Chapter 1

Loving to Learn

My first memory is of standing with my parents on an outdoor landing at the top of some worn and dirty wooden steps. It was a gloomy Chicago day in December 1934, when I was two years and four months old. Even wearing my only set of winter pants and a jacket with a hood, it was cold. Black and leafless, the trees stood out above the snow-covered ground. From inside the house a woman was telling my parents, “No, we don’t rent to people with children.” Their faces fell and they turned away. Had I done something wrong? Why was I a problem? This image from the depths of the Great Depression has stayed with me always.

I next recall being taken at age two and a half to our beloved family physician, Dr. Dailey. My alarmed parents explained that I had yet to speak a single word. What was wrong? The doctor smiled and asked me to point to the ball on his desk. I did so, and he asked me to pick up his pencil. After I had done this and a few more tasks he said, “Don’t worry, he’ll talk when he’s ready.” We left, my parents relieved and a little mystified.

After this, the campaign to get me to talk intensified. About the time of my third birthday, my mother and two of her friends, Charlotte and Estelle, took me along with them to Chicago’s then famous Montgomery Ward department store. As we sat on a bench near an elevator, two women and a man got off. Charlotte, keen to tempt me into speech, asked, “Where are the people going?” I said clearly and distinctly, “The man is going to buy something and the two women are going to the bathroom to do pee-pee.” Charlotte and Estelle both blushed deeply at the mention of pee-pee. Far too young to have learned conventional embarrassment, I noticed this but didn’t understand why they reacted that way. I also was puzzled by the sensation I had caused with my sudden change from silence to talkativeness.

From then on I spoke largely in complete sentences, delighting my parents and their friends, who now plied me with questions and often received surprising answers. My father set out to see what I could learn.

Born in Iowa in 1898, my father, Oakley Glenn Thorp, was the second of three children, with his brother two years older and sister two years younger. When he was six his family broke up. His father took him and his brother to settle in the state of Washington. His mother and sister remained in Iowa. In 1915 my grandfather died from the flu, three years before the Great Flu Pandemic of 1918–19, which killed between twenty and forty million people worldwide. The two boys lived with an uncle until 1917. Then my father, at age eighteen, went to France to join World War I as part of the great American Expeditionary Force. He fought with the infantry in the trenches, rose from private to sergeant, and was awarded the Bronze Star, the Silver Star, and two Purple Hearts for heroism in places like Château-Thierry, Belleau Wood, and the Battles of the Marne. As a very small boy I remember sitting in his lap on a humid afternoon examining the shrapnel scars on his chest and the minor mutilation of some of his fingers.

Following his discharge from the army after the war, my father enrolled at Oklahoma A&M. He completed a year and a half before he had to leave for lack of funds, but his hunger and respect for education endured and he instilled them in me, along with his unspoken hope that I would achieve more. Sensing this and hoping it would bring us closer, I welcomed his efforts to teach me.

As soon as I began to talk, he introduced me to numbers. I found it easy to count first to a hundred, then to a thousand. Next I learned how to increase any number by adding one to get the next number, which meant I could count forever if I only knew the names of the numbers. I soon learned how to count to a million. Adults seemed to think this was a very big number so I sat down to do it one morning. I knew I could eventually get there but I had no idea how long it was going to take. To get started, I chose a Sears catalog the size of a big-city telephone book because it seemed to have the most things to count. The pages were filled with pictures of merchandise labeled with the letters A, B, C . . . , which I recall appeared as black letters in white circles. I started at the beginning of the catalog and counted all the circled letters, one for each item, page after page. After a few hours I fell asleep at something like 32,576. My mother reported that when I awoke I resumed with “32,577 . . .”

A trait that showed up at about this time was my tendency not to accept anything I was told until I had checked it for myself. This had consequences. When I was three, my mother told me not to touch the hot stove because it would burn me. I brought my finger close enough to feel the warmth, then pressed the stove with my hand. Burned. Never again.

Another time, I was warned that fresh eggs would crack if they were squeezed just a little bit. Wondering what “a little bit” meant, I squeezed an egg very slowly until it cracked, then practiced squeezing another, stopping just before it would crack, to see exactly how far I could go. From the beginning, I loved learning through experimentation and exploration how my world worked.

After teaching me counting, my father’s next project for me was reading. We started with See Spot, See Spot Run, and See Jane. I was puzzled and disoriented for a couple of days; then I saw that the groups of letters stood for the words we spoke. In the next few weeks I went through all of our simple beginner books and developed a small vocabulary. Now it got exciting. I saw printed words everywhere and realized that if I could figure out how to pronounce them I might recognize them and know what they meant. Phonics came naturally, and I learned to sound out words so I could say them aloud. Next was the reverse process—hear a word and say the letters—spelling. By the time I turned five I was reading at the level of a ten-year-old, gobbling up everything I could find.

Our family dynamics also changed then, with the birth of my brother. My father, fortunate to be employed in the midst of the Great Depression, worked longer hours to support us. My mother was fully occupied by the new baby and was even more focused on him when, at six months of age, he caught pneumonia and nearly died. This left me much more on my own and I responded by exploring endless worlds, both real and imagined, to be found in the books my father gave me.

Over the next couple of years I read books including Gulliver’s Travels, Treasure Island, and Stanley and Livingstone in Africa. When, after an eight-month arduous and dangerous search, Stanley found his quarry, the only European known to be in Central Africa, I thrilled to his incredible understatement, “Dr. Livingstone, I presume,” and I discussed the splendor of the Victoria Falls on the Zambezi River with my father, who assured me (correctly) that they far surpassed our own Niagara Falls.

Gulliver’s Travels was a special favorite, with its tiny Lilliputians, giant Brobdingnagians, talking horses, and finally the mysterious Laputa, a flying island in the sky supported by magnetic forces. I enjoyed the vivid pictures it created in my mind and the fantastical notions that spurred me to imagine for myself further wonders that might be. But at the time Swift’s historical allusions and social satire mostly escaped me, despite explanations by my father.

From Malory’s story of King Arthur and the Knights of the Round Table, I learned about heroes and villains, romance, justice, and retribution. I admired the heroes who, through extraordinary abilities and resourcefulness, achieved great things. Introverted and thoughtful, I may have been inspired to mirror this in the future by using my mind to overcome intellectual obstacles, instead of my body to defeat human opponents. The books helped establish lifelong values of fair play, a level playing field for everyone, and treating others as I myself wish to be treated.

The words and adventures were largely in my head; I didn’t really have anyone to discuss them with, except sometimes my tired father after work or on weekends. This led to an occasional unique pronunciation. For instance, for a couple of years I thought misled (miss-LED) was pronounced MYE-zzled, and for years afterward when I saw the word in print I would hesitate for a beat as I mentally corrected my pronunciation.

When I was reading or just thinking, my concentration was so complete that I lost all awareness of my surroundings. My mother would call me, with no response. Thinking I was willfully ignoring her, the shout would became a yell, then she would bring her flushed face right up to me. Only when she appeared in my visual field did I snap back into the here and now and respond. She had a hard time deciding whether her son was stubborn and badly behaved or was really as unaware as he claimed.

Though we were poor, my parents valued books and managed to buy me one occasionally. My father made challenging choices. As a result, between the ages of five and seven I carried around adult-looking books and strangers wondered if I actually knew what was in them. One man put me to an unexpected and potentially embarrassing test.

It happened because my parents became friends with the Kesters, who lived on a farm in Crete, Illinois, about forty-five miles from our home. They invited us out for two weeks every summer, starting in 1937 when I was turning five. These special days were what I most looked forward to each year. For a city boy from the outskirts of Chicago, it was sheer joy to watch “water spiders” scoot over the surface of a slowly meandering creek, to play hide-and-seek in the fields of tall corn, to catch butterflies and display them arrayed and mounted on boards, and to wander through the fields...