The pleasure of feeling

A reminder for me....

Backyard basil in September

November crept in on us again, as it will. The shadows lengthen as the daylight dwindles. We talk about the cold and the rain, but we rarely dark of the darkness. Many of us don't see it, our eyes fed by the steady glow of pixels.

Those who see shadow, feel it deep in our bones, have learned not to talk of it. Among the dying it feels rude to talk about death.

Gardeners know.

Countertop sweet potatoes last week

I had a small patch of sand in back, tossed in compost and manure last June, and threw in a few slips of sweet potatoes, bought cheap because bought late, just to see what would happen.

Sweet potato leaves are lovely to look at and almost as lovely to nibble on, and sweet potatoes need about as much care a a patch of dandelions (also lovely to look at and nibble on).

Summer rolled into fall, the sweet potatoes sprawled out of their patch, even flowered at one point. I left them alone, occasionally watering them, more out of habit than out of need. 

I pulled a "test" plant out late October, found no tubers. I set the roots in a bottle, and it sits on my sill for winter now. The first hard frost was coming a weeks later, so I left the rest alone.

Windowsill sweet potato this morning

Last Friday, with the hard frost coming on in before the next sunrise, I went out to my tiny tater patch, not particularly hopeful, but I had already gotten more than I earned. The air was chilly, but the ground still warm and welcoming. 

I pulled up a plant--scraggly roots, no tubers. Oh, well.

The warmth invited my fingers to dawdle in the dirt. I was already on my knees, in no hurry to get up, and digging in dirt with the sun warming my back was what I wanted to do at that moment.

So I did.

And there it was--an inch or two deeper than I expected, the unexpected flesh. I tried to pull it out. It held its ground much as a clam does, snug in its world, not resistance its only defense.

I wiggled it out and ran to get Leslie, and a minute later two happy and excited humans rooted through the dirt, finding tuber after tuber, joyfully sharing our finds with each other.

Fresh dug sweet potatoes

I grew up hearing the Aesop's tale of the dutiful ant and the lazy grasshopper. The ant worked and worked all summer, the grasshopper played. The shadows lengthened, the days grew chilly, the grasshopper knew it was in trouble.

"Making music, were you?" the ants cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.

"The Ant and the Grasshopper," Aesop

The moral? "There's a time for work and a time for play." It's an awful parable because of its awful message, and it took me decades to throw off its chains. 

There is no need to distinguish work from play or play from work. Turns out the things in life that bring me the most joy mingle  together, and fingers feeling the earth need no justification.

But we will enjoy feasting on the sweet potatoes just the same....

Seeding time

The plants know.

The lengthening shadows trigger the cilantro, basil, and dill to throw their energies into making seeds for next year, motes of hope, pockets of life that will lie on the hard, cold ground in January. In just days, vibrant green beings fade to oeuvres of ochre.

Every August I collect seeds--some to eat, some to sow next spring, some that will sit in plastic bags, forgotten for a year or two, until I stumble upon them again.

A few, though, will be planted in September by my students, many of whom have never planted anything before. The seedlings will emerge along the window sill and then fade away as the sun slides south toward the solstice.

***

In an unannounced observation years ago, an administrator walked in on a lesson on seasons. One child held a light, another a globe as she "orbited" the sun, and the students in class made observations about the shadows on the globe, particularly the part that marked our place on the planet.

Yes, the lesson is a classroom cliché, but the kids were engaged, and, for a few moments, some kids grasped how summer and winter can exist simultaneously.

My observer later asked why I was teaching seasons when I was supposed to be teaching biology. I explained (more reasonably than I felt) how all science rests on energy and matter, and that the cycles of sunlight define the boundaries of life in a given patch of earth.

If you view the world in compartments, with life as neatly divided as your browser tabs,  you're going to miss a lot of what's going around you.

And yes, I miss too much of what matters.

 

A story about basil

Last August, various bees sniffed among our basil flowers, seeking nectar.

Pollen grains stuck to their fuzzy bodies, which they carried to nearby plants and half the chromosomes of one plant joined with those of another. Not sure if the bees or the basil felt anything special, but these acts of communion give me joy.

The fertilized flowers dropped their show-offy petals, their opulence no longer needed once the union was complete, and the flowers got down to the business of making seeds.

Come fall, after the first hard frost, I stripped the dried flowers from their stalks.

In idle moments, I'd unwrap the seeds from the dried flowers, tiny hard black secrets holding next spring's promise.

I gently blow the chaff away from the seeds, and put them away in a small brown bag, tucked in the pantry, hundreds of living organisms, dormant, waiting for the sunlight.

Back in March, when the sun was just starting to win its battle with the dark, I sprinkled a few seeds on a tray of peat moss. Tiny green leaves erupted.

A week or so ago, we put our seedling in the ground, and they've been busy using the sun's energy to grab carbon dioxide from the air, to make more leaves.

Last night we ate the first of this year's batch, as we will, grace willing, until the next hard frost come November.

I am getting older, as we all are, but not the basil, living a lifetime between frosts.

And if there's a point to the story, to our story, we can find it in the basil.

We just have to look.

No point trying to grasp the intricacies of photosynthesis if you cannot see the flowers.

Slaughtering science in the classroom

It's planting time--as has been for the past few weeks. I poke a small hole in the earth, drop in a seed, push dirt over the hole, then go on to the next.

It is an act of faith that each seed will erupt into a growing organism, thrusting it roots deep into the dark, its leaves arching towards the sun. It is through acts of science that we "know" how.

I can tell you the science behind germination, a complex and fascinating dance, and if I'm feeling particularly cognitive, grasping this complexity brings joy. That's not what I think about though when sowing, when I think at all.

I pick up each basil seed one by one from my palm, each seed felt as it clings to my moist finger. Live seeds, even tiny ones, have a vital heft. I know this through experience, something I have done for years because I enjoy it, and because I like to eat fresh basil.

It's a good reason to pray, so I do.

***

I do not believe in science. A lot of folks do, but a lot of folks are confused. Science is not so much about the "real" world as it is the natural world--and therein lies a world of difference.

Science is not a belief system, it is a process, a particular process of  story-telling to help us understand the events we're capable of perceiving in the natural world. Science is not based on faith of any sort except that there is some kind of underlying universal order, without which science would not work.

And science works.

***

No one has seen an atom's nucleus, though we all know the story. No one has measured the gravity imposed on us by a random star 12 billion light years away, but we trust that the mathematical expression of gravity applies. We cannot visualize chemical bonds, yet our students draw stick figures of molecules using a line to represent what they call a "bond."

We test these things regularly--and most of our kids mindlessly pass those tests.

We fetishize science, finding huge meaning in facts when what really matters is how we write the stories, how we enhance our senses to see what is part of the natural world, and what is simply part of us. (The two are similar, but not identical.)

Praying for a basil seed's being makes at least as much sense as drawing stick figures of molecules. The stories of science are meant, simply, to understand what we can perceive. My prayers acknowledge that I cannot perceive everything that matters through senses alone.

When we fail to make these distinctions, when science defines reality and everything else dissolves into mere fictions, we not only demean the arts--we kill science.

The basil is from our classroom.

The stick formula drawing from Joachim Schummer, "The Chemical Core of Chemistry I: A Conceptual Approach"

 HYLE--International Journal for Philosophy of Chemistry, Vol. 4 (1998), No.2, pp. 129-162

Proust effect

 

If we could teach science by shoving a funnel up a child's nose then pour in "knowledge" as a slurry of data, vocabulary words, and equations, I've no doubt that we would--for the glory of our nation and our economy.

That we cannot does not keep Arne from trying to force us to use bigger, shinier funnels.

Arne and his crew will see progress measuring the internal diameter of the nostrils of our students, No Choana Left Behind.^* With enough time, our children will have nostrils at least as wide as the Koreans, perhaps even as large as the Finnish. Our economy will hum as every child has the opportunity to master the dismissive sniff of the 1%er.

***

The world outside the fluorescent hum of my classroom reminds me what matters, and though I have as big a collection of funnels as any teacher could want--SmartBoards, Mobis, digical cams, and 1:1 netbooks--I think a nose has a finer purpose.

I keep the skeletal remains of last summer's basil in a bag--brown sticks with rosettes of seed pods, each pod holding several tiny black specks, each a potential basil plant. I spend a little time each week picking at  the pods to collect the seeds, using my fingers, as fingers were meant to be used.

I keep a Petri dish on the teacher's desk to hold the seeds I gather.

Yesterday some students saw me take a deep whiff of the bag holding the seemingly dead plants, and they saw the pleasure that it gave me.

A few children will take a dried, broken branch of last summer, and sniff. A few children will take some seeds from the same broken branch and watch a new plant grow from a speck.

 ***

This past week, a child was upset that his carrots, grown from seed, were not doing well. He had planted several dozen seeds where one would have done. He was trying to save them all.

I suggested that he thin the plants. He plucked the first plant, and held it a moment. I could tell it bothered him.

      Crush it, then smell it.

He looked puzzled, but then did just that. His surprised smile lit up the room.

     It smells like carrots!

I'm not sure where this particular child falls along the norms of the internal diameter of choanae, and, like many children, he's a bit resistant to funnels that stretch his nostrils for no reason that makes sense to him.

The pleasure of the aroma of a freshly crushed carrot seedling in the middle of winter's dark days will not help him pass the New Jersey Biology Competency Test, and his results are not likely to bolster my career. The economy will not be helped by children who find pleasure in using their noses well.

But that's not why I teach.

*I had no idea that the word "choana" came from the Greek χοάνη ("funnel") until after I wrote this.

We're here to share stories

While I'll leave it to the great philosophers to figure out the meaning of life, and there are as many words as stars trying to do just that, this much seems obvious:

Humans are, in this neck of the woods anyway, the best at telling the story of our universe. We are critters of awareness.

I just wandered back from a quick jaunt to the beach to watch the sun set on the Delaware Bay. The sand was ridiculously cool, the water a tad warmer than last week, the sky pale pink, and the soft waves resonated one with the next. The air, well, nothing clears out the conscious brain like a whiff of bay air. I'd describe it to you if I could. I cannot.

No one can.

***

I saw an old friend this week--we've known each other for longer than most humans around today have been alive.I didn't used to believe age meant anything--I do now. We came to the conclusion that maybe we're just here to share stories.

Stories are about awareness. Being human is about awareness, as good a reason as any to teach science.

Here's a list of simple things any of us can do today to increase our awareness:

• Plant some basil
• Walk barefoot.
• Brew some mead.
• Grind some flour. Mix it with yeast and honey. Knead it. Bake it.
• Clam or fish or hunt or gather from the wild.
• Stare at some stars
• Sniff cherry blossoms

Yep, a bit slanted, and likely not the same list you'd generate. That's not the point.

You cannot define the universe, but you can become uniquely aware of your tiny chunk of it. Or not.

I think education is about preventing the "Or not." I doubt Arne Duncan or Governor Christie would agree (or even have an idea of what I am talking about), but I doubt either get Keats or Yeats, either.

OK, not a science post per se, but Yeats and biology are more closely related than biology and engineering.
Kudos to Tom Hoffman for turning me to Michael Ruhlman.

Basil vs. the Big Bang

Stories matter. Words matter.

The more I "teach" science, the more time I spend on language. If you cannot grasp the essence of a story, you cannot grasp science.

Our stories belie comprehension. If you introduce the Big Bang model into your classroom, describing it as an explosion, using a model that looks at it from the outside, you are not practicing science, you are practicing religion. You've missed the whole point.

It is pointless, truly pointless, to wrestle with pseudo-cosmology. Yet New Jersey wants just that:

"Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago."

NJCCCS, 5.4.12.A.5

The Big Bang model works well to explain why things appear the way they are in cosmology, but--and this is a big but (a gluteus maximus?)--the universe is not expanding within a larger space. Most folks who think they get the Big Bang (including many teachers) do not grasp this. I doubt the committee that drew up Jersey's standards grasps this, either--if they do, they bolloxed the language.

Children will take down the notes, fill in the bubbles, and know nothing.

Meanwhile Jupiter shines brightly over their heads in the early evening, and over and over and over again, the students flat out refuse to believe that it's Jupiter, until they look through the scope we set up outside the school on Telescope Nights.

***

Every child in every class plants a seed. Today I am picking through last fall's basil, squeezing out tiny black seeds from dead flower heads. The sweet earthy aroma stirs my limbus, defying words.

Next week I will start a flat of basil in the classroom--tiny black specks will grow into ridiculously bright green leaves whose aroma will stir memories.

You won't find the word "basil" in the standards. Nor "seedling" or "fertilizer",  or "wheat" or "bread." No mud or ooze or rot or urine. The only time "death" is used is to define the end of a star.

The science standards are crisp and clean, and I'm being churlish, true. But there's more to be learned from the tiny basil seed  than from the religiosity of a badly presented cosmology.

So we will continue to sow in B362.

Hyperlocal

Another post for me--if I slap it down here, I won't lose it....

This is a reminder that November can be a marvelous time of year, despite the waning light.

A few of us wandered over to a mudflat to dig up some clams. The new moon did its job, rewarding us with a spectacularly low tide. Despite a couple of minor setbacks (broken rake, and an abandoned beer), we came home with 30 quahogs, about a half dozen for each blister.

The sky would have made El Greco blush. A flock of brants kept us company, their blue gray bodies competing with the light show above.

The water still holds summer's heat. The clams have not yet sunk deep for the winter. It was a good day to be on the water.




Back home we had tomatoes grown a couple of miles away, and squash from our garden. We had a batch of pesto made from our basil, which is still hanging on. We planned on having squash soup, tomato salad, and two pasta dishes, one with pesto, one with clams.

And then we got the call--fresh striper, caught less than a tide ago, already cleaned. Do we want any?

And here's the whole point of the post--to remind me what we did with the striper, so we can do it again. We lifted a recipe from Chef Emeril--here's our version:

Grab several sprigs of rosemary from the bush outside--scrape off the leaves, and chop fine enough to slurry, mix with wine, sliced garlic, a few chopped basil leaves, and a little lemon juice and salt.

Paint most the slurry on the bottom of a grill pan lined with foil, then throw a few slices of onion over the slurry so the fish is not swimming in it. Lay the fish on top of the onions, drizzle the fillets with what's left of the rosemary slurry, toss on a few slices of fresh tomato, and garnish with a few sprigs of rosemary.

Throw the whole shebang uncovered on the grill, off direct flame. I have no idea what temperature, I still use charcoal, but I tossed it on while the the charcoal was still spitting fire. The bass was an unexpected gift, so time was an issue.... I left the grill cover on most of the time, occasionally pulling it off a bit to let some of the juices thicken a bit.

It was done when it was done (forget the rules, you just got to pay attention), and it was delicious.

Local waters, direct to the plate: quahogs and a striped bass
Our garden: basil, rosemary, squash, and tomatoes
Local farm, less than a couple of miles away: more tomatoes.

Can't much more local than that....good food and great company make the coming dark days tolerable.

November harvest

The sun may be dying, but its energy rests in the bonds around us, enough to keep most of us alive until the sun returns.

We are almost a week past Samhain. The bonfires have been lit, the dead done wandering. In the olden days, each clan took flame home from a shared bonfire to carry them through the winter. Animals were slaughtered for the coming winter.

Time to hunker down.

Here near the coast, the air tempered by the warmth of the sea, we get to stretch summer a few more days.

Today we harvested tomatoes and basil from the garden, and clams from the mud. The water is still warm enough for me to walk through the ripples, looking for keyholes that betray the quahogs below.

Tomorrow we may cull the kale and the Brussels sprouts. I may nibble on the few leathery beans hanging from the near dead vines--a reminder of what's past, and hope for the future.

Tomorrow I will gather dead flowers, harvesting seeds.

I will bring some of the seeds to class. A student has asked for a clam shell, one from a creature I have eaten.

Seed by seed, I hope to show my kids what lies outside the windows.

Photos ours, taken today.

On ignorance

The sun slips toward the water. The breeze brings with it the thump-thump-thump of a karaoke box from Harpoon Henry's, a shore joint just over the dune. We barely here it over the waves, but we hear it.

I wandered into the muddy bay, up to my waist. The water is a little chilly, but my toes, buried in the sand, are warm, leftover heat from the sun hitting the beach before the tide rose.

A jelly comb drifts by, its edges marked by iridescent waves. A small crab scurries over my foot.

I am alive, as alive as I can be, and so is the jelly comb.

***

Tonight we're eating basil and cucumbers from the garden; yesterday we ate the tomatoes, and before that, the beans.

The tide rises, the tide falls, an incomprehensible volume of water moving twice a day a stone's throw from here.
Why? The moon, the sun, gravity....

Why? Well, the moon and the sun pull...

Why? Good Lord, child, no one knows why, no one....

***

The standardized tests allegedly test what we know. I want a test that tests what we don't know.

If our culture collapses in the next generation or two (and there are signs it may do just that), it will not collapse because of what we think we know.

It will collapse because of our stubborn refusal to acknowledge what we cannot know, or what we pretend to know.

If you watch a comb jelly even for a few moments on a late afternoon in August, really watch, allowing yourself to be washed by the beauty of a creature as foreign as Jupiter, you will (if only for a moment) grasp that we know nothing at all about anything beyond our human conceits.

And if you see the same creature glow at night, you might even worship it.

***

What would a test like that look like? How do you test for true ignorance?

Ignorance is easy to feign--some kids are motivated enough to study arcane ideas for hours in order to do well on tests that will get them ahead in life.

A child can be coerced into memorizing the equation for photosynthesis. Few kids grasp the significance, and why should they in a world dominated by lust and image and inopportune zits? It cannot be taught in a day, a week, a unit.

I could spend weeks on the sun alone, a magnificent star, a sphere of plasma. I could create plasma in the classroom, get my lambs excited about energy and matter as the boundaries between the two dissolve. Nothing here happens before the sun's existence.

But we do not worship the sun anymore.

We worship our words, our buildings, our cleverness.

So how would you assess ignorance, the awareness of how little we really know?
And should teachers spend more time showing what we don't know, instead of what we do?

The photo of Ra is from Falgun Angadia.
The sun photo gets credited to NASA--one massive solar flare hurled towards Earth, and it's lights out.

Proust, meet Bloomingdale's

When nothing else subsists from the past, after the people are dead, after the things are broken and scattered· the smell and taste of things remain poised a long time, like souls· bearing resiliently, on tiny and almost impalpable drops of their essence, the immense edifice of memory.

Marcel Proust, The Remembrance of Things Past

A couple of months ago I threw a package of expired basil seeds on a patch of peat moss and vermiculite, borrowed the aquarium light for a few weeks (the fish didn't squawk), and now I have a mess of basil growing in the classroom.

We were discussing axils and lateral shoots in AP class, so as I yakked, I pinched basil plants. In a week or two, they will be bushier.

As I pinched (and, um, ate, breaking a fundamental rule in science class), the aroma of basil oils wandered over to the students (hey, diffusion, another lesson!)

"That smells good!"

I had to stop a moment and chew--in my enthusiasm, I had tossed too many basil leaves into my mouth to be suave, and I looked like the contented cow bull I was.

***

I remember a room in the Franklin Institute--the center of the room had a large oval bar, with various sniffing stations. You put your nose right up to the screened opening, and inhaled.

They could have called it the room of dreams--close your eyes, sniff, and your brain spins into old memories, old fears, old loves.
Does it exist anymore? Did it ever?

***

Imagine a world where scent is used to alter your behavior, a world where science research is used to manipulate your emotions.

It's already being done.











It's no accident that the Hard Rock Hotel in Orlando smells like the ocean and waffles.
It's no accident that your Lexus dealership might smell like green tea and lemongrass.
It's no accident that Bloomingdale's smells like baby powder and coconut.

ScentAir "is the global leader of scent marketing solutions." Their clients include ShopRite and Macy's, the Hilton and our military. ScentAir provides smells "just above the level of sunconscious awareness."

ScentAir changes behavior--at least some very smart, very wealthy businessmen believe so.

***

Folks who deodorize classrooms scare me.

Our 20th century culture taught us to fear our noses, to fear ourselves. Fear creates inadequacies, inadequacies create markets. We’ve become what we buy.

Gardening and sex share many characteristics, not the least of which is the need for a good nose. Both have a learning curve. Both were destroyed at the industrial level last century.

Thankfully, though, both can still be practiced well for those who remember their humanity, and even the inexperienced can find joy at the low end of the curve.

Somewhere in school a child needs to learn that monied people will try to manipulate his behavior in ways not healthy to the child. Somewhere in school a child needs to learn that all of us are intimately tied to life, to soil, to sunlight.

If your children prefer the smell of Lysol to composted manure, you may be depriving them of true joy, joy that is not measured by the model of car they eventually drive.

(This post flew out of my head after reading This Brazen Teacher this morning.)

The eraser photo is from CleanSweepSupply.
The ScentAir logo is trademarked by ScentAir.
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