and establishing values, easily taught through family history and traditions.'

Introduction

There are more than 60 million grandparents in the United States and their numbers are increasing as a portion of the general population. Enormous changes have taken place in longevity and lifestyles since today's older adults were, themselves, young grandchildren. Experts estimate that there are thirty to fifty thousand living centenarians, up from the 1980 estimate of fifteen thousand. Also, centenarians are not as feeble as they once were; disability rates among older people have been falling since the early 1980s.

Life expectancy at birth in the United States has increased nearly 30 years since the turn of the century, from 47 to about 76. On the other hand, families are more widely dispersed, successful interaction by grandparents with their distant grandchildren, whether for geographic reasons or barriers of circumstance, increasingly calls for innovation and improvisation.

A vast store of practical knowledge as well as a culture's lore languishes in almost every family, especially among its elders, more than ready to be passed along to succeeding generations. An important source for ideas and models for grandparents to meet the needs-and the yearnings-of this era's grandchildren and children generally are in the observations and experiences of older adults. It is not up to our young grandchildren to say what in our life's experiences might be useful or enlightening to them? If it was up to them, how might they draw it out of us? A paradox indeed.

This is not a child's storybook, although some of the stories, vignettes and essays may interest youth from toddlers to young adults and, from other perspectives, parents, grandparents, and teachers. The book's intent is to demonstrate one older lay person's approach to fostering interaction between generations in the context of family, school and culture.

PART ONE WE LEARN FROM EACH OTHER

One of the ground rules in writing my 'grandpa' stories was to keep within the youngsters' range of comprehension and imagination, and about living things, objects, activities and places to which their imaginations could relate. In fantasy stories, when my grandchildren were very young, for instance, I animated toys familiar to them, or modified characters from their favorite books and sent them off on adventures that did not frighten or cause them apprehension for the toy's safety. At the story's conclusion, the toys and characters were back in a familiar and comfortable setting.

Deliberate destructive behavior in stories and anecdotes for the very young, I believe, serves no useful purpose. The young are already exposed to far more negative forces in the general run of storybooks, television shows, Internet games and the real world. Grandpas and grandmas don't need to pile them on. To the contrary, grandparents can influence a young mind toward reason and compassion. The tales they tell can be stabilizing forces in the day-to-day bustle and high excitement of the very young and, by the nature of a grandparent's role, suggest channels for positive values.

First Letter to a Distant Grandchild

Don't let that blank sheet of paper intimidate you. Here's a model that you can rework to suit your situation:

Grandma and Grandpa now live in a house that is very far from the town in which you live. We'll still see each other as often as we can, but sometimes the wait will be just a little bit longer.

One way for us to visit is by telephoning. Another is by our writing letters to you that Mom or Dad will read aloud to you. I'll start my writing to you by telling a little about Grandmas and Grandpas.

Grandmas and Grandpas are older than mothers and fathers. They usually have gray hair or white hair. Sometimes, Grandpas have no hair at all, but that's all right because Grandpas don't need to use a comb and hair brush every morning.

Grandmas and Grandpas like to take grandchildren to the zoo to see the elephants and the deer and the monkeys. They also like to take grandchildren to the park to ride on the merry-go-round, and to the lake to throw bread to the ducks and the geese and the swans.

On the way home from the zoo or the park, Grandmas and Grandpas take grandchildren to the bakery. There, they stand at the counter and smell the fresh bread, and buy cookies and cakes for desserts.

Grandmas and Grandpas like to play games with grandchildren, listen to grandchildren tell what happened in the park and at school, and answer questions. They especially like to read stories to grandchildren from big books with lots of pictures.

Grandmas and Grandpas like to hold grandchildren in their laps and hug them. Grandpas also like to shake hands, or pat grandchildren on their heads. That is a little bit about Grandmas and Grandpas and Grandchildren.

Too-Faraway Grandparent

During a talk I gave to a senior citizens group a woman in the audience remarked, 'I'm a volunteer helper in a class of first graders at (naming a nearby school.) I haven't given it much thought until now, but I've come to realize that some youngsters see their grandparents regularly, others rarely, and still others see their grandparents not at all. For a few, grandparents live too far away, and others don't know where their grandparents live or even if they have grandparents, but saddest of all are the kids who don't know what grandparents are.'

Grandparents and grandchildren are natural allies, but when their homes are too far apart, or other barriers intervene, their alliance weakens. Everybody loses, including the youngsters' parents-the generation in the middle.

How My Stories Began

I live in one city, my grandchildren in another almost a thousand miles distant. During one of my visits I took my, then, three-year-old granddaughter for a stroll. We paused to examine a spider's web spanning a space between two shrubs. A rain shower had passed shortly before and droplets festooned the web's strands and rainbow-sparkled in the morning sunlight. Standing there, both of us bent forward peering into the web, I wove a story that transformed the sparkling strands into a carnival and the spider into an acrobat. Granddaughter's eyes widened with wonder.

We continued on and stopped at a house to observe a cat on the porch playing with a yellow ball. I wove another tale, this time of a cat and a strange ball that bounced too high. Again, my granddaughter's expression showed her pleasure in hearing grandpa's story. For the remainder of my visit, and during subsequent visits, I told her, and when he was old enough, my grandson, of the world around us and how we hoped to, some day, live together on Planet Earth.

Visits, in either direction were infrequent. Adult-oriented telephone calls usually left only brief moments for talking to grandchildren. Long distance calls just didn't generate the right ambiance and enough time for the relaxed talking and easy listening that goes naturally with a grandpa story. Then, too, at the close of an adult telephone conversation the youngsters are usually busy at other things, and sometimes grandpas just don't do well as talkers.

In my situation, I filled the gap with hand-scribed and, later on, typed stories. The letter-stories lengthened our telephone chats to plot the next story, flesh-out characters, the environments of settings and scenes. There