Minnesota Prairie Roots

SHE WANTS TO SAVE the earth. It’s a lofty and noble goal for my granddaughter, who started second grade on Tuesday. Each year, on the first day of school, her mom documents basics about Isabelle on a small chalkboard. That includes a response to “What I want to be when I grow up.” This year Izzy aims to be an environmentalist. As a first grader, her professional goal was becoming a game designer. And on the first day of kindergarten, she wanted to own a toy store and also be a mom.

It’s interesting how Izzy’s interests evolve as she ages, as she grows her world and knowledge and connections with others. The possibilities are endless for her generation. I hold such hope in these young people, just beginning their formal educations.

And I hold hope, too, when I see a photo of Izzy and three neighborhood friends waiting at their urban bus stop. “Smart, Brave, Beautiful” banners Bethel’s tee. What a reaffirming message. For all of them. And how reaffirming that they are of differing ethnicity, their skin tones varied and, indeed, beautiful.

Sixty years have passed since I was a second grader in a small southwestern Minnesota elementary school, where my paternal grandfather served on the school board. My classmates and I were mostly farm kids, all white. We wrote in “Big Chief” lined tablets which today would not, should not, fly. Attitudes differed in the 1960s. Words like diversity, respect and environmentalist were not part of our everyday vocabulary.

But words, overall, held my interest all those decades ago. I have Mrs. Kotval to thank for sparking my love of words, of reading, and eventually of writing. Each day after lunch, she read to her third and fourth graders from “The Little House” and other chapter books. Through the writing of Laura Ingalls Wilder, who lived many years earlier in nearby Walnut Grove, I began to appreciate the nuances of the prairie. And I learned the importance of descriptive, detailed writing. Wilder engaged all of her senses to describe the prairie and life thereon in her series of wildly popular books. With her love of the natural world, this writer unknowingly documented the environment for me, my children and for my second grade granddaughter, today an aspiring environmentalist.

Early on, I aspired to be an elementary school teacher. But that changed as I grew my world, my knowledge, my connections. Words focused my passion. Unlike most of my elementary school classmates, I loved penmanship—letters and words flowing in script across the pages of my penmanship book. I loved spelling. I loved reading, even in a school and town without a library and thus with limited access to books. And by high school, that love of words expanded to writing.

I want to pause here and stress the importance of passionate teachers in fostering students’ interests. From Mrs. Kotval reading to her students after lunch to junior high English teacher Mrs. Sales teaching me all the parts of grammar to high school teacher Mr. Skogen requiring students to keep journals, their influence on me and my eventual career was profound. I would go on to earn a college degree in mass communications, leading to a career as a journalist, writer, poet and photographer.

That brings me full circle back to Laura Ingalls Wilder, who early on influenced my detail-rich writing and photographic styles. In 2017, I became professionally connected to the author via “The World of Laura Ingalls Wilder—The Frontier Landscapes That Inspired The Little House Books.” Author Marta McDowell chose three of my photos (including one of prairie grasses at sunset) to illustrate her 396-page book documenting Wilder’s life and relationship to her environment. Perhaps some day my granddaughter will open the pages of McDowell’s book and find the photos taken by her grandmother. Whether Isabelle becomes an environmentalist or something vastly different, I expect she will always care about the earth and her role in saving it.

© Copyright 2023 Audrey Kletscher Helbling