The author, John Marek, is a writer and CEO of the Anson Economic Development Partnership.
In an era where digital screens and virtual connections often dominate our lives, it’s heartening to witness parents creating “analog” experiences for their children and the children genuinely appreciating the effort. Three elementary schools surround my suburban neighborhood, each with a large stone positioned prominently out front that parents paint to commemorate their kids’ birthdays. This creative and visually appealing tradition adds a splash of color to the school environment and fosters a sense of belonging and celebration within the school community. However, I imagine it comes with its own set of challenges and controversies.
Painting stones as a form of celebration is not a new concept. Since the beginning of recorded time people have adorned stones with intricate designs, messages and symbols, often placing them in meaningful locations to commemorate special occasions or convey beliefs. But it’s not a tradition that was especially prominent during my formative years. We didn’t have a stone for painting at my elementary school, and while my high school did have a rock in the courtyard, it was painted only once each year, by the senior class, with a “witty” message like “Go ‘Skins ’79” or “PCHS ’80.”
The cynic in me can’t help but wonder, though, how the “politics” of the stone works. The elementary schools near my house likely have 200-300 children, so there are almost undoubtedly conflicting birthdays. I don’t imagine a parent would be thrilled to spend two or three hours creating an elaborate design on the rock only to have another parent come by a couple of hours later and paint over it. I suppose the school maintains a calendar, and parents probably need some sort of “permit,” but even so, if two children have the same birthday, who gets the rock and for how long?
Parents also have widely varying art skills, as demonstrated by the variable quality of the designs. Most paint jobs are simple, with the stone painted a base color, presumably a favorite color of the birthday boy or girl, and the child’s name and age in a contrasting color. Some are a little more detailed, perhaps adding a flower or ball to depict a favorite pastime or hobby. A few are genuine pop art pieces with elaborate depictions of sports team logos, superheroes or cherished pets. But I’m sure there’s no teasing or bullying over the quality of any parent’s art skills (“Nice rock, Frank! Hahaha!”) since elementary schoolchildren are well-known for their discernment and forbearance regarding such issues.
Nevertheless, the simple act of painting stones in front of the school serves as a beautiful metaphor for building a strong sense of belonging and unity within the school community. Each represents a unique story, a different personality and a diverse set of experiences. Together, they form a tapestry of shared moments and collective celebrations, fostering a sense of connection among students, parents and teachers.