Some kids I worked with a couple years ago, kids I got to know well and treasure deeply, will graduate this week from the school where I taught for so long. They’ve just come back from the hike in the White Mountains that Katy Aborn Inman introduced as a brilliant, emblematic feature of Touchstone’s Older Student Program. Photos from the hike have been showing up on Facebook: clumps of kids standing on stone ledges grinning, and Katy’s own small daughter who went and grinned with them.
Graduation this year may well be uncomfortable for me, emotionally. When I made the slightly impulsive decision that gave me this amazing year, my time with my students was already over. No goodbyes, no party, no tidying-up closure. It was what I chose, but it still feels strange.
Nonetheless, I’m hoping to be there for another Touchstone graduation, from this new point of view. I want to see again those kids who have already grown away from me–in that way they’re supposed to. I want to hear how they will look back at their school experience, to watch those vividly unique identities, nourished and strengthened by a life in community, continue to unfold. I want to watch their families taking a deep breath and stepping forward with them. I’d go through all kinds of fire and brimstone for that. Have.
Here’s something rare: a photo of myself speaking at a Touchstone graduation a few years ago. (Thanks to Eli Lurie!)
Because I’m thinking about rites of passage, I’m going to call on myself as guest writer. In Touchstone’s 25th year, for a special edition of the Touchstone Magazine, I wrote about the end of school, and what it was like, June by June, for this one teacher. I’m going to offer that here, again:
This is the way it happens: the clock ticks. Days pass, weeks pass, and I’m tired enough to welcome a break. Some parts of the last month of school are a bit like nursing a terminal patient. There’s some relief when we finally get there, to that ending, a flurry of papers and books, flowers they’ve picked out of their gardens at home, mugs with slogans about relaxing, my face smiling, smiling, smiling, poems read in suddenly older voices, final word problems about llamas and bales of hay. Suddenly it’s over and I’m in my classroom alone.
There is no “if only” in this story. This moment is not tragic. I arrive here by having everything go well. I care about them; pay attention; laugh at their mess-ups only if they are already laughing and only to say that it’s okay, since we’re all bozos on this bus. I tell them again and again that the point of the exercise is not their own success or failure; it’s the world they are here to understand and enjoy and help keep ticking. I listen as they argue with each other, comfort each other. I would be crazy to stop the clock ticking, want any of us to stop growing forward. There’s no “if only” to avoid this loss, no “what if.” Only “what now…” for me, and for them.
They leave themselves everywhere. Ghosts of heads bent over sketchbooks, bodies contorted into chairs, sprawling puppy heaps of readers. Flight paths for glances between them, all over the room. Laughter.
I reach back to a certain kind of moment: when I’ve been reading aloud and they’re outraged that I’ve stopped to ask a question, that shift in the air when the question actually grabs them. In any class, immediately, at least one student has his hand nearly six feet into the air. He might sprain something reaching that hard.
Often enough, I hope, I wait to call on the one who is busy thinking her thought, not yet ready to say it. If a bird comes suddenly to the window, some crazy bluebird out of season, if a sudden snow squall pulls them out of their seats, I hope for the moment when we all settle back and that girl who never speaks finally raises her hand, and gives away the way she knows the hero, or is the heroine.
Year by year, willy nilly, I’ve learned to outlast this hollowness, wait and welcome the new batch. Wait and welcome the old batch back, astonishingly grown into themselves, that thing Susan Kluver said all those years ago to my daughter’s class: we hope you will return as yourselves, grown older.
They do–you do!–and I am shy and thrilled and grateful. To each of you. To this school we have woven together, that bears the imprint of us all.
At last the year came when I didn’t welcome a new batch.
Instead, I’ve made deeper and stronger connections with some of the students from the past, partly by writing this blog. I’ve sorted my boxes of stuff (some of them, anyway) and sorted out in my own mind the meaning of the work I was so lucky to do.
Also, instead, I’ve watched a very young learner, with all I’ve come to know about learning resonating in my delight.
And still more: instead, I became more available to the needs of my aging family of origin. There’s challenge in that, too, and also joy. (Here I am playing pool at my mother’s senior living center. She’s really pretty good.)
With my whole heart, I aim to do what all of us can do, no matter what our place in the world or in the generations–to honor the miraculous in each of us, at every age.
And from watching the way we each graduate, every moment–out of one version of ourselves and into the next–wild horses could not keep me away.