Why would normally sane people take teenagers out into the wilderness of Wyoming to walk for 18 miles?

My husband and I just returned from rough camping for three days and two nights with a bunch of teenagers, and it’s called “Trek.”

We weren’t the only ones, either, to take on this insanity.

While Dave and I were responsible for eight teenagers, 13-17 years old, three other married couples from our ward (or congregation) accompanied us with their groups of eight kids (our two teenagers among them), along with nine other groups from our stake (about the size of a diocese).  We were “Pa” and “Ma” and they are our trek “kids.” All total, there were nearly 500 of us on this adventure.

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The Hyrum 12th Ward Trekkers

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Dave and my trek “kids,” before our “family” got too dusty and dirty.

At 6 am on Thursday, nearly 400 of us piled into ancient school buses with dubious safety features (about 100 followed in chase vehicles with our gear and food), drove for 6 hours on uncomfortable seats with no A/C, and spent the weekend pretending to be 19th century pioneers.

Yes, that means wearing dresses, aprons, and bonnets for girls. Because not all of our participants can sew, I made eight skirts, seven bonnets, seven aprons, and one relatively authentic pioneer shirt for my cute husband. The boys wore suspenders, long-sleeve shirts, long pants, no jeans, and bandannas. (But modern shoes, thank goodness.)

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Dave and I and two of our “real” kids. (The males in our family do know how to smile. Just not for cameras.)

Why would we go to so much effort, and drive for so long, just to walk around in the wilds of Wyoming?

Because our teenagers deserved it.

Not to suffer—which they did, but only mildly. But to discover incredible, amazing things about themselves.

Now I know I recently wrote about why the most dangerous words are “I deserve,” but here’s one thing all people everywhere deserve: perspective.

We all also deserve to discover a few things about ourselves. For instance . . .

Our teenagers deserve to discover their strength. Our kids are typical: they love their electronics, their games, their music, their cars . . . and they had none of those on trek. No, not even cell phones. (There really isn’t coverage out there, anyway.)

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See any cell phone towers?

All of this means that our teenagers were, overall, soft. (So were most of us adults, to be fair.) While we’ve been trying to prepare these kids since March for this adventure—encouraging them to go walking, and even taking them out ourselves—I think only a handful were fully prepared for the experience.

The second day of trek required 10 miles of hiking (later, we learned it was actually 12, but the senior citizen missionaries leading us initially said only 10, so that they kids didn’t lose heart). The terrain was varied and beautiful, but dusty and difficult, especially pulling and pushing a 19th century handcart through the sand.

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(Knowing how much I love epic-looking clouds, God generously provided some for our photos.)

The kids grew tired, despite the water and Powerade and Jolly Ranchers and hoagie sandwiches and bags of Milano cookies. (No, we didn’t eat like pioneers—that’s for sure.)

But they persevered. We “Trek Parents” were always by their sides to encourage and help, but we didn’t need to do much because the kids helped each other. They told stories. They made up song lyrics. They cheered when boys tried to sneak off subtly into the bushes to relieve themselves, and returned victorious from watering the shrubs despite threats to sensitive body parts from mosquitoes.

When one of our trek sons developed the most epic nosebleed ever, and the EMT and nurse who accompanied our group of one hundred finally got the bleeding stopped, they recommended that he ride for a time, seeing how pale he was.

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Our kids hastily made room in the handcart, helped in their “brother” get in, then, without any complaint about the added weight, cheerfully pulled him to the river where we crossed, pioneer-like, three times in the rushing water, pulling their brother.

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Our teens deserve to discover their strength, and their compassion, and their fortitude.

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Trek isn’t some exercise in futility—walking in enormous circles without running water or bathrooms. (And the porta-potties were few and far between. At one point, I took matters into my own hands by holding up a tarp and letting girls hide in front of me to relieve themselves on the Oregon trail. Quite literally on the trail. That’s why we brought lots of flushable wipes with us.)

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The disparity of porty potties. We taught the men they were allowed to water the bushes. Leave the potties to those of us wrestling with skirts, aprons, and bloomers.

Trek is an exercise in perspective, which our teenagers deserve to understand.

It think few people realize this, but over half a million people used the Oregon/California/Mormon Trail over a span of 25 years—from 1843 to 1869. The trail was so well-used that the original wagon ruts are still quite visible, nearly 150 years after the last wagons used them.

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These are the actual wagon ruts, from 150 years ago, caused by 500,000 pioneers. The distance, astonishing. The vista, immense. The trees and water, non-existent.

Among the 500,000 who trekked west were 60,000 Mormons, fleeing the persecution and mobs of Missouri and Illinois. In fact, they frequently trekked on the other side of the rivers, away from other pioneers who still saw them as targets for persecution and theft. The Mormons figured no one would bother them in the wild west (part of which eventually became Utah), so they took to wagons, and later handcarts, to get there. Most traveled safely, with their mortality rates similar to that of the rest of the country.

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Except for two groups of poor immigrants from England, Sweden, and Denmark. They arrived in America with very little money, had to build handcarts, and got a late start from Iowa City (now Omaha, Nebraska). The Martin handcart company had 665 immigrants, the Willie company around 500. They didn’t leave until August, when they should have been arriving in Salt Lake City, 930 miles away. (You can read more in detail about these companies here.)

Wyoming weather is unpredictable, and 1856 was brutal. In early October, snowstorms hit the beleaguered handcart companies, covering the poorly-dressed and running-out-of-food immigrants with over a foot of snow. It was impossible for them to progress, and they’d been crossing rivers with chunks of ice floating in it. Freezing, without proper clothing or shoes, and surviving on only half a cup of flour a day, the handcart companies were doomed. One group, the Martin Company, eventually took shelter in a cove which protected them from the Wyoming winds, but not the snows.

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Martin’s Cove, Wyoming

It was here that we first took our teenagers, and explained to them that it was sacred and hallowed ground, for not only did the handcart pioneers take shelter there, over 50 died and were buried in unmarked graves. President Gordon B. Hinckley also stated some years ago that the Savior walked there, making it akin to a temple.

Here the Martin Company waited for rescue parties, which Brigham Young had sent from Salt Lake City, over 350 miles away. Sixteen supply wagons and many healthy men headed out immediately, but traveling by wagon on unimproved roads with snows flying meant their progress would also be hampered. (Eventually 250 wagon teams were dispatched.) Many of these rescuers also suffered from hunger, illness, and exposure because they went to help.

When they found the Martin Handcart company, the immigrants were beyond frail, many of them dying, and couldn’t cross another freezing river to get to the cove for shelter. About 15 men, most of them young men and older teens—like those we had brought with us last week—carried the several hundred people across the waist-high river, over and over again, all day long in the bitter cold and snow. Miraculously, all of the young men rescuers survived, although they suffered from the effects of their heroic deeds for the rest of their lives.

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One of three statues commemorating the rescuers who carried pioneers through the icy rivers to the shelter of Martin’s Cove.

This was what our teenagers deserve to see and learn; to recognize their own strength, to see what others had done. Some of our kids had ancestors who were among the immigrants or the rescuers. As they walked the three miles of the cove, they did so in silence. Imagine that—over a hundred teenagers, hiking quietly recognizing the strength and faith of those who had gone before, and the willingness of other teenagers to sacrifice to save others. They deserve to learn reverence.

Our teens also deserve to discover they can do hard things. That evening we drove on our buses an hour west to where the Willie handcart company was discovered by the rescuers. What took us only an hour to drive took the rescuers several days to accomplish in snow and wagons. Here we camped, ate far better than the pioneers did (taco salad and pudding cups, anyone?) and spent the next day hiking that 12 miles I mentioned earlier.

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At one point in our trek, all of the men and boys were sent on ahead, recreating the fact that many of the pioneers were women who traveled alone with their children. The men were gone because many had been recruited to join the Mormon Battalion; other men had died along the way, giving their last rations to their wives and children. Still other men went on ahead to prepare the way for their families to follow.

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Preparing for the “Women’s Pull” and watching our men and boys walk away.

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On the other side of the valley, the boys were taught for a few minutes about their responsibilities to their families, God, and community, while on our side the girls were taught about their strength and ability to do hard things.

Then the girls and Mas pushed the handcarts, by ourselves, ¾ of a mile to where the Pas and boys were waiting and watching. They weren’t allowed to come help, but just observe as we struggled through the sand to get the carts up the hill.

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One of my older (real) sons, who did trek four years ago, said that was the hardest moment—seeing the girls struggle and knowing that he couldn’t help.

However, another recreation we did was that of a Danish wife whose husband became too ill to continue. He told her to go on without him, but she dragged him into the cart and hauled him herself for two weeks until he improved.

On our trek, we had a Ma and Pa act that out, with us at the top of a hill watching as the small wife half a mile away struggled to heave her very tall husband into the cart, then start pulling it all by herself. Even though it wasn’t “real,” still I couldn’t take any more pictures because I was too teary-eyed, watching my friend try to get her husband up that sandy hill.

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After a minute, one of our leaders said, “Any of the young men here want to go help?”

They did, four of them, eagerly jogging down the hillside to rush to her aid and help her push and pull her husband to the top of the hill. I have no pictures of it, because it was a sacred moment. None of us need photos to remember that.

Our teens deserve to discover that there’s nothing more important than family. Ten miles into that hike, our group paused at Willie’s Meadow, where the handcart company of 500 finally had to stop, out of food and facing too deep of snows. The rescuers found them, too, and got them over Rocky Ridge, 16 miles away to where the supply wagons had stopped, unable to go farther. After that ridge, another 13 people died, and after they were buried, two of the men who buried them also died.

It was in the meadow, where the kids were told about the Willie company, that we handed each teenager a letter, written some weeks ago by their parents. One hundred teens then went off on their own to sit in silence and read their letters, and spend a few minutes writing in their journals.

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All of Dave’s and my trek “kids.”

Again, complete silence. Dave and I quietly took pictures, and felt that even our whispering was too loud as we watched our trek kids, our own two teenagers, and about 90 more read, contemplate, and even meditate in an area of complete peace and tranquility.

That evening our ward group—about 50 of us—sat around a campfire and talked about our impressions of the two days, of what we learned.

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Teenager after teenager stood up and expressed their thoughts, talked about their love for their families, their ancestors, and those who were there that day helping them to learn.

That night the sky was astonishing—no moon, no light pollution, and no clouds meant that our kids could stare up into a sky crowded with stars and the Milky Way, and feel the universe come down and touch them. Even after such an exhausting and long day, no one wanted to go to their tents just yet. And so Dave and I stood with our eight adopted trek kids, after our “family” prayer and a group hug (which was more of a scrum), and gazed at the heavens which gazed back at us.

Finally, at midnight, we sent them off to bed, reminding them we had camp to take down in the morning, and visit Rock Creek to see where the rescue wagons had been, before the long drive home.

At Rock Creek, where the 15 of the Willie Company had died, we saw their burial area, and sat down on wooden planks for a devotional. That’s when the storm came, an isolated thunder shower, dumping cold rain and even hail upon us as our stake president tried to talk to us about the sacrifices and faith of the pioneers.

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We see the storm coming, and realized that we packed in another vehicle all of our jackets and ponchos. There was nothing we could do but wait to be hit.

We shivered. We froze. And, because it was before our lunch of more sandwiches, grapes, and even soda and more Milano cookies (there’s a Pepperidge Farm factory in our valley–lucky us), we were hungry.

For ten minutes we experienced a tiny fraction what the pioneers did, and it was utterly miserable. One of our leaders said that he had prayed we would have the weather we needed. Apparently, we needed to feel a little bit of discomfort in our very comfortable lives.

After the storm passed, we were able to take shelter in those buses which seemed to be as luxurious as a hotel. (Ok, not quite, but you see where I’m going with this.)

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Even though the school buses were miserable, they were far better and much faster than wagons, or handcarts.

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Exhausted fellow Mas and Pas, trying to sleep.

 

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(Wait–this means I’m the only responsible adult awake on the bus?!)

It’s now been a few days since we’ve returned, and I’ve finally got all the laundry washed and put away, the tents swept out, the Dutch ovens reseasoned, and the many supplies we gathered and purchased stowed away. The mosquito bites are healing, and last night I saw all of my trek daughters again, along with several of their mothers.

Would they say that trek was “fun”? Parts of it definitely were, especially for my 17-year-old daughter who was the only one who took a bath for three days, because the swift current of the Sweetwater River pulled her under briefly.

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But “fun” wasn’t the point. Over and over the parents of my kids said, “She said it was the best experience of her life,” and “He even broke down as he said how great it was,” and “She said it was a lot harder than she expected, which meant it was even better than we hoped for,” and “It changed him.”

So why did we drag these kids in pioneer gear out to the wilderness and walk them near to death (or so some claimed)?

Because they deserved it. Everyone did.

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(Pa Mercer wore the right boots, but not the right socks, which left him with many blisters. However, riding on the handcart proved more uncomfortable than walking, so his ride lasted about 50 yards. He bailed out when he saw the first major dip in the trail coming, to the relief of our kids.)

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(And I deserve to see my #6 child smile.)

My kids are high school dropouts, and I couldn’t be happier about it

My 17-year-old daughter has been awarded an academic scholarship to the university she’s attending this fall.

But she wasn’t mentioned in the assembly the high school held last week honoring scholarship recipients.

She’s leaving high school with a 3.9 GPA, but she won’t receive any honors.

She quietly walked away from school yesterday, and didn’t even attend graduation (she was working at Little Caesar’s to earn money for housing in September).

Why?

Because she’s not a senior in high school; she’s only a junior. And, like her two older sisters, she’s decided she’s done with the drama and tension of high school life. She’s skipping her senior year and heading straight for college.

Without a high school diploma, without even a GED.

And I love seeing the look of shock on the faces of our friends and neighbors when they hear that I now have five—FIVE—high school dropouts.

“But . . . but . . . they HAVE to have a diploma!”

No, they don’t.

“But . . . but . . . if they don’t graduate, they can’t get into college!”

Not a single university of the four that my kids have applied to has asked for a high school diploma. None of them.

“But . . . but . . .  they need transcripts showing they completed four years of schooling! How do you get around that?”

Easily. Our kids are part home-schooled, part public-schooled. I make transcripts for my children based on what they’ve studied since 9th grade, couple that with the grades they get from their high school courses, and send that to the universities. The admissions offices accept the documents, no questions.

“But . . . but . . . isn’t that illegal?”

Teaching my kids at home? Recording their scores? Nope. And there’s nothing illegal about dropping out of school.

“But . . . but . . . how do colleges accept them?”

Three little letters: ACT.

That test is designed to demonstrate how well a student may succeed in college. Four of my five kids scored in the high 20s and low 30s on their ACTs, and that was good enough for college. One child, who has struggled with some learning disabilities, didn’t score as well, but he’s been accepted to two state schools anyway.

Because college isn’t that hard to get into.

Seriously.

Every state has university systems with “open enrollment.” Essentially it means that if you have a heartbeat and a bank account, you can try a year of college. Having taught at these schools, I realized that this prevailing notion is a good one: maybe someone wasn’t top of his class in high school, but maturity, focus, and time works in favor for a lot of people. Just give them a shot at college. If they don’t succeed after a year, they’re put on probation, but most likely drop out on their own to pursue something else.

Several years ago, my oldest daughter scored the magic number on her ACT to be accepted into Brigham Young University in Provo, Utah. She had taken the test early as a 15-year-old, only so that we could gauge where her homeschooling had taken her.

I stared in shock at her score, then was surprised even more when she said, “Can’t I just go to college now? What’s the point of doing more high school?”

I had no answer for her except, “I guess you could go early . . .” She started her freshman year of college when she should have been at her senior year of high school.

My second daughter, not to be outdone by her sister in anything ever, also took the ACT early, and to her delight scored one point higher. She was attending our local high school part-time, and when her guidance counselor brought her in to choose courses for the next year, she told her, “I’m not coming back; I’m heading to college instead.”

The guidance counselor called me that day. “I don’t think that’s a good idea for your daughter to skip her final year. Most kids aren’t mature enough to move away to college at 17. Most kids really struggle.”

I answered, “Most kids aren’t my kids. I evaluate each individually, and my daughter is ready to leave, just as her older sister, who has a 4.0 at BYU right now.”

Where are my two daughters now? My oldest is completing her master’s degree in archaeology. She’s been published a few times, was the head TA for anthropology for many years, directing 20+ TAs who taught freshman anthropology, and is completing her thesis, despite having a toddler at home and another baby on the way.

my kids are high school dropouts

As my oldest daughter, Madison, received announcements of high school graduations, complete with dramatic photos, we decided to do our own photo shoot of her dropping out. (She’s holding a root beer bottle, by the way). Four years later she graduated as valedictorian of her class at BYU-Provo. Now she’s married, a mom, and finishing her master’s thesis. Not bad for a “dropout.”

 

My second daughter earned her associates’ degree with a 3.95, went on an LDS mission to Edmonton, Canada for eighteen months, and now is finishing her first year at BYU’s very competitive nursing program. She hopes to become a labor-and-delivery nurse, and eventually a certified midwife.

I think they were mature enough to leave high school, just as their little sister is.

Now, if you’ve done the math you’ll see I said FIVE high school dropouts, and I’ve mentioned only three so far.

I have two sons who also dropped out, but they went through their senior years. Almost.

My oldest son, who has learning disabilities and struggled like his dad to learn to read and write, took schooling slower and finished his high school courses with a 3.8 GPA. Seeing him earn As in English astonished me. Then he quit school, without a diploma.

Then he went to the oil fields of North Dakota.

Then he went on a LDS mission to Pittsburgh, PA for two years.

Then he went into the army reserves and trained in petroleum testing, where he was honored for earning the highest scores. IMG_5690

And now he’s going to college. He’s starting later than most freshmen, but with a wealth of maturity and experience behind him, and with eagerness that a lot of college freshmen, who are burned out from high school, don’t possess. 

I’ve had a few acquaintances surprised by this, too.

“But . . . but . . . he’s getting kind of late start, isn’t he?”

No. He’s only 22. I used to teach evening courses at a community college where half of my students were older than me. It’s never too late to start.

“But . . . but . . . students will be younger than him.”

So what? We’ve been programmed by our many years of public schooling to think that everyone should be the same age in the same grade. But once you get to college, you realize that your classes–if you’re lucky–are populated by a microcosm of the world: people of all ages and backgrounds and even countries.

My son’s starting college in a very smart way: with no debt. He knows he’s not getting scholarships like his sisters, but the army’s helping him pay for school, and he’ll eventually leave with money in the bank, not debts to his name. He’s learned from his parents that student loan debt is a killer.

And what about my other son? He dropped out a little bit early. He left before his third trimester of school. 050

Yep, right in the middle of it all, he waved good-bye and walked away.

He figured, what more could he get out of high school in one more trimester? Nothing, really. He wanted to get to serving as a missionary for the LDS church.

While the LDS church wants its missionaries to complete high school and graduate (the minimum age to serve for boys is 18), I pointed out to our local leadership that none of my kids graduated because they are home-schooled, and my son had been 18 since the beginning of the school year.

Our congregational bishop, a teacher at the high school who had my sons in his classes, scratched his head at my argument. Then, knowing me and our family too well, said, “All right. I guess we can submit his papers and see that the church says.”

By April of his senior year, my son was already serving an LDS mission in Oklahoma City, Oklahoma. He missed all the graduation parties, just like his sister has, but he doesn’t care. He’s already moved on to real life.

I have four more children who will also likely make me proud by being high school dropouts. I’m not proud that they “dropped out,” but that they made decisions for themselves as to what they wanted to do with their lives.

My husband and I haven’t told any of them what we expect of them. I have, however, told them I want them to try at least one year of college, just to see if it’s for them. I want them to have that experience of learning from various people—even the liberally-minded, to help challenge and strengthen our conservative beliefs. When they do that year of college, and where, and how, is entirely up to them.

Back to my latest high school dropout. When she came home from high school for the last time, I asked her, “Any regrets? I heard your friends saying how much they’ll miss you next year, how they wished you’d stay.”

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All of my kids do things differently, like making a prom dress skirt out of storm trooper fabric.

Oh, if you could have seen her eyes rolling. Like planets falling out of orbit.

“No!” she declared. “I am done! Let’s get on to real life!” Then she pulled out her tablet, with yet another recipe on it, and headed to the kitchen where she’s been experimenting with meals she can make after a day of college classes.

She’s moving on when she’s ready to, not when some random bureaucrat declares her “mature enough.”

She, like my other children, is making choices for her life, based upon her needs.

I love having a house of rebels.

“Let’s hope there are still a few rebellious ‘teenaged’ souls out there,” Mahrree whispered to Perrin.

“Besides us, I mean.”  

~Book 2, Soldier at the Door

(Book 5 is published and available! Get Safety Assured Leaving East of Medicetti at Amazon, Smashwords, or here on “Start reading the books!“)

Teachers shouldn’t ask questions to get answers

It doesn’t matter what kind of teacher: public, private, or church Sunday School, the purpose of asking questions isn’t to get answers

(Not my actual Sunday School class, but roughly the same amount of kids.)

If only adults could understand that.

While I’ve taught college freshmen for over twenty years, I’ve also taught classes in my church. Right now I’m responsible to teach Sunday School to 15-16 year-olds, and because there was some kind of baby boom back in 1999, I have a class of 19 teenagers right now. The leaders in my LDS ward think I need “Help,” and today was a classic example of Question Anxiety.

That’s the best way I can put it: when I ask a question, the “Help” jumps in to answer it. Remember, the “Help” is a well-intentioned adult; but this class is for the teenagers, and when I pose a question they sit for a few seconds, thinking.

And that’s exactly what I want: I do not want answers; I want thought.

The older gentleman helping today obviously wasn’t comfortable with the silence, and tried to fill it each time it manifest itself.

But I love the silence! Wonderful things happen during it.

First, there’s the first five uncomfortable seconds when teens give each other the sidelong glance to see if anyone has an immediate answer.

That’s when the adults get nervous, and want to supply something—anything.

Because adults often work with A Plan. No matter what the task or chore or goal, most adults want A Plan, and getting quickly from point B to task H is imperative. Give answers, get moving along.

It’s because most of us were raised in the public school system which, even worse now than ever, has A Plan that must completed, no matter the needs of the children, no matter the level of interest—The Plan (quite often linked to Common Core) must be accomplished.

My son’s 11-year-old friend encountered this the other day. A substitute teacher set up four stuffed animals: a whale, a tiger, a dolphin, and an octopus. She asked the 5th graders which animal didn’t belong in the group.

Before you read further, what would your answer be?

Nice meme. Would read easier if the last two lines were, “to ask questions that EVEN YOU can’t answer.” But you get the idea . . .

My son’s friend said, “The octopus. Because all the other animals are mammals.”

That wasn’t the “right” answer, and the substitute, for whatever reason, came down a bit hard on him for not giving her answer. Instead of acknowledging that his answer was correct as well, and instead of stepping back and thinking, “Hey, clever. I hadn’t considered that,” she instead snapped at him that the tiger didn’t fit, because the rest of the animals were aquatic animals.

Stick to The Plan. Move along. The point isn’t education. The point is completing the task.

How tragic. This 11-year-old was thinking. He was right!

And that’s what teachers should want when they ask questions: the questions should make students THINK!

That’s what happens in my Sunday School class after those first five uncomfortable seconds. In the next five, kids start to muse to themselves, No one else is saying anything . . . maybe I should come up with something?

Another five seconds, and then a hand tentatively goes up with a comment I grin at and write on the board.

Then another hand. And another.

Yes! They’ll get there, without someone stepping in and supplying the answer too quickly for them.

But there’s still one more thing I want to have happen when I ask a question. Thinking is first, their responses is second, and then . . .

Well, let me tell you what happened today. The topic was The Nature of God, and I opened with asking the students, “What do you know about God?”

That was when the Helper, after five seconds, jumped in with several statements of what he, a sixty-year-old man, knew. Frankly, I didn’t care what he knew. I wanted to know what my 15-year-olds knew.

Eventually, they began to offer bits and pieces which I put on the board.

When I wrote, “Jesus has a body of flesh and bones, and not blood,” that’s when the magic happened.

One girl raised her hand. “Wait, Jesus doesn’t have blood anymore?”

“Nope,” I told her. “Resurrected beings don’t. He can’t die anymore, or even be injured.”

A couple of other teens weren’t aware of that either, and then came more questions. “So he could go skydiving and nothing bad would happen to him?”

“You got it. And here’s the awsome part—all of us will someday be resurrected too, with a perfect body of flesh and bone.”

Here’s where the discussion shifted into a little bit of silliness, but I let it.

“So when I’m resurrected, I can do extreme sports and not worry about getting hurt?”

“That’s right!”

Do you see what happened there?

The kids started asking the questions!

THAT should be the goal of every teacher’s lesson: not getting answers to our questions, but getting questions from our students. That means they’re interested. They’re thinking. They’re engaged!

And it doesn’t happen too often, unfortunately. I’ve heard of too many kids asking a question in school, and being told, after an awkward pause, “I’m not really sure, and since it’s not on the test, let’s not worry about that right now.”

Talk about killing the desire to learn. Kids have it naturally. It’s mostly gone by middle school. Can you see how it died?

I’ve also seen this a lot in my freshmen college students. After 12 years in the system, they rarely ask questions more compelling than, “Does the Works Cited page count as part of the six page requirement?”

Oh, I try. I bring in articles about issues directly affecting them, I show them entertaining video clips, and I purposely throw out nuggets such as, “Your high school teacher probably told you to never use the word ‘I’ in your papers, but we all know that’s total rubbish, along with never beginning a sentence with, ‘Because.’”

It’ll take a moment, but always a student will raise a hand and say, “Wait—we can begin a sentence with ‘Because’? What about ‘But’?” And for five minutes we have an interesting discussion, because a student wanted to know that answer, not because the teacher was looking for a programmed response.

Think back to any lectures you remember from college or high school. Do you remember any of them? At all? I remember a handful, and every one of them began with a question a student wanted answered, and ended with a teacher involving all of us in the discussion.

That is education. That is learning.

And it’s rarely happening anymore.

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Click here to see the curriculum for all of the youth in The Church of Jesus Christ of Latter-day Saints. Go ahead–we don’t bite. At least not that hard.

As for my Sunday School class today, Helper began to realize the kids were capable of answering the questions, and to his credit he backed off a bit, especially after I refused to make eye contact with him, but focused solely on the kids. They came through for me again, as they always do, with even a few more interesting questions that filled our 40 minutes quite easily. The LDS Church has purposely changed its curriculum for teenagers 12-18 so that they can run the pace of the lesson, and not the teachers.

If only school systems could do that as well: respect the child as a person wanting to learn, instead of part of a group that needs processing.

Not only would our children be smarter with that kind of child-focused education, but they’d be happier too, which should always be our foremost goal in education: happiness.

This was one of the things Mahrree loved about teaching: the rare moments when a student dares to wonder. The best learning happened when the students asked the questions, not the teachers.

It was also at these moments that she panicked, because sometimes the questions were so unexpected that she was caught by surprise. But it was the good kind of panic that lets you remember you’re alive, like being chased by a dog you know you can outrun, but it terrifies you just the same. It feels great when you finally reach home, or see the dog yanked back suddenly by its leash and you gloat at it triumphantly.

But first you have to run.

She always had a ready answer. “Chommy, what do you think?”

~Book 4, Falcon in the Barn (coming spring 2015)