It’s spring. Potato planting time. I like to get them in as early as possible so that they can grow on rain water rather than city water. In the ideal world, I water them twice from the hose and then let them dry down for harvest. Then, one bed sits idle for months and maybe hosts the chicken coop first in September while the other is planted with fall greens. As I was laying out the spuds, I considered the faith that farmers—and teachers—have. We plant potatoes and start new classes on opposite sides of the yearly calendar.
Potatoes are just lumps in April. The ones I have kept in the larder since late summer are so wrinkled and sprouting that I lay them in trenches quickly, trying to not knock off the long, wandering tendrils while I work. Blue and white worms poke up from the dirt when I am done. The new chunks are dusty, but just beginning to sprout from a week in the greenhouse sunlight. I dig them in as well. We don’t know what will happen. Will we have weeks of cold rain, stunting the growth? Will it dry out too soon, forcing me to water more often? Will something come in and munch the new potatoes, like the moles in the old community garden? With Climate Change, it is harder to know. It’s a risk. A small risk for me; a much bigger risk for the small organic farmers that surround us in the valley. We will know if it pays off months from now—just about when we are all getting ready to go back to school.
Students are just symbolic lumps in September, unknown and not sprouting. We move back into the building, sit through days of “training” and wait for students to pour back into our lives. We plan, and hope, and dream of where we will go this year, how far our students will grow and develop by the late spring. But so much growth is (or, sometimes, is not) happening under soil of high school. We don’t know. We see small signs of learning, flashes of understanding, moment when we stand still in awe—but almost all of the development is under the surface. We have to have faith.
And, right about the time that I am putting in the potatoes, they begin to show what they have been doing in the dark. Papers have a thesis and paragraph structure. Discussions flow with students adding a new idea, rather than just repeating what someone else has said. A kid who has refused to read the book decides to give in and read…and suddenly, they know what is going on in class. Imagine that! We laugh.
It is good that the two actions balance each other out, every year. When I am doubting my potatoes, my students display all of their growth. And, before I go back to the building to start a new year, I pull my harvest from the ground, reminding me to have faith, always, in what is happening underground.