“The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” – Anatole France
My family and I followed my wife to Europe a few summers ago while she was teaching opera students in Spoleto, Italy. Her teaching schedule allowed oneweekend of free time, so we made the most of it using the rail system to see as much of Europe that we could pack into 3 days. It turned into quite the adventure. After spendingan evening in a sleeper caron a train from Paris that broke down in the Alps, we found ourselvessomewhere between Milan and Rome on a bullet train that was sitting painfully motionless on the track in the middle of grape vineyards. Our trip was halted because the train terminal in Rome several miles ahead was reportedly on fire. Seriously. The Griswolds’ “European Vacation” had nothing on us.
My daughter, Katelyn, 8-years old at the time, was bored out of her mind sitting on that motionless train. I glanced at her in the seat next to me. Her eyes told me that she was lost in a daydreamas she slowly and smoothly turned a bottle half filled with water over and over. I watched her forabout 10 minutes. Then, without stopping, she said quietly, “I wonder why the water in this bottle doesn’t just clump up; I wonder why it follows the shape of the bottle.” I started to say something to her about molecules and blah, blah, blah, but she quickly stopped me: “No Daddy! I don’t actually want toknowthe answer. I just want to wonder about it.” And, she went back to twirling her bottle.
Wow. Out of the mouths of babes! I learned a lot from my daughter in those 10 minutes. I saw the seeds of inquiry-based learning up close and personal. I saw what intrinsic curiosity and a drive to learn looks like disguisedasan8 year-old’s daydream. I imagined how this same scene might play out in a classroom. How might ateacher huddle up next to a daydreamer, tap into her curiosity and activate inspired learning?
Istumbled uponsuch a teacher – a character in aNewbery Award winning book from 1954:The Wheel On the Schoolby Meindert DeJong, illustrated by Maurice Sendak. I had never heard of this book, but Sendak’s name caught my eye in a pile of books a teacher put on an “up for grabs table” at the end of a school year, so I claimed it for my own. In thestory, a teacher challenges his students to wonder:
“We can’t think much when we don’t know much. But, we can wonder! From now until tomorrow morning when you come to school, will you do that? Will you wonder why and wonder why? Will you wonder why storks don’t come to Shora to build their nests on the roofs, the way they do in all the little villages around? For sometimes when we wonder, we can make things begin to happen.”
As the story unfolds, these children DO wonder and they DO make extraordinary things happen. Is this true of our own students: our quiet thinkers who sit on the corner of the playground and our classroom daydreamers who frustrate us to no end because they appear to not be engaged in learning? Maybe our daydreamers are wondering about things that are more educationally rich than the so-called knowledge we expound. Maybe they are poised to “make things happen”. How can we incorporate into our school day the freedom to daydream about the “whys?” the “what ifs?” and then provide opportunity for daydreamers to examine ideas that spring from their wonderment?
“But, the school day is short” we all say. Yes, it is. So, why would we wasteany bit of it? We should use that valuable timelooking foropportunities to jump into achild’s daydream and awaken their natural curiosity.Itcomes down to choices about what we value about learning. Can wecarve out someinstructional time for the daydream, find ways to gently shake it up, and then through artful teaching satisfy student curiosity and guide students to make things happen? I wonder…