Why the month of “Cheshvan” is “mar”                                  (by Marilyn Hyman)

 

I was feeling the bad memory feeling that I have had for the past few years straight after the highs of Simchat Torah. The heavenly scent of guava and the mellowing sunlight no longer are comforts.  I was remembering what a terrible period it often was for Talia. The worst was in October/November 2000. Then a lesser shorter event happened early in November 2004. I began to wonder why it was that she would drop into a state of “I can’t, I’m incapable, I don’t know how” just at that point. Then it struck me. Of course - “MarCheshvan”.

 

We are told that the Hebrew month of Cheshvan, the month following the highs and joys of the Festival season, has the prefix meaning “bitter” because it has no festivals in it. As a child in Britain I used to think: “So what? Good thing, too. Now we can get on with living, we don’t have to miss any more lessons, be different from the other (non-Jewish) kids”. But now I understand- when it is far too late to tell Talia that I understand- why it is a bitter month. And I think it must be especially bitter for all the children who have learning difficulties.

 

At the beginning of September, the whole country is geared up to going back to school. The atmosphere is festive. “Shalom Kita Aleph”- and all the other classes too. New schoolbags; new books; meeting up with school-friends; clean, shiny classrooms; the status of going up to a higher class. Then all the preparations for Rosh Hashanah, a three day school holiday, followed by a few more days before two more days off for Yom Kippur. And so it continues, with a long Succot break – till suddenly the school-students are confronted with reality in the form of regular lessons followed by serious homework.

 

Reality coincides with the end of Tishri, sliding into Cheshvan. As Cheshvan continues and the days shorten, so deepens the confusion of our students in regular education who have specific learning difficulties. As a mother, I didn’t realize the cause but, as a teacher and in perspective, I can see this as the

 “mar” cheshvan syndrome.

 

A child who is sociable, but hyper-active, can fit well into the excitement of the beginning of the Israeli school year.  The same goes for similar individuals amongst the college students we meet every October.  They are often the ones who purport to know all the answers in the first lesson- but as the semester continues participate less and less, till we find them failing the first monthly exam, missing classes and not preparing homework.  I think it is important to note those individuals right at the beginning- as well as the extremely quiet ones who slip out without saying a word all lesson. Those students need a lot of attention, so they can help themselves.  Please look out for them from the beginning-and remember Talia.

דף פתיחה

סיפור חייה של טליה

התאונה

זכרונות מטליה

·    תמונות

·    קטעי קול ווידאו

·    דברים שכתבה

·    סיפורים וזכרונות

הנצחה

·    ארועים

·    כותבים לזכרה

·    הוקדש לזכרה

·    קרן טליה למען ילדים

פורום

קישורים רלוונטיים