Civil Eats

When I started volunteering this winter as a garden science teacher with Washington Youth Garden, entering one 3rd-grade classroom every week to help instill knowledge and enthusiasm by the children for the wonders of nature, I had no idea that this experience would inspire me to initiate a national call for Universal School Gardens.

But when I witnessed the children’s smiles and eyes light up in the course of planting seeds and watching them sprout into seedlings and grow, my appreciation deepened for the many reasons why school gardens are gaining popularity and have an excellent track record for enhancing the educational learning and natural curiosity of young people. “Every student should be free to enjoy the incomparable thrill of tasting fresh healthy food that he or she had a direct hand in growing,” I thought, “and every school in America should sprout a garden!” Read More

As one of the teachers involved with Michelle Obama and the White House vegetable garden, I’ve been impressed with the sudden surge of public interest in the simple act of children planting seeds. At Bancroft Elementary School, where I work first and foremost as an art teacher, we know only too well the benefits children get from growing their own food.

But I don’t think the public has any inkling how hard it is for teachers to maintain school gardens like the one we have at Bancroft. Despite all the hoopla over school gardening, the truth is teachers engage in these activities at risk of their jobs. You see, gardening is not part of the mandated school curriculum. We are supposed to be teaching reading and math. As much as we believe school gardens offer a multitude of teaching opportunities, schools do very little to support us. Principals and teachers have been bluntly told that they will lose their jobs if math and reading scores don’t improve. We desperately need help. We need someone to take charge of our school gardens. Read More

School gardens are an excellent way for children to get to know fresh fruits and vegetables, supplement classroom instruction, and just plain spend more time outdoors. Alice Waters created the model for the Edible Schoolyard over a decade ago and dozens of school gardens have followed suit. With a recent critical article in The Atlantic getting people talking about the value of school gardens again, it seemed an opportune time to take a peek into eight programs that are teaching kids a love of gardening and cooking and then share some resources for starting program to your own school. Read More

With the publishing of her article in the latest issue of The Atlantic, Caitlin Flanagan became a lonely detractor of the school garden movement. There has been much refuted about the piece, but I wanted to focus here on her obvious detestation for physical labor. Flanagan seemingly didn’t speak to any immigrants with children attending the King School, home of the country’s well-known Edible Schoolyard, but chose to imagine the immigrant experience all the same, taking us through a hypothetical situation in which a farm laborer’s child there is taken out into the “hot sun” of the school garden and made to pick lettuce. She asked, “Does the immigrant farm worker dream that his child will learn to enjoy manual labor, or that his child will be freed from it?”

Having experienced the satisfaction of my own labor, I do not accept that physical work has no benefits for adults or kids. Furthermore, labor will never be eliminated completely from human affairs. Perhaps hearing about the experience of labor from the point of view of a former slave, then, could be instructive. Read More

Caitlin Flanagan is right: I am an educated, middle-class woman whose school voluntarism is “a locus of (my) fathomless energies.” When I see students whose support system, for a myriad of reasons, has failed them, I want to do something about it. And I am one of the Alice Waters groupies Flanagan talks about in her January 2010 Atlantic Monthly article, so when I want to effect change, one of the places I turn is the Life Lab garden Flanagan writes is “cheating our most vulnerable students.” Read More

In the latest edition of The Atlantic magazine, Caitlin Flanagan has written a surprisingly harsh critique of the popular and growing movement to include gardens in our public schools. In a nutshell, she states that pursuing this activity over and above the three R’s will turn our children into illiterate sharecroppers. Right from the start, though, she gets it wrong. Read More

One morning I came out of our house just as Jorge, a young man I knew, shuffled by in baggy pants. He was pouring a bag of Skittles into his mouth.

“Jorge!” I said. “Is that your breakfast?”

He nodded sheepishly. I lived on a busy street where from time to time I ran into Jorge, who had attended elementary school with my daughter, Carly, down the block. That campus housed a number of smaller schools, including Costanoa, a district-run program for students who had fallen behind at the bigger high schools. The morning of his Skittle breakfast, Jorge was a sophomore at Costanoa.

Some months later I ran into his mom. She lived with her family in the apartments down the hill from our house, and over the years I had talked with her often as she walked by with Jorge’s younger siblings.

“How’s Jorge?” I asked.

“He’s doing well,” she said in Spanish. “He’s working in the ROP garden at school, and he loves it so much he wants to apply to the horticulture program at Cabrillo [College].” When Costanoa moved to our campus, they had expanded the Life Lab garden halfway across the playing field. Students on campus labored in the garden and cooked from the bounty. Read More