While we are born with curiosity and wonder and our early years full of the adventure they bring, I know such inherent joys are often lost. I also know that, being deep within us, their latent glow can be fanned to flame again by awareness and an open mind.”
-Sigurd F. Olson
I grew up on an untamed acre of land, a stack of Hardy Boys books on my shelf, and parents who encouraged in me everything from baseball to rock hunting. With trees to climb, snakes to catch, and capes to wear, the world was an interesting place, a place to be experienced with muddy sneakers and grass stained jeans.
Adolescence brought me indoors, school organized sports, and a shift of priorities gradually changed those free days of childhood into something more …civilized.
By college books overwhelmed my time, my curiosity turned toward philosophy not filling mason jars with bugs, toward books not baseball cards. I suppose I grew up.
Today it feels like the world is in a rush to leave childhood behind. As a high school principal I see students already pushing themselves academically in ways that would astound my college self. They study hard, learn much, and often push aside the simple joys of youth that compete with a full slate of AP classes and the building of college resumes.
As a middle school principal I saw cell phones help catapult young teenagers away from childhood. By the time students reach high school many have acquired an adult(like) sensibility that would have felt out of place even twenty years ago. But…
Those “inherent joys” of childhood, that sense of wonder and spirit of play, isn’t gone so much as drowned out by the bustle of the world.
As educators, part of our our role is to help students navigate the path to adulthood, a winding road that leads through dense jungles, over wild waters, and along the edges of chasms that give pause to those of us over thirty. Another part of our job is to fan that “latent glow” that Sigurd Olson describes, the rich luminescence of curiosity, wonder, and adventure, back into flame.
Schools are at their best when nurturing curiosity and promoting wonder. It’s in those moments when students are inspired to move beyond comprehension and into the realm of application and engagement that education becomes transformative.
I see this work every week as I travel from classroom to classroom. It’s in the theater, where students write their own one act plays, direct each other, and create meaningful art. It’s in the science lab, where young leaders in healthcare learn how to do bone repair from doctors at Scripps Hospital. It’s in the auto shop where sparks fly as students build a go cart, facing the challenges of metal and motors with a determination that is inspiring.
In each of these cases it is a gifted teacher standing just offstage who creates the opportunity for students to be their best. These are adults who know the value of fanning that latent glow of curiosity. As we see more and more of this we see the infinite possibilities contained in our students.
As a principal at a high school I see students who have left much of youth behind them, but within whom that “wonder” that Olson describes is simply waiting to be rediscovered. I applaud teachers everywhere who make it their mission to inspire students, and I applaud students everywhere who are willing to engage in their own learning. The result of these efforts, and hard work they are, is a school filled with passion and purpose, a school that glows.