t’s spring in the Midwest, and I’ve been walking in my neighborhood. Mid-May is the season of flowering trees, the return of loud yard equipment, and the end of the school year, either post-graduation for college or just short of the end for K-12 schools. And, as always, I find parallels between how our society regards nature and how we regard children.
 
In both, I see strange mistakes made in the last century. They have to do with confusions between ends and means, and with disregard of obvious ill effects, and with non-attainment of goals except by violence.
 
I want to compare lawns and a fixation on degrees and credentials.
 
Here’s some advice:
 
If the goal in a residential yard is a perfect green mat with no flaws, then put down a carpet instead of a lawn. You can skip the pesticides, herbicides, runoff, bee-destruction, water waste, labor, and noise pollution.

 If the goal for schooling is a credential and a degree, then offer the degree for a fixed amount of money. You can skip the cramming, textbooks, cheating, anxiety, and labor.
  
If the goal is college admission for the poor, then offer a lottery. You can skip the application process, the unfortunate high student-advisor ratio, the sense of low self-esteem, the suspicion about affirmative action.
 
If the goal is college admission for the affluent, then offer a lottery. You can skip the college admission counselors, the test prep, the summer service abroad, the Adderall, the ghost writers, the false self pretending to like resume-padding activities, the adult puppeteers in science fairs beginning in elementary school, the system-gaming with early action, the applications to twenty colleges. 
 
If the goal is good jobs for all….then make that happen. School won’t—hasn’t—done that.
  
We are pretty confused as a society between ends and processes.  
 
We have images of peaceful landscapes where harmony soothes the spirit.
 
We have images of restful suburban lawns emulating British aristocratic manors and estates.

 We have images of docile, productive, knowledgeable children—a sort-of noble goal. We have aspirations of educated, reflective citizens.

​We have a need for effective workers.
 
We like the idea of both equality and equity, equal opportunity and equal outcomes.
 
 We have ideals of equality, merit, and humaneness.
 
But we aren’t getting what we want. We are often getting ersatz versions of what we want (with exceptions), along with a lot of serious side-effects.
 
In lawns and education, a rethinking is in order.
 
Personally, I’d willingly take a few weeds, or a lot of weeds--bees love dandelions in the early spring, when there are few other sources of energy—over the destruction of the Gulf of Mexico.
 
I’d take a few students daydreaming and being inefficient over drugged, depressed, competitive zombies.
 
You?

If metaphors organize our thinking and if there is no genuinely neutral way of speaking about anything, then it is worth looking into the dominant metaphors used.

School is a domain that has been referred to in ways that help and in ways that harm. I would like to propose an old-made-new-again metaphor, The Garden, that might help, but this time with a century of ecological knowledge included. I suggest education as permaculture.