[email protected]

<< > If the kid comes across something that makes them "spark", it is the
> parent's job to do what is necessary to help that child keep up the spark as
> long as the child wants the spark.

<<That is that part I am worried about, I guess. That he will not have many
"sparks". >>

So what will spark a kid?

I disagree a little with the first quote. I don't think parents should wait
for a spark. I think sparks last one second. I understand the
recommendation, and sometimes a spark starts a fire, but sometimes they're just sparks, and
that's okay.

Connecting the dots takes a lifetime. Some people resist it, probably
because school trained them that unless they're going to get credit or a grade for
learning, the learning has no value. But those who can turn their backs on
that contained campfire will see sparks flying up everywhere in the dark.

People spark when they hear or see (or taste, smell, touch or imagine)
something new and fun. So if parents provide input and opportunities, sparks fly.

If parents wait, things get still and boring and cold.

Sandra

J. Stauffer

<<How involved should I be...?>>

You should be as involved as he wants you to be.

My ds (10) loves skeet shooting. I buy ammo and guns, I take him to
practice, I remind him when a competition is coming up, I remind him to
clean his gun, whatever.

But I only do it as long as he is happy about it. If he ever said he didn't
want to go to practice, he wouldn't. If he got to where he didn't want to
go to competitions, I would quit reminding him.

The hardest job of an unschooling parent is to remember that it is the kids'
sparks, not yours. You can't hound them because "they'll thank me later."
On the other hand, you can't just ignore them and leave them to fend for
themselves.

Julie S.
>
----- Original Message -----
From: "Barbara Hartmann" <martinezphotography@...>
To: <[email protected]>
Sent: Tuesday, April 20, 2004 12:36 AM
Subject: Re: [UnschoolingDiscussion] Sparks!!


>
>
> > From: SandraDodd@...
> > Reply-To: [email protected]
> > Date: Mon, 19 Apr 2004 08:49:26 EDT
> > To: [email protected]
> > Subject: [UnschoolingDiscussion] Sparks!!
> >
> >
> > << > If the kid comes across something that makes them "spark", it is
the
> >> parent's job to do what is necessary to help that child keep up the
spark as
> >> long as the child wants the spark.
> >
> > <<That is that part I am worried about, I guess. That he will not have
many
> > "sparks". >>
> >
> > So what will spark a kid?
> >
> > I disagree a little with the first quote. I don't think parents should
wait
> > for a spark. I think sparks last one second. I understand the
> > recommendation, and sometimes a spark starts a fire, but sometimes
they're
> > just sparks, and
> > that's okay.
> >
> > Connecting the dots takes a lifetime. Some people resist it, probably
> > because school trained them that unless they're going to get credit or a
grade
> > for
> > learning, the learning has no value. But those who can turn their
backs on
> > that contained campfire will see sparks flying up everywhere in the
dark.
> >
> > People spark when they hear or see (or taste, smell, touch or imagine)
> > something new and fun. So if parents provide input and opportunities,
> > sparks fly.
>
> So the idea is that it i my job to provide a rich environment, be watchful
> for "sparks" and then help him pursue those interests by providing more
> opportunites (trips to the library, relevant "field trips", etc.)?
>
> After thinking about this the last few days I am realizing that my son
shows
> lots and lots of sparks. SOme obvious (today he said he'd like to tour a
car
> wash and a place that builds cars) and some less obvious ("Mommy, where do
> cups come from?"). I think I just needed the nudge to be more aware of
them.
>
> So he shows a spark.... then what?I am just worried he won't do it
"enough".
>
>
> Barb
>
>
>
>
>
> "List Posting Policies" are provided in the files area of this group.
>
> Visit the Unschooling website and message boards:
http://www.unschooling.com
> Yahoo! Groups Links
>
>
>
>
>
>
>

Barbara Hartmann

> From: SandraDodd@...
> Reply-To: [email protected]
> Date: Mon, 19 Apr 2004 08:49:26 EDT
> To: [email protected]
> Subject: [UnschoolingDiscussion] Sparks!!
>
>
> << > If the kid comes across something that makes them "spark", it is the
>> parent's job to do what is necessary to help that child keep up the spark as
>> long as the child wants the spark.
>
> <<That is that part I am worried about, I guess. That he will not have many
> "sparks". >>
>
> So what will spark a kid?
>
> I disagree a little with the first quote. I don't think parents should wait
> for a spark. I think sparks last one second. I understand the
> recommendation, and sometimes a spark starts a fire, but sometimes they're
> just sparks, and
> that's okay.
>
> Connecting the dots takes a lifetime. Some people resist it, probably
> because school trained them that unless they're going to get credit or a grade
> for
> learning, the learning has no value. But those who can turn their backs on
> that contained campfire will see sparks flying up everywhere in the dark.
>
> People spark when they hear or see (or taste, smell, touch or imagine)
> something new and fun. So if parents provide input and opportunities,
> sparks fly.

So the idea is that it i my job to provide a rich environment, be watchful
for "sparks" and then help him pursue those interests by providing more
opportunites (trips to the library, relevant "field trips", etc.)?

After thinking about this the last few days I am realizing that my son shows
lots and lots of sparks. SOme obvious (today he said he'd like to tour a car
wash and a place that builds cars) and some less obvious ("Mommy, where do
cups come from?"). I think I just needed the nudge to be more aware of them.

So he shows a spark.... then what? How involved do I become at that point to
where it is still considered "unschooling"?

Barb

Tara

People from the beginning of time have passed down information to
their children. It doesn't have to be a lecture, or teaching, and
certainly not forced. Unschooling is not leaving your children to
find all the answers on their own. I see myself as my sons helper
and companion. If he has a question, I ask him what he thinks the
answer might be, or I help him find the answer. If he is interested
in something I help him to get all of the information he wants on
it, we go on field trips, find resources, we explore, discuss
things and research together. Often one "spark" will lead to
another, and the connections made are something that someone in
school will never have. I wouldn't worry that your son won't have
any interests, that won't happen. I also wouldn't worry that he
doesn't know everything that is taught in public school, he will
know more about so many things, and really understand them in a way
that public school kids don't, if they even remember what was taught
in the first place. Peace - Tara




--- In [email protected], Barbara Hartmann
<martinezphotography@e...> wrote:
>
>
> > From: SandraDodd@a...
> > Reply-To: [email protected]
> > Date: Mon, 19 Apr 2004 08:49:26 EDT
> > To: [email protected]
> > Subject: [UnschoolingDiscussion] Sparks!!
> >
> >
> > << > If the kid comes across something that makes them "spark",
it is the
> >> parent's job to do what is necessary to help that child keep up
the spark as
> >> long as the child wants the spark.
> >
> > <<That is that part I am worried about, I guess. That he will
not have many
> > "sparks". >>
> >
> > So what will spark a kid?
> >
> > I disagree a little with the first quote. I don't think parents
should wait
> > for a spark. I think sparks last one second. I understand the
> > recommendation, and sometimes a spark starts a fire, but
sometimes they're
> > just sparks, and
> > that's okay.
> >
> > Connecting the dots takes a lifetime. Some people resist it,
probably
> > because school trained them that unless they're going to get
credit or a grade
> > for
> > learning, the learning has no value. But those who can turn
their backs on
> > that contained campfire will see sparks flying up everywhere in
the dark.
> >
> > People spark when they hear or see (or taste, smell, touch or
imagine)
> > something new and fun. So if parents provide input and
opportunities,
> > sparks fly.
>
> So the idea is that it i my job to provide a rich environment, be
watchful
> for "sparks" and then help him pursue those interests by providing
more
> opportunites (trips to the library, relevant "field trips", etc.)?
>
> After thinking about this the last few days I am realizing that my
son shows
> lots and lots of sparks. SOme obvious (today he said he'd like to
tour a car
> wash and a place that builds cars) and some less obvious ("Mommy,
where do
> cups come from?"). I think I just needed the nudge to be more
aware of them.
>
> So he shows a spark.... then what? How involved do I become at
that point to
> where it is still considered "unschooling"?
>
> Barb

[email protected]

>>That is that part I am worried about, I guess. That he will not have many
"sparks".<<



I am by no means a seasoned h/un schooler and I've had these thoughts too. I
see my kids as sponges though, they are sucking up every bit of what they are
exposed to. So exposure works for us. My oldest is 6 and the other is 2.5
and they both absorb so much, and I don't always see it when it happens,
sometimes it may come later or may come from out of nowhere. But it comes and
that's the point. Once, when my 6 yr old was 3, DH and I were gabbing away in the
car and DS was listening to music in the back of the van (speakers on in back,
not in front) and I said something like, "Thanks Hon, you're as strong as an
Ox." And from the back comes, "MaMaaaa, you're speaking metaphorically!"
Well, to say the least DH and I both looked at each other and I nearly wrecked
the van cuz it was so wild to hear my 3 yr old say that. And we have no idea
where it came from, we asked and he said I dunno. But he was right and he still
knows what it means, he absorbed it for good. One of my professors used to
say that by the end of the semester he'll be glad to send us home so we can
dump our "disks" and come back fresh next time. And this is sooooo true, my
"disk" crashed hard and I remember little about a lot of things from school
because it was jammed in and memorized for the time being and without meaning, but I
retained what was of interest to me from those few teachers who didn't teach
as much as they shared their knowledge and love of a subject. Imagine if
everything could be interesting, if we could stay "easily amused." Well, I think
kids can. Your son will have sparks and is probably having them now, unless
he gets up and does nothing but stare at a wall (which he may just love the
texture, the wallpaper, the tint :0) ) then he already has interests, he does
stuff, and stuff will become sparks and possibly flames and if he needs you, jump
in, facilitate and expose. If he doesn't then just let him go about it. I
have a BSBA with a minor in Biology and so I schooled for a long time but I
couldn't give you but one sentence on Columbus right now and that's not because
there was never a spark or that it doesn't interest me, I just flat out didn't
NEED it so I didn't retain it. My 6 yr old never knew what a president was
until he started learning about currency and the pictures on the money sparked
his interest and we got a book about presidents and we read it together and we
both retained a lot of it by choice, before this, I couldn't give you a
sentence on any president either (well at least not fact, but I could do opinion :0)
) My 2.5 year old is fascinated with the trash trucks when they come. They
have huge mechanical arms that pick up the trash, not like the old ones where
the guys throw it in the back. He LOVES these trucks but a fly by down our
street wasn't enough, he cranes his neck until it disappears. So we went to the
dump one day, and we watched until he had his fill, and we talked about the
recycling and all that and when we got home later and I asked him to throw
something away for me, he understood what the different trash was for now. See
learning in everything and they will too. And exposure helps.

Sorry so loooong winded but I get shaky too

Pamela


[Non-text portions of this message have been removed]

[email protected]

In a message dated 4/20/04 10:14:24 AM, martinezphotography@...
writes:

<< So the idea is that it i my job to provide a rich environment, be watchful
for "sparks" and then help him pursue those interests by providing more
opportunites (trips to the library, relevant "field trips", etc.)? >>

Kinda, but library and field trip should be only two of fifty things you'll
eventually consider I hope.

-=- SOme obvious (today he said he'd like to tour a car
wash and a place that builds cars) -=-

You can tour a car wash just by taking your car to be washed.
"To tour" sounds so formal.
To hang out and watch is doable every day.

I like to watch the produce guys work at the grocery store. You don't have
to get a tour. Just stall while you're there, and watch what they're doing.

How about flower shops? You don't have to be needing to buy flowers just to
go in and look around, and you might get to see them arranging or making
things. BIG floral seasons coming up, with proms and mothers' day. Even if you
don't think you're interested, I bet you'd find interesting things.

-=So he shows a spark.... then what? How involved do I become at that point to
where it is still considered "unschooling"?-=-

Instead of trying to plan your next many years, just live today. What's he
doing right now?

Learn it by doing it. Like riding a bike.

Sandra

Mary

From: "Barbara Hartmann" <martinezphotography@...>

<< So he shows a spark.... then what? How involved do I become at that point
to
where it is still considered "unschooling"?>>


As involved as he wants to get with it. Whenever you see his interest
waning, it's time to stop. Or when he says so, that's a good indication!!
When he's finished, it might be done with forever and it might pick back up
again later. It could be as brief as you explaining something and then again
could entail field trips, books, movies, etc. It's all up to him as to how
much.

Mary B

[email protected]

In a message dated 4/20/2004 5:42:15 PM Eastern Daylight Time,
b229d655@... writes:

> <I
> have a BSBA with a minor in Biology and so I schooled for a long time but I
> couldn't give you but one sentence on Columbus right now and that's not
> because
> there was never a spark or that it doesn't interest me, I just flat out
> didn't
> NEED it so I didn't retain it.>

So, kind of what you're saying is that all the hours you were compelled to
learn about Christopher Columbus in school were pretty much wasted? Or, could
have been better spent learning something else-therefore, we shouldn't worry
about them learning EVERY subject they learn in school? I worry about that
myself, sometimes, but then I try to remember that not everyone needs every thing
they had to learn in school for their daily life/career. Its hard-especially
since homeschooling is "newly" accepted by me, and unschooling even newer!

<My 2.5 year old is fascinated with the trash trucks when they come. They
have huge mechanical arms that pick up the trash, not like the old ones where

the guys throw it in the back. He LOVES these trucks but a fly by down our
street wasn't enough, he cranes his neck until it disappears. So we went to
the
dump one day, and we watched until he had his fill, and we talked about the
recycling and all that and when we got home later and I asked him to throw
something away for me, >
LOL mine was, too! Still enjoys watching them. And often, when he is throwing
something away, he will sloooooowly lift it in both hands, with both arms
locked straight, above his head, and "dump" it into the trashcan!! It is VERY
frustrating when I'm in a hurry, but if I bite my tongue and realise this stage
will not last very long (and how adoreable it really is!) I'll relax in a few
moments and enjoy it. Homeschooling is HARD! LOL Waaaay more self-control than
I ever imagined needing! :~)

Síocháin ar domhan,
Sang


[Non-text portions of this message have been removed]

Fetteroll

on 4/21/04 5:11 AM, Sanguinegirl83@... at Sanguinegirl83@... wrote:

> So, kind of what you're saying is that all the hours you were compelled to
> learn about Christopher Columbus in school were pretty much wasted?

I think the hours were wasted learning about Columbus in that way.

If a child is living life in a rich environment, he can't *not* hear about
Columbus. Columbus comes up in kids cartoons all the time! :-) There are
jokes. Coumbus get's mentioned in commercials on Columbus Day.

If we look at what's available in the world and divide it into things they
like/probably will like now and things they don't like/probably won't like
now -- but their tastes will change and those aren't fixed categories --
then the like pile will contain good picture books. Some will be about teddy
bears and ice cream and spies and mysteries and different kinds of pasta and
samurai and Columbus and trains and Pokemon. Columbus is just one of many
things in the world. In real life he isn't separate from teddy bears. He's a
like or not like, part of a joke or not part of a joke, in a TV show or not
in a TV show.

Do you worry that you're kids won't find out about ice cream? Some kids
actually don't like ice cream. But they know about and have sampled it.

Same with Columbus. Treat him like ice cream. Or turtles.

They'll think what they hear about him is interesting or not.

> I worry about that
> myself, sometimes, but then I try to remember that not everyone needs every
> thing
> they had to learn in school for their daily life/career. Its hard-especially
> since homeschooling is "newly" accepted by me, and unschooling even newer!

What *do* people need? People need what they use. And they learn what they
need by using it.

They things they don't use are the things they don't need.

What most people don't understand about learning is that you don't need to
understand something in order to use it. You learn how to use it by using
it.

Think about how kids learn English. They have no clue how to use English. In
fact they don't even know what English is. But they find bits and pieces of
English -- and other tools like pointing -- useful to get what they need.
Saying "ook" gets them milk more efficiently than crying. So, as they use
"ook" and get feedback -- like Mom saying "Oh, you want some milk?" -- they
get better at English as a side effect. We don't need to explain the proper
rules of English to them before they start using it. English is just there
and they pick up the parts that look useful for what they want to get. They
don't even need to use English properly. But properly comes along as a side
effect of using English. As they use English they find ways that work better
to get what they wanted.

Learning works that way for math and science and history.

But those -- like English -- aren't actually things to learn. They're
*tools* to help you do something else. But you don't need to know the right
way to use a tool to use it. You just use it to get something else. How well
the tool works gives you feed back on using it better.

My daughter asks how long until Daddy gets home. We use math as a tool to
figure that out. The point isn't the math. The point is finding out "how
long until." Math is a side effect of wanting to know "how long until."

A hammer is a tool, not the point. The point is to build a bird house. How
well the nails go in gives us feedback on how to build the house better and,
as a side effect, how to use a hammer better. But the point is never the
hammer. It's always what you're using the hammer to make.

Joyce

Have a Nice Day!

What most people don't understand about learning is that you don't need to
understand something in order to use it. You learn how to use it by using
it.


Wow, that sums it up in a nutshell, doesn't it!

And so true. When you think about how many years are spent learning to "understand" stuff....it is an absolute CRIME how much time is wasted in school.

Kristen

[Non-text portions of this message have been removed]

[email protected]

In a message dated 4/21/04 5:16:25 AM, fetteroll@... writes:

<< > So, kind of what you're saying is that all the hours you were compelled
to
> learn about Christopher Columbus in school were pretty much wasted? >>

The first time they told me might not have been, but the next eight started
to irritate me.

Yes, they added more detail all the time, but I'd already read about it in
books and encyclopedias, and that was in ancient days. Now kids have "Lies My
Teacher Told Me" kinds of books, and the internet. And even if they'd told me
12 times in school (which I'm grateful they didn't; some years they repeated
other things I already knew instead), it was still the same low-level,
dates-and-political details (who paid for it, what his alleged intent was), and
nothing more detailed than what I might need to answer questions on Jeopardy
someday.

That's my most common justification for passing trivia and historical details
to my kids. "In case you're on Jeopardy someday, and they ask you."

I've told them I want a cut, too, if they make big bucks knowing something
they learned from me. At LEAST 10 percent.

Sandra

the_clevengers

--- In [email protected], Fetteroll
<fetteroll@e...> wrote:

> I think the hours were wasted learning about Columbus in that way.
>
> If a child is living life in a rich environment, he can't *not*
hear about
> Columbus. Columbus comes up in kids cartoons all the time! :-)
There are
> jokes. Coumbus get's mentioned in commercials on Columbus Day.

That's true - my kids were interested in what it was all about, just
from hearing people mention Columbus day. So we checked some books
out of the library. Then after we read the sugar-coated versions, I
read some sections from "Lies My Teacher Told Me" - what
followed was a really interesting discussion about how history gets
to be history, how certain people get venerated enough to have a
whole day named after them but maybe they aren't really great people
or even very nice people, how our cultural mythology gets built, etc.
Because it was an interesting and engaging discussion over several
days/weeks, and because the kids initiated it, I'm sure they retained
a lot more (not to mention a lot more *accurate*) info than I ever
got in school.

One thing that unschooling has shown me is that our kids live in the
real world. The things in the real world interest them because
they've never learned to categorize them into things they should know
or not. Like Joyce said - they'll know about ice cream and they'll
know about Columbus, sooner or later. Sometimes the breadth of what
they know truly amazes me. I think that there must be something
freeing about unschooling that allows their brains to make and retain
connections between things. Perhaps it's just that they don't have
schoolwork to push all those things out of their memory banks. Like
one day we were talking about Julius Caesar and I mentioned that
Shakespeare had written a play about him. My son (7) said "Oh yeah, I
know that. That's where that 'Unleash the dogs of war' quote comes
from." The kids hit me with stuff like that all the time. Turns out,
he remembered the quote from one of the chapter headings
in "Watership Down". The stuff that's meaningful sticks with
them, and they have this nice, interconnected web inside their head
with stuff that they learn from everywhere - books, movies, their
friends, etc. all tied in. And there's no-one around to tell them
that some of it isn't important.

Blue Skies,
-Robin-

[email protected]

In a message dated 4/21/2004 6:33:21 AM Eastern Standard Time,
Sanguinegirl83@... writes:
> < So, kind of what you're saying is that all the hours you were compelled
> to
> learn about Christopher Columbus in school were pretty much wasted? Or,
> could
> have been better spent learning something else-therefore, we shouldn't worry
>
> about them learning EVERY subject they learn in school? I worry about that
> myself, sometimes, but then I try to remember that not everyone needs every
> thing
> they had to learn in school for their daily life/career. Its hard-especially
>
> since homeschooling is "newly" accepted by me, and unschooling even newer!
>


That's exactly what I'm saying. I am way new to this whole thing too but it
just "feels right". I taught for a long time and what better career than that
to display all you learned prior to? I didn't use much of anything I learned
formally. I think school was a waste of time then and it's even worse now.
Today it seems that it is based on crowd control, conformity, and undue
discipline. I never had a "bad" school life, I was rarely ever picked on, I did
pretty well, and it was a good social place when we got a minute to socialize.
But I can look back now and say I didn't HATE school but it was a HUGE waste of
12 years and college wasn't a whole lot different. I want that sparkle to
stay in my kids eyes for as long as it can, hopefully forever. They're born
with it, they are naturally amazed at so many things, thinking and figuring is
natural, how can anyone say that school can help them keep that love of life and
learning alive? I had a million SPARKS as a child, especially during school
breaks and Summer, but every bit of those sparks were diminished and
eventually put out by going back to school and being forced to learn stuff that had no
meaning to me at the time. But I did well, because I had to, because I was
drilled to, because I was forced to. I don't want that for mine, and I bet you
don't either. That might be why you are exploring this whole "NEW" world.

< LOL mine was, too! Still enjoys watching them. And often, when he is
throwing
something away, he will sloooooowly lift it in both hands, with both arms
locked straight, above his head, and "dump" it into the trashcan!! It is VERY

frustrating when I'm in a hurry, but if I bite my tongue and realise this
stage
will not last very long (and how adoreable it really is!) I'll relax in a few

moments and enjoy it. Homeschooling is HARD! LOL Waaaay more self-control
than
I ever imagined needing! :~)


They are wonderful at every stage but infancy and toddlerhood hold a special
place for me. I do the same thing, I get in a hurry sometimes and at the cost
of everyone else, I'm hollering to get out the door or whatever and I am
learning to take it easier. Before my son went to Kindergarten this year, we were
pretty much an unschooling family, I just didn't know it had a name. But now
that he is in K, our lives are hectic and regimented, confining, and
restricted. He has chosen to finish this year but is adament about not going back.
And I am soooo grateful for that. I made a mistake of putting him in because I
lost my nerve and confidence but we are back on track and we look forward to
June when this is behind us and we can go back to real life, freedom, and self
learning.

Since we are both "Newbies" and have kids close in age, feel free to email me
off list.

Pamela





[Non-text portions of this message have been removed]

[email protected]

In a message dated 4/21/2004 12:58:10 PM Eastern Daylight Time,
SandraDodd@... writes:

> I've told them I want a cut, too, if they make big bucks knowing something
> they learned from me. At LEAST 10 percent.
>

ROFLOL Good point! I would never think of that if they had gone to public
school, but homeschooling... hey, that's different! :~D

Sang


[Non-text portions of this message have been removed]

[email protected]

In a message dated 4/21/2004 1:58:08 PM Eastern Daylight Time,
tri_mom@... writes:

> And there's no-one around to tell them
> that some of it isn't important.
>

Ooh. That's good-I like it! Thank you!

Sang


[Non-text portions of this message have been removed]

diana jenner

<< > So, kind of what you're saying is that all the hours you were compelled
to learn about Christopher Columbus in school were pretty much wasted? >>

The first time they told me might not have been, but the next eight started
to irritate me.

Sandra
*******************************

ITA with the Columbus info ~ the contradictions were the final straw for me!
He started out in first grade a hero, then by hs he was a
*not-so-good-guy.* In SD there was such an uproar, we officially celebrate
Native American day instead of Chris' holiday. I really like the Columbus
presented in "Pastwatch: The Redemption of Christopher Columbus," he's much
more human than anyone ever taught me in school, and I read that book LONG
after I was done with school.

~diana, Queen of Everything
Mother to the Princess of Quite-a-lot and the Prince of Whatever's Left.
Living proof that today's mighty oak is yesterday's nut who stood her
ground. ~anonymous

_________________________________________________________________
Watch LIVE baseball games on your computer with MLB.TV, included with MSN
Premium!
http://join.msn.com/?page=features/mlb&pgmarket=en-us/go/onm00200439ave/direct/01/

[email protected]

In a message dated 4/21/2004 11:58:30 AM Mountain Daylight Time,
tri_mom@... writes:
Like
one day we were talking about Julius Caesar and I mentioned that
Shakespeare had written a play about him. My son (7) said "Oh yeah, I
know that. That's where that 'Unleash the dogs of war' quote comes
from." The kids hit me with stuff like that all the time. Turns out,
he remembered the quote from one of the chapter headings
in "Watership Down". The stuff that's meaningful sticks with
them, and they have this nice, interconnected web inside their head
with stuff that they learn from everywhere - books, movies, their
friends, etc. all tied in. And there's no-one around to tell them
that some of it isn't important.
----------------

And in all the world there's nobody who could possibly know what parts of
their personal web are more important than others

We saw a HUGE near-dead moth today. The kids examined it and we decided to
leave it there. We saw a hawk. (We were driving from Chama to Albuquerque.)

Maybe neither of my kids will ever think of those moments again. Maybe one
will be a vet or biologist because of thoughts following what they saw today.
Maybe not.

I'm glad to let it all flow because I'm old ow and I've known lots of people
with very particular specialities.

We were talking about names, because of "Chavez Creek" and I was telling them
the Spanish "-ez" names are patronymics, like "-son" in English, and we
talked about other names that are trades names, like Miller, Smith, Jaramillo,
Borrego.

But about first names, I said they're harder to say, and we discussed
Alexander, Marty's middle name. We named him after a friend, both the "Martin" and
the "Alexander" being the real name and SCA name of a special man who died
years ago but who was close to me and Keith.

I told him I didn't think until years later that "Sandra" is a form of
"Alexander."

Isaid other than knowingitwas a really old Greek name with lots of versions
in European languages. I said I didn't know what it meant, maybe it was being
from Alexandria, or maybe Alexandria was named after a person. Marty said "I
think Alexandria was named for Alexander the Great."

I think he's right.

In a big way it doesn't matter. I mean, it's not our job to know or confirm
or inform people of that. But it was cool that he had known something
"important" that I didn't tell him.

But IS it important?
Wasn't it more important that he knew where to turn in Espanola to get to
Santa Fe, and how to get off on the new bypass around Santa Fe?

Much more important, today.

Sandra


[Non-text portions of this message have been removed]