Don't Just Ride Off into the Sunset
Recalling that far more assertive and influential time in their lives, the elderly insist on their right to age gracefully, usefully, and so far as they possibly can, their way. Rather than merely riding off into the sunset, older adults choose to brighten the horizons of their minds and lives through continued involvement in family, schools, work place, and community. Most elderly reject the diminution of their abilities and interests, although as they age into the seventh and eighth decades they may be compelled to restrict their direct involvement somewhat. Their capabilities, reduced by time and the tides, are nevertheless firmly based on direct on-the-job experience in managing households, family affairs, and professional and technical careers. With such knowledge and experience the elderly will remain a vital resource.
(From Surviving The Future, by Arnold Toynbee, Oxford University Press, 1971) Man is a social being, and therefore, among all the objects for his love that there are in the universe and beyond it, he ought, I suppose, love his fellow human beings first and foremost. But he should also love all non-human living creatures, animals, and plants as well because they are all akin to man; they too are branches of the great tree of life. This tree has a common root; we do not know where the root comes from, but we do know that we all spring from it. Man should also love inanimate nature, because this, too, is part of the universe which is man's habitat.
(Our grandchildren) are not responsible for the existing state of the world. The reality is that the middle-aged generation (the parents of the rising generation) brought them into the world and is educating or miseducating them, or just ignoring their educational needs. If the middle-years or older generations are indignant at the rising generation, who is really at fault? Who shirked their responsibilities to their children and grandchildren? And with whom lies the initiative to resolve these inadequacies? In effect, it is up to the older generation to take the initiative to bring about reconciliation between itself and the generations that are to follow them.
PART TWO FIRST STORIES
Stories for three to five year old children are best told within their range of comprehension and imagination; stories that tell of things, activities and places to which the age group can readily relate. In fantasies, for example, I might animate familiar toys or modify characters from the youngster's favorite books and send them off on adventures that do not raise apprehension for the toy's or child's safety. Invariably, the stories close with the characters back in a secure and familiar setting.
Beyond the immediate pleasure of a grandma or grandpa story itself, the shared grandparent-grandchild experience transforms over time into recollections of enjoyable times in one's early childhood. The process helps to lay a foundation for a positive relationship between the generations and opens doors to future confidences and dialogues as the grandchild matures.
Stories from distant grandparents have a special aura. Young children remember the warm glow of family readings where Mom and Dad add their own versions of the story. ***
Grandpa Takes a Walk
Here's a simple letter-story that I mailed to my grandchild. Change it to one of your routine activities that you would like to share with Grandchild when next he or she visits. Add a bit of whimsy. When your story is read aloud to him or her at home, before the visit, it adds to the youngster's anticipation.