غَرَسَ الْمُعَلِّمُ فِي نُفُوسِ تَلَامِيذِهِ حُبَّ الْعِلْمِ، وَسَقَاهُ بِالصَّبْرِ حَتَّى أَثْمَرَتْ أَعْمَالُهُمْ.
The teacher planted love of knowledge in his students’ souls, watered it with patience, and their deeds eventually bore fruit.
Planting, watering and fruiting belong to the same agricultural image. Love of learning is not a physical seed, nor is patience liquid. The sequence portrays education as deliberate cultivation over time.
Individual expressions may be analysed figuratively, but the sustained source domain matters more than a disconnected inventory. The figure works because its successive elements form one coherent conceptual scene.