Once a writer, always a writer?

I've recently joined a facebook group for students who went to my primary school in the 70s and 80s.

There are some amazing memories being posted - strange how names and events come back to you when you see the photos of old schoolmates. I found a few photos of my own, and although I recognise many faces, I don't often remember the names that should go with them... It's still something I struggle with, if I'm honest. I can remember you and things I know about you, but not your name. (In fact I can forget a name within moments of being told it...)

Anyway, in reminiscing and looking for the photos I found my old junior school reports, which cover Years 3 to 6 in modern schooling. What became apparent in reading them was that, from early on, I was writing stories, reading lots, and generally being creative rather than mathsy or sporty.

It was especially interesting to read about my writing...

Y3: Katherine thoroughly enjoys reading. Her creative writing is imaginative and carefully expressed with colourful descriptions and good vocabulary. She has learned to join her writing, but now tends to be rather untidy occasionally.

Y4: Katherine reads very well and seems to enjoy reading both to herself and aloud. She puts her spelling and vocabulary to good use in her creative writing, which is always lively and interesting, and sustained at length.

Y5: Creative English has been outstanding. She is able to express feelings and details and shows a sympathy for her characters. She writes lengthy stories and her punctuation, grammar and spelling can be so accurate that they hardly need correcting. She has an extensive vocabulary and her work is most enjoyable to read.

Y6: In her creative English work, Katherine is highly imaginative. She produces lively, spontaneous poetry full of descriptive phrases. Her stories are lengthy and follow a well developed plot. The excitement generated by the dialogue and the action shows that Katherine derives much pleasure from writing her stories. Punctuation, sentence structure and use of paragraphs are excellent. Her extensive vocabulary reflects her love of words and the depth of her reading.

Reading them actually made me a bit sad.

While the reports indicate that I've always loved reading and writing, and that I used to write decent stories even as a child, the reports make me realise how much of that joy and ability I lost over the years that came after.

When I think of how many years I've spent, re-learning the art of writing stories after a decade in a microbiology laboratory and another ten as a stay at home mum, there's a little bit of me that can't help wondering whether I should've tried harder to become an author earlier in my life. Especially now that my current ambition is to have published all five of Tilda's stories by the time I'm 60!

Mind, having said that, I'm also a believer that things happen at the right time; I know that if I'd not changed focus to science and worked as a trainer in microbiological awareness, and if I hadn't spent so many years training as a guider, then I wouldn't have developed my presentation, workshop and  and speaking skills which have been so vital to my school visits and talks. If the physical act of writing stories had all come too easily, I wouldn't have had the opportunity to seek out help, and as a result, make such wonderful writing friends. If I'd never offered to help listen to reluctant readers at my children's school, I'd never have even thought about writing stories for other people to read.

Maybe, sometimes, you need to let a talent rest, so that you can rediscover it later? But not just rediscover it - rediscover it and combine it with a few other skills you've learnt, so that it develops into something even bigger and better?

I wonder what 11 yr old me would have said, if you'd told her back then that one day those creative writing stories would mean she'd one day be published and passing on her love of writing to children her own age?