Category Archives: Causes and Friends

Posts regarding causes–mine and those of some friends.

Big Brains, Books by Walter, Causes and Friends, Learning, Personal Growth, Small People

Life’s Lessons

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I am proud to proclaim I have a new friend. She’s now calling me “Uncle Walter.” We haven’t met in person and we’ve really only communicated through her Mom, but I love the way she thinks.

Let me explain. Anina is, by my count, 17 weeks old. Her Mom, Katrina Hoover Lee, is a writer. We first met when I read her book, From the White House to the Amish. Shortly after Anina was born, I started receiving emails written by Anina. Well, obviously that’s not quite accurate.

Or maybe it is. Mom is an excellent writer. More importantly, she has an amazing ability to “channel” Anina. When I read those emails, it’s easy to forget it’s not actually Anina doing the typing.

I love the way kids think, so I love the way Anina thinks. We could learn a lot by getting into their small heads. They may be little people but they really do have big brains. That’s how my book came about. Thanks to Anina, I’m discovering that even really small people have a lot to offer. I look forward to her emails and love seeing the world through her eyes.

When I look at my new sign I find myself smiling and realizing that some lessons really aren not fun to learn. I also find myself, like Anina, questioning things, hopefully with her childish innocence and curiosity. I’d like to think we are kindred spirits. She is seeing so many things for the very first time. I’m trying to see some things with a fresh set of eyes. She’s a big help with that. It’s fun and helpful to think like a five-month-old.

If you’re interested in what Anina is thinking, visit her Mom’s website. Anina isn’t posting yet, so you’ll need to sign up to receive her emails. There’s a subscribe link right at the top. You can also check out some of the books Mom’s written. (I’m pressing for a future book that’s a collection of Anina’s emails–“Anina’s Wisdom.” ) Tell her Uncle Walter sent you.

Causes and Friends, Learning, Teaching

Mr. Boomsma Learns to Count

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We went to a “sunset picnic” on an Amish Family Farm during our recent vacation to Central Pennsylvania. There was much to see and learn. The food was excellent, and the lemonade was icy cold.

The lemonade was served by ten-year-old Hanna Rose, an engaging young lady notable for her pleasant smile and efficient pouring. Of course, I could not resist engaging her in conversation.

(To understand our conversation, it becomes necessary to disclose that most Amish children attend private Amish schools only through eighth grade. The value of education is high but takes a very different form than the one we English have adopted.)

So I asked Hanna Rose what grade she was in. She finished filling my glass, smiled at me, and said, “I’m going into sixth grade this fall.”

To keep the conversation going, I said, “So you have two more years of school left!?”

(This is not Hanna Rose–photos of the Amish are not encouraged.)

Her smile faded just a little, and she looked a bit troubled. She sat the lemonade pitcher down, her smile brightened, and she held up one hand to count on her fingers. “Six, seven, eight,” she said. “That’s three years.” Her tone was patient and pleasant–I’m sure she considered how to correct me without making me feel bad.

Realizing my math error, I too smiled and replied, “You’re right!” Her smile broadened some.

“I think I should come to your school to learn how to do math better!”

Her smile broke into a grin as she picked up her pitcher to continue serving. I won’t claim that we developed a deep friendship, but we did manage to have several more conversations throughout the evening.

When we left, I wished her well in sixth grade. She replied that she was going to work really hard at learning. I somewhat regret not thanking her for reminding me of some important things.

Simple is good. While that’s something I love about the Amish in general, Hanna Rose shared a concrete example, and she did so graciously. She didn’t say, “Why are you making this so complicated–you’re getting it all wrong!” I later laughed at myself for my foolishness. And then I laughed at “us” who are not Amish because we often love making things harder in teaching. And we love big words.

Thankfully, I didn’t say, “Oh, Hanna Rose. I like how you have used your fingers for math manipulatives.”

The job of teaching should be to make things simple.

Hanna Rose also reminded me of a sign I’d seen a few years ago contrasting Amish Schools with Public Schools. One of the points was that Amish Schools value cooperation and humility above competition and pride. That’s not to say the Amish reject competition and pride–it’s to say that they understand balance. Hanna Rose’s hesitancy to “correct” my error suggests she thought hard about how to do so in a spirit of humility and without alienating me or making me feel bad.

I also later teased her, “I’m not leaving. I’m going to stay here and live with you forever and ever.” Her wide grin and lack of a reply told me she’s heard it before and realized it’s a compliment, not a threat.

And maybe not such a bad idea. I suspect I could learn a lot more from Hanna Rose and her family. Maybe we all could.

Watching “simple” go by at Hanna Rose’s Farm

Causes and Friends, Personal Growth

Stones and Stories

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Memorial Day, 2021

This Memorial Day is, like all Memorial Days, unlike any other. I am disturbed, perhaps even troubled, over the lack of tradtional activities–not the barbecues but the parades and related traditions.

I am, however, managing to maintain a few of my own. I will post the colors at the end of the driveway. I think I’ve actually found a small parade and celebration fairly close by to attend this morning. And, last night, I spent some time reflecting on the meaning of this important day. That personal tradition also includes some study of events past and commemoration of them.

Somewhat by accident, this year I spent some time virtually visiting the Normandy American Cemetery. One of the tours I took was a YouTube History Traveler Episode 54. In it, the cemetery is described as ” …a humbling place that is the final resting place for some of the best men that the U.S. has ever produced.”

That’s something to think about.

Some trivia about the cemetery includes the fact it contains the graves of 45 pairs of brothers (30 of which buried side by side), a father and his son, an uncle and his nephew, 2 pairs of cousins, 3 generals, 4 chaplains, 4 civilians, 4 women, 147 African Americans, and 20 Native Americans. 307 unknown soldiers are also buried among the other service members. The most recent count suggests there are 9,388 laid to rest there.

Perhaps, more accurately, there is nothing trivial about this place. There are some 9,388 stones representing 9,388 stories. Today is a day to remember those stories. We know that Tony A. Frank was from Louisiana, his unit, and the fact he gave his life on Christmas Day, 1944. In some ways, it’s not much of a story. There’s not much room on those white Lasa marble headstones. But in other ways, it’s a big story–an important story because if Tony hadn’t been and hadn’t done what he did, our lives would be very different today. There should be room in our heads and hearts to wonder about him and his family. What was in his heart and head that brought him to this place? This day is not meant to memorialize his death or the deaths of so many like him. It is to remember their lives.

And it’s a good day to wonder what we might find in our hearts and heads if we faced a similar challenge? Perhaps we do. There are many unmarked battlefields.

At the core, the American citizen soldiers knew the difference between right and wrong, and they didn’t want to live in a world in which wrong prevailed. So they fought, and won, and we, all of us, living and yet to be born, must be forever profoundly grateful.

Author Stephen Ambrose
Causes and Friends, Learning, Personal Growth, School Programs, Teaching

My Special Honor

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Anyone who knows me well knows that I have a good deal of respect and appreciation for the Amish. I have occasionally joked that I’m “going Amish,” because I think we can learn so much from them. I often write about them. But I can now announce that I’ve written for them.

I subscribe to several publications written and published by and for the Amish. One is the “Blackboard Bulletin,” by Pathway Publishers located in Ontario Canada. It’s primarily written by and for Amish teachers.

A recent issue raised a teacher’s dilemma with her young students. Apparently, her younger students were often driven to tears by what was described as her “curt” manner of speaking. (Understand that many, if not most, Amish teachers are working in what we might describe as a “one-room schoolhouse” including multiple grades through grade eight.) Teachers were invited to reply with their opinion—is this the way schools are nowadays?

Given the differences between Amish and non-Amish schools, I initially felt unqualified to offer my thoughts. But I soon found my fingers dancing on the keys, first explaining that I was not Amish and did not teach in an Amish School, but did have some thoughts.

Imagine my surprise when I found those thoughts published in the next issue! And the editors didn’t include my opening disclaimer, identifying me only as “Walter Boomsma from Maine.” Most contributors are only identified by their first name or as “a teacher.” I’m not sure if I’ve earned bragging rights, but I am honored. (Bragging rights would not be a consideration of the Amish—their beliefs and culture emphasize humility.)

Since the editors thought my contribution had value, I’ll include it for you.

My first observation is that love is a feeling; communication is a skill. It is entirely possible that the teacher described loves her students deeply. It is also likely she may lack some of the necessary skills to communicate that love. Since she admits there is a problem, I would suggest she share that problem with her students. There may well be an opportunity to “learn together.”

However, I include a second observation and a word of caution. Students – even at an early age- become very skilled at manipulating a situation to their advantage. I think of one young student who cried whenever she was redirected in any way. As the tears rolled down her cheeks, she would sniffle, “I love you, teacher.” I found it necessary to assure her that mistakes did not affect my love for her but I also did not allow her tears to make me hesitant to correct her. We had a shared challenge. Isabel had to learn to trust my love. I had to remind myself that correction and redirection are compatible with love.

I often recommend the book Teaching with Love and Logic by Jim Fay and David Funk. It is especially appropriate for newer teachers who often struggle with maintaining a balance in their classrooms. One example is learning not to say, “Be quiet!” Instead say, “I’ll begin when it’s quiet.” A vital premise underlying the concept is that we often need to teach our students responsibility. “Be quiet,” suggests the teacher must control the noise level in the classroom. “I’ll begin when it’s quiet,” encourages the students to share in managing the classroom environment.

Lastly, it interested me that the entire issue of Blackboard Bulletin included suggestions. Jamie’s Teacher in “The Definition of Discipline” said it well in the final paragraph. “No, I cannot reclaim a lost opportunity, but I can learn from it… Truly, the definition of godly discipline is love.”