Send-Off. noun. Parting words; good wishes for a person starting on another journey.
They warned me.
They said that Gilead was quiet, uneventful. Just an old man reflecting on his life, leaving letters for his son. Don’t expect much plot. Don’t even expect chapters. They were right.
It was beautiful.
In Gilead, the novel by Marilynne Robinson, John Ames is dying. He leaves behind a young wife and son, and he wants his child to know stories that the boy is not yet ready to hear. He wants to pass on the fear of his grandfather’s one-eyed gaze, the emptiness of the weeks-long walk with his father across the prairie, the simple and deep love for the light bathing the church pews in the morning, the feeling of a baby’s brow beneath his hand. His words breathe forgiveness, and loving friendship, and contentment with long-anticipated family, and gentle lament for an unknown future.
I’ve found myself returning to this book, in ways literal and figurative. The companion book Lila is now in my hands, its pages rounding out the story of John Ames’s wife. His letters, also, roll around in my head. The idea of thoughts shared for later, for when your absence is felt, intrigues me.
I don’t plan on dying anytime soon. But our school year is slipping away, quickly. I will soon say goodbye to the students who have filled my classroom. Like all endings, it is bittersweet.
This is the first class that’s been mine. They know to get their journals on Wednesdays, to find library passes in the checked box, to grab a book reviews on the front table. I’ve tested my nonverbal signals and exit directions and wait time on them. They laugh at mentions of Cookie Monster and chicken. They groan every day when, after interrupting me, they must return quietly to their seats before I dismiss them for lunch. One kid knows me well enough to ask me to solve a math problem so he can laugh at the confusion on my face, my eyebrows scrunched in concentration. Another says that she’s adopted the hand gestures I unconsciously make.
We might not notice each others’ absences right away. It’s likely that they won’t think much on me after June 10. They will move on to eighth grade, then to high school, then to colleges and jobs and children of their own. They will have many more teachers, and the memory of that one tall one from 7th grade will fall away.
My memories of them will fade too. In 20 years, I will have forgotten some of their names. I might not remember the tiny gymnastics leotard one student showed us from 2nd grade, that one family endured a house fire while their student was in my class, that one brought donuts to celebrate her birthday, that one gave a speech on getting lost in life and cried, and that another girl that ran across the room to hug her.
I hope they still read, after they’ve left my room. Some have learned to love books this year. One boy wrote a note telling me so. One girl didn’t consider herself a reader a few months ago, and she’s now reading 2,000 pages a week. It’s easier to decide that you’ll enjoy the 20 minutes we spend reading each day, I guess. Maybe having a teacher shoving book recommendations at you helps, too. For those who don’t love it (because they are legion, and they are loud), maybe, just once this summer, or next year, or on break from college, they’ll shut the screen and crack a book. It will do them good.
I hope they think, too. Much of school get it done, and not think. It’s true in my classroom too often. May their curiosity not be ruined and their minds not be dulled by it. When they can vote, as some of them are so excited to do, I pray that they do their research, that they consider carefully. If given the chance, they ought to vote for my student who read the Constitution one day during independent reading. I sure would. When seeking advice, may they turn to trusted authors and advisors. They will check the credibility of their sources, we can only pray.
I hope they know that they’ll make it through these awkward years. They’re sprouting into teenagers before my eyes. One boy began the year as a kid, who apologized for talking too much and thought school was “kinda fun.” He’s now a teen, with an attitude around his friends. I know his kindness and curiosity will reappear, even in public, someday. The others will learn how to apply eyeliner correctly and to wear pants other than leggings and to turn off Clash of Clans and to not care if others think they’re “cringey.” I have faith.
I hope they know they are valued. In their writing and speeches and their book choices, I see the people they are becoming. They are empathetic. They are funny. They are optimistic (occasionally). They want to be computer engineers and athletic trainers and nurses and authors and fathers and mothers. When they are absent, we notice. Their lives are precious. Even when they feel forgotten, they are not.
These are the things lost in the pre-adolescent brain fog, in my tiredness on Tuesday mornings, in the general insanity of May. I can barely make them stop talking after lunch, much less communicate that I care about more than how many pages they read last week and how many missing assignments they have.
We still have time before we part ways. (Too much, it feels some days.) I pray that in these last lingering days of the school year, in the hours of time we still share, they see a glimpse of truth. Even when they’ve forgotten The Outsiders and my presence and the hush of our room during silent reading, may they remember what I tried, and often failed to teach: Their ideas are important. Their minds are worth cultivating. They matter.