Category Archives: Teaching

About Pursuit

57a101e3c724f.imageEvery year, in each of my classes, I try at least one of the assignments I give. My post today is my attempt at a “Hybrid Essay,” an essay I assigned to my American literature class that mixes critical and personal attention to a text, in this case Colson Whitehead’s Underground Railroad.

Though I’m slightly over the word count (300-600 words), I wanted to accomplish what I ask of my students, that they make their own encounter with the text the central and explicit subject. I’m asking them what the book makes them think about.

I’ve made some adjustments for a more general audience, and the page numbers refer to the hardback edition.

Midway through Colson Whitehead’s The Underground Railroad, the main character, the runaway slave Cora, asks about the word “ravening.” She encounters it in a North Carolina attic, in the Bible loaned her to practice reading while she awaits a chance to escape again. Martin Wells, her savior and captor, can’t define the word at first, but a few pages later, as Cora urges action, Martin reports, seemingly out of the blue, “Ravening—I think it means very hungry” (178). It means more. Its full definition refers to animals’ ferocious hunger as they seek prey. In the context of the moment, Martin recalls “ravening” as he thinks about Night Raiders, Whitehead’s version of the KKK. “The boys,” he says, “will be hungry for a souvenir” (178). In the context of the novel—and in the context of the issue of slavery and in the context of American life—“ravening” may be a key to our character.

I use “our” deliberately. Dress it up as we will, all Americans seem touched by desperate ambition. Our ravening curiosity brought us to the moon, and our ravening desire created global business and industry. Our ravening idealism believed we might create a utopia where all people are endowed with an inalienable right to the pursuit of happiness—and life, and liberty.

The trouble begins with pursuit. In Underground Railroad, the slave catcher Arnold Ridgeway’s fascination with the “American Imperative” puts pursuit at the center of American life. He defines it as “the divine thread connecting all human behavior—if you can keep it, it is yours” (80). Something in us, some hunting impulse, believes in ambition even when its object is dubiously valuable and dubiously just.

Americans aren’t unique in their ambitions, but they may be the most conspicuously unapologetic about them. Ridgeway can’t resist bringing God into the American Imperative. The spirit that carried us to the new continent, he says, called us “to conquer and build and civilize,” and also “destroy what needs to be destroyed” (221). Charitably, he includes the will to “lift up the lesser races,” but adds “If not lift up, subjugate. And if not subjugate, exterminate” (222). All this ravening is, he suggests, “Our destiny by divine prescription” (222).

Ridgeway is a villain, and Whitehead can’t mean him to be an American Everyman. Yet his dark version of American ambition needs to be heard and understood as an inalienable American value. Ridgeway dies extolling his rectitude. “The American imperative is a splendid thing,” he sputters, “a shining beacon… born of necessity and virtue” (303). That label “beacon” sees the American Imperative as a signal aim—up on that City on the Hill—a virtue worth pursuing unquestioningly. Like many Americans, Ridgeway’s “greed is good” mentality places the side effect of progress ahead of primary effects like subjugation and destruction.

Alexis De Tocqueville believed Americans ought to amend “self-interest” with “rightly understood,” the comprehension that desires shouldn’t trammel or prevent others’ desires. Most of us know our aspirations are common. Whitehead goes further to create characters who sacrifice their desires. Cora lists them as “People she had loved, people who had helped her”: the Hob women, Lovey, Martin and Ethel, Fletcher (215). They seek to control what others are controlled by.

Trouble, Whitehead knows, comes from regarding documents like the Declaration of Independence as good and only good or bad and only bad. We must remember the Declaration did nothing to curb belief in slavery as natural or divinely ordained. Though we aren’t slavers anymore, the impulse to rationalize—and to fabricate—in order to justify personal advantage remains. We want to call ambition “the American Dream,” but Whitehead suggests we need to wake up and see its context. “The Declaration is like a map,” his Indiana teacher Georgina says, “You trust that it’s right, but you only know by going out and testing it for yourself” (240). We can’t become so ravenous we don’t continually test our map’s accuracy and limits.

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Where I Am

3849820311_f5668a3d0c_oI found an old blog post of unexplored openings and decided to try one…

Here’s a list I’ve been idly compiling recently—foods that are just too laborious to eat. It includes the obvious (un-cracked crabs), the tedious (pumpkin seeds), the tragic (barely cooked stir-fry), and the sneaky (those half-exploded kernels at the bottom of a bag of movie popcorn).

Each addition—and conceiving of such a list at all—is symptomatic of a new attitude creeping into my life. It’s best summarized by a reply I could make seven or eight times a day:

“Really… again?”

I accept the part of my reaction that comes of aging. I don’t need to attend another “team meeting” or to compile another list of professional goals (with action plans) or to create another report describing the stultifying details of my extraordinarily ordinary task-laden job. But the problem is, unfortunately, bigger than exhaustion.

Once, I called staying power my chief strength. So great was my tolerance for minutiae that I believed I might sort a fifty-pound sack of mixed beans without complaint. I might agree to write the Gettysburg Address, circular fashion, around a half stick of chalk, just for fun. I could outline, then re-outline darker, the tiniest interstices of a child’s scribble. I’d take notes when the business manager of another school described the changed provisions of their health plan.

Now I sigh. I sigh so much that my officemates peek around the walls of their cubicles to ask, “Is everything alright?” What I hear them saying is, “Enough with the sighing, already,” or “Jesus, can’t you just get on with it?” I half-answer, tired of my reply before I reach the end.

As a teacher, I’m traveling a loop of familiarity. I picture riding a miniature train in my youth in Texas, the San Antonio Brackenridge Zoo train, folded at the hip and crying not from motion sickness but from pure ennui. I picture my son in the bouncy chair callipered to the lintel of dining room door, joyous for two minutes and then lolling, weeping, that he might be freed.

I’m not sure I have the will to finish this post.

Last week, my department chair asked me to answer questions about where I am in my courses and what I hope to accomplish before semester’s end. I thought, “I want to get there.” More, I want to get to someplace else, turn to some new and fresh task. What I call exhaustion is really desire for some new aim to target.

My age makes it easy to say little is left, but, really, so much remains unexplored. Those foods that challenge me need not defeat me. I may discover more laborious matters to chew, but I can embrace undercooked broccoli if I can believe in novelty. Just planning another life, and not sighing, would be a start.

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My Silly Lament (in 15 Parts)

3DIt’s been so long that who knows who still tunes in. I felt I had to write this lyric essay. Here it is… for whomever.

1.

When no real or virtual stack of grading awaits me, when no other deadline looms, when I have time to read carefully, annotate thoroughly, and plan thoughtfully and creatively, I love class.

Question and response and further question and further response come to resemble an intricate, entirely improvised dance. There’s inference and implication and irony and laughter. There’s progress toward answers we didn’t know we wanted, and the slightest signal drops discussion into another, more consequential dimension. Even un-staged epiphanies seem meant to be.

Many teachers must feel as I do. Class time is the pounding heart of teaching that sustains the rest. For me, even after 35 years in classrooms, it’s the only part of the job that makes me feel competent. The rest is ash.

2.

My school has a curious custom. At the end of each period, after students gather up their papers, re-zip their laptop covers, and file everything away in overstuffed backpacks, they—almost all of them—stop to tell their teacher “Thank you.”

I’ve never experienced such widespread and ready thanks in any other school I’ve taught. I’ve asked students new to our school whether that was the convention where they were before, and they say no. We’re an independent school—read: a private school—and admissions people sometimes tout this thanking habit as proof of the special teacher-student relationship here. Everyone, it seems, marvels at this ritual. Most of my colleagues espouse gratitude for this gratitude. They love being thanked.

For some reason, I hate it. I’m reluctant to tell students, but I wish they wouldn’t thank me.

3.

The expression “thank you” looks outward. It includes only one second person singular pronoun “you” and thus appears selfless. It says, “you deserve thanks,” which suggests it’s all about that offering, all about approval, all about appreciation. Yet, if you listen too closely, you hear the understood “I” at the head of the clause “I thank you.” A gift can begin to sound like a contract—not clear payment for services exactly, but a transaction nonetheless. Heard from that corner, “Thank you” says, “You’ve been paid. I have paid you.”

4.

The Princess Bride begins with the backstory of Buttercup and Westley’s love. She relishes bossing the farm boy around, and he always replies “As you wish.” However, we soon learn his answer is code. The tasks grow simpler and simpler until she asks him to retrieve a pitcher well within her reach. Westley fulfills her desire with “As you wish.” “That day,” the narration reports, “she was amazed to discover when he was saying ‘as you wish,’ what he meant was, ‘I love you’.”

The moment’s indirection is beautiful because it relies on Buttercup hearing Westley say he loves her and not on his saying it. Love is in the reception and not the transmission.

5.

I wonder what I might think if my students didn’t thank me.

People who grow up as I did with the maxim, “If you can’t say anything nice, don’t say anything at all” are prone to hear silence as censure.

6.

My emotional memory is deep enough to recall how torturous high school can be. The details of that time might have fled, but the romantic rejections, the relentless assaults on any belief in my academic, athletic, and artistic worth are still with me.

My senior year, I barely dammed tears when I received less than I expected—the score that should have been mine or indifference that, in light of my earnestness, felt like cruelty. Classmates more insulated by ego weren’t so sensitive, but we all rode waves of confirmation and doubt. I remember that.

Do my students ride the same waves? I’m not sure, but my interactions with them assume so. If their high school years are like mine, what they need is for their emotions to be noticed and, whether accurately or inaccurately, valued. I want them to feel seen.

7.

Occasionally, I try to tell my classes that I don’t like being thanked, but there’s no proper way to say so.

If I say, “Don’t thank me, it’s my job,” it sounds like I’m saying teaching is only my job.

If I say “Don’t thank me, it’s unnecessary,” it’s sounds like I’m diminishing their gratitude, that I don’t appreciate their appreciation enough.

If I say “Don’t thank me, it’s embarrassing,” I risk unprofessional confession I hate.

If I say, “Don’t thank me, I don’t deserve it,” which often comes too close to the truth, they think I’m asking them to dispute it.

8.

My latest deflection is to string together of all the forms of “You’re welcome” I know. The more people thank me, the more ridiculous it sounds.

“You’re welcome, any time, my pleasure, it’s nothing, thank you, think nothing of it, a trifle.”

9.

We’ve been studying vignettes in my senior writing elective, and, after a longer reading of six vignettes, I asked them to pretend they were determining “The Vignies,” an imaginary award for vignettes aligned with the Oscars, Grammys, or Tonys. They were to name winners in categories like “Top Vignette for Creating an Intimate Connection with a Reader” and “Greatest Mystery of What Was NOT Said (and yet WAS said, in a way… sort of).” They needed to write an awards show style speech announcing their selection and how they reached their decision.

It took some coaxing to get them to play along, but they did ultimately buy in, cooperating not just in the over-the-top fiction of those speeches but in the “we was robbed!” responses I insisted they make on behalf of spurned vignettes.

Forty minutes later, the day felt productive. I’d compelled them to scrutinize the reading, to make some thoughtful judgments, and to think about the bigger matter of how vignettes operate. Some of the speeches were funny too.

And, as they exited, several seniors thanked me.

10.

Recently at my school, students have been secretly recording teachers with cameras in their phones then posting the results online. For the faculty, this behavior creates consternation. Some recorders must mean to show how funny or engaging we are, but others are malicious, hoping to show the opposite—how inept or clueless we are.

I’m sure they’ve focused their cameras on me and can only hope that, on balance, I’ve come across well. Made aware of what they’re up to, however, I wonder how many thanked me afterwards.

11.

It occurs to me that, if thanks are transactions, both parties need to believe, the one thanking and the one being thanked.

12.

At this stage of my teaching career, I can’t look for the attention younger colleagues garner. I probably won’t be asked to give another commencement speech. The fellowships and travel grants my school awards will likely land elsewhere, and I can’t fathom what performance might be enough to add my name to the plaque that designates my school’s best teacher each year. Only a grave illness might convince students to dedicate the yearbook to me.

I’m not insensitive to praise—who could be? And sometimes I’m haunted by the last line of James Wright’s poem, “Lying in a Hammock at William Duffy’s Farm in Pine Island, Minnesota.”

“I have wasted my life,” it says.

All these thanks and still… perhaps the problem is me.

13.

Desire, the Buddha says, is suffering, but what of half desires? What about all you want and, at the same time, don’t?

In seventh grade, I was in what I thought love with Nita Stroud. She seemed to care about me when I didn’t care much for myself, and my desperation soared to quite unquiet protests of affection. When she broke up by telling me I was “too intense,” I remember feeling confused. Was I relieved, even happy? I’m still not sure.

Desiring nothing means getting everything. By that standard, a half desire can’t satisfy.

14.

One day one of my students—I’ll call him John—lingered after class. He asked me to write this essay. I was explaining, again, my misgivings about thanks, how I perhaps should (but didn’t) know what students felt when they said “thank you.” I should write something, I told him, to figure out the source of my ambivalence.

“I’d read that essay,” John said.

These close moments with students are rare. Though my colleagues tell me that I’m “respected” and that a student “had a good experience with me,” I don’t know how to read their compliments. What I want is a sure sign I’m reaching someone after all this time. Yet, that’s not something any teacher can expect. I’ve been to many conferences we teachers receive a pen, some papers, and a charge, “Write about a teacher you meant to thank and didn’t.”

I’ve found something to say and someone to say it to. I’ve recognized which teachers have made me. At the time though, the hour passed. Another class demanded I move on.

15.

Many days, I walk to school. It’s no mean distance, two miles or so, but it’s a division between home and work. This time of year, it’s dark, and I barely hear anything other than my steps, barely see anything other than threadbare traffic similarly drawn to starting earlier and better.

Teaching has been my singular devotion. I’d label it “a calling,” if I could be so melodramatic. After 35 years, I want—too much—for the financial and social sacrifice to mean something. I’d like to believe my worth on another scale. “I could have made more,” I want to say, “I could have been more.”

I think of smiles passing between students and teachers, a teacher’s spotlight of kindness illuminating and redeeming all the troubles students face. In that, somewhere, are thanks. I just don’t know where… or how to believe in it.

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A Journey of a Thousand Sentences

3D team standing togetherIn my first decade of teaching I created thousands of sentences. English—it was “Language Arts” then—required a mechanical mind. To stay ahead of students, I needed to deconstruct rules of usage I’d previously only sensed, and each quiz called for advanced mimicry of the battery of sentences in the grammar text.

“Clam digging is a blast,” Don said to Larry, “if you’re an amateur.”

Making sentences was fun, and not just because of the new vocabulary to describe parts of speech, agreement, punctuation, conjugation, and phrases and clauses (relative, subordinate, and independent). Students expected so little of my sentences—the content was so clearly secondary as to be invisible—I devoted myself to writing little stories, evocative, ironic, whimsical, mysterious.

In a moment of particular exhilaration, Veronica threw her hands in the air and cried, “Who would have thought fish sticks had so many other uses?”

Sentence-making still haunts me, but, as an English teacher, I’ve moved on. The hothouse approach to writing instruction is passé. We no longer believe you write well by putting your commas in the right place, and, rather than invent imaginary problems and drill, drill, drill, we teach usage by exploiting students’ own sentences. Meta-language has all but disappeared. The word “appositive” means nothing to most seniors, and if I say, “You need ‘which’ here because the subsequent phrase is nonrestrictive,” their faces sag. Discussing edits requires more resourcefulness. We employ plain speech and organic responses suited to the real world, not dusty Latinate taxonomy.

He began to believe the general outlook—that so many suffered for so few—and decided not to contribute to cruelties designed to appease the elite.

Most of my students haven’t been trained to think about writing as I do. Some recognize the shape and feel of a well-constructed sentence, but most form big pictures and regard smaller components like sentences as necessary… and incidental. Though they seem pleased when I note a deft and elegant expression of an idea, they also seem surprised. Later they may manipulate language more, but, right now, success arises from serendipity more than polish.

At first I overachieved even at overachieving, but then I learned: the more open-ended my expectations, the more liberated I felt.

I’m not judging. Quite the contrary. My devotion to parts isn’t better. Once the lessons of diagramming sentences became muscle memory to me, clarity and impact seemed to spring entirely from syntax. Writing well only required varying structure and rhythm. I began to swing between sentences like Tarzan choosing vines—the next told me where next to go. While my students think of the whole, my habit is to unroll the whole, sentence by sentence.

She took her parents, teachers, and bosses seriously when they said she just had to do her best. Turns out, she had to do what others considered her best.

Knowing where you are now doesn’t always get you somewhere. A new active verb, a turn toward quirky diction, ringing parallelism, surprising inversion, and exhaustive items in a series won’t rescue banality. They may relieve the tedium of reading but rely on accretion adding up. Sometimes, that hope fails. At each gap after a period—one space or two doesn’t matter—you start again. Composition morphs into a one step process, over and over.

You hope abstraction distills truth but may extract poison instead.

A friend who frequently reads my work commented that my sentences take me to the brink of trouble—they reach impossible places—and then find another step. He’s too kind, but he describes perfectly what my writing feels like, which is paving a road one stone at a time. When it doesn’t work, I have no aim besides labor. When it does, I travel by imagining another footfall.

Beneath an open window, computer keys sound like the empty vocalizations of a chattering monkey.

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Mr. Non Sequitur

nonsequiturMy father called my sister’s old boyfriend Charlie, Henry, and Scotty before he relearned his real name again. The boy’s name was Joey. Corrected, Dad used the right name for the next hour or so, then reverted to other names ending in “y.”

Some years later he told my sister, “I never cared for Joey,” and when my sister asked how he could recall Joey’s name after 15 years and not for more than an hour at the time, Dad answered, “Oh, I knew it. I just didn’t like him much.”

My father possessed a sneaky sense of humor. He could be silent a whole evening and then tell a joke that involved putting a napkin on his head. He could render statements meaningless by substituting whistling sounds for words he wished to hint—apparently most of them. He could hit you, as with a roundhouse punch, by giving the least likely answer to bland questions.

From him, I learned to consider the wrong response to every innocent query—a bad habit. When my children asked me what the stuffing was in one of their balls, I answered, “Human hair.” When they asked what I was eating so loudly, I covered my mouth and paused only long enough to mumble, “Pig molars.” Once, when they were curious about what might be making the odd noise outside, I said, with appropriate authority, “I believe that must be lovemaking weasels.”

These remarks aren’t funny—more troubling, really—and I hope I haven’t passed my father’s way of thinking on to my own children. A person with this ailment can look quite ordinary and yet live estranged. Aside from my incessant doodling, I’m sure I seem quite serious in faculty meetings, yet every question elicits dissonance first. “Torture,” “Borscht” and “Custom Toupees,” are answers that occur to me often. When it comes time to propose names, I’m always on the edge of nominating “Larry Storch, former star of F-Troop.”

Then, “Any other comments?” and the first thought passing through my mind is, “There’s a very loud amusement park across from my present dwelling.”

And I bite my tongue.

My daughter, who went to the school where I teach, used to say—sweetly—that I could never embarrass her, and I began to fantasize about announcements during assembly. In one I’d stand on stage with a plastic bag in my hand and say, “I’m looking for a partner to start a synchronized diving team.” Then I’d hold up the bag, “I already have the speedos!”

Perhaps it’s a terrible sign my daughter egged me on to enact every potentially embarrassing announcement I conceived.

When the situation calls for it, I maintain appropriate gravitas, and that other voice quiets down. I’m nothing if not serious—if you read this blog regularly, you know this—so I don’t compare an especially intractable problem to “wrestling a hippo in custard” or consider goat noises as the best way to quiet a class. Those thoughts only lurk. Still, knowing what not to say or do seems as easy as considering the proper course. Both often seem equally absurd.

Walter Mitty had his internal screenplays of grandeur, and I have my amusement park calliope music. With concentration, I reach past the wrong response to the right one. Yet sometimes I worry I see my future, the fury of not-at-all-funny (except to me) lunacy awaiting. You’ll find me on the street, shouting lines from Die Hard into a dead cellphone or miming the dance of a storm-soaked butterfly. Or clogging.

My father died 20 years ago, so I can’t ask him what to do. That may be all for the best, as I’m unsure he’d give a straight answer anyway.

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Greetings From Austenland

388px-Jane_Austen_coloured_versionAs an English teacher and someone who devotes considerable time to writing, I’m always interpreting and positioning words. Every day, I look for (and create) patterns, searching for fresh and resourceful arrangements that communicate thoughts separate from my physical setting. I suspect my world is different from some people’s. At least, I hope they experience life more directly—without so much analysis, commentary, or judgment.

Reading Jane Austen’s Mansfield Park hasn’t been good for me. Austen’s hikes through internal landscapes make mine look like speedboat tours. Ten minutes of Fanny Price’s thinking—roughly four pages—considers seven angles on one aspect of Mr. Crawford’s reaction to her body language after his failed proposal. Sir Thomas says six words before the 500 addressing their meaning to him, the situation, relationships (past, present and future), and the nature of social interaction in general.

I’m barely exaggerating. Austen’s prose evokes thoughts and emotions so subtle I start to feel like a cartoon chameleon crossing plaid. It’s hard to keep up.

Early on in life we’re taught to anticipate, rewarded for guessing, and urged to see beyond this moment. History and current events interpret more than they report, and we assess now by comparing it to our expectations. Partly, that’s what humans do. Our survival relies on seeing some distance. Yet many religious traditions—particularly Buddhism—encourage us to “be here now,” to allow “present” to live up to its name.

Austen would make a lousy Buddhist. After reading Mansfield Park, I step out of the novel as off a treadmill. The world won’t be still. The implications of every moment outrace time, and everything is more (and less) than it seems. Here’s Edmund Bertram telling Fanny about his angsty courtship of Miss Crawford:

I know her disposition as sweet and faultless as your own, but the influence of the former companions makes her seem—gives to her conversation, to her professed opinions, sometimes a tinge of wrong. She does not think evil, but she speaks it, speaks it in playfulness; and though I know it to be playfulness, it grieves me to the soul.

Meaning slips and slides all over the page as Edmund asserts what he knows (but clearly doesn’t, or he wouldn’t need to speak) and then unravels it in repeated reclassification and qualification (her professed opinions, echoed from former companions, to her conversation, sometimes, a tinge, speaking but not thinking, only playfully). What do you grip here?

Before Edmund begins the attempted explanation above, he tells Fanny he “Can’t get the better of ” his thoughts, and, the trouble is, neither can I. What’s actual and imagined switches places constantly. Austen loves characters who build reality from ideas that carry them far away from here-and-now. I go with them.

The 2013 movie Austenland (based on the novel by Shannon Hale) describes Jane Hayes’ (Kerri Russell) visit to a theme park based on Austen’s novels. She spills her savings to go, and (without spoiling too much for you) discovers only the fruition of Austen’s stories satisfy. The rest—murky motives, couched comments, pretense that isn’t really but could be, and notions of yourself and others neither you nor any other person can pin down—all that is a special sort of agony, a ring of hell Austen’s romantic reputation doesn’t advertise.

For me, Samuel Becket has nothing on Jane Austen. He may give a reader little to assemble into meaning, but she gives so much that, at least until the last few chapters, won’t assemble. No surprise, then, when Jane of Austenland decides, “I don’t want to play anymore… I want something real.” That’s my reaction too.

Don’t get me wrong. Austen’s effect does her credit. I admire her artistry. Sometimes, I just wish she weren’t so good, so in sync with the way I perceive, think, feel, and live. She makes me hungry for moments my mind quiets, the positions, angles, and relations of objects become plain, the scene around me solidifies, and the sun discovers a room more real than my mind’s wanderings.

I think, “Hey, it’s pretty nice here. I really should get out of my head more.”

 

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School, The Place

Amanda-Fire-Alarms-768x1024As I’m on sabbatical this year, I’ll be missing the opening day of school for the first time since 1962 when I was three and not yet old enough.

Because I’ve been through 32 school starts as a teacher, I know what will happen. Students will lope down auditorium steps, dressed in new clothes to fit their continually new bodies. They will talk excitedly without being obvious… or at least only to the point of being properly obvious. Some will look left and right for the safety of faces that will beam back recognition, then wave.

Teachers, they’ll largely ignore. Teachers will line up somewhere seen, maybe along the sides, or will shepherd students as they’ve been instructed and pretend to be unbothered by another year of conspicuous invisibility.

The hubbub will resist a few attempts at quiet, but the initial syllable of the initial solitary voice will assert that all these minds and hearts and hands and bodies are actually one school. Every opening day is a new start and reunion. At some point, the gears will catch and the machine will seem to have been in constant operation, but, for a few minutes, possibility reigns.

School is a strange place, a part of the world and also apart from it. Even the most unconventional school follows basic conventions. There are teachers—however overtly or covertly they’re involved in educating students—and classrooms—whether they take recognizable form or not. There are some students who want each teacher’s knowledge and can’t contain or hide the pleasure of learning, and some students who, though at the center of it all, watch the clock, and the whole process, with impotence, confusion, and fear.

Though school starts and ends and is only in session so long, the regular schoolhouse rhythm of hour, day, term, season, and year—no matter how it’s divided—takes over as if it were reality itself.

Doing any job for a long time defines you, but a school’s structure can become a second skeleton. When each year superimposes over the last, you see ghosts as well as human beings in your classroom. Those who once occupied this space are gone—you hear news they’ve grown up to study and work in faraway places—but they’re in the building too, in the hopes and horrors of the ones arriving… who are never so different. It’s easy for a teacher to begin believing school is the world or, at least, a concentrated version of it.

Of course it isn’t. School is also a rare enclave where people still trust unlikely outcomes and bet on personal and intellectual progress. That’s the excitement—a new year and a new day and a new class can really be new. Each year begins with hope. Though sometimes the wider world undermines and discourages teachers—telling them they’re lazy part-timers or cast-offs stupider than those they’re hired to teach or misguided dinosaurs hiding from real life behind yellowed notecards—no teacher without faith lasts long. I still have faith.

My experience tells me the first day will be exhausting. My colleagues will go home feeling as if they’ve survived a prizefight, but they’ll be restless as well, already attending to the next day. I won’t miss the relentless pace of my school, the snow of papers falling from September to December, January to June, or the constant news from outside that teachers aren’t good enough.

Clearly, I need a rest, but I’ll miss the aspirational DNA of school, the ambition that is mortar to the bricks. My uncrowded life will certainly be quieter and less frantic, which is quite okay, but maybe lonely too. I’m over the idea I’m affecting eternity, but I’ll miss students who, amid the hubbub, hope their teachers will have something important to say.

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