We started by looking at sunflower seeds, then tomatoes and peas, how they sprout, and what they look like as they grow. I gave her seeds of her own to plant and take home. Working our way through what's coming up in the greenhouse, we tasted the pea shoots and micro-greens. At one point, as we looked at garlic that was overwintering in a bed, I mentioned that the worms were staying warm in there, too.
"What's a worm?" my little friend asked.
We marched over to the compost pile, where it was easy to pitchfork up a pile of wriggling worms of all sizes. Like most kids, she was curious and not afraid of them, asking me to uncover more. Although I could explain the importance of worms in a way that a four-year old would understand, ("They eat dead leaves and plants, and their poop is good for the soil..."), I couldn't answer any of her questions about what kinds of worms we were looking at. "Night crawlers" and "red wigglers" were all the biology I ever learned from the other kids when we tried to fish in the creek and bring our own bait. Her grandma promised to take her to the library for a book about worms.
Before she left, we made "seed bombs" together that she can throw randomly into bare areas of grandma's, (or her neighbors') yard - because no one's ever too young to start a life of guerrilla gardening.
Before she left, we made "seed bombs" together that she can throw randomly into bare areas of grandma's, (or her neighbors') yard - because no one's ever too young to start a life of guerrilla gardening.
Her visit reminded me of my own childhood, spent trailing around after my Aunt Helen in her garden, or taking walks down the country road past our house with my mother, learning the names of wildflowers and trees. They passed on to me the ability to move through the world and recognize details of my environment. A green front lawn isn't just grass or weeds: it's often crab grass and dandelions, purslane and plantain. Three of those four things can be put right into your lunch salad.
My husband and I laugh about the differences in our abilities to discern details around us. Walk through a parking lot, and he can tell you the model and year of every car he passes, while I can only say the color. Walk down the street, and I can name every tree and flower, with or without leaves. He sees a stretch of green or a patch of brown.
My husband and I laugh about the differences in our abilities to discern details around us. Walk through a parking lot, and he can tell you the model and year of every car he passes, while I can only say the color. Walk down the street, and I can name every tree and flower, with or without leaves. He sees a stretch of green or a patch of brown.
Recent research points to the possibility that humans, as a group, didn't "see" the color blue until they named it. Noting that ancient languages didn't include the word, (except Egyptian, a culture that had blue dye), and based on contemporary research with a tribe that has no word for blue, the conclusion is that what we're able to see is what we're able to name.
I believe that walking the garden with children is more than a fun way to teach about how nature works. I can develop a classroom lesson about conservation and saving bees, for example, by starting with a french fry. Who doesn't love french fries? They come from potatoes. Potato plants are pollinated by bees. Bees are dying all over the world. Save the bees, save the french fries!
But what if a child can walk to school, drive to the mall, or go on vacation and become aware of connections to, well, everything?
Here's what she might see:
Naming things in the garden is a powerful way to develop children's ability to differentiate - and, hopefully, appreciate - the interconnectedness of life in the world around them. It's not a text book exercise. As more of the "green" on the planet disappears every day, along with whole species of insects and animals, how children see their responsibility to the world they'll inherit - as global citizens - may depend on how many things we can teach them to name in their back yards today.
I believe that walking the garden with children is more than a fun way to teach about how nature works. I can develop a classroom lesson about conservation and saving bees, for example, by starting with a french fry. Who doesn't love french fries? They come from potatoes. Potato plants are pollinated by bees. Bees are dying all over the world. Save the bees, save the french fries!
But what if a child can walk to school, drive to the mall, or go on vacation and become aware of connections to, well, everything?
Here's what she might see:
- Milk weed on the side of the road nourishes monarch butterflies on their way to Mexico for the winter. Without the milk weed in Canada and the U.S., there are no monarchs in Mexico. Without Mexico, there are no monarch butterflies in the U.S. and Canada.
- All those fir trees along the Atlantic City Expressway and Garden State Parkway in the Pine Barrens of New Jersey, or the giant sequoias in California, have more going on underground than above, in a network of roots that work like a circulatory system. Introduce a virus in one area, and it can be passed through the underground system to them all.
- There are tens of thousands of species of mosses. They provide habitat for all kinds of insects, and their condition can be a red flag for water or air pollution.
Naming things in the garden is a powerful way to develop children's ability to differentiate - and, hopefully, appreciate - the interconnectedness of life in the world around them. It's not a text book exercise. As more of the "green" on the planet disappears every day, along with whole species of insects and animals, how children see their responsibility to the world they'll inherit - as global citizens - may depend on how many things we can teach them to name in their back yards today.
