Tag: lifelong learning

What Holds

by stephsimply, posted in Simple Observations and Musings

Marathon training changed what I thought was possible. It also taught me that some of life’s most important things aren’t meant to change.

“At the still point of the turning world. 

Neither flesh, nor fleshless; 

Neither from, nor towards; 

at the still point, there the dance is.” 

— T. S. Eliot

🌅 Morning Routine

It was still dark, cool but thankfully no longer the stinging cold of January. Reflective, fluorescent green straps and a chest lamp lit the road as I headed back to the car to meet my husband, John, finishing his workout at the gym. The first birds had begun, their harmonies promising the sun. I inhaled deeply and ran through the morning’s checklist.

Start the dishwasher once both showers were done. Finish herbal tea and refill my bottle with a hydration mix for work. Lunch was already packed—thankfully, my usual. Still left: pack my work bag, shower, and call my daughter. We typically chat most mornings while getting ready, fitting in conversation before the day takes over. Nothing unusual—just routine. 

By Thursday, fatigue would set in—work, early mornings, and daily workouts quietly draining both energy and focus. Routine wasn’t a matter of preference; it was, and still is, protection. Even then, something would likely slip through the cracks as the week wore on.

🧱 Building the Structure

I decided to run the Athens Marathon back in December, about a month after finishing the Marshall University Marathon. It felt like a way to give structure to the winter—to keep moving forward when it would have been easier not to. Paying the entry fee only strengthened that commitment.

It felt like stacking LEGO bricks into something precise. Each piece had to fit within the existing structure of life. Not everything is meant to change. Some things are meant to hold. 

Morning workouts were already the norm; they just needed to be retooled. Weekend runs grew longer. Laundry, errands, cleaning, and meal prep arranged themselves around them. The structure of the workweek held, so the miles moved earlier, stretching the edges of the day. At first, the fatigue of long runs was heavy. But the body adapted. Responsibilities did not. 

🕰️ What Changed—and What Didn’t

Brick-by-brick, I learned more about distance—and about myself. And still, there were only 24 hours in a day. Running became an integrated part of it, not the center. It provided energy for everything else. Life continued, steady as ever, carried by the constant presence and love of family and friends.

Beyond my own small routines, the world kept shifting—nationally and globally, in ways both loud and subtle. Change was constant, as it always is. And still, daily life asked the same things: to show up, to care for one another, and to keep going.

🫶 What Holds

In one sense, the training changed what I believed was possible. I stretched. I learned. I crossed the finish line. The goal was reached—but that was never the point.

Crossing that line was not about changing everything. It could not have occurred without what stayed constant—the steady and loving presence of family, the rhythm of daily life, the hope that carried me, the things that held when everything else was stretched.

The Professor Who Changed How I Think About Aging

by stephsimply, posted in Simple Observations and Musings

When a biology professor offered me an unexpected future, I turned it down—but the lesson he taught me about possibility has stayed with me for more than thirty years.

The early June sun warmed my skin. I sat quietly along the shores of the Outer Banks of North Carolina. The page corners of a biology textbook and spiral-bound notebook—filled with sand and smeared ink—riffled in the chilly ocean breeze. 

I had just earned a master’s degree in 14 months while working full-time as a special education teacher. And I had a dream. I felt pulled to teach Kindergarten students—specifically those in need of early academic intervention. With my background in special education, I felt I was the ideal candidate for this role.

💭A Dream Interrupted

Unfortunately, I was told “no” in clear terms. I was not officially certified to teach kindergarten, despite holding a K-12 special education certificate. The position required a K-8 elementary education certification.

The requirement felt unfair and exhausting. I thought I had done everything “right” to teach this specific “special” class, but it still wasn’t enough. Rather than let this deter me, it became the basis for a new determination: earn that blasted K-8 Elementary certification if that was the last thing I did. Little did I know where, and to whom, this would lead me.

One month after earning my master’s degree, I enrolled at Marshall University. An advisor created a plan that required me to take two condensed summer courses—each just four-weeks long. The first class began the same week as a long-planned vacation my husband, John, and I had already paid for with another couple. If I did not take that summer course, I would have to wait another year before it was offered again.

📞 A Phone Call to Dr. Tarter

This was before email. Therefore, I needed to call to speak with the professor of the class, which ironically was a basic-level biology course with a lab. I called the office—determined, but a little scared. As a teacher, I knew this was a big ask. 

 “Would it be possible to miss the first week of a four-week summer session if I completed all the readings and assignments while I was away and made up the lab work upon my return?” 

This professor didn’t know me.  He didn’t know my work ethic. Missing a full four days of classes out of 16 total sessions was a significant deficit. I wasn’t even sure if I could do it, but I had to try. However, if he said “no,” it meant I would not earn the certification in time for the following school year.

His name was Dr. Tarter.  I don’t remember much about the conversation itself, but I do remember the knot in my stomach as I explained my situation and asked the question. I have a vague recollection of a protracted pause that was followed by a handful of pointed questions as my heart pounded. When he reluctantly consented, it was with a series of stipulations and a parting implication that I still may not pass the class. I assured him I would work hard to make up for the deficit my absence created.

🌊 Studying at the Shoreline

While my friends and husband read Cornwell, Grisham, Koontz, and King, I read about the characteristics of life, scientific method, cell structure, and cellular metabolism. They took long walks along the shore; I sat at the shore’s edge, feet in water, jotting notes in a college ruled notebook. When they stayed up late playing cards, I went to bed early, so I could get up to make flashcards and study in the early morning quiet. I was resolute in my commitment both to the requirements to teach the Kindergarten intervention class and to my hard work. I did not want Dr. Tarter to regret allowing me to miss the week.  

Upon returning to MU, my dedication continued. Much to my surprise, I thrived in Biology and the required lab. It turned out that Dr. Tarter was an excellent instructor, breaking down difficult concepts into clear, understandable ideas. Working in the lab with the guidance of a GA after class was invigorating. What was, at first, an intimidating environment, quickly became a playground for learning.

👩‍🏫 An Unexpected Offer

As the short summer session wound down, Dr. Tarter asked to speak to me after class. He explained he was surprised by my performance, especially considering I missed the first full week of classes. Then, he made an unexpected offer.  He asked if I would consider switching paths. I could work as a graduate assistant in his research lab, receive a small stipend and tuition support, and pursue a Master of Science in Biology. At the age of 29, Dr. Tarter was offering me a different future–one I had never thought possible as a young girl–becoming a scientist. 

I was shocked and torn from within. I. Could. Be. A. Scientist. 

And yet . . .

🤨 Too Old at Twenty-Nine?

There were bills to pay. I now had multiple student loans, and my husband still needed to complete his master’s. How could I ask him to wait another two years before he could start his advanced education? How would we get by on one salary? Worst of all, as I now reflect, I thought I was too old. Too old at age 29—can you imagine? 

 I said all this and more as I declined Dr. Tarter’s offer. I recall how he looked at me with eyes full of compassion and the wisdom that comes from decades of living. 

“Well, I suppose the possibilities of youth can still be held in our senior years.”

🤔 The Lesson That Remained

At times, I’ve often wondered what might have happened if I had accepted that offer— how different my life might have been?  But I don’t carry regret. Instead, I’m grateful that he saw something in me that I couldn’t see yet in myself—something I never believed I was truly capable of achieving. Youth was not what I thought it once was.

As I move through this new decade of life, I find myself near the age Dr. Tarter was when he made that offer. Just like he modeled then, I am committed to continuing to learn—to showing up to life with discipline and diligence. In fact, I am still evolving, despite the fact I never earned another degree. 

I think back to that biology and the spiral bound notebook—its water-stained pages fluttering in the salty air. Likewise, I hold onto that feeling of possibility that Dr. Tarter saw in me. He saw me as more than an educator. He saw another version of me and the possibilities contained within.

The notebook is long gone, and so is Dr. Tarter. But his lesson remains. He was right. Possibility doesn’t belong to youth. It belongs to those willing to keep reaching for it.