It was an inconsequential day, about ten years ago now. A fresh, bright, day in May; the sun shining kindly and the air full of perceptible warmth for the first time since winter.
Spring fever had struck. We were a group of high school seniors, expectantly awaiting the impending days of graduation, summer freedom, and the privileges of adulthood. Academics, that lynchpin of education, were no longer the most important thing on our minds. Conversations instead turned to commencement and the life beyond. Mrs. Aupperlee’s 4th Hour AP English class reflected this sentiment: though it had been a particularly social class all year, the excitement of spring days had amplified its gregariousness.
We enter the classroom early, each filing into his or her own chosen seat to commence the pre-class banter. Fourth Hour was the last obstacle before lunch. Attention spans would wane, and the classroom atmosphere would become casual. Typically we would have to edit essays or practice for the upcoming AP exam, but our class knew what subjects to broach to get Mrs. Aupperlee off on a class-long tangent about things little related to English literature.
Today was just going to be another ordinary school day to get through, once again.
The bell rings and Mrs. Aupperlee takes attendance. Unexpectedly, she announces that everyone should get out of their seats and follow her. Today we would be going outside. We follow, through the double glass doors, out onto the lawn that surrounds the school. Mrs. Aupperlee continues on, in the bright May sunlight, to the very edge of the lawn. She pauses at a tree which, until now, none of us had ever given particular attention. Standing still to draw us in, she produces a piece of paper and proceeds to read: Nature’s first green is gold,/Her hardest hue to hold…
We listen to the poem as we stand outside. The tree’s freshly budded leaves wave golden in the light breeze. Some of us notice this, as the verses of poetry glance past our ears and the wind tussles our hair. Yet, standing there, some of us also wonder inaudibly why we came out here today. The poem was simple enough. Was the arboreal visual necessary to understand Robert Frost’s words? Isn’t it more expedient to just read poetry indoors? And who even really cares about looking at trees anyways? Our English class, to this point, had only been taught in a classroom. And besides, what even did Robert Frost have to do with our curriculum at the moment? Personal erudition, as lofty as it may be to high-minded intellectuals, has little to do with the forthcoming world of AP Essays and standardized tests. Why were we spending our class time this way?
As that high-schooler, I can’t recall exactly what I was thinking in that specific moment. Being the ambitious, productivity-minded student that I was then, I was likely questioning the value of walking around outside during class period. I had enrolled in this course, after all, primarily because it was an additional AP credit, and not from an inherent love of literature or poetry. English was one of those necessary evils of high-school education, one I had long endured with much chagrin. My future, too, was headed in a different direction; I had been accepted into an engineering program in college already. I expected AP Literature to be my final English class and that I would leave writing behind altogether. I saw little need then for the frivolities of poetry.
And now here I am ten years later. Though the particular details of what I thought on that late May morning have distinctly vanished from memory, our class’s spontaneous visit to the budding tree, along with the poem we shared, still remains clear. In retrospect, all the other things that I thought relevant and important ten years ago—homework assignments, AP test scores—are now antiquated and defunct memories. What remains with me now is the fact that we did go outside and that we did read a poem while crowding a tree. That single small classroom exercise, though it lasted just a few trivial minutes in duration, was influential enough to hold fast in my memory even a decade later.
From time to time, I find myself pulling out that memory, particularly when the first leaves of spring emerge. Without much conscious thought, I’ll suddenly be quoting Robert Frost, if not to my traveling companions then internally to myself: Nature’s first green is gold…
In the ten years since high school, I have changed substantially from the person who I thought I was then becoming. It was small events like reading the poem by the tree that slowly molded me into the person I would become. There was no way I could have realized it at the time, since the poem had no immediate impact on me. However, the power of the poem shared by the tree would lay latent in me for years, until, slowly, it would compound with other life experiences until I realized just the direction I had been traveling in and the person those events had been shaping me to be.
In part, thanks to that high school English class, I take notice of the trees now. Whereas before trees to me were mere background scenery, common and forgettable, I now take notice of their delicate intricacies. The changing of the seasons has become vitally important to my inner well-being, and poetic works like Frost’s serve as reminders to pay attention to the daily acts of beauty that are occurring all around us. I now can’t see the first leaves of spring without also thinking of Robert Frost.
In the time since high school, I have also found my niche in the work of environmental education. My primary occupational duties fall along the lines of educating and exposing individuals to the outdoor world—biological, geological, ecological. To those who I instruct, I primarily give facts and explain complicated ecological interrelationships in the most scientific sense. But more than just a rote recitation of facts, I aim to use my capacity as an educator to teach people a new, ethical perspective of how we relate to the natural world just as how we relate to each other. In my job duties, I now take individuals outdoors to different environments—to the world outside of the classroom where didactic instruction may not be as practical but the lessons learned become all the more memorable and valuable.
As I have now become an educator myself, I think back to the point that Mrs. Aupperlee was trying to impress upon us by taking her 12th grade English class outside on that May morning. More than teaching us facts about grammar or even exposing us to a new poet, I now believe that Mrs. Aupperlee was teaching us something of higher accord. She was trying to affect our ethical bearings, educating us to be observant, to notice things, to be citizens of the world. Inevitably, facts fade. But who we are remains. That day, on the lawn surrounding the tree, ours was not a factual lesson in 20th century American poets or even in tree biology. It was a core lesson in paying attention. It was a practice that told us, as young people, that indeed we should be able to notice the significance of the world around us, and that indeed we can stop and reflect in its beauty and be all the richer for it. It was a lesson in how we need poetry in our lives. In my capacity now as an environmental educator, this is the ethos which I try to cultivate in my students. This is not part of an education of facts and figures, but of a higher order of education, an education for citizenship.
Ten years later, I still remember that day in Mrs. Auperlee’s English class. It’s testament that a single lesson, no matter how small, can leave a lasting impact.
Nothing Gold Can Stay
Nature’s first green is gold,
Her hardest hue to hold.
Her early leaf’s a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.