To Trim or Not to Trim?

It is the time of year that gardeners’ thoughts turn to garden cleanup.  The flower garden may look like this photo (maybe minus the garden Viking that my son bought me).  Is this messy, charming, or both?  In a Participatory Ecology garden, should you trim the dead, brown stalks or not?

IS THE GARDEN VIKING SAYING THIS IS TOO MESSY.jpg
Is the garden Viking saying this is too messy?

If you do determine that you won’t be trimming now, will your neighbors begin to believe they are living with an eyesore?

As with other garden questions, under a more natural gardening paradigm, you have to make plant-by-plant decisions.

SEDUM_NON NATIVE BUT BENEFICIAL.jpg

This sedum is not a native plant, but it is one of the plants that has the most rationales for not trimming; not only is it rather lovely as a dried winter flower in the garden, but it provides both food in the form of seeds for birds and cover for winter critters.  Okay, this may not be great if the critters are mice!

HIBISCUS CULTIVAR.jpg

I think the seed pods on these hybrid hibiscus plants are rather nice looking, and my research shows they also offer up seeds as bird food.

SPENT ASTERS.jpg

Asters are not quite as attractive by human standards, but still dried-flower worthy, and their seeds are also eaten by winter birds.

SPENT MONARDA.jpg

Monarda is even a little more scraggly looking, but still nice, and also provides seeds.

JOE PYE WEED.jpg

Is Joe Pye weed getting to the limit of human aesthetics?  I like it, and it definitely provides food.

spent-penstemon

 

These penstemon stalks still have their seed capsules.  Even if the seeds were not eaten by birds, I would leave the stems holding the capsules untrimmed since I count on the plants, one of my favorite garden flowers, to sow any uneaten seed and multiply.

A TANGLE OF GAILLARDIA.jpg

This tangle of gaillardia, another favorite flower, still shows a few blooms.  These blooms will keep providing pollinator food, while the seeds from spent flowers provide bird food.  I imagine these might tiptoe into the human aesthetic of messy.

I have other bird seed plants in the garden not pictured here.  Mountain mint looks like a plant that provides bird seed, but I haven’t yet confirmed that.  Goldenrod is definitely a bird seed plant, although I may bag the flower head so I can save seeds myself and plant in other parts of my gardens.  Daisies also provide bird seed.

I probably won’t need a bird feeder with all this seed, unless I want to provide things like suet.

So, as you may have guessed, I am not planning to trim any of the plants listed above just now, though there are a few plants I do think I will trim.

LAST GASP OF ANNUAL SUNFLOWERS.jpg

These annual sunflowers, a product of years of development by Native Americans before European incursions as well as years of breeding for beauty since then, have mostly given up their seeds to goldfinches and other birds.  They took over one of my vegetable beds before I had a chance to plant it.  It’s time for them to go, hopefully pulled with as little soil disruption as possible.

SPENT CHICORY IN FOREGROUND.jpg

This chicory grew from an Insectory seed mix I got as a free bonus with a seed order, but I don’t really want more chicory plants.  The few I have are enough for me, so I will be clipping this as well.

So, it seems like my garden trimming work will be rather light this year, but what about my neighbors, with their manicured shrubs and wide expanses of mulch in landscape beds?

I guess I will just have to start putting up signs to let them know about all the birds.  I will let you know how that goes in the next post.

 

Here are some great resources that list more birdseed plants:

Check out this advice from a fellow WordPress blogger at https://laidbackgardener.wordpress.com/2015/09/05/plants-that-attract-seed-eating-birds/

Another good list:  http://birding.about.com/od/attractingbirds/a/Seed-Bearing-Flowers-For-Birds.ht

 

Ravishing Radishes

By:  Priscilla Hayes

During May, 2015, the Garden State on Your Plate program of the Princeton School Gardens Cooperative hosted radish tastings on Wednesdays in the four Princeton K-5 schools.  As the school garden educator for two of those schools, I had the chance for some garden serendipity, connecting our school garden radishes to the radishes being experienced in the cafeteria.

It began with an email from Fran McManus with an idea for planting radish seeds in transparent containers, which would allow students to observe the development of both the root—the radish—and the leaves.  My sister had donated a bunch of transparent plastic gelato containers, which I had Community Park School third graders fill with potting mix.  Then, they carefully planted radish seeds adjacent to the outer walls so we could watch them grow.  As an added bonus, only half the seeds planted were purchased.  The other half were seeds saved by Kindergartners from the Community Park garden itself, and our goal was to see which would grow better.

By the time we planted the radishes in the jars, there were already Kindergarten radishes coming along nicely in one of the Community Park beds.

I checked both the jarred radishes and the garden bed radishes a couple days before the tasting.  The jarred radishes showed nary a sign of any radish root development, just some disappointing white roots.  The gardened radishes were reaching the point of woodiness, but they were lovely on the outside.  Some were developing flowers, which, as I learned from talking with the wonderful Trent House gardener Charlie Thomforde, would soon turn into sweet little radish pods—tasty if we got to them before they fully went to seed.

So, on radish tasting day, all the Kindergartners met out in the garden to pick three radishes—one for each class—to present to Joel Rosa, the Food Service Director of Nutri-Serve Food Management, the company that brings cafeteria lunches to Princeton students.  Why only three?  I explained to the kids that I wanted the rest to go to pods, which we could pick.

Forage Radish Pods
Forage Radish Pods

Joel Rosa was wonderful with the kids, and duly impressed when he learned that we were planning to eat radish pods soon.

A week or so later, radish tasting came to Littlebrook School, my other K-5 school.  I was so excited on that day to discover that our forage radishes, which fourth graders had planted as part of a cover crop mix (more on that another time), were going to lovely, delicate pods.

All three fourth grade teachers responded enthusiastically to my request to bring their classes out for a brief picking and tasting of pods.

I asked the students to answer three questions:

  • Did the pods taste like the radishes they had tasted earlier that day in the cafeteria?
  • If so (or even if not), were the pods milder or spicier than the radishes they had already tasted?
  • If not like radishes, what did the pods taste like?

Very few students—or I, for that matter—actually thought the pods tasted like radishes.  Everyone thought they were milder.  Many students thought the pod tasted like a mini green bean or a pea pod.  I can’t remember all the other answers.

The garden is nothing if not a place for serendipity!  The programs mentioned in this post provide great ways for students and their families to discover this for themselves.

The Garden State on Your Plate Program seeks to not only serve fresh, local foods to students but also to educate them about their sources and growing processes.  The program teaches students about the links between their food, their local environment and the larger world through creating new bonds between students, local farms/farmers and local chefs who prepare food for school tastings.  Learn more at http://www.psgcoop.org/garden-state-on-your-plate/.

Princeton School Gardens Cooperative focuses on hands-on methods of food and garden based education, not just in the classroom, but in the community.  Their goal is to teach every student to be an active participant and take responsibility to understand the impact of their eating habits and food choices on their surroundings.  For great links, articles and resources, visit http://www.psgcoop.org/.

Radiator Charlie Inspires an Artist to Create Seed Libraries

By:  Priscilla Hayes

It’s May 15, and I am finally completing a post about a wonderful session that took place a month ago.  On Tax Day, April 15, 2015, we welcomed Jeff Quattrone to the New Jersey Audubon Plainsboro Preserve facility to talk to community and school gardeners about seed saving.  Part of the reason this blog post is delayed is because it is prime school garden season and I have been in my three school gardens non-stop rather than at the computer.  The other reason is the breadth of the April 15 session and of the intense discussion there.  We covered some beginning seed saving tips complete with a demonstration of tomato seed saving.  We also learned about the careful research and steps Jeff took starting three “seed libraries” and some legal issues that have lately arisen, in which states seemed to have difficulty distinguishing between regulation needed for those selling seeds versus those exchanging seeds non-commercially.  After some struggle over how to convey all of this to you, I decided that on the latter, I would refer you to some online sources, including a New York Times article.  Please see the list of links at the end of this article and in the blog’s resources section.  Still, this post is longer than usual, and will be divided into sections.

THE POWER OF STORY

Seed saving involves stories of each of the seeds saved.  We can look at seeds themselves as stories, and Jeff’s getting to seed saving and seed libraries is a story in itself.  Jeff has a background and training as an artist, and he views all his ventures through an artistic lens.  When he saw that the print graphic arts work he had been doing was disappearing in favor of digital forms of representation, he began trying to “reinvent himself,” drawing always on his arts base.  In art school, he had learned both to challenge the prevailing notions of society and also to value stories as integral art in their own right.  All of this led him to start a blog that featured a daily story about a person who was doing something positive to change the world.  In the course of writing that blog, Jeff found himself coming back again and again to posts related to sustainability and gardening, and found himself especially drawn to the Ark of Taste, which is a project of Slow Food Foundation for Biodiversity.  The Ark of Taste is described online as “a living catalog of delicious and distinctive foods facing extinction.  By identifying and championing these foods we keep them in production and on our plates.” https://www.slowfoodusa.org/ark-of-taste-in-the-usa

Jeff became passionate about the idea of keeping heirloom plants from becoming extinct, and had also developed an interest in promoting “food security,” i.e. making sure that people had enough good food to eat.  He started a second blog, Vanishing Feast, An Heirloom Solution, described as intended

to bridge the gap between society today and the history and tradition of heirloom gardening.  The focus will be on food sources that are endangered, and specifically on fruits and vegetables, and bring awareness to the tradition of seeds and or plants as family heirlooms.

SEED SAVING AND SEED LIBRARIES

Vanishing Feast gave Jeff new opportunities for his artistic outlets, celebrating the stories and variety of colors and textures that heirlooms offered.  But Jeff realized that that, too, was only a step in his reinvention journey.  He wanted to do more than blog about heirlooms—he wanted to actively work on saving them.  It became clear to him that the action most within his power and abilities was seed saving and the starting of seed libraries to foster the community that is built over the sharing of saved seeds.  Seed saving was also the best way for individuals to ensure food security, and Jeff felt especially lucky to be in New Jersey, where a three season harvest is possible.  More than that, there were stories about each of the heirlooms and about the varieties that had disappeared.  There were stories about the privatization of seeds, and the loss of biodiversity in food crops, while biodiversity was generally only thought of as a necessary element for wild plants and animals.

Since he had “always grown plants, not seeds,” one of his first tasks was to teach himself about pollination and seeds.  He needed to learn about how to keep the genes of heirloom varieties pure.  He quickly determined that “selfers,” i.e. those plants that pollinated themselves, would be good starter plants for beginning seed savers.  Success with these plants could give them confidence to go on to the more challenging seed saving with wind or insect pollinated plants.  He saw that seed saving could allow gardeners to develop seeds best adapted to their own local environment.

As another step in his research, Jeff looked to the models of seed banks already in place elsewhere.  He became inspired by seed companies or individuals who were breeding vegetables for local environments, like “Radiator Charlie,” who originated the “mortgage lifter” tomato, so called because it was so big that he was able to make enough money off its seeds to lift his mortgage.  He then looked to more formal seed saving operations, like Richmond Grows, (http://www.richmondgrowsseeds.org/)  a seed library in Richmond, California that had stepped up to take the lead in providing resources, tools and data collection both about and to seed libraries starting around the country.  Richmond Grows encourages beginning members to save seeds only from the “super easy” drawers of seeds that it makes available, also known as the selfers.  Jeff also looked at the more local model of Hudson Valley Seed Library (http://www.seedlibrary.org/), although the latter sells the seeds its members save, not simply facilitating a non-commercial exchange of seeds.

Jeff also thought long and hard about the envelopes to be used for seed sharing, and settled on coin saving envelopes as the perfect ones.  The sample that he gave seminar goers, that is pictured here, is 2 ¼ by 3 ½ inches.  As the photo shows, it contains the seed variety name, a short description of its backstory, the quantity enclosed, season, and seed source.

After a year of research, Jeff began approaching possible municipal venues and opened his first library in February 2014, followed by two more in 2014 and this year.  The seed libraries “check out” seeds to patrons, with a promise from them that they will return seeds at the end of the growing season.  While there are a variety of seeds available for checking out, the seeds which patrons are asked to return are those of open pollinated or heirloom plants, and are generally “selfers.”  “Selfers” are plants which can pollinate themselves, and thus can be expected to breed true to the parent plant without the need for hand pollination and protection of flowers from pollen brought by insect or wind.  Only experienced seed savers are invited to save more challenging varieties.

THE BEGINNING SEED SAVER

Jeff recommended that the beginning seed-saver start with “selfers,” tomatoes, peas, lettuce and beans, and then move on from successes with these to other plants.  In the April 15 session, he demonstrated removing seed containing pulp from a tomato and placing it into a jar of water, where it should remain for three days to ferment.  The seed would then be washed to remove seeds from the pulp over a small seed screen, which was basically a frame around screen material.

A seed saver who had gotten confidence with these first, easy plants could move on to more challenging items, such as squashes.  Jeff provided all of the seminar participants with a list of recommended distances between any insect pollinated plants that could breed with each other.  He also showed us silken bags to use to assure that no insects sneak in to bring unwanted pollen to a plant being raised for seeds.  These bags ranged from drawstring bags available for wedding favors, which could cover a single flower, to larger silken bags to cover a whole plant or significant part thereof.

Of course the seminar could only whet our appetite for starting seed saving, especially since we were attending it at a time when there were no seeds to be saved, but only planning to be done.  I can see that learning seed saving is a process, and am doubly glad that I have the continuing opportunity to learn slowly, through the season-long training at Duke Farms, the next session of which I will attend tomorrow.

LEGAL ISSUES LINKS

In the interests of making sure that farmers and others buying seeds are getting what they paid for, various states are regulating non-commercial seed savers as well.  While he is not a lawyer and it is important to come to your opinion, Jeff believed that New Jersey law is clear enough to support the non-commercial distinction and won’t lead to this imposition of excess regulation on seed savers.  Those interested in learning more about the topic can consult the following links.

http://www.nytimes.com/aponline/2014/12/28/us/ap-us-seed-struggle.html?_r=0

http://www.resilience.org/stories/2015-02-12/seed-libraries-fight-for-the-right-to-share

Seed Saving–So Old and So New

By:  Priscilla Hayes

I have been teaching the basics of seed saving for years, without actually doing a lot of it.  Dorothy Mullen, one of the co-founders of the Princeton School Gardens Cooperative, introduced me to Nikolai Vavilov, the Russian scientist who developed a theory and map of eight crop centers in the world.  More specifically, Vavilov, in the course of collecting 250,000 or more types of crop seeds from around the globe, did research in each location to determine which wild precursors of each type of crop existed in that location.

I discovered that Vavilov is a great subject for lessons to students in any grade because there are so many great stories that come with the science he perfected.  One of the greatest is the value of seeds; his scientists so believed that the seeds Vavilov collected would save the world that twelve of them starved themselves to death protecting them when Hitler and starving Russians threatened to overrun the seed bank in St. Petersburg.

Ancient Native Americans in Central America, one of the eight crop centers, carefully took a wild grass, teosinte, to something like our modern crop corn, just by saving the “best” seeds over multiple generations.  Native Americans carried those seeds from Central America to New Jersey and even further without trucks, planes, trains or even horses, as I teach my fourth graders.

So now I am taking up seed saving—this art form that is at once ancient and modern.  I let radishes and lettuce in our school garden go to seed, and had the Kindergartners collect the seed this fall.  I had first graders collect spent marigolds.

So, having started, I went to an expert to get better in what I do, and what I teach the kids.  Jeff Quattrone is the founder of the organization Library Seed Bank, which has already established three community-based seed banks in South Jersey.  He is also a member of the Community Seed Resource Program for the Seed Savers Exchange, in partnership with Seed Matters.  He will be speaking at the NJ Audubon Plainsboro Preserve on April 15, 2015 at 7 p.m. about seed saving and starting the seed libraries.  I hope I will learn how to best treat those radish and lettuce seeds, how to have the kids save even more challenging seeds in the future, and to learn how we can take our own version of teosinte into vegetables suited for our local conditions.

More information on the event, meant particularly for school garden educators and community gardeners, is found at http://www.psgcoop.org/.

A Garden is a Place We Are Invited Into

By:  Priscilla Hayes

I have the great privilege of being a part-time garden educator for two K-5 schools in Princeton, New Jersey, a town that has had a commitment to garden education for over a decade.  Generally, I am rushing around one of our school gardens either prepping a garden bed for a class that is coming out in 15 minutes or using a few spare minutes to weed and mulch.  But, I had a few minutes to just sit in the Community Park School “Edible Garden” one beautiful day this fall.  I had set up for a weekend garden event and was just waiting for people to arrive.  On a bench in our classroom/seating area, I enjoyed the rare opportunity to slow myself down.

For all my protestations about people just needing to get outside and observe more, and my tossing about of the phrase “nature deficit disorder,” I was rather shocked to find the garden full of critters—birds, bees, butterflies and more, all acting as though I weren’t there.

Only a few feet away from me, a quite bold squirrel flung him or herself off a tree branch onto one of our tall and lovely corn stalks, grabbed tight, and waited as his/her weight bent the stalk down to the ground.

I’m pretty sure that’s when I called out, “hey you, squirrel!”  It did occur to me, irrationally, that we needed a better name than just “squirrel” for our little friend, but in an instant, I had discovered who was stealing the corn from our corn patch.  I wasn’t going to let our new friend steal another ear of corn, at least while I was sitting there!

True confessions:  having saved an ear of corn, I somehow magically believed the squirrel (or squirrels) would never steal every one.  But our squirrel did just that, scattering empty husks around the Edible Garden.

I had been planning to bring the fourth grade classes out to pick our lovely Indian corn, from seed donated by my friend Zane.  But, having been reminded that a garden is not another human room, but a place where we are invited to share space with lovely living things, I created new lessons to let the kids experience the same reminder.

I asked each fourth grader to solve the mystery of the corn theft.  Each student had to find clues to the thief’s identity, and use them to come up with a conclusion.

I also created a game of “critter bingo” to ask the kids to see who else besides our corn thief was sharing the garden with us.  Students didn’t actually need to see a critter, but had to come up with clues that suggested that critter had been there.  From the kids, I learned where every hole in our fence was, and the location of some probable rabbit or vole holes.  We had a great discussion, considering seriously even the possibility that deer might have been here (in spite of our very tall deer fence).  There are probably still some kids who believe the deer steal in by dark of night.

In spite of my many years of being a gardener, and in spite of my burning desire to get kids outside more to experience nature, it took observing the squirrel to remind me that the critters and the plants are much more full-time residents of the garden ecosystem than we humans are.  We humans count mainly as visitors.  The critters and plants freely invite us in to spend some time in a place that is shaped by humans, yes, but even more by non-humans—from the living soil, which contains more organisms per square inch than any other segment of earth—on up through the wonderful shading trees.

I am indoors as I write this, dreaming my way into the lovely private CP Edible Garden at a time when the ground is frozen.  Me and the kids are really going to pay attention to the garden’s full-time residents this year, looking at the underside of leaves for insects, marveling at the small black voles that just love to hide under a flat of parsley plants and slowing down enough to see the birds.  Of course, we also have to come up with our name for the squirrel, one that will describe what he/she teaches us.

This is not a squirrel--it is a giant leopard moth larva that appeared equally magically in our garden.
This is not a squirrel–it is a giant leopard moth larva that appeared equally magically in our garden.