At 1:00 pm, I visited an elementary school in my area as a civil welfare officer and a officer of com- mittee of welfare for children. I talked with the prin- cipal and vice-principal about how the school re- sponds to children with the new-coronavirus disease. It was just the time for the lower grades to leave school, so the children greeted us at the front door saying "Goodbye!". The boy said, "Goodbye, Pop!" ... The pop is happy when the children are cheerful and energetic. Well, it's really the age of the children's grandfather. I'm an old man.
As acivil welfare officer and a officer of committee of welfare for children, I have seen many children from a distance and from a close distance for the past nine years. I remember that I paid attention the children who had a glimpse of talent. ... While announcing their message at the graduation ceremony, there was only one child had a transparent and straight voice. Or there was a child whose dance at the athletic meet was special wonderful and his leg handling was a natural and elegant entertaiment. A child who was doing field work with great interest in mushrooms with knowledge. A child who wrote haiku with a completely different line of sight. ... These children had the primal qualities that I, an artist's feeling and experience, thought of as "talents." Did those children notice their "talent"?
Can Japanese elementary and junior high school education extend the qualities of such children? No, befor that, will teachers be aware of the qual- ties of each of them?
I remember Kaeko Higuchi, the best teacher in my life. She was a teacher for the fiest grade I met when I entered elementary school. It was 70 years ago. However, I am here now thanks to the guidance of the teacher Higuchi. I always say in my heart, "Thank you, thank you the teacher Higuchi."