The last flower in WALL-E

Our family had a rare trip to an in-theater movie on Sunday, as opposed to watching one of the many movies we see at home. It was a good choice for the theater, WALL-E, with its sweeping scenes of dance in outer space and the counterpoint of its portrayal of robots with minimalist, but very believable emotions.

It’s a delightful movie for children or adults, but the adults are more likely to squirm as they see characters depicted in lounge chairs with drink holders, more similar than they might like to see to the audience sitting in now extra-wide theater seats with holders for 44-ounce cups. The story shows how a culture of excess consumption, with little regard for the environment, community, or meaningful activity, ultimately destroys a livable earth and nearly, the people themselves.

The plot hinges on the robot Wall-E’s discovery of a living plant, either the last to survive massive environmental destruction, or perhaps, the first to signal a possible recovery of the planet. He and another robot, EVE, protect the plant until it re-energizes humankind to save the planet they nearly destroyed.

It reminded me of James Thurber’s The Last Flower, a graphic novel published in November 1939, two months after World War II began. I haven’t seen the parallel mentioned elsewhere, but it seemed surprisingly close to me. In Thurber’s story, we read:

One day a girl who had never seen a flower chanced to come upon the last one in the world…The only one who paid attention to her was a young man she found wandering about. Together the young man and the girl nurtured the flower and it began to live again.

In only 48 cartoon frames, Thurber talks about wars, which never end, and the causal factors of greed, intolerance, the inability to understand others, and a fetish of violence. He also describes human and environmental destruction in both words and pictures. There is a deep pessimism in the seeming inability of people to maintain a respect for life or to find common ground, but also optimism, in the refusal of the flower to disappear entirely.

WALL-E presents a happier, less complex position. Some of the causal factors are there, but WALL-E’s world seems to have eliminated wars and racism. And although humanity has come close to a final disaster, the plant that WALL-E and EVE nurture appears to redeem it once and for all.

Thurber’s plant, unlike WALL-E’s, has a flower, which holds the promise of reproduction, as do his (non-robot) people. It is essential that the plant have a flower, which is visited by a bee, because biological reproduction in all its messiness is integral to the rebirth of Thurber’s world. WALL-E offers a vision more akin to Coca-Cola commercials about holding hands around the world. I liked WALL-E, but seeing it gave me a new appreciation for what Thurber managed to do using much simpler technology, but a deep insight into people and life.

The Quill greenhouse project in Hartford

Tending the plants Tending plants in the greenhouse Writing at the one Apple II computer Writing at the one Apple II computer

The images here are from 25-year-old 35 mm slides, so they’re not very clear, but the story is still relevant.

In 1982-84 I did some work with the Mary Hooker elementary school in Hartford, CT. We had developed a computer program called Quill, which allowed children to write and send email. Our test classroom at the school was taught by Jim Aldridge, who learned a week before classes started that he was to teach 6th, not 3rd, grade, was to work with the local garden club on a greenhouse project, and was to be a test site for Quill.

Jim’s class had 35 students, all from Puerto Rican, Cuban, and African-American backgrounds. There was a high level of transiency. Some students spent large portions of the winter in Puerto Rico; others simply didn’t come to school. The school was under-resourced and had policies such as requiring students to specify in advance how many sheets of toilet paper they needed for a bathroom trip, since students weren’t trusted with full paper rolls.

As a fairly new teacher, Jim was naturally a bit concerned. We worked out a way to use the Quill Planner feature for students to do lab reports on the plants in the greenhouse. This at least made the innovations more manageable. As things settled down, we found that the greenhouse became a focal point for learning. Several students who were on the verge of dropping out stayed in the class so they could work with the greenhouse and the computer. Some of this work is described in Electronic Quills: A Situated Evaluation of Using Computers for Writing in Classrooms (B. C. Bruce & A. Rubin; pub: Erlbaum, 1993).

It’s exciting to see how far we’ve come with similar projects today, such as Urban Agriculture in the Context of Social Ecology at the Pedro Albizu Campos High School in Chicago, which exemplifies the idea of the school as social center.

Seed packets and Planner notes
Seed packets and Planner notes
GreenhouseGreenhouse