The temp was just below freezing but the sun was bright and you were full of energy, so off we went for a walk in the cemetery. There are lots of things for an energetic and inquisitive little boy to do there. So bundled about as wide as you are tall, grandson, and holding hands we waved goodbye and walked to Mt. Hope and the entrance to the city cemetery.
Do you remember there was a branching oak stick with residual leaves that waved in front of you. You told me to stop: too scary, like a dinosaur. Then there were the white sitting lions in front of the Chinese shrine. You pointed out the ears, eyes, nose, toes, and we reviewed 'teeth'.
Then, after sitting a spell and looking at each other, we followed a flock of grazing geese who saw us coming and moved slowly away. So doing, we found ourselves in the midst of row upon row of headstones, all about the height of a two-and-a-half year old..
Then you did what fascinated me: you acted me to name the letters carved into the stones, and repeated what I said (though consistently calling T, P). You even pointed to the carved flowers or leaves and repeated after me. What is going on, I wondered. 'M--E--A...' Was I teaching you your letters? You know the first two-thirds of the alphabet song. Had you chosen these headstones to see again what the sounds of the letters represented?
Your mind in action is so exciting to watch. On occasion after occasion, I see networks of connection snap into place. Something new is presented and quickly you learn how it work. But this was conceptual; no physical cause and effect. Where did the impulse come from? Where does your eagerness to engage and learn ever come from? Normal innate development? Still seems wonderful to me.
Then, perhaps since the rows of stones were parallel, you felt confident telling me to stay behind while you went on ahead. 'Gong away' was the name of the game. Perhaps the stones structured the place enough so you felt sure you could find me. So off you went, a little ball with legs, through row after row, busy leaving. I watched as you went farther and farther with no sign of hesitation. I could have seen you if you'd gone longer but I lost my nerve and called, 'Hey'. You turned and toddled toward me, saying as you approached, 'Coming back.'
Again and again we played this game, and I marveled at your readiness to alone and exploring. That self-driven spirit of adventure is the key to all great human achievement, and I was seeing your allotment of it in action.
All this week as you've been with us, the next stages of your development, especially intellectual, have been so evident, so much fun to watch and work with. You're just a normal boy but, wow, what human beings are programmed to do! We are learning machines, especially when your age.
Talking to a friend this evening about teaching and he spoke ruefully of the regular necessity of persuading his students that being in school is not just something their parents or their society think is good for them, but what they can see as valuable for themselves. Perhaps, we concluded, we haven't done a great job of selling the excitement and satisfaction of simply knowing stuff and know how to do things with thatknowledgse to kids in school.
But you don't need arguments, grandson. You and all kids your age are voracious about expanding your knowledge and your mastery. I can see it in your bright eyes and definite ideas. Let me be a model for you of that same eagerness. In fact, there's ever so much for me, your granpere, to learn. Let's together...
Do you remember there was a branching oak stick with residual leaves that waved in front of you. You told me to stop: too scary, like a dinosaur. Then there were the white sitting lions in front of the Chinese shrine. You pointed out the ears, eyes, nose, toes, and we reviewed 'teeth'.
Then, after sitting a spell and looking at each other, we followed a flock of grazing geese who saw us coming and moved slowly away. So doing, we found ourselves in the midst of row upon row of headstones, all about the height of a two-and-a-half year old..
Then you did what fascinated me: you acted me to name the letters carved into the stones, and repeated what I said (though consistently calling T, P). You even pointed to the carved flowers or leaves and repeated after me. What is going on, I wondered. 'M--E--A...' Was I teaching you your letters? You know the first two-thirds of the alphabet song. Had you chosen these headstones to see again what the sounds of the letters represented?
Your mind in action is so exciting to watch. On occasion after occasion, I see networks of connection snap into place. Something new is presented and quickly you learn how it work. But this was conceptual; no physical cause and effect. Where did the impulse come from? Where does your eagerness to engage and learn ever come from? Normal innate development? Still seems wonderful to me.
Then, perhaps since the rows of stones were parallel, you felt confident telling me to stay behind while you went on ahead. 'Gong away' was the name of the game. Perhaps the stones structured the place enough so you felt sure you could find me. So off you went, a little ball with legs, through row after row, busy leaving. I watched as you went farther and farther with no sign of hesitation. I could have seen you if you'd gone longer but I lost my nerve and called, 'Hey'. You turned and toddled toward me, saying as you approached, 'Coming back.'
Again and again we played this game, and I marveled at your readiness to alone and exploring. That self-driven spirit of adventure is the key to all great human achievement, and I was seeing your allotment of it in action.
All this week as you've been with us, the next stages of your development, especially intellectual, have been so evident, so much fun to watch and work with. You're just a normal boy but, wow, what human beings are programmed to do! We are learning machines, especially when your age.
Talking to a friend this evening about teaching and he spoke ruefully of the regular necessity of persuading his students that being in school is not just something their parents or their society think is good for them, but what they can see as valuable for themselves. Perhaps, we concluded, we haven't done a great job of selling the excitement and satisfaction of simply knowing stuff and know how to do things with thatknowledgse to kids in school.
But you don't need arguments, grandson. You and all kids your age are voracious about expanding your knowledge and your mastery. I can see it in your bright eyes and definite ideas. Let me be a model for you of that same eagerness. In fact, there's ever so much for me, your granpere, to learn. Let's together...