@csepp@merveilles.town @bret@posts.dynamic.land full text from that image, Let me turn to another area, and tell a story that I witnessed recently. I was visiting a classroom with a really terrific teacher, who was truly ecstatic when his children could figure out something before him (we need more of these kinds of teachers!). But he brought up a problem that he couldn't see how to do. He wanted to generate random colors, and had seen that the red, green and blue blends are given in the color picker. In toys colors are not manifested as three numbers (we possibly should, but don't) though they are in the larger Squeak system (and in many other ways). So he didn't see how to make up colors, especially random ones. My thought was to put a bunch of objects (such as ellipses) into a holder, give them different colors and then do random picking by moving the cursor holder's cursor <- random to get an object whose color can be gotten at. We did that and he was happy. But then we saw a child who came up with a much better way to do this. He just put splotches of paint on the desktop and ran a Squeak player (like a car) over the splotches in a random "drunkard's walk" and used "color under" to pick up the color as a value. My thought on seeing that was that it was the child who found the "etoys way" of solving this problem, and that the general solution in this fashion would involve using the color rainbow of a color picker to supply a wide range of colors for the car to wander about on. My second thought was that both the teacher and I were somewhat trapped in our pasts. The teacher had done something with color numbers in the past and wanted to do it again. I went to a table lookup solution that I had done many times in the past for other kinds of problems, and this worked. The child went at the heart of the matter with a completely simple and concrete approach that was quite brilliant and original. One of the reasons I'm telling this story is that today's toys --that lack a wide and comprehensive range of features that "they should have" - - are best approached through the kinds of projects that *can* be done really nicely using the features that are there. There are more than enough such projects to occupy a full year (really more like 3 years) of work and play by children. As for the larger scope that is eventually needed, I'm hoping we can accomplish this by the time today's projects are used up.