Weodmonaư

Yep, mostly the same post third time around--I like the rhythm of the year.


We call it August now, for Gaius Julius Caesar Augustus, a short guy with bad teeth, but this was less of an issue before television--the name was dragged over to England by William the Conqueror, who enslaved both the Anglo-Saxon people and their language with the support of the Pope.

The English had a sensible name for this time of year before William blew through--weed month (weodmonaư). We teeter towards the dark months. Things fall apart.

The sunlight diminishes perceptibly now. The plants know.

The past week we've eaten deep purple eggplants and bright pink brandywine tomatoes, yellow summer squash and green-and-red striped beans. Today we will pick basil for pesto, some for tonight, some for February. A bowl full of ripe blueberries waits for us, sunlight incarnate.

But the sunlight is dying, and the plants know.

We do not speak of religion in class, at least not formally, though students will occasionally ask religious questions, and I will deflect them. I explain that some things cannot be known through science, and that what I believe beyond the limits of science falls outside the province of class.

In class we talk of light and hormones, photoperiods and abscisic acids, to explain how plants know. We talk under the hum of fluorescent lights, time marked by defined blocks of time. In class, September light is exactly the same as February light, and class is always 48 minutes long, no matter where the sun sits.

Sunset today marks the start of Lammas, or Loaf Mass Day--joy for the harvests that are coming and regret for waning sunlight. Lammas used to be celebrated--the first wheat berries of the year were ground into flour and baked into bread offered in thanks, some used for Communion, some for the feast that followed.

We thank God (or Tailtiu or Lugh or some other forgotten gods)--harvest time reflects death and grace, whatever the culture. Death and grace feel foreign in the classroom, indeed foreign in our culture. We pretend, at our peril, that life is linear.

Lammas falls halfway between the summer solstice and the autumnal equinox. The days are shortening, winter is coming. Until you feel the seasons in your bones, until you follow a grain of wheat from the ground to plant to bread to you then back to the ground again, the modern myths may be enough.

Science can explain why plants produce fruit when they do, and I can teach the steps. We can test whether a student learns what I present, and the students that do this best have access to all our culture offers.

You can become very powerful, very rich, without knowing grace. You can go far in life if blessed with intelligence and beauty, degrees and citations, without ever knowing what a wheat berry looks like, without ever kneading a lump of flour and water and yeast into glistening dough.

In the end, we don't know much, and may never know much. We can, however, recognize grace. We might not grasp it rationally, but we we can grasp it--a good reason to celebrate Lammas.





The Skeleton of Death dances every hour in Prague--photo of the Prague Astronomical Clock by Sandy Smith found on VirtualTourist.
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Perennial projects

At the start of the school year, back when the sunlight was fading and squirrels were fattening up, each student picked a tree to watch. Call it phenology, call it botany, call it whatever you want, but it's really just observing, and few of us do that well. I call it the Perennial Project.


Some wise people back in the 1890's decided that biology should be the first course of science for high school students because biology was, back in the day, all about observing and categorizing living things. If you care to study the world, you need to learn how to look.

[T]he elements of biology serve specially well as a means to cultivate the power of accurate observation (i.e., the exercise of perception regulated and clarified through direct subordination to reflection)...work specially adapted to exercise of judgment.



That biology is now taught as something else does not deny the wisdom of the Committee of Fifteen.   Learning how to look is particularly relevant in a culture that encourages others to do your observations for you. Judgment without observation may be good for a consumer economy, but has predictably disastrous results for a functioning democracy. (I said functioning....)

***


Kids occasionally need to be led by the nose, and asking them to spend a few minutes outside each week staring at a tree does require some external motivation, as prickly as that has become in the ultra-chic eduworld. I toggled the grades in a way that doing the observations helped a bit, but screwing up did not sink them.

Kids need room to screw up, lots of room, especially when asked to stand outside staring at a stupid tree making this stupid drawing for this stupid class. Most students trust me, as they trust most teachers, despite a steady stream of evidence that the trust may be misplaced; I take advantage of this.

This will go somewhere, I tell them. I promise.

Then winter comes, and the trees, mildly interesting to some in autumn, "die." Now the stupid teacher wants me to stand in the stupid cold to draw a stupid picture of a stupid dead tree.

A lot of them fake it. They do not know that I know, but (for the most part), I let it go. They put their drawings in a folder, and come mid-January, I stop asking for reports.


Early March, I started it up again. Find a bud on your tree, measure it, draw it.

They resist.What's a bud? I can't find one my tree doesn't have buds I can't reach it I have to catch a bus I have to babysit my little brother my tree is dead nothing is happening this is stupid it rained all week my tree is dead it's too small to measure I don't have a ruler....and I push back, a little. 

A small change--a bud gets a little bigger, a little tighter. Kids are inherently curious. They start to watch.

Then it happens--someone's bud blooms, and a child is astounded to see a flower from a tree, astounded enough to share it with the class. Then another child's tree blooms, then another. And they talk.

I'm not going to pretend that all of the children get excited, nor that more than a few continue to fake it (and I continue to pretend I don't know this), collecting a paltry 9 or 10 points each week.

Here's the unexpected part (for me): a few of the children are now writing voluminous reports, wonderfully descriptive logs with multiple drawings, because they want to, reminiscent of the meandering mind of Thoreau when he describes a particular plant:
I observe the peculiar steel bluish purple of the night shade i.e. the tips of the twigs while all beneath is green dotted with bright berries over the water.
This is how kids write when free from the 5 paragraph essay, from the fear of my grade book.

This is how kids write when they take a moment, a long moment, to observe something that interests them. The words matter, and they struggle to find the words, because the observation matters more.
***

 
We have a new superintendent here in Bloomfield, Jason Bing, who officially started less than 10 days ago. He's my 4th superintendent in the less than 5 years I've taught here. I expect good things from him, as he does from us, that's what professionals do.

I have a concern, though, and it's not about him, it's about his contract. According to the local news, and it's all I have to go by at the moment, he can earn up to 15% more (over $25,000) "if the district meets five state testing benchmarks set by the BOE."

State testing will not measure, cannot measure, the effects of my Perennial Project. Indeed, the flowery Thoreauesque descriptions interjected with pieces of a child's humanity could hurt a student on the writing portion of our state exams.

The superintendent has been "incentivized"(Arne's word) to push up scores. Scores matter, for some very good reasons, but some things not (yet) measured by the tests matter more.

Much more.






I would love to post some of the students' work here--I'll see if I can get permission.
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On words

I mucked around my classroom long after my lambs had left. One tank needed cleaning, another could use a few beakers of water. A third I stared at for a bit just because, and found a few squiggly things that looked suspiciously like mosquito larvae. I think maybe the spontaneous generationalists had it right.

Civil twilight lasted until almost 5:30 tonight--the slate-blue evening wrapped itself around me as I slid home on wet ice, full moon rising.

Language cannot describe this light, at least not the language of the Europeans. Maybe no language.(I suspect that any culture that pays attention to light has a word for the mid-January evening light that cuddles the few folks who still walk around these parts.)

I could take a picture of it, but it would fail. Words fail, too, unless you're beside me, and if you were, a sigh would suffice.

We've only been writing a few thousand years, and even now, many of us do fine without it.

Words help define us, but written words impose a steep price--they separate us from the world.

Never forget that science is based on models, on words, on artificial constructs. Science works by reducing the world into manageable bits. Never forget that science can limit our focus even as it expands our knowledge.

And if a child rejects science, do not reject the child. Every child in public schools here in Jersey is required to take three (and pass) years of science to get a diploma, because those of us in power have decreed that that matters. Every child has something to teach us, often beyond words.

As I walked home tonight, wrapped in mid-winter's gloomy light, with Jupiter shining up in the southwest sky, the glistening, crunchy water at my feet, my knowledge extended past the walls of words and artifice.

You'll just have to take my word for it, if howling at the rising moon counts as words.





Photo by Leslie--sunset in January on the Delaware Bay.
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Bell jar

No, nothing metaphorical. The real thing.



I cleared out some space from one of our hallway exhibits to make room for our horseshoe crab art exhibit--a wonderful art teacher is integrating art and science, and the results have been lovely.

I took out an old microscope, a shark jaw (and the log-dead critter drew blood yet one more time), and a big glass bell jar.
***

Bell jars command attention, sometimes the wrong kind ("yes, Ralph, I realize it looks like a giant condom, let's get back to the lesson...").

I wiled away a lunch period with two other science teachers, trying to see how long we could keep a candle burning inside the bell jar, using various plants and light sources, ostensibly to create a nice demo for the kids, but the three of us were, well, having fun.

We "failed," or rather, ran out of time before we got a workable demo, and I'm sure we'll play with the bell jar again.

It dawned on me that there is little science in the demo.

"Look kids, no plants, candle goes out...." Kids stare for a minute as the flame dies.
"Look kids, lots of plants, candle stays lit..." Kids stare out the windows.

I would ask the obvious questions, then, waiting for the magical words, another science class liturgy, the teacher leading a communal response, another ritual without much thought.

***

For a few students, the demo could be brain-popping amazing, I suppose. For most, it cannot compete with the electronic looking glass resting in their pocket, a dopamine injecting machine, pure jolts of pleasure that does not diminish with dose after dose after dose.

Playing with a candle, a bell jar, and a couple of plants through lunch soaked my limbic system with dopamine. I would like my students to get stoked, too, but the joy comes from the discovery, not the finished product.

Because we lack time, because we have a state end-of-course exam, I rush through science as a bad history lesson ("We know this and this and this and this...."). Teaching science this way would be like an English teacher asking children to enjoy literature through SparkNotes.

It cannot be done.
We try to do it anyway.
***

The longer I teach, the messier it becomes, again not metaphorical.



Biology is messy and wet. At the end of each day my classroom screams entropy. Yesterday I picked up a remnant of fat left from sheep's heart on a lab table, rescued a couple of red worms abandoned in a Petri dish, and wiped off the Vaseline used to seal the bell jar on my desk. I put away the microscope used to show the soldier fly's compound eyes via the class projector. I tossed two peat pots left with dead seedlings--not all children care for their plants, and they die.

While my classroom gets plenty messy, my lessons may not be messy enough. I can show the bell jar demo in 5 minutes, or I can let go and let the kids figure it out themselves at the risk of broken glass, burned fingers, and Vaseline smeared all over the room.

So far I've taken the ostensibly low-risk, high efficiency  route, cradling "science" with demos that hold science in a bell jar, a few students watching the show, many just amused by any diversion in rooms of cinder block and white boards.

It's long past time to take the bell jar off of the lessons.






The doll heads in the bell jars photo was lifted from Eliot Glazer's post on urlesque here, permission pending.
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