
excerpt
When he entered the classroom, he sat on the teacher’s desk, his feet
dangling, and told stories about the Arctic. The children listened raptly.
He received another speaking request, and then another, and another.
He accepted all of them. His talks were a training ground for what was to
come. Fraser had been right. “”We’re not selling paintings; we’re selling
stories.”
He spoke to classrooms of elementary students and to older students in
high schools. One time he began with, “Before we get going I want to tell
you, just so that no fraud is committed here – I never went to school.”
The children gasped.
“It’s kind of weird, isn’t it – that I’ve been asked to come and talk to
you but I didn’t go to school? Now, make of that what you will. I’m not
suggesting that you don’t get a formal education, but I am suggesting that
there are those of us who probably fare better if we don’t.”
He shared his thoughts on education – what it is and what it is not. He
wove his ideas into stories of the Arctic, stories of politics, and stories of
old mythology. His stories posed questions. “Why do we think things are
right and why do we think other things are wrong? Where did we get all
this stuff? Who wrote it down? Who says it’s true?”
His speaking invitations multiplied, until he could accept no more. He
met with the principal of one school that had made a request, and said,
“I want to speak to the whole school. Give me your auditorium. This is
a performance, and I don’t want forty-five minutes – I want the entire
afternoon.”
He asked that the banners in the auditorium be taken down, all the
lights turned off, and the windows curtained. He asked for one microphone,
with a long cord, and a spotlight on centre stage. There would be
no adults in the auditorium, although teachers could position themselves
out of sight where they could hear. The children were to come in and sit
on the floor. When they were seated, the room would be plunged into
total darkness, and the children would sit for three minutes in silence,
before he walked on the stage.
“Are you out of your mind?” the principal said. “These aren’t children
– they’re little animals! It will be chaos! You obviously don’t understand
children!”
“I probably do,” Ken said. “I was one once and I probably still am.”
“It can’t be done.”
“Fine. I live in a world where apparently everything can’t be done.
Have you ever tried this?”
“No.”
“Then, you’re educating children and giving them advice based on
things you’ve never done. That’s one hell of a way of going about things.
Well, that’s my offer – take it or leave it.”









