Helped by an Angel

            It was about 9:00 in the morning of a work day.  I was driving to work taking the route around the neighborhood when my car stopped right at the intersection.  I could not get it to start again.  With no cell phone at that time, I decided to walk back to my apartment leaving the car blocking the intersection.  It was quite a walk on a hot day to my apartment eight  blocks away.

            I made a phone call to  AAA  (American Automobile Association) roadside service and was told that the service car will be at the site in 45 minutes. 

            I walked back to my car.  I could not find it at the intersection.  Where could it be?  I  feared that someone may have stolen it.  I stood at the intersection and looked around for somebody to talk to. 

            In five minutes,  two men, a father and his son, approached me.  They told me that they pushed my car out of the intersection since it was blocking traffic.  They pushed it into their driveway.  They further explained that my car battery was dead and I needed to replace it.  Meanwhile, they happened to have a spare battery and they took the liberty to take my old battery out and placed their good battery in.  They placed  the old battery on a plastic bag to protect the rug on the floor.  They then instructed me to drive to K-Mart to get a new battery installed, get rid of my old one and place their battery on the plastic bag so I can return it to them. 

            I did as instructed.   I was thankful that a total stranger took meticulous care to temporarily replace my dead battery with one that works so I can drive to K-Mart to get a new one installed.  How else could I have driven to K-Mart with a dead battery?  My car was not stolen after all.  I was helped by an angel who delivered another miracle.

Miracles in Miami

3) I Burnt  the Lawn

            After clearing everything used for cooking rice, I noticed a burnt patch of lawn about one square foot.  It was bare, I could see the ground.  Oh, no, what shall I do?  Of course, what do you expect when you build fire right on the grass?  I have to fix this before the landlord comes back. 

            Not knowing what to do, I drove my car to the university just to see what was going on. 

            The crew from the Building and Grounds Department was working on the grounds.  I wasn’t expecting anybody to be working.  I saw squares of sod piled on top of each other  ready for planting.       From my estimation,  one square  was  the right size to cover the burnt area.  I asked the worker if I could have one small patch of grass.  He said, “yes.”  I thanked him and drove home with one square  patch of grass.

            Wow!  That patch of grass was the exact size of the burnt area, as though it was custom cut.  I placed  the new grass on top of the bare soil.   I could not even distinguish  the original lawn  from the patch.  The patch blended in perfectly with the lawn as though nothing disastrous really happened.  

            I thanked my lucky stars for delivering me a miracle!

Miracles in Miami

2) Feed the Children

            Hurricane Andrew had visited Miami and South Florida in August, 1992.  It toppled down trees and knocked out power lines.  There was no electricity in the house and in the entire neighborhood.  Elementary schools, high schools and university classes were cancelled for two weeks.   My landlord and his family had left the house and taken refuge somewhere else.

            It was a good opportunity to cook rice the old fashioned way with firewood.  I gathered twigs and branches felled by the hurricane.  Within minutes, about thirty children came out from everywhere to join me.  They picked twigs and piled them on top of my pile.

            From my kitchen, I picked out the cooking pan, a box of matches, a small bag of rice and a bottle of water saved before the hurricane.  I found three rocks to create a tripod for my pan to sit on.  I could only build fire  on  the lawn.  To do so on the concrete would be dangerous.  It could explode with the heat and cause bodily harm.

            I built the fire, cooked the rice with water and squatted nearby to watch the  fire.  The children  quietly watched  the process as well.  As scripted, the water boiled, I reduced the number of burning twigs and allowed the water to simmer and cook the rice until it was soft and fluffy. 

            The moment I declared the rice was cooked, all the children ran away.  I thought, they were done watching and were not interested in watching any other activity. Okay, I will eat rice by myself in peace. 

            I went inside my apartment to fetch a bowl and a spoon for myself.  When I came back thirty children had all come back, each with his own bowl and spoon.

            At this moment, I had to perform the miracle of feeding five thousand out of five loaves of bread and two fishes.  I had enough practice doing this from my grandmother, Mama Iyay, who was a master at this art.  They were so happy eating the little that I spooned into each bowl.  Once finished with their hearty meal, they ran back home taking with them their bowls and spoons.

            Children are the greatest.

Miracles in Miami

1)  My Silver Toyota Corolla

            I arrived in Miami, Florida to start working in my new job.   I had no car so I  rented an apartment close to the university.  All I had to do was to walk to my place of work.  I was wrong.  The job required visits to schools to supervise teachers learning how to teach using the Montessori method.  I wrongly assumed that the university would provide me a car to make those school visits.

            Left with no choice, I started calling car dealers from A to Z in alphabetical order for their best offer.  I was made aware by the dealers that I had no credit and had no money.  I got to “T” for Toyota.  I spared the dealer from asking me questions by volunteering the information I gained from talking to the other dealers.

            “I have no credit and have no money but I need a car in my job.  I have a good university job and I need a car to do my job.  Furthermore, since I have no car, I need someone to pick me up to see you to pick a car.” 

            I figured out that he can pick me up and if he does not sell me a car, he will have to drive me home.  If he sells me a car I drive myself home.  What do I have to lose?

            “What’s your address?” he asked.

            I gave him my address.  In 15 minutes, the dealer was right at my door.

            It took six hours for the office staff to make phone calls, confer among themselves but at the end of the day, they gave me a car – a 1991 silver Toyota Corolla.  It had 6000 miles since it had been used as a demo car. 

            I drove myself home!  That’s a miracle.  I kept the car for 12 years.

Quantum Mechanics

Presented at the Theosophical Society in America

128^th National Summer Conference

Fun Night, July 20, 2014 7:00 PM

Ijya C. Tulloss

         

Teacher:  Let’s review what we have learned from our science class.   

                 Do you have any questions?

            

Student 1:  What is quantum mechanics?

Teacher: Do you want the long or the short answer?

Student 1:  Just a short answer.

Teacher:  I don’t know.

Student 2:  How about the long answer?

Teacher:  That takes too long to answer.

Student 3:  Show us how it works.

Teacher:    That  I can  do.  Here’s how it works.

( Let students bend their knees to lower themselves a few inches then straighten out to original posture.  Make the desired “ wave effect” through this up and down motion. Repeat several times. )

   When an observer looks at something one can observe, one can see it as a wave.   This is a “wave.”  Audience, make a wave with us.  Sometimes we make small waves, other times we make big waves.   Small waves.  Big waves.

Teacher:  When we get tired of making waves  we switch  or  

                          transform  ourselves into particles.

(Students assume robotic shapes bumping with each other as they turn around).

 We also make quantum leaps.  ( students leap)

Teacher:  Now, I’ll ask you questions.   Alright?

With what do we think?

Students:  With our brain, of course.

Teacher:  That’s what you think.  You are wrong. 

We cannot think with our brain.

 A brain is just a bunch of 100 billion cells called neurons, every single  one is a moron.  So we cannot think with our brain and we do not think with out brain. 

However  neurons act together in response to emotions.  (fear music, students huddle in fear.)  I see fear in their eyes, they are huddled  avoiding to look at what they fear.  Let’s ask what they are afraid of.

What are you afraid of?

Student 1.  I am afraid that the sound system won’t work right before  

a lecture.   (In chorus say “that’s scary.”)

Student 2.  I am afraid that food will run out in the dining hall.     

                 (  Chorus, say “that’s scary.”)

Student 3: I am afraid that the librarian will go after me for overdue  

                      books.  (In chorus say “that’s scary.”)

Student 4:  I am afraid that Tim Boyd will point at me to give the        

                     next lecture.  (In chorus say “that’s scary.”)

Teacher:      Let’s dance our fears  out of our system.  (dance)

                  (Music changes to  anger dance.)

Teacher:  I see anger  in their eyes.  I see anger  on their faces.  I see

anger through their teeth.  I see anger with their fists. You are mad.  What are you  mad at?

 Student 1:  I am mad at somebody who took my seat at the lecture    

               hall.  

(Chorus:  That makes me mad.)

 Student 2:  I am mad  that the bus left without me.  

                 (That makes me mad.)

 Student 3:  I am angry that the promise to take care of me and love                   

                      me unconditionally is not happening.  (That makes me  mad.)

Student 4:  I am angry that the conference did not recognize me on      

                     my birthday yesterday.  (That makes me mad.)

Teacher:   Let’s dance our anger  out of our system.  (dance)

                  (Music changes.) (Stroke each other’s hair to show love)

Teacher:  I feel warmth, gentleness.  Helpfulness, concern,  delight,

Sensitivity, empathy.  Could this be love? 

All students:  No.

Teacher:  No?   What is it then?

 All students:  Unconditional love.

Teacher:  So it is.  Unconditional love makes us  one, a tangled mass

of interconnected threads, a web of life.  One web of life, one world, one planet, one humanity.  Let’s join hands to form a web while we chant “one web of life, one world, one planet, one humanity.”

(Sing “It’s a small world.”)

Take the 'A' Train

My very first paying job was in Chicago.  After looking for a job at want ads and interviewing daily for a month, I landed one as a research technician at a laboratory located inside Wesley Memorial Hospital, now a part of Northwestern University Hospital System. That was August 8, 1961. My whole family moved to Chicago from Manila.  My father was sent as an attaché to the Philippine Consulate in Chicago and the rest of us came as his dependents.

Wide-eyed  yet unfamiliar with my new surroundings, I noticed that at around 4:00 PM, the radio was turned on.  Bill, a high -schooler who comes to wash our glassware, tunes the radio to the broadcast of the baseball game. Since I was not aware of what’s going on I focused on the musical theme that opens the show. It was lively, jazzy, a bit jumpy and very catchy to listen to.  After a few days I could hum it from memory.  I looked forward to the daily broadcast not to listen to the baseball game but to listen to the theme song.  At the end of the broadcast, I could not care less which team won or lost.  I only knew that the theme song would come on once more to close the show. As I listened to the tune I vowed that I would remember this tune and use it as landmark of my first job in America and my initiation to life in the U.S.A.

It never occurred to me that the theme song could have a name and that it could be a standard composition borrowed by the radio program.  I assumed it was composed for the radio program.  The melody rings inside my head.  I hear the blaring of the trumpets and feel the fast tempo set by the drum beats.  It was only years later that I found out that the tune is a composition by Duke Ellington called “Take the ‘A’ Train.”

The early years in Chicago were spent working and going to school, pursuing my master’s degree in chemistry. I took the “A” train of the Howard line to stop at Jarvis, an “A” station.    As a graduate student, I concentrated on getting “A’s” in my courses. Upon completing my degree, I worked at Abbott Laboratories, a workplace beginning with the letter “A.”

As I replay “Take the A Train” in my mind, the picture of a young girl wearing a white lab coat in Room 262 comes into view.  I had the task of analyzing the concentration of sodium and potassium in the plasma of patients with muscular dystrophy using flame photometer.  Three times a week in the evening, I walked through the connecting underground tunnel to attend classes at Northwestern University. Later on, I met a friend taking the same classes I took, Helen Chu, who invited me to run quickly to her apartment nearby to have a home - cooked meal before class.

At noon, I walked through the tunnel to come out on the sidewalk next to Lakeshore Drive to view Lake Michigan and the Navy Pier building nearby. The lake breeze gently blowing my face and hair felt refreshing. 

Once a month, all of the members of the research team would be required to come for a 6:00 AM breakfast and seminar.  Breakfast was served at the cafeteria and paid for by our research leader.  One or two of us would be assigned to give a presentation to the group which numbered about 16.  I was  asked to give a presentation on volumetric glass ware.

The days at the lab and at Northwestern University were enjoyable. I was introduced to the ordinary custom of greeting, smiling, helping and conversing. I picked up a few lyrics of songs sung by Bill von Eickman who sang songs between assays.  I also learned a few Christmas songs notably, “Sleigh Ride,” “Winter Wonderland,” and “Silver Bells.”

I moved on to other phases of my life associated with other songs: –

“Raindrops Keep Falling on my Head” – my days as a Montessori teacher at Near North Montessori School

“March of the Soldiers” from “The Nutcracker” – my days directing and teaching at my own school, Glencoe Montessori School

Songs of salsa, cha-cha, swing, rumba, bolero, merengue, waltz and fox trot -my days studying and enjoying the art of ballroom dancing.

I am not quite sure what songs will stand out as I begin my second career in teaching after a brief retirement.  Once again I will be teaching young children in a Montessori Charter School.  Perhaps I will revive the songs from “Hair” – “Good Morning Star Shine” and “Let the Sunshine In.”  I know I will keep on singing as I continue taking the “A” train and know that “This Train is Bound for Glory. “ Amen.

If Only They Had Montessori Education

      When we listen to how our students are doing in school we hear the following: they can’t read at grade level, they are deficient in STEM (Science, Technology, Engineering and Mathematics), bullying  is pervasive in schools. Looking at our global environment, we read that our actions are destroying the environment.  As I reflect on these challenges, I can’t help but say, “If only they  had Montessori education, these problems would be non-existent. “

      Through a multi-sensory and personalized approach to teaching phonemic awareness and phonics, reading is taught in seventy two lessons grouped into five big steps. Mastery of the 44 sounds of the English language along with the different ways these sounds may be represented gives the child the key to reading.  Once a child can read, one can read everything, not just first  grade or third grade books.  The underlying principle is that a child taught individually for short periods daily experiences success at every step which encourages one to want to learn some more.  These successes lead to what Montessori calls “the explosion to reading.”  A child who discovers reading will keep on reading for the love of it and for the feel of having achieved a monumental task.

       Science is taught in an integrated manner, weaving chemistry, physics, life science, geography, history, art, music, literature and culture with the view of understanding how the world works and one’s place in it as a steward of the earth and all its inhabitants.  One gains respect for the age of the earth and its slow transformation from its early beginnings to what it is now.  It is humbling to note that it took millions and billions of years for the earth to flourish to the point that life sustains itself and for mankind in a few hundred years to denude its forests, pollute the air and destroy life. A child steeped in the knowledge of the laws of the universe through hands-on experiments and research realizes that we are a part of the web of life,  not the weaver, only one of the strands.  What affects one, affects the whole web.  We try to conserve, protect and replenish the fruits we gather from the earth and keep the earth sustainable.  Life depends on cooperation and symbiotic relationships.  Peaceful resolution of conflicts can be taught and practiced on a daily basis so that there is no need for bullying to dominate others.

      Mathematics is the most highly developed part of the curriculum.  With specially designed hands-on materials to teach concepts from counting  to the  Pythagorean theorem, students using these tools truly take the journey from the concrete to the abstract  arriving at a full understanding of what math is and not just a bunch of memorized facts. Math anxiety is replaced with love of numbers and problem solving. A strong number sense which includes understanding of place value in our decimal system serves as a foundation for higher math exploration.

      Montessori is a social experience in a community of learners.  One learns to help each other because cooperation, not competition, is encouraged. One works to the best of one’s ability for the sake of learning, not for artificial rewards such as stickers or grades.  One is helped in understanding why one behaves in ways that may not be socially acceptable for the purpose of serving one’s mistaken goals of attention, power struggle, revenge or display of inadequacy.  Through discussions during class meetings one is shown alternative ways of behaving that meet one’s basic need for significance in the group while acting for the good of the whole class. Class unity is promoted through music, drama, cooking and eating together and just having fun as fellow learners in a Montessori environment.

The Montessori Method (Illustrated Edition)
Montessori: The Science Behind the Genius
Teaching Montessori in the Home: Pre-School Years: The Pre-School Years
Secret of Childhood
Montessori's Own Handbook (Carefully formatted by Timeless Classic Books)
The Essential Montessori: An Introduction to the Woman, the Writings, the Method, and the Movement
Maria Montessori: Her Life and Work
The Montessori Controversy