Scat Mask Replica VI

July 3, 2019October 24, 2020 RilalyLeave a comment

Turtle and Tiger

My son has a very healthy imagination, and I encourage it in every opportunity I can. We play all sorts of imaginary games, some involving his stuffed animals. We put these animals through various life scenarios. I am in charge of developing these stories, but he will often spider web these stories into other side stories. In one of these sessions, he gave his stuffed turtle an unusual name. Playing the role of the tiger in this production, I asked the turtle if his parents were weird. “If they gave you such an unusual name,” Tiger said, “your parents must be weird people.” I was not testing my son, or playing any type of psychological game. The reader might flirt with such notions, because it was an odd thing for a dad to say to his six-year-old son. My only defense is that we play so many of these games that he wears me out.

Tiger pressed turtle for an answer on this question, and the turtle refused to denounce his parents in anyway, saying, “No, I have great parents who love me and don’t let me get hurt.” That was all turtle said, and we moved into other areas of the turtle’s life story. Months prior, someone suggested that my son’s lack of displays of affection could suggest that he might be on the spectrum. Boulderdash, I say. I say his lack of displays of affection means that his parents are doing one hell of a bang up job. I’ve seen my son’s six-year-old friends worry when they can’t see their parents at the park. ‘Shouldn’t that be the other way around?’ I wonder. I know my son doesn’t worry about such things. I know he considers every minute we can’t see him a momentary minute of freedom. I’ve witnessed other boys appreciate their parents. I’ve seen other kids his age, kiss their parents without them having to ask for one, and my reaction is 180 degrees different from envy. I think if a six-year-old voluntarily displays affection for their parents, it suggests there might be some deficiency in their home. It’s a guess, and it’s probably wrong. Some six-year-old boys are just more affectionate than others are, but that just seems so unnatural to me. If my six-year-old boy says, “Leave me alone”, and he hates hugs and kisses, it means he takes me for granted. He takes it for granted that I’ll always going to be there for him, and he knows that I will always “protect him from getting hurt”. As a person who has never had a parenting job before, it strikes me that if you’re doing your job, your child should be surprised to learn that other kids like you and think you’re fun to be around you, because he thinks you’re one of the most boring people on earth. Then, if you’re doing one hell of a bang up job, you might eventually reach a point when you’ll hear how much he appreciates what you do from his turtle.

The Death of a Gregory

A forty-something man on our block died recently. It’s a sad thing when any person dies young, but I didn’t know this guy as a man. I knew him as a rival when we were in our early teens. One could go so far as to say we “hated” each other in the harmless way young, testosterone-driven teenage males hate each other. We did whatever mean, harmless territorial peeing things that two teenage boys do to each other. I tee peed his house, he egged mine, I threw an M-80 in his yard, and he shot a bottle rocket under my car. I sidewalk chalked something awful about him on his driveway, and he lit firework snakes on the sidewalk leading up to our house (some of those stains are still there some 35 years later). I spotted him on our old block some 35-years later, and I waved at him. He did not wave back. He apparently believed that our teenage rivalry should extend into our forties, and I found this out soon after I waved at him. I was driving into our old neighborhood, and he was driving out when I stuck that hand up. He gave me the nastiest look he could. That look said, “I don’t like you, and I never will!” That’s fine, I guess, but how about I wasn’t asking if I could come over for dinner, or if I could play with his Star Wars figurines. I was putting my hand up in the air to him as nothing more than a momentary, symbolic greeting. It’s your job, sir, to put your hand up in the air back at me! You don’t have to smile when you put your hand in the air, and a wave is not a promissory note on future conversations. You just wave back, and everyone moves on with their lives. It’s what we adult humans do when we somewhat, sort of recognize each other. If you can’t forget the things I did to you at 13, well, that’s kind of on you. If he was still alive, I’m sure he could give you a laundry list of things I did to him, but I don’t remember them, and none of them would post date 1983. If anyone suspects that I bullied him, and it affected his personality in such a way that he could never forgive me, I can only say this in my defense, this kid gave as well as he got. When my family would drive onto our block, he would have a special twinkle in his eye when he spotted me, knowing that we would be spotting his latest bit of carnage. When I saw how much he enjoyed this, I realized what I was up against, and I stopped. He didn’t, and he apparently didn’t want to let it go 35 years later.

He Stuck a Foot Out!

Yesterday I realized that sports announcing is a cutthroat business. The candidates for a top job in sports announcing must be knowledgeable, and interesting, but they must also have an extraordinary ability to make the mundane exciting if they want to win the job. That’s not an earth-shattering revelation, I know, but when I hear a hockey announcer almost lose his lunch when a goalie sticks their foot out, I see the profession for what it is.

“HE STUCK A FOOT OUT! HE STUCK A FOOT OUT!” the announcer screams.

As we watch the replay about seven times, the analyst describes the command a person playing goalie must have of his body, as if it’s something he’s never seen it before. “I hope the viewers at home recognize how brilliant this save was,” the analyst says with reverence as we watch it. “The goalie is in the zone, and he’s just playing on another level. To have the wherewithal to know not only how, but when, to stick a foot out, you just can’t teach that.”

As one who has never played hockey, I have to imagine that teaching kids who want to play goalie when and how to stick a foot out is one of the first things they teach. It is not our intent to diminish the athleticism it takes to play goalie in this piece. When a puck is traveling at a high rate of speed and the goalie has a center in front of him, trying to block his view, and that goalie gloves the puck, it’s impressive. Those of us at home know we probably couldn’t do that on a regular basis. When a wing flicks a puck to the goal and a goalie sticks his foot out to stop its progression, however, that’s just what we call sports.

The key to most sports, (spoiler alert!) is to cross lines. The defense doesn’t want the offense to do that, so they use various parts of their body to try to prevent that from happening. This conflict can provide some noteworthy achievements, but most of the time it’s just a guy doing what they practice to prepare for such moments. If an announcer can convince a viewing audience that the results are a brilliant display of athleticism, they will win the job.

Creativity in Tight Spaces

Some of my favorite moments of inspiration arrived in tight spaces. My manager put me on suspension. “Get your numbers up, in 90 days, or you’re gone!” he said. With my little world crashing down around me, inconvenient flashes of inspiration bombarded me. Some were so good that I felt required to write them down. A guy interrupted me with a question, and I thought his mannerisms were perfect character-driven piece. The inspiration for another piece arrived when another fella said goodbye to me. My mind was on fire when I heard a set of lyrics from a Sufjan Steven’s song, and those lyrics inspired a novel I would spend the next two years writing. These were all inconvenient interruptions that took time away from the moments I should’ve spent trying to get my numbers up, but I couldn’t stop them from pounding into my brain.

It wasn’t a great novel, it turned out, but the inspiration for it struck me during a very inopportune moment of my life. I’ve had these moments before, I think we all have. They’re the “You’re not supposed to think about that now” moments when creativity seems to flourish. I had an “in-class” friend one time. We engaged in “what you’re not supposed to do” fun in class, when the teacher wasn’t looking. We developed a temporary, very real bond misbehaving, but when we ran into each other in the hallway, we had nothing to say to one another, other than a conspiratorial “there he is” point. I used to love to make my brother laugh in church, with stupid, little in-jokes that would not have been funny anywhere else. We were having naughty, “You’re not supposed to do that here” fun that required subtlety and a deft hand to avoid getting caught. Was that what my brain wanted, with my job on the line and my boss watching every move I made? Regardless, my mind was on fire with naughty, “You’re not supposed to be thinking that now” thoughts that I would spend the next two years completing.

I did manage to quiet the inspirations long enough to survive the suspension, and I spent the next five years juggling my need to be creative and the need to be productive for the company. I wouldn’t say that these tight spaces always resulted in creative inspiration, but I was never come that close to losing my job again, and I would never have that much inspiration flooding my brain either.

So, you want to be a Kindergarten, Flag Football Coach

May 8, 2019November 6, 2023 RilalyLeave a comment

We should applaud anyone who volunteers to coach kindergarten football. It’s not easy, it’s a learn-as-you-go job, but it is rewarding and fun. In their own intangible ways, these kids appreciate what you’re doing for them. Most of them want to play football, and in some ways, they’re receptive to what we’re saying, because they want to learn the game beyond what they see on TV.

In my year-and-a-half of teaching kindergarten kids the game of football, I developed a few rules, based upon trial and error. Two quick notes before we continue: These are tidbits and observations, nothing more and nothing less. I will also use the term “tackle” to describe the act of pulling a flag, as this discussion focuses on flag football.

Be a Coach with a Plan. Enter your season with a plan. Develop a few bullet points, or talking points, that you want your team to know by season’s end. These bullet points should focus on teaching the kids some of the fundamentals of playing football. Walk into your first meeting with the team thinking that if you can teach them a couple of things that will stick, your season will be a success. Accomplishing this, of course, requires repetition. My advice to the new coaches is to watch some YouTube videos on “coaching kindergarten flag football”. Some of these videos provide some very helpful drills a coach can run in practice, and they offer some simple plays to run. Some of these plays involve simple fakes, reverses, and some simple passes. This leads us to rule#2:
Keep it simple. If this is your first season with a fresh group of youngsters, you’ll witness more organized teams pull better fakes and more complicated plays. I don’t know if they practice more often, or if they stick together for years, but in my experience, it’s best to keep all plays as simple as possible. Again, the best thing you can do, as a kindergarten coach, is teach them the basics of the game.
We’re talking about practice. Some leagues require one mid-week practice. Anyone who has worked with kindergartners knows that coaches need to make their practices simple, active, and participatory. If you are a born leader with a commanding presence, and your team is largely comprised of good kids, they might behave 51% of the time, but those who enter into this with the idea that they can manage adults, and they have a well-behaved child, might be in for a shock when they try to corral 10-to-12 other peoples’ kids at the same time. They’re not bad kids, but they are kids, kindergarten aged kids. My advice is to try to diminish the chaos is try to develop drills and activities that don’t let the kids stand around idle. If there is some idle time for some of them, you might want to develop an activity until their turn arrives. (Some examples are jumping jacks and other forms of running in place. Whatever we do, we want to keep them moving.) If you’re lucky, another parent will volunteer to assist you. If that’s the case, divide the team into offense and defense for drills, then allow them to scrimmage. Drills are important, but they do create a line of kids with nothing to do until it’s their turn. Kids will also run around and pull each others’ flags off. A rule we incorporate is, if you pull someone’s flag, while playing around, you have to put it back on.
No Juking. When game time rolls around, one of the most important rules we try to teach the kids is, “When you have the ball, don’t try to juke, shimmy, or shake your opponent.” Most kids want to flash the dreams they have of becoming an NFL running back, but at this level we need to teach them that the key to scoring more touchdowns is to run straightforward as much as possible. “How difficult it is for you to pull flags when someone is running past you?” we ask them. “You have one, quick chance right? The toughest flags to pull are those on someone who is running as fast as they can. When you run your fastest, it’s just as tough for the other team to tackle you.” Another reason for this bullet point is that when the child starts juking they never stop. This can lead to a huge loss of yards, and more likely the child exhausting themselves by attempting to run the miraculous run that can last a minute and a half for a two-yard gain.
Two hands. Two eyes. “When you catch the ball, use two hands and two eyes. Look the ball in.” We institute this rule to try to prevent them from running before they catch the ball. (Once they secure the catch, we can tell them to run, but this happens so infrequently that we should be able to get away with only preaching those first two steps for at least half the season.
On defense, we teach the principle of “side integrity”. It might sound like a complex concept for kindergartners, but that might be why they like it. Our advice to our outside defenders (linebackers or corners), “Don’t let the ball carrier run outside of you, because if they get past you, it’s probably a touchdown.” We line our outside defenders outside the furthest player on the other team, and we stress that they not let the runner outside of them, even if they don’t make the tackle. 4b) “When the other team tries to block you inside, watch the ball, and the minute it moves outside your blocker, use a spin move on the blocker to get outside of them. (Some of the kids love the idea of a spin move, as we can tell them NFL players use it to get past blockers. It also seems tricky and an advanced concept to the kids, and some of them use it quite well. They are also quite proud when they do it well, regardless if they make the tackle.) “Even if you don’t make the tackle,” we tell them, “you need to push the runner inside to the rest of your teammates.”
Safety. We established the position of Safety as the most important position on the defense. As a result, every kid on our team wants to play Safety. (It might also have something to do with the idea that kids don’t like being blocked.) Based on the idea that this became the most prized position on defense, we developed a rule, whoever made the last “tackle” on the last play becomes the safety on the next play. Everyone wanted to be safety, so they strove to make the tackle. (This also ended the “Can I play safety?” yells that occurred after every play.)
Back at Practice. When you’re done with the repetitious drills, in practice, let the kids have some flag football fueled fun. We call one of these games Sharks and Minnows. The shark(s) (two if you have over seven participants and one if you have less) start in the middle, and they try to pull the flags of all of the other players (the minnows). When a shark “tackles” a minnow that minnow then becomes a shark, and they join the shark(s) in trying to tackle the other minnows remaining, until there is only one minnow left. Other than teaching them how to pull flags, the game also teaches them the concept of boundaries, as we set up four-to-six cones to mark out of bounds.
First game. Your first game will probably be a disaster, if you’re a new coach starting out with a bunch of newbies. It’s important that we do two things here. First, during the game, we need to compliment the players for every good play they make on the spot. A casual high five with a “there you go Joey!” will do wonders to lift that morale and self-esteem. When the game is over, remain enthusiastic, regardless of the outcome. You will learn some things about your team, and the game itself, after your first game, and you will need to make some necessary adjustments, but try to stick to the tenets of your game plan. At this level, if you’re in it to win it, you’re probably in it for the wrong reason.
Plays. In this, my first season, I flirted with dropping the whole notion of plays, as they only invite more questions and different levels of chaos, but just handing the ball off on every play doesn’t teach kids the fundamentals of the game very well. On the subject of plays, I don’t think it will shock the potential volunteer to learn that if you plan to have a playbook, the goal should be to as simple as possible. I thought adding a simple reverse would fall under this heading, until I witnessed one in real time. (Picture a herd of wet cats attempting to run to the source and away from it at the same time.) I also added a pass play, in which the receiver runs a simple curl route. I thought this was a simple enough play, until I saw it play out live. (If the coach is lucky, they’ll have one player who can throw and one player who can catch. It’s the coach’s job to determine who can do this with some modicum of success.) The goal here is not necessarily to achieve a good play, a touchdown, or a win. We just want to put every player in a position to succeed, and if a player doesn’t throw or catch well, they might become demoralized. The coach should also prepare for the idea that most players won’t know what they’re supposed to do on any given play, so you’ll have to provide individual instructions to each player before the snap, and you’ll have to tell them where to stand. Again, the coach will have to accomplish this while trying to keep the referee happy by getting your players to the line and pulling off a play in time.
Repetition. The kindergarten coach should prepare to repeat their very specific instructions throughout the season, and answer all questions that follow. The most popular question a coach will have to answer in each huddle is, “When do I get to I score a touchdown?” My pat response is, “That team over there is not going to let you score a touchdown. You have to go get it, when it’s your turn.” The reason we must continually express the idea of turns is that once they score a touchdown, they want to do it on every play, and as many times as we express the idea, most kindergarten-age children don’t fully comprehend the idea of taking turns, or if they do, they don’t prefer it.
One voice in the huddle. “Coach! Coach! Coach!” is something every kindergarten, flag football coach will hear in a huddle, on just about every play. When the coach responds, they are likely to hear classic gems like, “I have a new shirt,” “I felt a raindrop,” or “I have a loose (or new) tooth.” Then there are the most common questions that follow every play, “When do I get the ball?” and “When do I get to score a touchdown?” The other comments I’ve heard are, “I don’t have a mouthpiece,” and “how come you’re not wearing sunglasses today?” Some of the kindergarten children repeat the shouts of “coach!” so often, while you’re attempting to tell the players involved in the next play how to run it that by the time we get to their question/comment, they forget what they wanted to ask/say. Once we complete that exercise, and get the kids to the line of scrimmage, ready to run the play in the time allotted by the referee, be prepared for them to forget everything you just said. Even when we keep it as simple as possible, by telling them to hand the ball off and run left, they often run right about 50% of the time. (Hint: point the direction of the play out to them. It’s okay to remind them at the line which way they should go, because chances are most of the kindergartners on the other side of the ball aren’t listening to you either.)
“We can only have one voice in the huddle,” is something we say in the huddle. Some comply, but most forget these instructions when the next play rolls around. I’ve instructed them to keep all comments and questions related to football, but they’re kindergartners. One important note to add here is the patience and understanding a flag football coach must employ. Remind yourself, throughout the game, that they’re kindergarten kids. Most of them have the retention levels of a goldfish, and they can’t remember what we said five seconds ago.

Injuries. Anytime kids are involved in a game that involves running, they will inevitably run into one another. Most volunteer coaches have no experience in such matters. The simplest thing to do is address each injury on the spot. Depending on the severity of the injury, of course, our goal should be to diffuse the minor injuries that occur in a game. Ask the injured player if they are okay, where they are hurt, and what happened. Most kids need nothing more than a couple plays off, and a drink of water, and they are okay. We might also need to address the fact that the other kid didn’t injure them on purpose. It was just a part of the game.
Displays of Anger. The coach will also have to deal with the emotional aftermath of a child having their flag pulled. To us, this is part of the play. Person A runs down the field, person B pulls their flag, and the play is over. To the kindergarten mind, this is a humiliating condemnation of their athletic ability. They might regard it as an unfair part of the game, or the coach’s fault. At times, they will express their anger. When we experienced such a display, we simply moved on and let his parents handle the matter. As a voice of authority, on the field, the inclination might be to correct that child’s behavior in some way, but we have to remember that these are other people’s kids. It might embarrass us to have one of our team members act this way, but we have to respect our boundary while trying to keep control of the individual players. The best advice I provide the disappointed kids who don’t succeed on a play is to have a short-term memory. “Try your hardest on every play, but if you don’t succeed, employ a ‘next play’ mentality.” Also, if they gained any yards, focus them on that. This mindset requires repetition. I developed this short-term mindset after years of playing recreational sports. It worked well for me, but it’s often too complex for the disappointed, kindergarten mind to comprehend.
Winning and Losing. We all have egos. All coaches want their game plan to work, and we want our coaching techniques to result in wins. A season and a half of kindergarten coaching have taught me to control what I can control. Let the players worry about winning and losing. We should also make sure we take turns giving the ball to each kid. Not only is that what they signed up for, but it maintains their focus. I try to compliment each player on their strength and ignore any weaknesses they might have. This keeps them happy, focused and interested. The most important ingredient is to try to keep it fun for the kids. Structure is vital, of course, but we need to institute a balance of fun and structure.
Dealing with Kids. After dealing with these kids one hour a day, for six weeks, I now have profound respect for anyone who chooses a career that requires them to deal with kindergarten age children full-time. If, at one time, I considered my son’s teachers unreasonably strict, by instituting a level of structure to try to establish some level of order, I now empathize. “Could you take care of Johnny today? I can’t deal with Johnny today,” I heard one kindergarten teacher say to their assistant. I was shocked at the time, because I thought it meant the kindergarten teacher couldn’t control her class. I now have a couple of Johnnies that I only deal with for one hour a week, and if I could have one on-field assistant answer the questions, and tend to, just one of my Johnnies, I probably wouldn’t be writing this piece to voice my frustrations.

Scat Mask Replica V

April 25, 2019June 6, 2019 RilalyLeave a comment

Turtle Porn. We’ve all read reports from conservation biologists detailing the trials and errors involved in saving a “critically endangered species like the Yangtze Giant Softshell Turtle”. Some of us might view such a chore as thankless and not very rewarding financially, but for these people it’s a passion. Most passionate people have, at least, one or two stories to tell about moments they’ve experienced in their field that define their reason for being, what the French would call their raison d’être. Others spend their careers chasing such moments. For a conservation biologist, zoologist or anyone else involved in the field, the idea that they might one day play some role in saving a species would be that raison d’être. Reading the note in the accompanying photo, even the most casual observer can’t help but feel that passion coming off the plaque.

Perhaps no story better illustrates the frustrations of working with animals in this manner better than the tale of Lonesome George. Lonesome George was a “Pinta Island giant tortoise who lived in captivity in the Galápagos for 41 years, as biologists tried to coax him into copulating with a female of a closely related species. His caretakers tried just about everything—they even considered showing him videos of tortoise pornography (though it’s not clear if that ever happened). But the 100-plus-year-old George just wasn’t in the mood. He died in 2012, taking his species with him.”{1}

Numerous testimonials from conservation biologists inform us that as common as these captive breeding programs are, they don’t work near as often as some might think. The frustrations of years of such failures probably lead to feelings of such hopelessness that end when the male Yangtze Giant Softshell Turtle finally violates the sanctity and purity of the female. When that moment happens with a critically endangered species, one can only imagine the euphoria that must occur in those observation rooms. Those involved probably lose all sense of professional decorum, as they begin unleashing all of that frustration by using crass words to describe the moment of truth. We can also imagine that they try to abide by a self-imposed governor placed on any displays of jubilation, as a viral video of such a celebration might cast the entire profession in an awkward light. We can also guess that colleagues in these fields try to hold one other in check by mocking and ridiculing those who get a little too excited. “Did you see Darren when the pandas started going at it? He was out of control. I bet he doesn’t get that excited in his own situations.”

Baseball is boring. Anyone who has any appreciation of the history of baseball can’t help but feel nostalgic when they enter an old Major League baseball stadium. When we smell the peanuts, the hotdogs, and something we can only guess is the smell of age-old soda drying on the ground, associations between game and country come to mind. When we hear the crack of the bat, as the players take batting practice, we think of all of the great players who stood astride home plate waiting for their pitch. When the warmth of the summer sun hits us, we think of the associations most Americans have with summer and baseball, and it makes me feel a part of something larger. When the players take the field, we take some pride in knowing their names and a little bit about their history. We also know that every team has a scouting report on their tendencies, and that this will dictate how the opposing team pitches to them and plays them in the field. “It’s a chess match,” we tell our friends.

In that first inning, we watch the best players in the game do battle, and we understand what the sportswriters are talking about when they write about the historic lore of the game. It’s an experience that anyone who hasn’t been to one of the older ballparks must experience for themselves. Those of us who have been to a number of them know this magical feeling. We see it, we feel it, and we get it. By the time the third inning rolls around, however, these qualities begin to wear thin. We’re not short-attention span types, but the game just isn’t one that can captivate an audience for three hours. It might have something to do with the uncomfortable seats, the pace of the game, or the awful concessions most baseball stadiums provide, but by the fourth inning most of us want to be anywhere else. By the time the sixth inning rolls around, the children around us are so bored that they’re screaming and few adults are still paying attention to the game. I’ve witnessed a grand slam to win a ballgame with two outs in the bottom of the night, and I saw an extra-inning, game winning home run to complete the cycle on another night, and I almost failed to calculate how historic those moments were, because by the time they occurred I was so bored I almost missed them. The baseball purists might not be, but anytime I think of hard-core fans, I remember something a hard-core race car fan said, “We watch the first five laps and the last five. No one I know watches all of them from the edge of their seat.”

Eating your appetite. When we are younger, we eat anything and everything, all the time. Eating is just something we do when we’re young. Ask a teenager their favorite places to eat, and they will inevitably list off the top five fast food restaurants. They don’t appreciate the quality of food they eat. They just eat. They’re not especially hungry when they grab a sandwich en route to a meal. They just eat it. They eat while they watch TV, when they drive, and so they have something to do with their hands. When we’re young, we eat because we’re bored, because it’s there, and because everyone else is doing it, but we offset all of this eating with rigorous physical activity.

As we age, and our rigorous physical activity begins to slow as much as our digestive system does, we limit our eating. Some of us start by eliminating snacks, or we change our snacks to healthier fare. Some of us even go so far as to eliminate entire meals, so that we’re only eating once, or twice a day. By doing so, we make mealtime an eventful moment of our day, and for some it becomes the most memorable moment in a given day. Then we talk about past meals, and we labor over deciding future ones. “What are we going to eat?” “Where are going to go?” and “When are we going to eat?” We don’t know what we want to eat yet, but we want it to be tastier than the meal we had yesterday. We want something that might help make today even more special. Once we finish that meal, we are often disappointed, because it wasn’t as great as the other meals we’ve had.

We still talk about french dip we had the other day at the corner deli, and we use all of our creative skills to describe it, “I was literally and actively walking down the sidewalk, and I just happened to literally look up and see the sign Corner Deli. I didn’t think too much of it at the time, but then I literally ordered the french dip sandwich. You haven’t tried it? Oh, you simply must,” we say to the uninitiated. “The meat is so tender, and the au jus is to die for there.” Some of the young people at the table might listen to such observations, if they have nothing else to distract them. Some of them might even begin to mimic them, but no matter how they might react, they don’t care as much as we do. They just want this whole dining experience over, so they can do whatever it is they do to make their day eventful. For us, the meal is the event. “You don’t know how to eat,” we say to them to try to establish some level of appreciation in them. They might want steak, but it’s only because we place so much value on it.

If we grill the most beautiful, tasty filet mignon, a cow has ever produced for their nourishment, they might say, “It’s good,” after they search for a suitable response between shrugs, but they say it with the same emotions they say things like, “The grass is green, sky is blue, and I love you.” They may not even look at us when they answer, and they might not answer us at all, if we fail to inform them how rude it is if they don’t. To us, this is such a delicious slab of meat that we will remember it for weeks. We also think that, at the very least, people our age should treat it the same way, until we witness one of them eat a sandwich on the fly. I can appreciate it when Seinfeld says adults don’t lose appetites, but when one of my peers eats an apple on the way to the restaurant I don’t think that they’re ruining their appetite by doing so, but I can’t help but think they’re diminishing the event status of our meal tonight.

Literally and actively. The next generation has probably been twisting and turning the language to have others take them serious for as long as humans have been alive. The next generation is insecure and they don’t think anyone will take them seriously, or find their stories funny, because few people do at this point in their lives. I empathize with their plight for when I was a member of the next generation I always thought I was missing something. I didn’t know what it was, of course, but I thought I needed to add something extra to generate interest and/or laughter. For my generation, it was all about cussing. We relied on swear words, delivered in a confident rhythm, to give our stories provocative punctuation. I don’t know if the comparative prevalence of swearing in movies and TV shows makes it passé to cuss now, or if young people don’t cuss around me now that I’m old, but the young people I know don’t swear as often as we did.

The problem for them, as I see it, is how does one punctuate a story without swear words if they want to provoke a response from an audience? If they tell us a relatively common story about how they noticed that the stop sign of at the end of their block was upside down the other day, for example, they know that they won’t receive quality reactions if they tell such a story flat. They know they need to spruce it up a little. When my generation told such a story, we said, “I was walking down the street the other day, when I noticed the [insert the popular swear word of the moment] stop sign was upside down.” I don’t know if we felt compelled to add the swear words to acquiesce to the rhythms to which our peers were accustomed, or if we thought adding them would attach some gravitas to our stories, but we added them whenever and wherever we could. The special ingredients this next generation adds to their stories now are the infamous –ly words. Thus, the new way to add provocative import to one’s otherwise banal experiences is to add an adverb. “I was actively walking down the street when I literally noticed that the stop sign at the end of our block is now upside down.” I might pay too much attention to linguistic trends in the popular culture, but I’m curious about how such trends start, and what the user hopes to accomplish with them. The next generation obviously uses the –ly words to affect the rhythm of their stories, but I don’t think the words provide the provocative punctuation they seek. The only rationale I can find for adding these –ly words as often as they do, is that they seek to add gravitas to their stories in a way they might not otherwise achieve. When I listen to them, however, I hear the effort more than the story, and it distracts me so much that I can’t take them seriously.

{1} https://psmag.com/environment/is-breeding-endangered-species-in-captivity-the-right-way-to-go