Flatlander Faith

Apologetics from an Anabaptist perspective

Tag Archives: Alphabet blocks

Gifts my mother gave me

blocks-3629359_640

Image by Wokandapix from Pixabay

The Nelson Gage Dictionary has this note about teaching: Teach emphasizes giving information, explanation, and training, by guiding the studies of the person who wants to learn.

Every little child is a question box, wanting to learn about the world in which he finds him/her self. The questions become wearisome for parents. We don’t have all the answers; we don’t have enough time; sometimes the questions are embarrassing, such that we don’t know how to give an answer that fits the level of understanding of the child.

Let us beware lest we stifle the desire to learn of this little child of ours. Once that desire dies, it is very difficult to rekindle it. It never completely dies, but the child may redirect it to subjects and sources of information that are neither wholesome nor useful in developing a successful life.

Schools deaden the “want to learn” of a child. They teach literature and history in particular in a way that makes them deadly boring. Grammar and arithmetic are boring, unless the child sees their usefulness. When a child struggles in school, the teacher is not the first one to blame. A child is not a receptacle into which a teacher pours information; a child needs to be an active participant in learning. He/she must have the “wants to learn” mentioned by the dictionary.

A child learns step by step, each step built upon the one before it. If a child has not learned phonics, finds it hard to understand what is on the page before him, he will agonize over every succeeding step and find it near impossible to master.

We are often told that phonics are useless in English because so many words do not follow the rules of phonics. Children who have a good grasp of phonics can decode 85% of English words without hesitation. Another 12% of words in English have one sound that does not follow the rules of phonics. That sound is usually a vowel; by a combination of phonics and the context in which they find the word, children can successfully decode those words. That leaves only 3% of English words that present difficulties. Does it make sense to abandon phonics and force children to memorize 100% of words because 3% are difficult?

My mother did not speak English when she started school and only spent six years in school. She was the best teacher I ever had. Perhaps I owe that to my grandfather. He was nearly blind and depended on my mother to help with the financial affairs of the farm. She read the farm papers to him and when she read a book; she had to retell the story to him. She continued to be a reader, studied the dictionary, spoke English without an accent and with a larger vocabulary than many others. When she married my father, she took over managing the family financial affairs.

I never knew that she was teaching me. She gave me this big set of alphabet blocks and let me do whatever I wanted with them. When I asked about the symbols on the blocks, she told me what they were and what sound they made. I wanted to know more and more; she put a few blocks together to make words like CAT, DOG, MOM, DAD. From there I went on to larger words, even spelling my name (which took a lot of those blocks). Soon I was reading little books for beginning readers and anything I could get my hands on. Then I started school.

She taught me numbers, too. How to read them, how to add and subtract. I have no memory of how she taught that, I just remember that I knew it when I started school.
Above everything else, she taught me I could learn anything I wanted to learn. She didn’t teach these things explicitly, she just guided the “want to learn” of her little boy.

The greatest gift of all was that I always knew that Mom loved me. Even when I disappointed her, I still knew that she love me and believed in me, and believed that I could overcome my failures. That gave me the courage to try again.

Chapter 2 – Alphabet blocks

I found the wooden alphabet block with the letter N and added it to the row that was beginning to spell my name — R O B E R T G O O D N . . . Now I needed one more O. I carefully rotated each of the blocks I had not used, but could not find another O. This was a familiar problem; there are just too many O’s in my name. Now I had to take the blocks I had already used, rotate them one by one to find another O, then find a block with the letter I had taken away. Finally it is done: R O B E R T G O O D N O U G H.

I was four years old and this set of blocks was my favourite toy. With it I could build fences, walls, barns, houses, towers. When night came, I gathered them all into the wooden box with wooden wheels and put them away for another day.

One day, I don’t remember when, my mother began to explain the meaning of the mysterious symbols on the blocks. She showed me how to spell words like M O M, D A D, C A T, D O G and then how to spell my name. Soon I began to sound out words I saw in other places and found that there was no end of things to read. My cousin Julia, 18 years older than me, had once been a teacher. She noted my love for words and began bringing me little books each time she and her husband made a trip to Moose Jaw.

The day that I began school, my mother went with me and informed the teacher, “Robert can read.” The teacher was sceptical; she stuck a newspaper in front of me and said: “Read.” I read it aloud, smoothly, pronouncing the words correctly, though I may not have understood all that the news story was about. Thus I began Grade 1, and was introduced to the mindless Dick and Jane books: “SEE SPOT. SEE SPOT RUN.” Not very interesting to someone who was way beyond that at home. After Christmas, I was in Grade 2.

How did it happen that I was already a fluent reader the day I started school? It never seemed like my mother was trying to teach me to read. Outdoors, I had a trike, a wagon and a whole big yard to explore. Indoors, my set of blocks was my multipurpose toy kit, useful for most anything my fertile imagination could dream up. The incident in the first paragraph is one of my earliest memories and it was oft repeated as I learned the sounds of letters. My mother did just enough to pique my curiosity, then forever after had to answer my questions.

My mother was my first and best teacher. Yet she had known only Plautdietsch until the day she started school. For six years she attended a one-room school run by the Sommerfelder Mennonite Church, spending equal time learning German and English. In 1920 the Saskatchewan government decided that all private schools would be closed. When Mom went to enroll in the public school that fall, they told her she would have to begin the sixth grade again. Her father decided that if that was the case, she didn’t need to go to school anymore. Despite having only six years of formal education, my mother was in many ways better educated than my father, who had considerably more schooling and whose mother tongue was English.

The explanation for my mother’s learning achievements lies in her physical handicap, her father’s disability and the special relationship between them. My grandfather was blind. Glaucoma had robbed him of much of his vision in his youth and he later became almost totally blind. He still ran a farm and raised fourteen healthy children.
My mother was number six and she was born with congenital hip dysplasia. Nowadays, this condition can be corrected in newborns without surgery. A hundred years ago, doctors didn’t know what her problem was. They thought she had a back problem, as that was where she had pain, but had no idea how to treat it. One day, long after I was grown up, she told me that she had never walked without pain. I thought back to the times that she would play ball with me, even run foot races with me and wondered if a mother’s love had eased the pain.

Because of his blindness, my grandfather needed help, and who was more able and ready to help him than this daughter who didn’t get around as easily or as fast as his other children? She read to him, letters, farm papers, books, whatever he needed or whatever interested him. She helped him with managing the business side of the farm, helping with correspondence and learning how to manage money. If her parents went away for a Sunday dinner and she stayed home, as soon as her parents came home her father would want to know what she had been reading. He would ask her to retell the whole story that she had read.

A large, well-used English dictionary was one of her prized possessions. She studied it assiduously, looking up every new word she found, learning its meaning and how to use it. Her brothers and sisters would tell her that she had swallowed the dictionary. She spoke clear, unaccented, grammatically correct English.

My parents’ home contained hundreds of books, the legacy of my father’s parents and of his brother who had abandoned the prairies for British Columbia. With a mother like this, and a house full of old, well-written books, how could I help but become a serious reader and a lover of good books?

%d bloggers like this: