Wednesday, 11 May 2011

School Hard

I can't remember a time when I didn't want to go to school. 

I heard it before I saw it, but I didn’t know what it was. Its large engine revved as it geared down to stop at the bottom of the hill.  Then, there it was at the corner by my house. I saw it in all its glory: a big, yellow school bus. It might as well have been the ice-cream truck for all the awe it inspired in this four-year-old girl. I knew the older kids went to school, and their bus stop was there at the corner, but I had never actually seen it before.

Now I was suddenly confronted with its bigness, its yellowness, and its meaningfulness. This huge bus was the key to getting to school. I stood stock-still for a moment, pondering this magical capability. I would only need to catch this bus to get to school.

The oversize engine started up again and the vehicle turned the corner, heading away from our cul-de-sac. I dropped the toy I’d been playing with. I didn’t have any more time to think—I needed to follow that bus! I ran and ran as fast as I could, waving to the kids looking out at me from the back seat. They waved back, laughing and encouraging me.

I hadn’t gotten very far, though, when I realized what I’d forgotten: all school kids need a lunch! I’d seen the older kids waving their pails, their brown bags around on their way out in the mornings. How could I go to school now, without one? I turned around and ran back to the house, sweating and worried that the bus might get away while my back was turned.

“Mom! Mom! Come quick!” I yelled all the way from the front door to the kitchen, where she was spooning banana into my baby brother’s mouth.

The spoon fell from her hand with a clatter as she rushed over to me, taking in my erratic and disheveled look. “What’s wrong, Lisa?” She asked, already looking me over for blood and feeling my limbs for broken bones. “What happened?”

It took a few tries to make myself understood. I was too excited to speak, too tongue-tied to make sense. When my mom finally figured out what I needed and why, she laughed. I didn’t understand. Why would she laugh? Obviously this was of utmost importance!

“Mom, hurry! The bus is getting away!” I jumped up and down and tugged on her clothes.

“Aw, honey, the bus is probably long gone by now.” She reached around and hugged me tight.

“But then how will I get to school?” I cried.

“You can’t go to school until you’re old enough. You can go to school when you’re five. You’re only four now, next year you’ll be five.

I started to cry, there, in her arms. I had been so close to catching that bus... if only I’d been faster, had had that packed lunch. The future seemed too far away, and I was just itching to get to go to school.

My mom just hugged me and held me, her heart breaking. It wasn’t the first time she’d had to tell me I was too young for school. I’d been begging to go since I was three. She didn’t want to disappoint me any longer. And yet she had no idea how hard it would be to tell me, when I woke up on my fifth birthday in April that I still couldn’t go to school for another five months.  

When the day finally came that I was allowed to go to school—my first day of kindergarten—my mom actually wanted to drive me. That was okay and all, but the best part of starting school, the most victorious part of finally being five (and a half), was the second day of school when I actually got to ride the school bus. It was the fulfillment of a nearly lifelong dream.

Tuesday, 10 May 2011

For which I will never forgive myself

I once passed on a free set of the Oxford English Dictionary.

In 2005, I was living and teaching in Japan. My high school library was doing some “spring cleaning” and decided to get rid of the complete set of the Oxford English Dictionary—all 20 volumes and supplements—and offered them to me. Free of charge. The librarian even wheeled them all across the school to my office. But at the last minute, I said no.

Why did I do it? I figured it would cost several hundred dollars to ship them back to the States—money I didn’t have. I was already spending a hundred dollars to ship other books I bought over the course of the year. And I didn’t have access to a car—I could hardly have walked them all to the post office anyway.
 
I knew I’d regret it. I knew I’d mentally kick myself for the rest of my life. The OED still waits on my Amazon Wish-List, taunting me with its $995 price tag.

Incidentally, I have been able to afford interesting books about the OED, including The Meaning of Everything by Simon Winchester, which I highly recommend.

Reading and Writing

The power of written record

Words will last much longer than persons.
 So long as men can breathe or eyes can see, So long lives this [poem], and this gives life to thee. – Shakespeare, Sonnet 18
Every memory, every thought must be saved.
Where do all those forgotten moments go?
Who will testify to our lives?
One must make a lasting record: I was here. I felt, I thought, I was.
Ideas, feelings, discoveries, experiences and beliefs must be shared.
Ideas and discoveries must be passed down to the next generation(s).
Writing is an exploration of the human condition; the human comedy.
"All of art and science depend on questioning what seems to be in light of what is." - Michael Burgess, More Letters to Uncle Mike
Reading is transformative.
Through narrative, each man may live hundreds of lifetimes: first as a reader, then as a writer.
Through written record is man’s only chance of ultimate knowledge.
Look on my works, ye Mighty, and despair!” – Percy Bysshe Shelley, “Ozymandias”

Monday, 9 May 2011

Linguistics & Semiotics

The power of words

They call me Linguo.
I am a word-hoarder: a vocabularian and etymologist.
I suffer frequently from onomatomania—but I like it. [1]
English is a most excellent language because of its elasticity.
I love portmanteau words, and to verb nouns.
I believe that a thesaurus should be drawn with Venn diagrams, not lists. 
Almost no words can singularly express any singular ideas.
The larger the vocabulary, the more accurately ideas can be expressed.
Learning more languages—verbal and non-verbal—increases the ability to express oneself.
Grammar and punctuation serve to elucidate and clarify these ideas.
The ideas are in our heads waiting to be put to words.
Without words these ideas cannot escape, cannot serve us or our community.


[1] Vexation at having difficulty in finding the right word