It was breezy and overcast, but we headed anyway to the kayak and paddleboard rental place on Nauset Marsh in Orleans on Cape Cod. Why hadn’t we thought to call ahead? When we got there — there were 12 people in our family group — we learned that the breeze and tide made it too difficult to paddle back in. Rentals were closed.
Nearby was Nickerson State Park, with lots of wooded camping and a boat rental place on a pond. We drove there in our three vehicles, and split up even further into an assortment of single and double kayaks, a peddle boat, and, for Lydia, a stand-up paddle board.
across the pond, August 30, 2013
Last summer she tried the SUP board on a cool day with high winds, managing the standing part but finding the navigation part challenging. A goal for this summer was to use the board to actually go somewhere.
The kayakers and Lydia headed out across the pond, after getting some advice on the wind and current from the young guy manning the rental business. Jimmy and I peddled behind. The squared-off peddle boat goes so slow. Even though legs are more powerful than arms, the kayaks and SUP board were more streamlined. They and their passengers seemed to go quickly and reached the other side of the pond while we felt stalled permanently in the middle.
accidental photo of me, peddling, August 30, 2013
We saw them head back, their faces to the wind and the prows of their boats into the current. The kayakers seemed okay, but even far away Lydia, who never fell, seemed to be working very hard. Emily and David hovered in their boat near her.
Jimmy and I changed direction and attempted to predict their path and intercept them. Emily and David traveled on. As we got within shouting distance of Lydia, I asked if she wanted a ride.
She shouted back, “I don’t need help. I just want some company.”
So for the rest of the way back to shore we stayed within about 50 feet of her, hardly interacting (beyond the occasional photo taking). She rowed hard and made it.
As parents and teachers — and in my family this broadens to include lots of loving adult figures — we don’t always have to step in and do something. We can be nearby and offer our silent presence: not advice, not physical help, not even encouragement. Young people already have some skill and often great determination and strength. Also, although mistakes are one possible outcome, it’s unlikely that they will be disasters. For example, I know Lydia can swim well, and the worst that could have happened was a dunking and a challenging climb back onto the board.
When we are in a teaching/helping/nurturing/leading role, the impulse is often to intervene. The danger in the intervention, however, is that the outcome becomes ours. The person helped loses her agency.
I feel this myself, too. When I am faced with a challenge, I like the pleasure of working it out myself or, if I can tell that I need it, asking for very specific help. It gets my back up when someone offers to take over for me. And yet when I am doing something difficult or grueling, it can be wonderful to have a trusted person nearby, perhaps involved in their own parallel challenge, whether physical or intellectual.
To help most, therefore, it sometimes takes great self-restraint, an ability to have a thought and not speak it, to perceive a solution and not implement it, or to sense uncertainty and not resolve it.
Teachers, for the semester ahead, let’s remind ourselves of the value of our presence and the power of nonintervention. This is not to discount the value of our active teaching — that’s important, too — but simply to remember that we have more than one way of being and doing.