pasha continued as inspector-general. The one conclusion to be drawn from the rise and fall of IMRO was that ending Ottoman power in Europe would not come that way: the use of terrorism to embroil and involve the Great Powers was futile when the Powers upheld the status quo.

There is nothing new under the sun! This will have to be the last of my many excerpts from this fascinating book. I have too much else to do over the coming weeks (and months).

From Salonica, City of Ghosts: Christians, Muslims and Jews, 1430-1950, by Mark Mazower (Vintage, 2006), pp. 242-243:

TO THE OTTOMAN AUTHORITIES what had always mattered were religious rather than national or linguistic differences: Balkan Christians were either under the authority of the Patriarch in Constantinople or they were—more rarely—Catholic or Protestant. The Patriarchate shared the same outlook; it was indifferent to whether its flock spoke Greek, Vlach, Bulgarian or any other language or dialect. As for the illiterate Slav-speaking peasants tilling the fields, they rarely felt strongly about either Greece or Bulgaria and when asked which they were, many insisted on being known simply, as they had been for centuries, as “Christians.”

In Salonica itself, the growth of the Christian population had come from continual immigration over centuries from outlying villages, often as distant as the far side of the Pindos mountains, where many of the inhabitants spoke not Greek but Vlach (a Romance language akin to Romanian), Albanian or indeed various forms of Slavic. The city’s life, schools and priests gave these villagers, or their children, a new tongue, and turned them into Greeks. In fact many famous Greek figures of the past were really Vlachs by origin, including the savant Mosiodax, the revolutionary Rhigas Velestinlis, as well as the city’s first “Greek” printers, the Garbolas family, and the Manakis brothers, pioneers of Balkan cinema. “Twenty years ago there was nothing in Balkan politics so inevitable, so nearly axiomatic, as the connection of the Vlachs with the Greek cause,” wrote Brailsford in 1905. “They had no national consciousness and no national ambition … With some of them Hellenism was a passion and an enthusiasm. They believed themselves to be Greek. They baptized their children ‘Themistocles’ and ‘Penelope.’ They studied in Athens and they left their fortunes to Greek schools and Greek hospitals.” So many Vlachs settled in Salonica that in 1880 a Romanian paper claimed, to the fury of the Greek community, that there were no genuine Greeks there at all. Changing—or rather, acquiring—nationality was often simply a matter of upward mobility and a French consul once notoriously boasted that with a million pounds he could make Macedonians into Frenchmen.

Money affected nationality in other ways as well. In the Ottoman system, the Orthodox Church was not merely a focus of spiritual life; it was also a gatherer of taxes. Peasants in the countryside, just like wealthy magnates in Salonica itself, chafed at the power and corruption that accompanied these privileges. But while most bishops and the higher ecclesiastical hierarchy spoke Greek—the traditional language of the church and religious learning—and looked down on the use of Slavic, most Christian peasants around Salonica spoke Bulgarian—or if not Bulgarian then a Slavic tongue close to it. This started to matter to the peasants themselves once they identified Greek with the language not merely of holy scripture but of excessive taxation and corruption. In 1860, the Bishop of Cassandra’s extortions actually drove some villagers under his jurisdiction to threaten to convert to Catholicism—French priests from Salonica contacted the families concerned, promising them complete freedom of worship and a “Bishop of your own creed who will not take a single piastre from you.” Other villagers from near Kilkis demanded a bishop who would provide the liturgy in Old Church Slavonic and got one after they too started to declare themselves for Rome.

Yet what these peasants were talking was about shifting their religious not their national allegiance and it took decades for the discontent of the village tax-payer to be further transformed into nationalism. Greek continued to be the language of upward mobility through the nineteenth century. As for Bulgarian self-consciousness, this was slow to develop. Sir Henry Layard visited Salonica in 1842 to enquire into the movement which was alleged to be in progress amongst the Bulgarians but he did not find very much. “The Bulgarians, being of the Greek faith” he wrote later, “were then included by the Porte in classifying the Christian subjects of the Sultan, among the Greeks. It was not until many years afterwards that the Christians to the south of the Balkans speaking the Bulgarian language, were recognized as a distinct nation. At the time of my visit to Salonica no part of its Christian population, which was considerable, was known as Bulgarian.”

What led Slavic speakers to see their mother tongue in a new light was the influence of political ideologies coming from central and eastern Europe. German-inspired romantic nationalism glorified and ennobled the language of the peasantry and insisted it was as worthy of study and propagation as any other. Pan-Slavism—helped along perhaps by Russian agents—gave them pride in their unwritten family tongue and identified the enemy, for the first time, as Greek cultural arrogance. “I feel a great sorrow,” wrote Kiryak/Kyriakos Durzhiovich/Darlovitsi, the printer, “that although I am a Bulgarian I do not know how to write in the Bulgarian language.”

From Salonica, City of Ghosts: Christians, Muslims and Jews, 1430-1950, by Mark Mazower (Vintage, 2006), pp. 220-221:

The struggle for communal authority was fought out over many areas—care for the poor and sick, the upkeep of cemeteries, the administration of religious foundations themselves—but the key battleground was education. For religious learning alone was no longer enough. Ties with the West meant also that local merchants needed employees to be familiar with modern languages, mathematics and geography. The notable Jewish families pushed hard for the use of Italian and French books in the old Talmud Torah in the 1840s. When they got nowhere, they obtained a firman to found their own pilot school, run by a German rabbi whom the local rabbis regarded as an impious foreigner. But the real educational revolution among Salonican Jewry only came in 1873 when the same notables opened a branch of the Paris-based Alliance Israélite Universelle—the very embodiment of French Enlightenment liberalism—in the teeth of fierce opposition from the elderly chief rabbi. It was an extraordinary success: by 1912 the Alliance was responsible for educating more than four thousand pupils, over half the total number of children in Jewish schools. “I was once invited to an annual gathering of the Israelite Alliance,” wrote a British journalist during the First World War. “There were many hundreds of Jews there, male and female, and a great many of them were once removed only from the street porter class. But they rattled off French as if they had been born to it.” Not only were the majority of the city’s Jewish children receiving an education outside the control of the religious authorities, but they were receiving it on the basis of the principles of contemporary French republicanism. Such a trend had a corrosive effect on the authority of the chief rabbi, and helped turn him slowly into more and more of a purely religious and spiritual figurehead.

Within the Greek community similar shifts were taking place. In the old days, children learned reading and writing from the occasional literate priest or from the so-called didaskaloi who gave lessons as they passed through the city. But in 1828 the junior high school was reestablished, and a girls’ school was set up in 1845. The primary school population climbed from 1500 in 1874 to nearly 2000 in 1900 and 3900 by the time the Greek army arrived in 1912. An Educational Society was set up in 1872 with its own private library and a commitment to “useful knowledge,” and in 1876 a teacher-training college followed. Salonica’s Greek high school was recognized by the University of Athens, a development of huge significance for the rise of Greek nationalism, and the control of school standards and appointments was also handled by representatives of the Greek state. Through education in other words, the Greeks of Salonica gradually reoriented themselves towards the new national centre in Athens. The Patriarchate in Istanbul, which had once enjoyed unchallenged authority over the empire’s Orthodox believers, found itself losing ground.

Within the city’s Muslim community, pedagogical arguments were also raging. All Riza, a minor customs official, quarrelled with his wife Zübeyde, over how to educate their son, Mustafa. Zübeyde, a devout woman who was nicknamed the mollah, followed the older conception or education and wanted him to attend the neighbourhood Qur’anic school. His father, on the other hand, favoured the new style of schooling pioneered by a renowned local teacher, Shemsi Effendi, who ran the first private primary school in the empire. In the end, the young Mustafa started at the first and finished at the second, before moving to the military preparatory college. Helped by his education and by Salonica’s new beer-gardens and nightlife, he became a pronounced secularist, thereby foreshadowing in his own upbringing the trajectory through which—by then better known to the world as Mustafa Kemal Ataturk—he would later lead post-Ottoman Turkey.

Mustafa Kemal’s experiences were not unusual, for the spirit of Western education was transforming local Muslim cultures of learning. The Ma’min were setting up private schools like Shemsi’s, and state officials like Mustafa Kemal’s father shared their vision of a modernizing Islam. Investment in education had been a priority of the reformers in Istanbul, and m 1869 a new imperial Ordinance of General Education outlined a school system, based partly on the French lycée model that would promote knowledge of science, technology and commerce among both boys and girls. Reaction from the long-established medreses was fierce but under Sultan Abdul Hamid this was overcome, in part by emphasizing the Islamic character of the new schools. A state schooling sector emerged in Salonica and the city’s first vocational college the Ecole des Arts et Métiers, trained orphans in typography, lithography, tailoring and music. Later came a teacher-training college, a junior high school, a commercial school and a preparatory school for civil servants—the Idadié—housed in an imposing neo-classical building standing just beyond the eastern walls. (Today it contains the chief administrative offices of the University of Thessaloniki.)

Social notes: Her two favorite teachers (and actually best friends) at school are leaving for more gainful employment this month. She’ll miss them, but she is much more willing now to get to know new people. She is still very teacher-oriented, playing the role of teacher at home: directing games and circle time, asking for volunteers so she can do eeny-meeny-miny-moe (often fudging the last bit) to choose one of us.

Physical development: Fine motor skills have also improved. She can spend an hour at a time coloring within the lines, cutting paper with scissors, and writing smaller and neater uppercase and lowercase letters. She may have just finished a physical growth spurt and begun a mental one.

Intellectual notes: One day in the supermarket, Rachel pretended to read a story from the list she was holding. It was about a little boy who went for a walk, crossed the street by himself, got hit by a car, and died, leaving his parents all alone. They propagandize her well at school—she instinctively grabs a hand before crossing a street. But she also spends intervals trying to figure out the meaning of death. Time is another mystery. She knows the days of the week, some months of the year, and a bit about how years are numbered. But she often thinks that her afternoon nap starts a new day, that supper is breakfast and vice versa.

Size and measurements are still vague. We just came back from a weekend trip to the Big Island. She asked whether it was as big as the Soviet Union, asked several times how long a mile is, wanted to plot our course on the map, and monitored our elevation. Numbers are getting easier: she can read up to 99 (often mixing pairs like 25 and 52) and had little trouble singing from 21 bottles of beer on the wall down to zero.

Language notes: One evening as we sat down to dinner, Rachel clasped her hands and recited a complete table grace in Hawaiian. Another evening, she decided she wanted to study sign language and spent about half an hour practicing a few words with Daddy. She is a real language-learner right now. It’s a shame she doesn’t have another language to work on along with English.

She is rapidly expanding her vocabulary, stopping to ask us the meaning of any word she doesn’t know yet. She is on the lookout for familiar words everywhere and asks us to read and explain any public sign that contains a word or two she can recognize or sound out. At school, she has just been introduced to “mystery words” that can’t be sounded out. We encourage her to sound out regular words. She was able to read a note from Mama that said Can I get a hug from you? and she has come up with her own spellings, like jrink water and clowde, wnde, rane, sune day. (WordPerfect’s spellchecker offers the correct choice for some.) She copies whole sentences with all the devotion of a medieval monk reproducing a holy manuscript.

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

Intellectual notes: Of all the Sesame Street characters, Rachel used to resemble sweet, innocent, and imaginative Elmo the most. But now she’s turning into the Count, whose greatest joy in life is to find something to count. She counts steps, parking meters, people on the bus, bites of food, and sips of water. She can now count past 100 without prompting, can count backwards from 10 to 0, and can add and subtract one number at a time so long as she’s dealing with numbers not much over ten. And, finally, she no longer misses 16 on her way to 20.

She is raptly attentive during Sesame Street, and we’ve just started watching the Sunday evening Disney hour with her. She asks a lot of questions. She likes cartoons but has not yet been exposed to Saturday morning TV. So her very active imagination has not turned to violence yet. Instead, she organizes a lot of weddings, birthday parties, travels, picnics, and classroom activities.

Language notes: Rachel is picking up more and more local English at school. One of the most noticeable lately is mines, as in Yours, Mines, and Ours. (That forces an exception to follow the same rule that adds s to the other forms.)

She has finally begun to use Please, Thank you, Excuse me, and Sorry fairly regularly. And she’ll wave good-bye to kids she knows. Her conversational habits are not always polite though. She wants to dominate every conversation around the house, and isn’t happy to yield the floor to either of us. She is very, very verbal, providing a running commentary on everything she does. When she’s tired, the running commentary turns into a babbling stream of consciousness.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

Physical development: Rachel’s handwriting is much smoother now. She doesn’t have to have little dots to mark the angle-points in A, M, Y and other letters. She has even got S and C down pretty well. She can also write quite small and has done a few exercises at school writing numbers. She jumps well with two feet and can stand on one foot. She likes to show how fast she can run. She is quite active during exercise at her school. We enrolled her in a “movement” class at the YWCA on Saturday mornings, but so far the only thing she has participated in is a balance-beam exercise that she enjoyed at preschool. She doesn’t like receiving a lot of attention from strangers. We doubt she’ll go into show business.

Intellectual notes: She still loves to count and do very simple addition and subtraction. In fact, she has discovered the Associative Principle: “Look, 2 and 2 and 1 make 5; and 3 and 2 make 5, too!” She was counting with her fingers in the stroller one day and announced “2 and 2 and 2 and 2 and 2 make 10!” She knows that 100 is a lot, and can count that high if you prompt her for the even multiples of ten. She no longer misses fifteen now that she knows fif is a funny way to say five, but she usually skips sixteen for some reason.

She also loves guessing and telling. “You don’t know how old Panda is?” [Just say "No!"] “I’ll tell you. He’s two.” “Do you know what we can use? … Think! Think!” She likes to involve us in long imaginary games in which everyone’s role is subject to redefinition whenever the fancy strikes her. She also does a lot of reasoning. This is the bicentennial of Chinese emigration to Hawaii. When Rachel asked why so many Chinese came here, Mama told her that many Chinese wanted to leave China. She said, “Yeah, they wanted to find a cleaner place, and Honolulu was clean enough.”

Language notes: Rachel returned from her Christmas visit having finally switched from referring to herself as Rachel to using I, me, my appropriately. She has also switched to an overcorrected pronunciation of the so that it always rhymes with thee. One of her teachers must have stigmatized the local pronunciation, da. (She has acquired the local auwe in place of ouch.) Her pronunciation of consonant clusters (st, str, sp, spr, etc.) seems to have slipped a bit while she concentrates on new grammatical constructions, especially comparatives (good, gooder, goodest, bad, badder, baddest), even complicated syntax like: “When I’m 100 years old, I’ll be tall enough that my head will touch the ceiling.” “Look, I can push the stroller as straight as you can.” Around us, she is extremely verbal, providing a running commentary on her every action.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

Social notes: Ever since Rachel moved to the bigger kids’ room at school, she has assigned herself a new role in life. She always reminds us of what a big girl she is and almost never goes into the little baby routines she was so fond of before the move: “Look how fast Rachel can run.” “Look how high Rachel can jump now.” In fact, she has changed her role-play at home from Baby to Teacher. She spends a lot of time at home comforting her stuffed animals, showing them things, putting them down on mats for naptime, waking them up again, reading to them, feeding them. She gets the funniest little serious look on her face when she is comforting them for crying. She repeats instructions from school to them, playing the teacher role to the hilt, telling them “This is a table mat activity, not a floor mat activity.”

Another way she marks her change in status is by constantly inquiring how she did things or said things when she was a little baby. “How did Rachel swim when Rachel was a little baby?” “How did Rachel talk when Rachel was one year old?” “How did Rachel say blue when Rachel was in China?” Then she will laugh and imitate our imitations of how she used to say things.

Physical development: Rachel is fascinated by writing now, and likes to take a pen or crayon and write messages on paper. She controls her scribble pretty well, doing a good imitation of a doctor’s prescription scrawl.

Intellectual notes: The biggest concept Rachel has mastered with her new rite of passage is the progress of time. Yesterday now means the previous day, or at least the other day, not just any time in the past. Tomorrow is also more immediate than it used to be. She knows about relative age and birthdays, knows most of the days of the week and the last four months of the year. She contrasts her life as a baby and her life in China with her present life. In fact, she has a renewed interest in her China past now and asks a lot more questions about her pictures from Chinese preschool.

Her other major fascination right now is numbers and arithmetic. She counts everything and knows the concept of adding one number to another. She will hold up one, two, three, four, or five fingers on each hand and ask “How much is this?” She hasn’t memorized the answers yet, but she can figure it out by counting all her fingers. She can count to twenty, but she tends to miss fifteen and sometimes sixteen.

Language notes: Rachel constantly asks “What’s that spell?” She has memorized an ABC book from the library that goes “A is for angry anteater, B is for bashful bear, ….” Her favorite road sign is the yellow BUMP sign. In fact, on the buses she often reads the yellow sign on every window “C-A-U-T-I-O-N Bump!” She looks for Chevron, Shell, and Union 76 signs; spells out STOP, WALK, EXIT, and NO PARKING signs; recognizes Safeway, MacDonalds, and Burger King logos; asks about the cover, half-title, title, and contents pages in books. She likes to take a pen and write messages which she translates as “Please take a juice can to school tomorrow” or “Let’s meet for breakfast at eight.”

Although she still never uses I, me, my in real communication, she will use them perfectly well when she is play-acting with her stuffed animals. And she now asks “How do you do” such and such rather than “How does Rachel do” such and such. But in talking to us, she still has her own special pronouns Deo or Daytoe (for Rachel) and Deo’s (for Rachel’s).

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

Social notes: Rachel was very generous about taking toys to donate to her school before we left China. But she displayed almost no emotion on her last day of school, when her principal (and favorite auntie) was teary and her mama was too choked up to say anything. It was only after we got to Hong Kong and started talking about what her life in Honolulu would be like that Rachel protested, “But Rachel likes China.” She also liked travelling, because she had one or the other of us to herself all the time. Unlike us, she loves to spend time in waiting rooms and hotel lobbies.

Especially while travelling, we tend to praise her for being a “big girl.” But she is afraid to leave babyhood completely behind, so she often reminds us, “When Rachel sucks Rachel’s thumb Rachel is a little baby,” and then promptly demonstrates. She has also invented some baby talk expressions, like titidada. At other times, her conversational style is very adult, like when she says, “Mama, mama! Rachel has two questions. The first question is …. The second question is ….” She also likes to give long-winded explanations why she should or shouldn’t do something in a particular way, often word-for-word renditions of what one or the other of us has told her.

We had far better luck finding a preschool for Rachel in Honolulu than in China. Bamboo Shoots was one we just walked into one day. It was just about to convert to Montessori methods. We walked in during naptime, when the administrator was feeling relaxed and talkative, and had a good look around. We were later told that Rachel shows some of the same problems Chinese immigrant kids have when they enter American preschools: they require a lot of adult attention, and they have trouble going off and doing things on their own. She is adjusting well though. Having a year of Chinese school has helped. And she hasn’t had any trouble getting used to sandwiches for lunch, as some of the Asian immigrant kids have. Rachel seems to be only full haole (Caucasian) kid in the school (as in China).

Intellectual notes: Rachel is very, very fond of puzzles now. She is pretty quick to spot where each shape goes. After the first time or two, she has just about memorized how to put the simpler puzzles together. She is also a reading maniac. We usually make a trip to the State library’s children’s book section every week. She can spend hours listening to us read all the way through each week’s stack of books again and again. She is especially interested in transportation, which might have something to do with all the travelling we’ve done recently. She likes looking for contrasts between the “new kind of airplane” (jet) and the “old kind of airplane” (propeller craft), between city buses (with more than one door) and tour buses (with only one door), between fast ferry boats (hovercraft and hydrofoils) and slow ferry boats (like the Star Ferry in Hong Kong). In fact, she always tries to compare and contrast new things she learns about, to establish new categories or better define old ones. Her other most absorbing hobby right now is testing every water fountain she sees. She had an interest in water fountains before we went to China but had to do without them for a year. Her old fascination immediately revived as soon as we got into the Taipei airport.

Language notes: Her pronunciation keeps improving. Right now she’s working on getting her word-initial consonant clusters under control (/fr, sp, st, str, tr/ etc.) She hasn’t got /f/ separate from /s/ yet, so straight sounds like freight. She has just started to work on eliminating the /w/ she used to put on over and out, and the /n/ she used to put on the front of on and in. In other words, she has started to master the glottal stop (the abrupt onset before words starting with vowels in English; the sound in uh-uh ‘no’ that helps distinguish it from uh-huh ‘yes’). She also noticed a good while ago that Daddy pronounces why—her favorite word—with a /hw/ sound while Mama pronounces it with a plain /w/. She claims to use both pronunciations.

Rachel was just beginning to speak a good bit of Chinese by the time we left Zhongshan, but now she has just about quit speaking it. As soon as we hit Honolulu, she ceased hearing it around her so much and apparently decided there was no more use for it. In Hong Kong, we took her out to a nice playground near our hotel where she played with a couple of English-speaking kids her age. She wouldn’t say a word to them. Instead, she remarked to us, “They’re speaking English. Why?” At Bamboo Shoots, she has been slow to speak with the other kids, but it’s probably just her natural shyness. One of the teaching assistants there speaks Chinese but couldn’t extract Chinese responses from Rachel. When we would ask her if she spoke any Chinese at school, she would answer, “But it’s an English-speaking school!”

She hardly ever sings much at home now. She hasn’t learned the new school’s repertoire yet. But she is an avid and highly interactive story-telling audience. She nods as you go, asks for meanings of words she hasn’t learned yet, and asks so many questions sometimes that it’s hard to keep the story moving. She never drifts off during a story, but keeps asking for one more. She likes to participate by filling in salient words in the stories she has read many times. She also likes us to spell (“psell”) words, and always assigns us one to spell while brushing her teeth.

Her most remarkable achievement in our eyes is her discovery of what syllables are. On the way home from school one day in China, she asked why “e-le-phant” has three words but “bear” has only one. She was probably carrying over into English what her teachers had told her about Chinese characters, since each character is one syllable. We taught her the word syllable (which comes out Seminole when she says it) and now she can count off the syllables of any word you give her—fairly accurately too. Although she does tend to like to repeat the last syllable enough times to get through all the fingers on one hand.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

Social notes: Rachel is experimenting with social graces now. She plays with using please and thank you sometimes, and is working up to saying xiexie (‘thank you’) and zaijian (‘goodbye’) aloud in Chinese. Her strategy seems to be to listen and repeat to herself for a long time while she is mastering something new, then finally perform out loud.

She often gets very upset if we let a guest into the house without her help, or see someone off before she gets to wave goodbye. One day, Daddy came home from school in the afternoon, let himself in, and went in to find Rachel and Mama in the kitchen. Rachel immediately cried that she wanted to meet Daddy at the door. So Daddy went back outside in the stairwell, Rachel sent him down to the landing, then she walked down the steps to greet him on the landing with “Hello, how are you?” She nodded her head in response to “Fine,thank you. And you?” and then turned around and said “Well, let’s go up.” She repeated this ritual about ten times before our downstairs neighbors, Uncle Xu and Auntie Ni, came out to invite Rachel to play with them.

For quite a long time now, she has not gotten tearful when we drop her off at school, and she has a “best friend” there now. When she hears classmates’ names she can point them out, but she won’t say their names out loud to us.

Intellectual notes: In Freudian jargon, she still shows a lot of typically “anal retentive” behavior. She is compulsive about arranging and matching things. If you slip out of your shoes, she is liable to run off with them to arrange them carefully among other shoes. When she gets dressed, she is always concerned that everything should match. After eating, she will often get down and rearrange the magnetic letters and numbers on the refrigerator door. She is more concerned about matching shapes than about sequential order, so she groups 694, 25, 17, 38, VY, KX, MN, IL, CG, FR, BD, OU, and so forth.

Language notes: Rachel is speaking more and more Chinese. Her teachers say she is becoming more verbal at school. She must be saying a lot more Chinese to herself than to anyone else. She is quite aware of the tones in Chinese and experiments with them sometimes. Everyone at school tries to get her to say simple greetings to them, but they are content for now if she simply shows she heard and understood them.

Her pronunciation keeps improving. She has /s/ and /z/, /ch/ and /j/ pretty much under control. When she demonstrated that she could produce a clear /s/ one day on the say home from school, Daddy praised her and asked her when she would be able to say /k/ as well. She said “Soon.”

She still sings school songs at home and also sings a lot of English songs. She sings This Old Man up through number five or six. (On one of our excursions she got to see a beehive up close, so she no longer needs prompting for “hive”.) Her going-to-sleep ritual every night includes the same series of songs: Sleep Baby Sleep, Teddy Bear (“Dayto” Bear), Mockingbird (Hush Little Baby), and then Angels Watching Over Me (“That Guy Is Watching Over Me”). She sings along on all of them and recently recorded them on tape, singing by herself.

She knows the lowercase as well as uppercase printed letters now. (After trying to think of easy terms other than “big/little” to distinguish the two styles, we just settled on “uppercase/lowercase”—and so has Rachel.) She often utterly loses her chain of thought when her eye catches any letter or Chinese character she can read. She reads off numbers on license plates or hotel-room doors as she walks by. Sometimes she spells words from right to left.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.