Level Two. What to do?

Level Two – What to do?

By Michelle Lloyd.

New One loved knowing what he had to do, when he had to do it and why it had to be done.  His mum was very capable at doing this and it was a lesson that he had learnt well.

If anyone wanted to know what they should do about a particular issue then New One would be ready and off he would go with his answer about what they should do.

This what to do and when you should start to do it was a trait that New One had begun to divulge to his loved ones more and more often.  When his dad asked his mum about what to do with his torn tie, instead of letting her answer, in he went with a response that he had heard his mum use before and off he went with telling his dad to see if it was beyond repair and if so to throw it out.  When at school he heard people involved in a dispute, in he went, despite Little Herbert and R V telling him he probably should not do that and off New One went with his resolution to their negative retorts.

His knowledge of what to do and going with his first decision was getting more and more frequent and New One’s mum tried to take him aside to tell him that sometimes while one may have an idea they should try to think it through and not simply go with their first thought.

New One found this hard to understand, if he knew what to do then why should he not do it.  It was when he was out one day that he found himself in a bit of a predicament.  The game was who could throw the stick the furthest and several of his friends had the ultimate answer.  They had decided that if someone else pulled on their arm then they could get in a much better throw back action than they ever could on their own and so off they went about it and at first New One thought this a brilliant idea.  He got into the line and was prepared for someone to pull, quite forcefully, on his arm.  It was as he was going to go forward that he recalled what his mum had told him about thinking and maybe even thinking again and it was then that he thought of a potential problem with his friends’ suggestion.  Having thought of what could happen to his arm, he got in there, and halted his friend before the procedure could be attempted and he explained that if they went ahead not only could they be harmed but it could mean that their stick would go nowhere fast.  Instead he said they should all think about it and that maybe their first suggestion was not what they should go with so hurriedly.

It was a while later that they thought of the catapult idea, a clever invention that not only met their project requirement for science class but also gave them a non-injuring and very influential means of getting their stick the furthest in their game.