Tag: life-lessons

Lemonade

Never doubt that a small group of thoughtful
committed individuals can change the world.
In fact, it’s the only thing that ever has.
—Margaret Mead

A genius is a man who takes the lemons Fate hands him
and starts a lemonade-stand with them.
—Elbert Hubbard

Quite recently, my father and I found ourselves unexpectedly stranded on our sailboat in the middle of the Chesapeake Bay with a dead diesel engine.  The nearest port-of-call, Solomon’s Island, was at least six nautical miles away, and what little wind there was was coming from the wrong direction. Additionally, the final moments before we frantically shut the engine down were full of screaming warning lights and alarms, and so the future of the engine itself was weighing on our minds on top of the immediate dilemma in which we found ourselves.  We could be looking at a catastrophic end to our time with this boat.

I share all of this because while we waited for the tow to arrive (unsolicited shout-out to BoatUS!!), we could have sat baking our brains out, bobbing for hours in the mid-day sun. Anyone familiar with the Chesapeake in mid-July knows how uncomfortably hot and humid it normally is at this time of year. Yet, for only the second time this summer, a strong cold-front had passed over our heads just a little over an hour before the breakdown (we had watched the cloud line move across us), and thus, instead of 95+ degrees in the shade, a humidity of 80, and a tropical dewpoint in the mid-70s, we found ourselves anchored amidst one of those rare, glorious summer days we occasionally have here in the mid-Atlantic with crystal blue skies, a temperature in the low 80s, humidity in the 50s, and a fall-like dewpoint in the low-60s. 

All I could think was: lemonade.  If we had to endure a crisis, at least a stunningly beautiful day made things a little less sufferable.

Bringing me to this essay’s central theme: what to do with the mounting number of “lemons” we have right now—especially for those of us in education? There is, of course, Trump’s Supreme Court sanctioned dismantling of the U.S. Department of Education and the loss of all the research that has made such positive impact on America’s schools—especially in the science of reading, one of life’s most critical skills.  Add the loss of food subsidies (SNAP benefits) from the so-called “Big Beautiful Bill,” and we will have hungrier children in our classrooms for which the data of that negative impact on learning is well established.  Then there is the recently revealed research from MIT that my arguments in my last essay now have actual EEG data recorded from brains showing AI’s negative impact on brain engagement, with users of ChatGPT consistently underperforming “at all neural, linguistic, and behavioral levels” compared to the control groups.  Toss in all the unvaccinated children that will be entering our schools this fall, and you have a regular petri dish for infectious disease impacting everyone’s learning as well.

What’s more, this list of “lemons” when it comes to education (let alone our larger society) doesn’t even scratch the surface of what I’ve felt compelled to write about in the past two years.

However, as I begin to prepare to enter year 37 of my teaching career, I was recently reminded of the power of the few to effect positive change when I joined my mother working for a day for a food mission program where she is a volunteer.  She has mentioned this work now for quite a few years during our regular zoom conversations, and my impression has always been of this substantial group of people preparing and distributing numerous meals to people in need in the north St. Louis neighborhood where this program takes place.  Yet when I arrived to help out at the end of this past month, I found that my mother was one of only four people cooking and packing up 200 meals that particular day, and as I added my assistance over the next few hours, I couldn’t help but marvel at what this tiny, dedicated crew was seeking to accomplish each week.

Now I am not naïve.  The efforts of my mother and her three other volunteers are not going to solve the food shortage crisis facing the citizens who live in north St. Louis.  They are not addressing the larger systemic problem, and I am confident that they are fully cognizant of this fact.  But for at least a day, 200 of their fellow human beings went to bed, hunger satiated, able to sleep more deeply, and while individually, such acts may appear fruitless, collectively, they add up to remind us all of the power of compassion, kindness, and generosity to make “lemonade” out of life’s inevitable “lemons”—”lemons” which are handed to everyone, everywhere, in all walks of life.

Which brings me to my other recent reminder of the power of the few.  During my visit with my mother where I helped in the program where she volunteers, I was also finishing up reading (yes, reading; always reading!) a book by Harvard researchers Jal Mehta and Sarah Fine about how we might generate deeper learning in our schools in this country.  It is a study I will be writing much more about in a future posting, but the chapter most relevant to this current discussion is about the authentically engaged teachers they did find in some of the schools where they visited.  Consistently (and dishearteningly), these teachers were the exceptions in their schools.  Yet every school had them, and while they were not going to fix the systemic problems preventing deeper learning from happening for all the students in their respective schools, they were making a positive difference in the lives of those with the good fortune to inhabit their individual classrooms. Hence, at least some children were getting their intellectual hunger satiated.

Reminding me of one of education’s most famous cliched fables, the starfish story—an anecdote my very first principal told the assembled faculty at the start of my very first day as a professional.  For the tiny minority reading this who do not already know it, the quick recap goes as follows:  a great storm has tossed thousands of starfish up onto a beach where they lie suffocating; an old man walking the beach sees a young man strolling along, picking up one starfish at a time and tossing them back into the sea; the old man chastises the younger for engaging in such a Sisyphean task; to which the young man picks up the next starfish, tosses it into the sea and replies “it matters to that one.”

Everywhere this fall, there will be teachers engaged in the deeper teaching that leads to deeper learning.  They may not be the majority. But they will be there. Tossing one “starfish” at a time back into the “sea.”  I will be trying to join them as I have every year for nearly four decades.

Lemonade anyone?

References

Aurino, E., et al. (2020) Food for Thought? Experimental Evidence on the Learning Impacts of a Large-scale School Feeding Program. Journal of Human Resources (11:1123).

Chow, A. (June 23, 2025) ChatGPT May Be Eroding Critical Thinking Skills, According to a New MIT Study.  TIME.  https://time.com/7295195/ai-chatgpt-google-learning-school.

Mandavilli, A., Rosenbluth, T., Paris, F. (July 31, 2025) Childhood Vaccination Rates Have Dropped Again, C.D.C. Data Shows.  The New York Times.  https://www.nytimes.com/2025/07/31/health/child-vaccinations-decline-cdc.html.

Mehta, J. & Fine, S. (2019) In Search of Deeper Learning: the Quest to Remake the American High School.  Cambridge:  Harvard University Press.

A Letter to the Class of 2024

We are not educated for darkness.
—Constance Fitzgerald

It began in mystery, and it will end in mystery,
but a savage and beautiful country lies in between.
—Diane Ackerman

Winners play hurt.
—Vince Lombardi

Dear Members of the Class of 2024,

When essayist and author, Robert Fulghum, was once asked why all his books were so similar, he replied that he returned again and again to just a few common themes because only these were central to his thinking.  Hence, he went on to say:

If you notice phrases, ideas, and anecdotes that closely resemble those that appear elsewhere in my writing, it is not a matter of sloppy editing.  I’m repeating myself.  I’m reshuffling words in the hope that just once I might say something exactly right.  And I’m wrestling with dilemmas that are not easily resolved or easily dismissed.  I run at them again and again because I’m not finished with them.  And may never be.  Work-in-progress on a life-in-progress is what my writing is about.  And some progress in the work is enough to keep it going on (p. 30).

I share these words because I find myself once again authoring this annual letter to all of you, knowing that I still do not yet have it quite right.  And while there are only so many ways for those of us who have loved and cared for you to send you on to the next chapter in your narrative—and usually clichéd ways at that!—I, like Fulghum, feel compelled to try. 

So here goes: one final set of lessons from the heart for the soul.

To begin with, like Fulghum, I too have found certain common themes arising regularly as I have written this epistle each year, and an especially big, “elephant-in-the-living-room” one is the fact that the world your elders and I are leaving you is one hot mess—both literally and figuratively.  I do not need to itemize the details of the disasters; you get enough of that from your daily feeds.  However, it can be quite challenging not to give in to despair in the face of such dysfunction, and “too often we either submit and surrender our souls to the social consensus [that originates it], or withdraw in passive narcissism” (Radical, p. 34).  Worse, “the temptation in hard times is to become the inferno” and burn it all down in one great Götterdämmerung (Garden, p. 21; my emphasis).  Hence, in a world where—as Billy Joel once wrote—“we didn’t start the fire,” how do you find the resilience and inner resources to become an effective agent for positive change?

It starts by attending to, deeply listening to, and embracing the Stranger (what in neuroscience terms is the prefrontal cortex encountering the totally new).  Only interaction with the unfamiliar can challenge us to grow and to change, and more importantly, only interaction with the Stranger enables us to realize that “other people are not required to perform roles in one’s internal play, no matter how wise, good, or reasonable the script may seem” (Garden, p. 18).  When you gain this perspective, you realize that each of us is caught up in our own narrative and can only revise that narrative when we allow another’s narrative to enter into our own.  When that happens, suddenly the “jerk” cutting you off at the traffic light could be the parent frantically heading to the hospital with a seriously injured child, or the distant and seemingly dismissive waiter could be struggling to manage chronic pain that is in no way their fault. 

Is the “jerk” at the light probably still actually a jerk? Of course.  But once you’ve embraced the Stranger—and there will be lots of opportunities as you leave the familiar for the unknown in the coming years—you can no longer judge another with the righteous certainty you once did.  You have a more expansive, compassionate narrative guiding your life, making you a more effective agent in this world.  What’s more, since this is a graduation moment and clichés are mandatory, the cliché for this lesson is:  learn to walk a mile in someone else’s shoes; it will make you a better walker.

Granted, all this learning can be discomfiting—especially in the alien and uncharted waters where you are all next headed. As Mary Rose O’Reilley puts it, “to be stretched almost beyond where you can go is acutely painful.  One often fails and failure brings pain.  One must court doubt and despair in the process of learning anything at all” because as a neuroscientist might put it, “if your brain isn’t uncomfortable, you aren’t learning anything” (Garden, p. xii).  Or to put it another way, if you are not heavily invested in the change you wish to see, there will be no change—in you, in others, or in the world.  Hence, in a very real way, to learn is to love enough to let whatever you are loving fundamentally alter your narrative, alter who you are.

Ah! But any act of love—even the smallest—leaves us vulnerable to being wounded, opening up the possibility for darkness in our lives, and that brings me to a second theme I have found myself returning to again and again over the years:  the reality of Constance Fitzgerald’s words at the start of this letter.  Too often, we do not teach about the character of darkness, that is has a purpose and a value in our lives.  Instead, we tend to revile it or try to pretend it’s not there because confronting it can be so difficult. Yet, the simple truth is that “darkness interrogates us at the places where our knowledge of reality is most deficient, our illusions most entrenched” (Garden, pp. 70-71).  It is what “comes along to tell us we’re worshipping an inadequate object…to loosen us from the bondage of a devotion we’ve offered to an unworthy object, a false god” (Garden, p. 21).  Thus, it is only through our encounters with moments of darkness that we truly stretch who we are as a person, truly grow, and I can share from firsthand experience that it is the only path to wisdom.

However, occassionally a time of darkness will take on a life of its own, and that is when you must discover the power of wintering.  We all do it at some point in our lives, and no matter how it arrives, it is usually unexpected, isolating, and emotionally raw.  Yet, as author Katherine May puts it so eloquently:

It’s also inevitable.  We like to imagine that it’s possible for life to be one eternal summer and that we have uniquely failed to achieve that for ourselves.  We dream of an equatorial habitat, forever close to the sun, an endless unvarying high season.  But life’s not like that…Even if by some extraordinary stroke of self-control and good luck we are able to keep control of our own health and happiness for an entire lifetime, we still couldn’t avoid the winter.  Our parents would age and die; our friends would undertake minor acts of betrayal; the machinations of the world would eventually weigh against us.  Somewhere along the line…[winter will come] (p. 11).

And when it does, you must remember that it is actually the crucible for life, not its ending.  There can be no spring without the rejuvenating and healing power of winter, and “since [its] pain will come to us anyway, why not figure out how to deal with it.  It’s hard to grasp the connection between suffering and spiritual growth if we think of [living] only as a way to gain peace and tranquility” (Garden, pp. 74-75).  The proverbial bottom line is that you have to engage the world as you are at any given moment, and sometimes that means you will “play hurt.”  It is not one of the “fun” lessons of adulthood, but it is one of its more vital ones.

What’s more, as you “play”—both hurt and healthy—I hope you will begin to learn the lesson which all of you, my students, have taught me over these many years.  Experiencing both aching and healing, alienation and grace, sin and salvation throughout the coming years, you may start to notice the paradox that you actually need all of these to become fully human and that it is only out of that full humanity that you can affect the change you wish to see in the world.  The yin and yang of life is like breathing, and it is what you do with the life which this breathing makes possible that matters. Therefore, learn to breathe well and then choose what to do with the life that results in a thoughtful and self-reflective manner.

And, yes, while modern neuroscience may have demonstrated that the agency to do this choosing may simply be a cognitive illusion generated by the brain, that doesn’t mean that the character of the illusion isn’t important. As Mary Rose O’Reilley argues, “it matters what metaphors we use to describe ourselves to ourselves” (pp. 26-27), and as Norman Vincent Peale once wrote, “change your thoughts and you change your world.” Hence, as you now journey forth, I pray for each of you that you choose your individual metaphors and thoughts well. They will define you (however illusory that may be) and, consequently, they will define your impact on this world.

Finally, always remember that “somewhere there is a great mystery that wants to come live in your house and change everything” (Radical, p. 48).  Be open to it when it arrives; welcome it.  It will have much to teach you; you will have much to learn. Reject it at your peril (spoken from hard-won experience) and always remember that the obvious and predictable are not always the safest road to travel: you can get just as disoriented and lost in the familiar as you can in the unknown. Therefore, consider the road less traveled as you let your next great mystery into your life, and remember that Frost was right when it wrote all those years ago about how it can make all the difference.

Congratulations, then, and may the coming celebrations be joyous ones!

References

Fulghum, R. (1991) Uh-Oh: Some Observations from Both Side of the Refrigerator Door.  New York:  Villard Books.

May, K. (2020) Wintering: The Power of Rest and Retreat in Difficult Times.  New York: Riverhead Books.

O’Reilley, M. R. (2005) The Garden at Night: Burnout & Breakdown in the Teaching Life.  Portsmouth, NH:  Heinemann.

O’Reilley, M. R. (1998) Radical Presence: Teaching as Contemplative Practice.  Portsmouth, NH:  Heinemann.