The older I get, the more inclined I am towards developing theories. Some of them appear to hold water, some of them, like old socks, develop uncomfortable holes. The great thing about theories is, like old socks, they can be discarded when no longer viable. Darning is not an option.
Artwork by Imogen (AKA Thing 1)
A few nights ago, we were able to visit the school and view the children’s work, on display. It was a fun and enlightening experience to witness the progress each of our granddaughters is making. But what I found interesting, was how they all gravitated to the classrooms where they had been taught in the year previous to this one. Similarly, there were children who had left for senior school last summer, also showing an enthusiastic presence.
Take the whole revisiting thing several stages further, and you will find adults like me who have travelled back regularly to the places where their formal education began. In fact, one of my aims is to look around my first school (now a public library) to see how much I can identify. Each time I’ve attempted to gain entry, it’s been closed. Must pay more attention. Where have I heard that before?
I think this fascination is born out of a need to see how far we’ve come. Whether it’s a child in Year 1 going back to take a peep at where they completed Year R, or a grandfather like myself, who ‘touches base’ occasionally, just to see how much of the tousled-haired, carefree boy still resides in the grey-haired man who is now developing the odd theory or two.
We put down markers, and to intimately know our route to the present, we need to check back from time to time, to make sure they are still where we left them.