No ponies left behind, either. It was another good homeschooling day. I took Tyra for a ride, she was glad to get out. We explored new territory, by checking out Pat and Ray’s trails. I then did agility with Raudi; she kicked butt on the October online agility course. I next did movement work with Tinni, which he thought was relaxing. A ride on Raudi, up and down the bench followed. The school day culminated with my doing agility with Raudi and Tyra.
Pete’s school colleague (a physics teacher) and his son came over. Dan (father) and Henry (son) were both personable, and extremely intelligent. I was, when they drove up, getting Tinni ready for his session in the Playground of Higher Learning. Pete introduced us – we stood next to the raised beds (which held the carrots) and talked. I’d just finished cleaning his hooves and was putting body wraps on his hindquarters. I first explained to Dan why we put boots on the horses’ hooves and then why I use body wraps.
I realized as I was talking that the things I’m now doing are not at all mainstream. But, at the same time, I did a good job of articulating why I’m doing what I’m doing, particularly in relation to the use of the wraps and proprioception. For instance, I explained about the concept of stiffness and creating tension patterns by first kicking a rock, then bending over and picking it up, the actual example verifying what I was getting at, which is that we tend to move less as we age. I added that the play I’m doing with Tinni will in time enable him to move more freely. I think Dan understood. He said that he had heard some of the same concepts from his wife, who is an occupational therapist.
I could have, but I did not then push the analogy of no carrots or ponies left behind. But both are equally important. All the carrots must be picked. And all the ponies must be educated.
Next: 300. 10/27/18: A Conversation with Tinni