“I Don’t Like Camelias”

Can you believe it. Here I am, sitting on pins and needles waiting for the arrival of Jaqueline Danielle, our third grand-daughter, and I’m thinking about the forlorn, neglected camillias in the front yard. It’s one of those time you just don’t ask. I never think of my camillias, except when I have less than nice thoughts about cutting them down or “accidentally” killing them. Maybe it’s the remnants of conversations about some attitudes towards disadvantaged students I had with some neat people during that workshop on learning communities that I presented a workshop this past Monday in Miami. Anyway, about the camillias. It wasn’t that I chose to plant the camellias. I had no choice except what to do with them. When we moved into the house thirty some odd years ago, they were just there in the front yard. Two flanking the entrance to the house; four acting as an eastern border to our property.

As I developed my green thumb, it didn’t extend to the camillias. I “grrrrrred” at them. I don’t know why. I just wasn’t grabbed by them and I didn’t allow myself to grab them. “I don’t like camellias” meant “I won’t accept them into my garden.” It translated into “I won’t do what it takes to nurture them.” It meant “I’m not going out of my way for them.” Every time I saw them, I would do everything I could to ignore them. My hands would clench into fists of frustration. For me, they were a blight on the beauty that I was creating. I’ve had interesting discussions with my defending, Green Party Susan about cutting them down. And, I’ve lost every one of them.

You know blinding, deafening, and paralyzing a “grrrrrr” and clenched fist can be? A grimacing “grrrrrrr” won’t let you smile. A clenched fist won’t allow you to offer or accept an open, helping hand? Did you know that love measures our stature? The more we love, the bigger our heart, the bigger we are. Someone once said that there is no smaller package in all the world than that of a person wrapped up in him/herself. Boy, when it came to camillias was I wrapped up in myself. It was more about me than them. I didn’t bother to prune them as they should have been pruned. I didn’t bother to spray the leaves with an oil to protect them against fungus or spray a chewing tobbacco concoction against white flies. And, when the leave got spotted, “white flyish,” cankered, brown, or wilt, I say to my environmentist Susan with a pointing finger of blame, “See, those camillas are dirty, ugly things, ugh. They’ve got to go.” Didn’t work.

Then, this morning I imagined myself as a camellia. Mysterious. “What if I could see me?” I asked myself. “If camellias could have eyes, how would I look? What would I see?” So, I looked sharply. Not a pretty picture: ugly, uncaring, unsmiling, combative, unloving, unappreciating, disrespectful, distant, and cold. It’s startling how I looked to me when I looked at me with the frightened, disregarded eyes of a camillia.

I look as ugly to the camillas as they look to me. I saw an inner wilt that was expressed in my disdain. My attitude toward camellias boomeranged right back to me. And yet, I always say that each flower is unique. When we compare a rose with an autumn rudbekia or an echinecea or a camillia in terms of more or less beautiful, we’re messing with Mother Nature’s agenda. For in that comparison, there are the “winners” and the “losers,” the tended and the discarded, the noticed and the ignored, the “beautiful” and the “not so beautiful” or the “not beautiful.” Yet, each flower is a vehicle for awakening. We should treat each carefully as such.

The next time, starting todya, I start to complain about camellias, I won’t listen to me. “Grrrrrrrrrrrrrrs” will be replaced by “aaaaaahs,” fists with handshakes. I’ll not plant those pessimistic seeds in me and nurture them into strangling vines. It’s easy to be critical of those camillias and make them feel unwanted. Anyone can do it. It doesn’t take a drop of sweat or an ounce of energy. What does take effort, time, and skill is nurturing them. I should have known better. The exuberance of life, any and all life, is manifested in the decision to plant and nurture, to work and create, to rejoice and dance. It changes the person into an “entheos,” that is, someone inhabited by Nature’s excitement. Nothing great and truly creative is ever achieved without such a powerful influence. The next time I feel a whine coming on I’ll have to concede that it’s all about me and nothing about the camellias.

As a gardener, I can tell you that sometimes you have to rake through a lot of winter’s mulch to find that sprout in Spring. Each sprout is good. Each is great. Each discovered seedling should be welcomed, for each is a messenger of hope. And, each day in the garden is both good and great. Each flower can help you acquire a pure awareness and a bold alertness. You have to feel as if you are an adjunct of each flower’s presence as if each flower was speaking on your behalf with Mother Nature. I’m reminded of something Rumi wrote. To play on his words, a garden is never quiet, with all the messages coming through. It’s merely a matter of being aware what messages of hope are springing up from each and every individual flower in the garden all around you. If you walk through a garden, not noticing all the hopeful sounds in the garden, for you, at best, the message is incomplete. If you ignore all the hopeful sounds, it is a dead place.

There’s a lesson here for all of us teachers. Teaching, like gardening that draws us in to look deeply at ourselves and others is spiritual. Such gardening, like such teaching, accepts all the pests and diseases and wilting. With time and effort, with love, with faith and hope and belief the teacher, like the gardener, transforms each and every flower of a student into affirmations of beauty, and discovers that each is no less than greatness.

My camellias just helped me help myself in the continuance of my awakening. Starting today, they’ll bring life into what was otherwise an unadmitted dead spot. It’s a lesson that spills over onto my campus, for it’s not any different with each and every student.

Telephone just rang. Got more to say, but Jaqueline is on her way. Susan’s grabbing at me. Gotta run to the hospital with my camera!

Make it a good day.

–Louis–

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About Louis Schmier

LOUIS SCHMIER “Every student should have a person who wants to help him or her help himself or herself become the person he or she is capable of becoming, and I’ll be damned if I am ever going to let one human being fall through the cracks in my classes without a fight.” How about a snapshot of myself. But, what shall I tell you about me? Something personal? Something philosophical? Something pedagogical? Something scholarly? Nah, I'll dispense with that resume stuff. Since I believe everything we do starts from who we are inside, what we believe, what we perceive, and what we do is an extension of ourselves, how about if I first say some things about myself. Then, maybe, I can ease into other things. My name is Louis Schmier. The first name rhymes with phooey, the last with beer. I am a 76 year old - in body, but not in mind or spirit - born and bred New Yorker who came south in 1963. I met by angelic bride, Susie, on a reluctant blind date at Chapel Hill. We've been married now going on 51 years. We have two marvelous sons. One is a VP at Samsung in San Francisco. The other is an artist with food and is an executive chef at a restaurant in Nashville, Tn. And, they have given us three grandmunchkins upon whom we dote a bit. I power walk 7 miles every other early morning. That’s my essential meditative “Just to …” time. On the other days, I exercise with weights to keep my upper body in shape. I am an avid gardener. I love to cook on my wok. Loving to work with my hands as well as with my heart and mind, I built a three room master complex addition to the house. And, I am a “fixer-upper” who allows very few repairmen to step across the threshold. Oh, by the way, I received my A.B. from then Adelphi College, my M.A. from St. John's University, and my Ph.D. from the University of North Carolina at Chapel Hill. I have been teaching at Valdosta State University in Georgia since 1967. Having retired reluctantly in December, 2012, I currently hold the rank of Professor of History, Emeritus. I prefer the title, “Teacher”. Twenty-five years ago, I had what I consider an “epiphany”. It changed my understanding of myself. I stopped professoring and gave up scholarly research and publication to devote all my time and energy to student. My teaching has taken on the character of a mission. It is a journey that has taken me from seeing only myself to a commitment to vision larger than myself and my self-interest. I now believe that being an educator means I am in the “people business”. I now believe that the most essential element in education is caring about people. Education without caring, without a real human connection, is as viable as a person with a brain but without a heart. So, when I am asked what I teach, I answer unhesitatingly, “I teach students”. I am now more concerned with the students’ learning than my teaching, more concerned with the students as human beings than with the subject. I am more concerned with reaching for students than reaching the height of professional reputation. I believe the heart of education is to educate the heart. The purpose of teaching is to instill in all students genuine, loving, lifelong eagerness to learn and foster a life of continual growth and development. It should encourage and assist students in developing the basic values needed for learning and living: self-discipline, self-confidence, self-worth, integrity, honesty, commitment, perseverance, responsibility, pursuit of excellence, emotional courage, creativity, imagination, humility, and compassion for others. In April, 1993, I began to share ME on the internet: my personal and professional rites of passage, my beliefs about the nature and purpose of an education, a commemoration of student learning and achievement, my successful and not so successful experiences, a proclamation of faith in students, and a celebration of teaching. These electronic sharings are called “Random Thoughts”. There are now over 1000 of them floating out there in cyberspace. The first 185, which chronicles the beginnings of my journey, have been published as collections in three volumes, RANDOM THOUGHTS: THE HUMANITY OF TEACHING, RANDOM THOUGHTS, II: TEACHING FROM THE HEART, RANDOM THOUGHTS, III: TEACHING WITH LOVE, and RANDOM THOUGHTS, IV: THE PASSION OF TEACHING. The chronicle of my continued journey is available in an Ebook on Amazon's Kindle in a volume I call FAITH, HOPE, LOVE: THE SPIRIT OF TEACHING. There a few more untitled volumes in the works..

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