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10 Creative Writing Prompts to Boost Your Nature Journaling Skills

My writing desk looks out over Lake Erie. When I am stuck and staring at a blank screen, I take a break and walk on the beach near my house. Every day is a new scene. I may encounter a flock of seagulls squawking and tussling on the pier, or a bald eagle scanning the shore for his next meal. I’ve seen a man baptized in the shallow water, while children make sandcastles on the beach. I may greet a neighbor or make a new friend. Whatever the case may be, the stimulation of the sights, the sounds and the people I meet, all refresh my perspective and even trigger new ideas.

For me, nature is a stimulus for creative thought and, as a result, better writing. By the time I am home again and facing my computer, I am usually free from whatever was blocking my flow of ideas … even if I’m not specifically writing about nature. I return more in tune to my surroundings and aware that I am a part of something much larger than myself. Being out in the natural world reminds me of who I am … and that keeps me from trying to be something I’m not. And I think that’s the key to good writing … conveying your thoughts in an authentic voice that’s true to who you really are.

American essayist, poet, philosopher,and naturalist Henry David Thoreau wrote,“It is the marriage of the soul with nature that makes the intellect fruitful, and gives birth to imagination.”

I agree.

So here goes… pick a writing prompt you like and make it your own.

  1. Describe your most significant experience with nature. Try to remember the sights, sounds, smells and other sensory details of the experience. Did it have a positive or negative effect on your relationship with the natural world? Did the experience change you as a person?
  2. Tell a story or describe a hike or nature walk that you’ve experienced. Who were you with, what did you bring, and why do you remember it so well? If you never have, tell an imaginary story about a hike you would like to try. Have you always wanted to try to hike a portion of the Pacific Crest Trail? Or, do you enjoy walking in your community park? Describe what your see and how it makes you feel.
  3. Buy or make a bird feeder and hang it in your backyard or on your windowsill. Purchase a field guide to local species (or find one at the library) and note the type and number of species that come to your feeder during the week. Observe the type of seeds they like to eat and whether they eat from the feeder or from the ground. Do any other species of animals visit the feeder? Note any other observations you feel are relevant to your study. Save your observations for future creative writing projects or stories.
  4. Imagine that one day you took a walk and the trees began to talk to you. What would they say about their relationship to humans and how would you respond? Would it change the way you interact with the natural world? Tell a story about your experience.
  5. Think about some aspect of nature in you community that needs improvement and write a rough draft of a letter to the mayor of your city. Why is this important to you and to other members of the community. Include a viable solution to the problem and how you are prepared to help out.
  6. Take a walk and pause for a moment in a place that feels comfortable to you. Capture one aspect in nature. It can be as small as a raindrop on a leaf or as expansive as an approaching thunderstorm. Write a haiku poem about your observations.
  7. If you had a choice of any place to live on the planet and money was not an issue, where would you live? Would it be a rural, suburban or urban setting? Would it be important to you to live near a park or other type of natural landscape? If so, why? How would it be similar or different to the place you live now? Tell a story about your first year living in your new home.
  8. What is your favorite season and why? Describe a memory from the past that may have contributed to these feelings. If you live in a place where you do not experience significant seasonal changes, what subtle differences do you notice?
  9. Your favorite natural area is about to be changed into a housing development. What do you do to stop it and how do you get the community on your side? Write a speech that you would give at the town hall meeting.
  10. Write a story about an animal rescue from the perspective of the animal. Research using a “story arc” or “plot diagram” to structure your story, including beginning, rising action, climax, falling action and resolution.

Remember, first and foremost, nature journaling should bring greater joy and creativity to your life. It is liberating to be able to express your inner thoughts and it’s fun to experiment with different forms of writing to find your true voice. img_6941

Happy Journaling! 

Elizabeth


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Teach Green: Lesson Plan to Create an Illustrated Nature Journal

Illustrated Nature Journals for Kids

Summary:

Whether writing for scientific purposes or personal satisfaction or to convey personal experiences in the natural world to others, what better place to start a nature journal than on the Huntington Reservation of the Cleveland Metroparks. Students will explore Huntington Beach, Porter Creek and the flora and fauna of the surrounding meadow lands, while expressing their creativity through writing and illustrating their own personal nature journal. Both rewarding and fun, students are sure to sharpen their analytical and observation skills while deepening their appreciation of nature.

Grade Level:

Geared primarily toward children ages 8 to 12, but works just as well for teenagers and adults with a few modifications.

Time:

Two hours per class for six weeks.

Learning Objectives:

Objective #1

Students will use real-life experiences in nature as inspiration for journal writing, illustration and personal expression.

Objective #2

Students will explore various practices of nature journaling for descriptive, informational, narrative and persuasive writing.

Objective #3

Students will learn the fundamentals of map making in order to develop a sense of place and an increased appreciation of the natural world.

Materials Needed:

  1. 8.5 x 11 three ring view binder. A “view” binder will allow students design their own cover.
  2. Pencils ( varying hardness, often sold together), colored pencils, a sharpener and a white eraser
  3. Watercolors and paint brush
  4. Bottle of water
  5. Paper towels
  6. Ziploc bags for collecting treasures such as pine cones, leaves, shells or seeds
  7. Field bag or backpack to hold supplies

Optional Items:

  1. Binoculars
  2. Camera
  3. Compass
  4. Measuring tape or ruler
  5. Field guides
  6. Map

Instructor will supply additional worksheets, including templates for field notes, writing prompts, and graphic organizers. Also, graph paper and art/craft supplies for projects created in studio will be supplied. Students will want to have their own art supplies for creative work completed on nature walks.


 

Lesson Plans:

Week One: Introduction to Nature Journals and Mapping

Background


Creating a Nature Journal

Getting kids interested in natural world teaches them to appreciate it. Once they are outdoors and engaged, they are more likely to develop a feeling of connection to the plants, animals and natural spaces in their backyards, communities and parks. And, they will be more likely to want to protect them as they grow into adulthood. Keeping a nature journal is a great way to start.

In the most popular recent book on the subject, “Keeping a Nature Journal”, author Clare Walker Leslie puts it simply: “whereas a diary or personal journal records your feelings toward yourself and others, a nature journal primarily records your responses to and reflections about the world of nature around you.” With a subject as broad as the natural world, nature journals lend themselves to a wide range of expression. The possibilities are endless.

Keeping a nature journal helps students connect with nature through writing and illustration. They will learn how to observe nature closely and keep accurate records on these observations. They will also learn to narrate their experiences in the natural world

Developing a Sense of Place

A sense of place can be described as the fundamental ways people relate to places that convey a feeling of attachment and belonging. It develops when personal meaning is attributed to a specific location or setting and usually starts close to home. Maybe it’s your back yard or the neighborhood where you played as a kid. Or maybe it’s a park you’ve visited with your family on vacation. Whatever the case may be, studies have shown that attachment to natural spaces is beneficial to our emotional, functional and cognitive well being.

The Importance of Geography and Mapping

They also must have a better understanding of maps and geography. Studies reveal that the geographical acumen of American children consistently leaves much room for improvement over the past decade. Results from the National Geographic – Roper Public Affairs 2006 Geographic Literacy Study found that recent graduates of the US education system were “unprepared for an increasingly global future”. Just months after hurricane Katrina destroyed New Orleans and the Gulf Coast, the study found that 33 % of study participants could not find Louisiana on a map.

According to the 2010 National Assessment of Educational Progress, called “the nations report card”, less than a quarter (22%) of fourth grade students in the US scored “proficient” or above proficient” on the test. The same test for eighth graders in 2014 showed little improvement.

Understanding geography is important because helps us to better understand our world. Through the study of geography, students learn to use data from maps, graphics and texts to recognize patterns and solve problems. It contributes to global understanding and tolerance by making students more aware of of the countries and their cultures. It also helps us to understand the impact of environmental factors on specific areas. But, the study of geography starts with understanding our immediate environment and it expands with experience. Geographical awareness serves as a link between home, school and the world at large. In the early grades, basic geographical knowledge and map skills are the foundation for more complex critical thinking skills later. Later, geographically informed students will emerge as leaders and be well equipped to take their place in the global community.

Procedure


Introduction to Nature Journals and Maps and their various uses

  1. Have students illustrate the cover of their nature journals using paints, colored pencils or markers. (Have examples of nature journal pages for inspiration.)
  2. Overview of the importance of reading maps
  3. Using graph paper, have students draw a simple map of the Huntington Reservation from an actual Metroparks map.
  4. Have the class take a break on a picnic table with healthy snacks suitable for a nature hike. (Remind students they may want to pack similar snacks for future class nature hikes.)
  5. Explain how to write a personal narrative (story) and then have the students write about their favorite memory of a time they spent in nature. Encourage them to draw a picture.
  6. Assemble materials in field bag for next class

Week Two: Flora or Fauna?

Background


  • Learning about plant and animal species as preparation for future experiences in nature
  • Making a bird feeder
  • Writing about a process (descriptive writing)

Flora and fauna mean plants and animals; the word “flora” is used to discuss plant life, while the word “fauna” refers to animal life. Recently, children are becoming disconnected from nature. So much so that they are more familiar with Pokemon characters than they are with animal species, even some of the most common ones. They can recognize hundreds of consumer brands, but only a handful of plant varieties. This week, students will become familiar with a wide variety of local bugs, birds, animals, plants and trees through art projects, games and personal observations.

Procedure


  1. Introduction to Flora and Fauna – use a game to teach familiar names of native plants, trees and animals they may encounter on future hikes.
  2. Ask students to paint a picture of their favorite bird (fauna) and add it to their nature journals. Have pictures of some of birds native to the area for reference.
  3. Take a walk outside and have the students look for birds in the yard. Show them the areas where we have bird feeders hung. Explain how it is important to feed the birds in the summer while they are nesting as well as the winter when its cold and snowing.
  4. Have students choose a bird feeder to make.
  5. When they are finished with the project have them write about it in their journals.
  6. Have students take a picture of their bird feeder in their back yard and add the picture to their nature journals to illustrate their “How to” essays.

Notes:

Create a preprinted “Sequence Chain” (step by step) diagram and pass out the class to organize information before writing descriptive essay on how to make a bird feeder.

 

Week Three: Sensory Beach Hike

Background


  • Sensory beach hike
  • Learning to use five senses in observing nature
  • Employing descriptive journaling to capture impressions of nature

One of the most diverse and unique ecosystems in the Emerald Necklace chain of the Cleveland Metroparks, the Huntington Reservation borders Lake Erie on its northern boundary. Students will hike to the beach and use their senses to explore descriptive journaling to open up their perceptions of their natural surroundings. Students will be asked to write a descriptive essay on a day at the beach using descriptive journal entries and illustrations that will add depth to their writing and also deepen their awareness and appreciation of this valuable freshwater ecosystem.

Procedure


  1. Point out the path that the class will follow to the beach and make notes in their journals.
  2. Hike to Huntington Beach
  3. Allow time for students to explore the beach and find a place of their choosing to journal their impressions.
  4. Working with a partner, they will experiment with their senses by walking along the beach and taking turns closing their eyes to concentrate on what they hear, feel and smell without the benefit of sight. One partner will lead and the sightless partner will follow. Students take turns in each role.
  5. Allow students to find a piece of driftwood to bring back to for an art project in Week Four.
  6. Stop at the picnic pavilion for a healthy snack

Notes:

Use a preprinted observation chart to organize information by using the five senses: sight, sound, touch, taste and smell.

 

Week Four: Creek Walk Hike

Background


  • Explore habitats
  • Learn about informational (scientific) journal writing
  • Complete painted fish project

All types of living species need certain things to thrive, including food, water and shelter. Students will hike to the meadow lands bordering Porter Creek in the Huntington Reservation of the Metroparks. Along the way, we will discuss ecosystems, habitats and watersheds that sustain local wildlife in this area. We will take time to discuss keeping a Grinnell type journal and the application of informational journal writing for scientific purposes. Grinnell journaling is the method most used by professional biologists and field naturalists and was developed by Joseph Grinnell, a filed naturalist and teacher and the first director of the University of California’s Berkeley Museum of Vertebrate Zoology. His method included recording his observations as they were happening, detailed observations on specific species and species counts and keeping a record of where and when specimens were collected.

Procedure


  1. Point out the path that the class will take to explore Porter Creek and the meadow on the class map of the Huntington Reservation.
  2. Hike the Porter Creek Trail
  3. Allow time for students to explore the meadow and find a place of their choosing to journal their impressions in the Grinnell style of journaling.
  4. Stop at the picnic area to have a healthy snack
  5. Use the driftwood collected in Week Three to complete an art project painting colorful fish on the pieces of wood

Notes:

Create a preprinted “Network Tree” graphic organizer to help students answer key questions about their observations and organize research before writing Grinnell journal entries.

 

Week Five: Hike to the Lake Erie Nature and Science Center

Background


  • Explore the Lake Erie Nature & Science Center
  • Writing a story about a rescue animal (narrative writing)

Many species of local wildlife are endangered everyday. Humans have moved into areas previously occupied by animals and habitats have been destroyed and migration patterns disrupted. Hazards such as traffic, power lines, pollution and overpopulation are threatening otherwise healthy populations. At the Lake Erie Nature & Science Center they teach visitors about wildlife through live animal exhibits, wildlife education programs and the animal rehabilitation services they provide to over 1000 animals per year. They have outdoor and indoor display areas for public visitors to view both local wildlife and exotic/domestic animals. Students will hike to the Nature Center located at the south end of the Huntington Reservation to observe and learn about native species and animal rescue programs. In addition to journaling their observations during the hike, they will then be tasked to create narrative (story) about one of the animals they have observed at the Nature Center and include this story in their nature journals.

Procedure


  1. Point out the path that the class will take to hike to Lake Erie Nature & Science Center on the class map of the Huntington Reservation.
  2. Explain to the class that they will use their observations at the Nature Center to write a story about a rescue animal they saw on their field trip.
  3. Review the steps to writing a narrative (story) account of the experience (see notes below). Explain how this is one of many ways to describe their observations and experience.
  4. Hand out a template with space for students to fill in information for the prewiting (research) phase of their writing project.
  5. Hike to the Nature Center and tour the animal sanctuary and indoor displays
  6. Stop to have a healthy snack
  7. Have the students create a story from the animals point of view on how they came to live at the Nature Center.

Notes:

Use a preprinted “Storyboard” organizer to plan a story about a rescue animal

Week Six: Working Together for the Good of All

Background


  • Call to action
  • Collaborative mapping project/Writing a friendly (persuasive) writing
  • Persuasive writing

Children have become increasingly disconnected from nature. Today, young Americans spend about half as much time outdoors as their parents did. Causes range from parents fears of danger to loss or natural surroundings in neighborhoods and cities. Combined with the temptation of indoor activities such as television, video games and social media, a disconnect from nature has reached epidemic proportions. So much so that a wide range of physical and cognitive disorders have surged. People are losing touch with the natural world at a time when their ecological literacy is not only crucial to their own health, but also to the well-being of future generations and the future viability to our planet. Faced with increasing environmental challenges, tomorrow’s leaders must be prepared to understand the connections between human and natural systems (eco-literacy) and make decisions for the benefit of all.

Procedure


  1. Have the class work collaboratively to illustrate a large mural of a map of the Huntington Reservation. Using their entries from their nature journals, have them work to fill in the map based on their observations and experiences.
  2. As some students are working on the mural, others will write a friendly opinion letter about why someone should visit the Huntington Reservation based on the facts and opinions they have developed over the past five weeks.
  3. With the extra time left, students will go on a Nature Scavenger Hunt. They will be given a list of seasonal flora and fauna to collect and/or locate and observe. The group will take one last hike around the park and look for the species on the list. They will then be asked to journal the experience.

Notes:

Use a preprinted “Fact and Opinion Chart” as a graphic organizer to assemble information before beginning to write a Persuasive Friendly Letter

Illustrative Nature Journaling for Kids lesson plans address the following standards:

NATIONAL LANGUAGE ARTS STANDARDS , GRADES K-12

Standard 6

Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.

Standard 7

Students gather, evaluate, and synthesize date from a variety of sources.

Standard 8

Students use a variety of technological and informational resources to create and communicate knowledge.

NATIONAL SCIENCE EDUCATION STANDARDS, GRADES K-12

Content Standard A

As a result of activities, students develop an understanding of scientific inquiry and abilities necessary for scientific inquiry.

Content Standard C

As a result of activities, students develop an understanding of life sciences.


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In the Garden: A Universal Sanctuary for the Body, Mind and Spirit

The next time our leaders plan to discuss important issues that affect all of humankind… maybe they should meet in the garden. Throughout the ages, its virtues have proven to be common ground that everyone can agree on.

A Blue Morpho butterfly on an orchid at the Cleveland Botanical Garden

A Blue Morpho butterfly on an orchid at the Cleveland Botanical Garden

So, what is the common denominator that brings us to the garden?

I believe that connecting with the earth in direct and meaningful ways helps us to connect with what is best within ourselves, making us healthier people overall. Throughout time, gardens and parks have not only served to nourish and heal our bodies, but also to feed our minds through the study of the natural world, and replenish our spirits with its beauty.

The First Gardens: Food Security
Forest gardening is the world’s oldest form of food-based plant production. Although this is not a term that is widely used in modern horticultural circles, the early humans responsible for the development of forest gardens may have been more sensible than we give them credit for. During pre historical times, forest gardens first emerged along tropical riverbanks and in the foothills where monsoon rains drenched the earth at regular intervals. Families transitioned from a hunter-gatherer existence and began to improve their immediate environment by identifying and protecting useful fruit and nut trees, herbs, vines and perennial vegetables which were of direct benefit to humans. Foreign species were also incorporated into these early gardens and walls were built to protect family plots from animals and intruders.

The Healing Power of Plants
Over time, people looked to nature for ways to treat diseases and alleviate pain. The origins of plant-based medical treatments cannot be attributed to one specific civilization, but developed concurrently in cultures around the globe. Natural healing systems can be traced to the traditions of the Ayurvedic and Unani people of the Indian subcontinent, Chinese and Tibetan cultures in Asia, the Native Americans of North America, the Amazonians of South America and several local tribal systems within Africa. There is also evidence of medicinal plant recipes from Egyptian and Middle Eastern cultures. In fact, the oldest written evidence of the deliberate use of plants for medicinal purposes was written on Sumerian clay slabs found in area south of the Euphrates and Tigris rivers in modern-day Iraq. The artifact included formulas for various ailments using 250 plant species.

A fresco from the Tomb of Nebamun, Thebes, 18th Dynasty

A fresco from the Tomb of Nebamun, Thebes, 18th Dynasty

The Gardens of Ancient Egypt, Mesopotamia, Persia and Asia: An Expression of Cultural Beliefs
The first recorded examples of formal gardens created for reasons other than subsistence, date back to the early civilizations of ancient Egypt, Mesopotamia, Persia and Asia. They began for a variety of reasons beyond basic food production. Pleasure, prestige, power and possibly even prehistoric instincts of our nomadic beginnings, made people yearn for wide-open spaces to experience and enjoy. Later, formal gardens were rooted in the divine and reflected the timeless quest for the meaning of life and our place within it.

Ancient Egypt
Gardens were essential to the lives of ancient Egyptians. They created neatly ordered green spaces filled with fruit, nut and ornamental trees as well as flowers, grape vines and papyrus. Gardens also had religious symbolism associated with specific gods such as Orisis, Nut, Isis and Hathor. There is evidence of elaborate cultivated grounds around tombs and temples to honor the deceased and provide them with natural spaces to enjoy in the afterlife.

Hand-colored engraving of the Hanging Gardens of Babylon, 16th Century by Maarten van Heemskerck

Hand-colored engraving of the Hanging Gardens of Babylon, 16th Century, by Maarten van Heemskerck

Mesopotamia
The imperial gardens of Mesopotamia were grand…even by modern-day standards. In fact, the fabled Hanging Gardens of Babylon were once considered one of the Seven Wonders of the World, although no archeological evidence remains to prove their existence or original location. The Assyrian garden differed from the symmetrical Egyptian garden, because they incorporated the natural terrain into their cultivated spaces. Assyrian kings brought back animal and plant species from foreign invasions and used their imperial gardens as evidence of their conquests and military might.

The Persian Chahār Bāgh
Traditional Persian gardens may have originated as early as 4000 B.C. The Persians are known for the chahār bāgh style garden layout, (chahār meaning “four” and bāgh, “gardens”). The Persian garden was designed to emulate Eden, with four rivers and four quadrants that represent the world. Typical designs often feature water channels that run through each of the four quadrants and connect to a central pool. The idea of the garden as an expression of an earthly paradise (derived from the Old Persian word “paridaida”), spread through Persian culture during the Achaemenid Dynasty (550-330 B.C.). The Persians also influenced garden design in other cultures from Andalusia to India and beyond. The Taj Mahal is one of the largest Persian garden interpretations in the world, from the era of the Mughal Empire.

Asian Garden Traditions
The earliest Chinese gardens were created by emperors and aristocracy…and were designed to impress. These modified landscapes could be more accurately described as vast parks filled with select plant and animal species that were used for hunting and leisurely indulgences. Later, gentleman scholars, poets, government officials and merchants began to create more intimate spaces for personal reflection and escape from the outside world. Over time, the gardens and parks took on a sacred role and have been influenced by Hindu, Buddhist, Muslim, Daoist, Shinto and Modernist beliefs.

A typical Chinese garden has enclosed walls, a water feature, rock formations, trees and flowers, all arranged in halls and pavilions connected by winding paths that lead visitors through a series of composed landscape scenes. These spaces are meant to evoke a feeling of being part of the natural world and reflect the traditional Chinese values of sensibility, self-confidence and harmony between man and the universe. The constantly changing scenery, altered by the effects of the seasons and changing light, is believed to promote philosophical inspiration and intellectual thinking.

Dry garden in Koyoto, Japan April 2004 by Stephane D'Alu

Dry garden in Koyoto, Japan April 2004 by Stephane D’Alu

Japanese gardens were developed under the influences of their Chinese neighbors. However, the Japanese gradually began to create designs based on the unique terrain of their island archipelago and the Shinto religion. Their gardens first appeared on the island of Honshu, and were shaped by the distinct characteristics of the Honshu landscape with rugged volcanic peaks, narrow valleys, mountain streams with waterfalls and pebble beaches.

Japanese garden styles serve many different purposes. Zen gardens are designed to promote enlightenment through meditation and minimalist design leaves room for spiritual thinking. Roji are simple gardens with teahouses, where the Japanese tea ceremony is conducted. Promenade gardens feature carefully composed landscapes along a winding path.

Throughout recorded history, the creation of gardens and cultivation of plants is universal to civilizations around the world. Although designs vary due to religious beliefs, cultural heritage, climate and landscape terrain, gardens and parks all share a basic unifying element. Experiencing the pleasures of nature make people feel better, both mentally and physically.

The Roman Empire in the 3rd Century A.D.

The Roman Empire in the 3rd Century A.D.

The Age of Exploration and the Business of Gardening
Over time, societal structures became more organized and people began to categorize and cultivate useful plant species for their healthful and healing powers. As people ventured beyond their immediate environment, they began to share their knowledge with other cultures, thus ushering in a new era of international commerce and trade.

The rise and fall of the Roman Empire had a great influence on horticulture. Romans were avid gardeners. From the grand landscapes of imperial country estates to the most humble private plots behind city houses, they treasured gardens both as places for relaxation and as plots to grow ornamental plants and trees, as well as fruits and vegetables. Like the ebb and flow of a great wave, as the Roman Empire expanded to include huge swaths of the Eurasian continent from Britain to North Africa and Portugal to Asia Minor, they flooded every corner of their newly conquered lands with gardens. Later, as their influence began to recede, they left behind the seeds of their horticultural practices that remained rooted in place long after they were gone.

The Romans also influenced the monks. Foundation documents of numerous Christian monasteries, note that gardening was seen as an act of humility and also a necessary vocation. From a utilitarian standpoint, vegetable and herb gardens helped provide both nutritional and medicinal crops, that were used to feed or treat the monks and, in some cases, the outside community. These gardens became the model for the physic gardens (medicinal herb gardens) that would later appear in Italy and other areas of Europe during the 16th and 17th centuries.

Another powerful wave swept the globe in the Middle Ages from the 5th to the 15th centuries. Marco Polo’s expeditions to Persia, China and Southeast Asia, along with the discovery of America in 1492 and Vasco De Gama’s journey to India in 1498, eventually led to the beginning of European overseas expansion and the rise of colonial empires. As a result, contact between the Old and New Worlds produced the Columbian Exchange: a wide transfer of plants, animals, foods, human populations and culture between the Eastern and Western hemispheres.

At this point, the Age of Discovery enveloped the world, and with it, the rise of international trade. Organizations such as the Royal Botanic Gardens, Kew and the Real Jardín Botánico de Madrid were set up to try and cultivate new species that were being brought back from expeditions to tropical locations. They also helped found gardens in tropical regions to cultivate newly discovered plant species for commercial use. These distant tropical plantations were created almost solely to receive and cultivate commercial crops such as cloves, tea, coffee, breadfruit, cinchona, palm oil and chocolate.

Down House, the former home of the English naturalist Charles Darwin and his family

Down House, the former home of the English naturalist Charles Darwin and his family

The Charles Darwin Era and The Origin of Species
As trade routes expanded and new lands were being surveyed, botanists and naturalists were commissioned to accompany these expeditions and document the flora and fauna along the way. By some twist of fate, Charles Darwin, a seemingly ordinary young man encouraged by his father to become a country parson, instead accepted a commission (without pay) as a naturalist aboard the H.M.S. Beagle, a scientific ship assigned by the British Admiralty to survey the east and west coasts of South America. As the Beagle cast off from the shores of England, no one could have predicted the ripple effect that would be created by this monumental journey…washing away traditional beliefs of divine providence and the immutability (unchanging nature) of species and replacing it with new findings that would uproot the scientific community worldwide.

Darwin spent the next five years on a voyage around the world, collecting natural specimens, including birds, plants and fossils. He had the rare opportunity to study the principles of botany, zoology and geology through a wide-angle lens. The varied nature of ecological systems from South America and the Galapagos archipelago to the Pacific Islands, gave Darwin unique insights into nature itself. He began to see patterns of adaptation that countered established creationist theories. Upon his return to England, he fine-tuned and double-checked his theories through detailed experiments, anticipating a strong backlash from the church. With much trepidation, Charles Darwin published On the Origin of Species by Natural Selection in 1859, and created a tidal wave of controversy between science and religion that remains to this day.

Darwin has been described as one of the most influential figures in human history. Why? Because he discovered nature’s golden rule…in order to thrive, we must adapt and live as part of our environment, not apart from it.

21st Century Gardening and the Green Movement
Scientific research has come a long way since the days of Darwin. And yet, we still resist basic ecological principles that ensure our continued health and wellbeing as a species. We are more knowledgeable and connected than any other time in human history. Information and ideas circle the globe at the speed of thought. Food, medicine and other plant-based products are imported and exported in a complex network of international trade. However, even knowing what we do, the earth’s natural resources have been exploited with little thought given to the consequences of our actions. As a result, a new wave of change is looming on the horizon. Climate change…and this time nature is at the helm.

Certain human activities have been identified as causes for recent changes in climate patterns on the Earth and the results of these changes may have a significant impact on fragile ecosystems around the world. According to the United States National Research Council’s report titled America’s Climate Choices: Panel on Advancing the Science of Climate Change; National Research Council:

“Science has made enormous inroads in understanding climate change and its causes, and is beginning to help develop a strong understanding of current and potential impacts that will affect people today and in coming decades. This understanding is crucial because it allows decision makers to place climate change in the context of other large challenges facing the nation and the world. There are still some uncertainties, and there always will be in understanding a complex system like Earth’s climate. Nevertheless, there is a strong, credible body of evidence, based on multiple lines of research, documenting that climate is changing and that these changes are in large part caused by human activities. “

Today, the nature of gardening is returning to its roots. Environmental education programs are now being offered in schools, parks and botanical gardens around the world. Innovators are building rooftop greenhouses and retrofitting high-rise buildings with vertical gardens and green spaces. Urban gardens are replacing blighted neighborhoods and there is renewed interest in the family farm. According to the World Health Organization, currently, about 80% of the world’s population relies on plants for their primary health care and some 35,000 to 70,000 species have been used as medicines. In today’s global pharmaceutical market, more than 50 major drugs originate from tropical plants. There is also an increasing amount of evidence that humans derive direct psychological benefit from exposure to nature. In retrospect, this should come as no surprise.

Time spent in the garden reaffirms the fact that our body, mind and spirit are deeply rooted in the natural world, regardless of how complex our lives may become on the surface.

Thanks for reading.

Elizabeth
TG13_White Orchids


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The Seiberling Legacy: One family’s passion and purpose helped to shape the landscape of America

The Manor House

The Manor House

In the spring of 1912, F.A. and Gertrude Seiberling traveled to England, along with their adult daughter Irene and New York architect Charles Schneider, to seek inspiration for the Tudor revival-style home they were planning to build six miles northwest of Akron. The founder of Goodyear Tire & Rubber Company and his family had completed a tour of some of the oldest manor houses and castles in the country and were scheduled to return to America on April 10 aboard the maiden voyage of a fabulous new luxury steamer leaving out of Southampton bound for New York City. Just before departure, their British guide suggested they delay their return in order to visit a 300 year-old manor house that was being razed not far from London. Sir Walter Tyndale, a notable European painter and illustrator, had helped them to gain access to many fine estates that were not ordinarily open to the public and he felt this particular home, in the midst of deconstruction, would give them unique insights into the underlying framework of a typical English structure from that time period. The Seiberlings heartily agreed and delayed their travel plans as a result.

Imagine their stunned shock when, days later, headlines of the London newspapers screamed of unprecedented tragedy in the North Atlantic. The Seiberlings had originally been booked to return aboard the Titanic and they owed a debt of gratitude to Sir Walter’s last minute suggestion that turned out to be providential for many reasons. The decision to extend their trip not only may have charted a new course for the fate of the Seiberling family, but also the completion of Stan Hywet Hall & Gardens and the legacy that would include future conservation efforts of the natural spaces within the Cuyahoga Valley corridor between Akron and Cleveland, and millions of acres of wilderness in the western states and Alaska.

The Seiberling entourage returned home later in May aboard the RMS Lusitania to begin work on their family home that would prove to be a flagship of a more durable sort.

Family History
The Seiberling family has been connected to the land since Nathan Seiberling brought his family to Summit County in 1831. He prospered in the growing community and fathered 15 children. His oldest son John Franklin possessed similar entrepreneurial spirit and became an inventor and manufacturer of timesaving agricultural equipment. John Seiberling’s mower-reaper invention allowed for an increase in productivity to meet the demands of the Civil War, despite the loss of farmers and laborers who served in the army. In 1865, Seiberling moved his operation north to Akron, where good rail and canal service greatly enhanced distribution capabilities. By the last decade of the 19th century, he had become the richest man in Akron.

John Franklin had eleven children and two of his sons, Frank Augustus (F.A.) and Charles W. inherited their father’s business acumen and became involved in the family enterprise. Unfortunately, the farm machinery company was a casualty of the severe depression of the 1890’s. However, F.A. rebounded from this temporary setback and decided that the rubber tire industry had greater potential. In 1898, he founded Goodyear Tire & Rubber Company, named for Charles Goodyear who invented the vulcanization process – the hardening and strengthening of rubber – in 1839. As popularity of the automobile skyrocketed, so did F.A.’s income, reaching $3 million per year by the late 1910’s.

The Gilded Age in Northeast Ohio
A variety of factors played a role in the Northeast Ohio’s rise to prominence. Strategically positioned on the Great Lakes, the area provided easy access to an abundance of natural resources, and improved transportation infrastructure placed the cities of Cleveland and Akron at the epicenter of industrial innovation.

Rapid economic growth after the Civil War brought about a convergence of business genius that contributed to a surge of unprecedented wealth for a select group of entrepreneurs. Men like Henry Ford in Detroit, John D. Rockefeller in Cleveland, Andrew Carnegie in Pittsburgh and Seiberling in Akron, saw the long range potential for new products and services in post-war America. They were a fellowship of fierce competitors, determined in their pursuit of financial success and influence. These men operated on a grand scale, thriving on the risk and excitement of business interests, as well as enjoying the rewards of luxurious living that their business success provided. They were famous for throwing extravagant parties and building palatial homes.

The Seiberlings, however, were determined to build more than just a rich man’s showplace. They wanted to create a gracious gathering place for family, friends, and industrial, cultural and political figures of the time. F.A. began to accumulate property in an area he explored as a youth and eventually amassed a huge parcel of land six miles northwest of the city, atop one of Akron’s seven hills overlooking the Cuyahoga Valley. His wife, Gertrude, enrolled at Buchtel College (now the University of Akron) and took courses in interior decorating, landscape architecture and other related courses in preparation for the project. After considering a wide variety of proposals including an Italian villa, a colonial farm and even a French chateau, they chose to build a Tudor revival-style country home recapturing the spirit and quality of medieval craftsmanship, rather than replicating some of the opulent styles that had come to be associated with the Gilded Age. They named their new home Stan Hywet (pronounced HEE-wit) meaning ”hewn stone ” in Old English, originally chosen because there was a sandstone quarry on the property.

The Manor House
When the construction of Stan Hywet Hall was complete, it was the largest home in Ohio measuring 64,500 square feet and included more than 65 rooms, 23 bathrooms and 23 fireplaces. In keeping with their commitment to health and physical fitness, they also installed an indoor swimming pool known as the “Plunge”, a four-hole golf course, walking and horseback riding trails, two tennis courts and an indoor gymnasium and bowling alley in the basement.

The Stage just outside the great Music Room where outdoor performances were held for friends and family.

The Stage just outside the great Music Room where outdoor performances were held for friends and family.

Remarkably, each room was designed to be unique, decorated with the finest antiques and furnishings from around the world. The Music Room with 18-foot-high molded plaster ceilings, crystal and amber chandeliers and fine oak paneling was the place where the Seiberlings hosted grand parties and family gatherings. On a stage at the far end of the room, they entertained guests with Shakespearian plays, concerts and recitals. The South Terrace doors extended the room outside and into the surrounding gardens.

The Gardens

The Birch Tree Allee leading to the Tea Houses

The Birch Tree Allee leading to the Tea Houses

The exterior living spaces were impressive in their own right. Architect Charles Schneider worked closely with the renowned landscape architect Warren Manning, whose extensive knowledge of horticulture and plant specimens was also utilized in such notable projects as the Chicago Columbian Exhibition of 1893, the planting design of George Vanderbilt’s Biltmore Estate and William Gwinn Mather’s Gwinn Estate in Cleveland’s Bratenahl Village on the shoreline overlooking Lake Erie.

Both men paid close attention to architectural details to ensure the elements of nature were experienced around the home, and also from within. The position of doors and windows, even the position of the house itself, set in accordance with the summer solstice, ensured maximum appreciation of nature. A 550-foot long birch tree allée was designed to connect the north end of the manor to twin Tea Houses that overlooked the Lagoon, where the Seiberling family would swim, fish, and canoe in the summer months, and ice skate in winter. A corresponding London Plane tree allée extended south, leading to a stone underpass that connected to an area known as the Dell, where a rim of rock ledges formed a natural amphitheater amid a clearing in the old-growth forest.

The Japanese Garden

The Japanese Garden

Directly behind the house, a winding Japanese Garden descended the bluff and a walled English Garden was designed and installed by the legendary Ellen Biddle Shipman, described by Manning to be “one of the best, if not the best flower garden makers in America.” Shipman worked with Gertrude Seiberling to create a hidden garden reminiscent of the classic English children’s novel, The Secret Garden by Frances Hodgson Burnett. When completed, it was said to be Gertrude’s favorite refuge and the place where she went for solitude, and to spend time with her children.

The English Garden by Ellen Biddle Shipman

The English Garden by Ellen Biddle Shipman

Manning designed many other structures to support and complement the estate including a Carriage House, Gate Lodge, and a Gothic-style Conservatory, used for fruit and flower growing, as well as a green retreat during the long winter months.

Mr. Seiberling once insisted, “We will have in our new home something for everyone no matter on what plane they approach it, whether physical, intellectual or spiritual.” True to his word, F.A. shared his new home with extended family, a circle of community friends, business associates, political figures and dignitaries from around the world.

Early Community Efforts
The period from 1910 to the early 1920’s was characterized by social, economic and political unrest that challenged traditional notions of class structure. During this time, the city of Akron had tripled in size and poor planning led to the construction of crudely built houses on small lots with a lack of amenities such as schools, parks and playgrounds. Working-class neighborhoods were notable for their congestion and grim appearance. Although Stan Hywet stood as a symbol of the traditional elite, the Seiberlings used their passion for the natural world to soften the harsh realities of the tumult that existed elsewhere in their community.

Gertrude Seiberling founded the Akron Garden Club in 1924 and also helped to coordinate similar efforts across the country. The exquisite gardens on the Seiberling estate served as inspirational settings for her various gatherings. F.A. complemented his wife’s efforts and became an influential member of the Akron Park Board where he convinced the board to employ Frederick Law Olmsted Jr., the son of the renowned designer of New York’s Central Park and an accomplished landscape architect in his own right, to create a master plan for the community as he had also done for the city of Cleveland. F.A. donated the hillsides on the northern edge of the estate and Sand Run Creek to the Akron park initiative. His gift was the first major tract of land given to create a metropolitan park in the area and some of the most beautiful landscape in the Akron system.

Passing the Torch
John F. Seiberling was the grandson of F.A. and Gertrude Seiberling and lived in the Gate House at Stan Hywet with his father Fred Seiberling and mother, Henrietta. During his formative years on the Seiberling estate, John learned about the natural world from his father, Fred Seiberling. In his biography by Daniel Nelson, A Passion for the Land, Seiberling recalls one particular spring morning in 1926 walking through the woods with his father and sister. Fred “told us the names of the different kinds of plant and trees as we went along…It was a magical, eye-opening experience. It left me with a new, conscious love of nature.” He also developed a strong sense of ethics and an appreciation of culture from his mother. However, at that time, he knew very little about the world beyond the boundaries of the estate.

Twin Tea Houses overlooking the Quarry where the family enjoyed water sports.

Twin Tea Houses overlooking the Quarry where the family enjoyed water sports.

His parents, with the backing of F.A. and Gertrude, decided he should attend Staunton Military Academy, a college preparatory school in Virginia. There, he grew into a studious young man. He graduated as an honor student and although three of his uncles were Princeton alumni, he attended Harvard instead.

Seiberling flourished in Cambridge and was fascinated with history. The influence of several notable professors, combined with the liberal atmosphere of the university, convinced him of the possibilities of an activist’s role as an agent for change. He graduated from college as a New Deal Democrat and enlisted in the army to serve his country.

The destruction of Europe and the great losses incurred during World War II made a lasting impression on Seiberling. He emerged from the war a decorated officer with an expanded worldview. Upon his return to the U.S., he attended Columbia Law School on the G.I. Bill, graduated with honors and then joined a leading Wall Street law firm. He was married and started a family, settling into big-city life, far from the green-carpeted hills of the Cuyahoga Valley.

During his time in New York, John longed for the green spaces he remembered from his youth and took up downhill skiing and photography to fill the void. He vacationed out west and developed a passion for the Sierra Nevada and the Rockies, beautiful landscapes that strengthened his commitment to wilderness preservation in later years.

U.S. Representative John F. Seiberling
In January of 1954, John accepted a position as a corporate attorney for Goodyear and was drawn back to Akron and the extended Seiberling family. While the city was relatively unchanged, the same could not be said for the state of Seiberling family affairs. Gertrude Seiberling had died in 1946. F.A. continued to live on the estate in poor health. By the late 1940’s, the Seiberling children expressed concern about the future of the estate and began to discuss their options. The personal fortune that had created Stan Hywet was depleted by this time and none of the family members were able to afford the upkeep of the property. With incredible sacrifice, the family agreed that Stan Hywet should pass into the public realm and be made useful to the community, according to their parents’ wishes. The death of F.A. Seiberling in 1955 marked the end of family occupation of Stan Hywet Hall, but only the beginning of a family legacy that would last to the present day.

The Seiberling’s presented their dilemma to the community who responded with great interest. A group of volunteers was assembled to study the feasibility of converting the estate into a museum. On April 29, 1956, the Stan Hywet Hall Foundation and a board of trustees were formed and the estate became a non-profit entity. John Seiberling handled much of the legal work for the foundation for many years and became a strong advocate for the preservation of many similar buildings of historical significance throughout the country.

During those years, he and his family lived on 18 acres a few miles north of the original Seiberling estate in the town of Bath. His neighbors were actively involved in efforts to save the Cuyahoga Valley from developers and environmental degradation and introduced him to their cause. John Seiberling became passionately involved at this local level, fueled by fond memories of the forests and fields he had experienced in his youth.

In 1968, Seiberling decided to run for Congress, partially in opposition to the Vietnam War, but also with the conviction to reform Congress and ensure that public resources were directed to domestic issues. Seiberling used his position in Congress to push through legislation that would not only save the Cuyahoga Valley, which would eventually become Ohio’s only National Park, but he was also instrumental in creating 100 million acres of parks and wildlife refuges in Alaska and additional protected lands in national forests across the United States. As Chair of the House Subcommittee on Public Lands, he helped to create urban parks and promoted wildlife protection as the best approach to public land management.

The Cuyahoga Valley National Park
Today, the Cuyahoga Valley National Park (CVNP) encompasses 33,000 acres between Cleveland and Akron and is one of the most visited parks in the system with over two million visitors each year. Outdoor recreational opportunities include biking, golfing, hiking, skiing and riding on the Cuyahoga Valley Scenic Railroad. The park is the summer home to the Cleveland Orchestra at Blossom Music Center, which also hosts a variety of concerts featuring rock, jazz and country music in an open-air amphitheater and sweeping lawn that together can accommodate over 19,000 people.

The barn at the Inn at Brandywine Falls in the CVNP

The barn at the Inn at Brandywine Falls in the CVNP

Historical buildings and structures have also been preserved within the boundaries of the park, such as Hale Farm & Village, remnants of the Ohio & Erie Canal and working farms that represent the rural heritage of the Cuyahoga Valley. In 1999, the CVNP established “The Countryside Initiative” to rehabilitate historical farms within the park, supporting a new generation of farmers and also educating the general public on the history of the family farm.

CVNP_BWFalls_FallsMost importantly, the land, its habitats and cultural elements have been preserved and offer a unique glimpse into the origins of the Cuyahoga Valley and also the growth of our nation. From the glacier-scarred landscape before settlement, to early farming efforts of the nineteenth century, as well as the developments of our transportation infrastructure and modern day recreation facilities, the natural and cultural history of the area is protected for all to experience, explore and enjoy.

Stan Hywet Hall & Gardens
Stan Hywet Hall & Gardens still stands just beyond the southern border of the park and is open to the public. The Seiberling flagship is a symbol of the past, but with a renewed present-day purpose. Set on 70 acres amidst a sea of rhododendron and flowering trees, the Manor House remains “a place with something for everyone”, just as the Seiberlings envisioned it, and maybe even more than they could have imagined.

Stan Hywet has become a center for programs emphasizing nature and the virtues of outdoor activities, with a variety of exhibits that highlight the historical, cultural and horticultural aspects of the early 20th century. However, it is more than just a museum. Couples come to the estate to exchange wedding vows in the Dell, or the English garden or on the West Terrace & Overlook. Shakespeare is still performed on the grounds in an outdoor theater near the Lagoon. Children play on the Great Lawn and search for hidden treasure in a game called “geocaching”, using GPS technology and portable hand held devices. Teachers bring students to the estate to learn about a variety of subjects, including science, local history, literature and more. Each season, visitors come from near and far to experience the legacy that the Seiberlings left behind.

The Legacy Lives On

Western Vista Overlooking the Cuyahoga Valley

Western Vista Overlooking the Cuyahoga Valley

As I stood at the front entryway on a recent visit to Stan Hywet Hall, I glanced up at the visionary statement etched into the family crest nearly a century ago. “Non Nobis Solum” (Not for Us Alone). I stepped across the threshold and my gaze was immediately drawn past the finery of the Great Hall and through the open rear door to the vista of the Cuyahoga Valley. I was reminded that, in word and deed, the ideals that inspired one family to make a difference, are as relevant today as they were then. Their passion for nature has truly been a gift bequeathed to us all.

Elizabeth


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School’s Out. Now What? Teach Green Summer Reading List for Kids

I am the mother of four children, three boys and a girl. I will always remember the sound of the school bus as it came to a stop outside our front door on the last day of class. I still associate its screeching brakes with the energy that was unleashed in my household the minute my exuberant kids raced through the back door, shedding book bags and uniforms as they ran. I learned early on that the best way to channel an over abundance of youthful enthusiasm (and preserve the sane existence I had come to appreciate during the school year) was to get them interested and involved in stimulating activities as quickly as possible.
The Farm House
So, it became a family tradition that as soon as everyone was finished with school, we would load up the Suburban and head to my parents farm in Southwestern Pennsylvania.  Here, they had 200 acres to explore, enjoy and… most importantly…expend all the excess energy that had accumulated over the past school year.  However, before we left, we always stopped at our local library and picked out books for summer reading. Often their choices involved interesting animals, far away places and the adventures of kids in nature. I can still see them sitting on the front porch of the farm, reading and then running to the woods or the creek in the pasture behind the barn to see what they could discover for themselves.

Sadly, my kids are all grown now, but they still go back to visit the farm whenever they can. Hopefully, one day when they have kids of their own, they will continue the family tradition. Until then, they have fond memories of the first week of summer break.

Just the other day, I heard the school bus drive by (no, I didn’t flinch), but it got me thinking … I stopped by the library that day and headed to the children’s section out of curiosity (and a bit of nostalgia), this time without my boisterous crew. I was pleased to discover many new titles along with some old favorites that I would like to pass along to those who still brace themselves for the summer surge of activity and are looking for inspiration to get their kids outside and active.

Here is what I found…

Can We Save the Tiger? by Martin Jenkins and illustrated by Vicky White (Candlewick Press, 2011) Age Range: 5-8 years
Written by conservationist Martin Jenkins, this non-fiction account of the challenges we face trying to protect endangered species is an excellent introduction to the subject. Beautifully illustrated and complete with interesting facts from the field, readers begin to understand the interconnections between species, habitats and the actions of humans.

City Green by DyAnne DiSalvo-Ryan (Morrow Junior Books, 1994) Age Range: 4-8 years
Marcy has big plans to clean up the empty lot across the street and grow a garden. Everyone in the community is pitching in … all except Old Man Hammer. But wait, why is he digging in the garden at night? Learn how green spaces in the middle of the city can bring hope and happiness to the people who live there.

EcoMazes: 12 Earth Adventures by Roxie Munro (Sterling Publishing Co. Inc., 2010) Age Range: 7 years and up
Did you know that we are all a part of an ecosystem? From polar ice caps to tropical rain forests and everywhere in between, EcoMazes is a fun and interesting way to explore Earth’s ecosystems and learn about the animals that live within them. Take a journey through twelve intricately crafted habitats and find over 350 animals hiding within the mazes. An answer key at the back of the book is loaded with interesting facts about each area.

Farewell to Shady Glade by Bill Peet (Houghton Mifflin Company, 1966) Age Range: 5-8 years
A half dozen rabbits, a pair of possums, a single skunk, five green frogs, one bullfrog, and an old raccoon leave town on the train to avoid the bulldozers that threaten their home. Beloved author, Bill Peet teaches an important lesson about the animals that live in and around our cities.

North: The Amazing Story of Arctic Migration by Nick Bowson and illustrated by Patrick Benson (Candlewick Press, 2011) Age Range: 7 years and up
Join millions of animals as they travel hundreds – even thousands – of miles to their summer breeding grounds in the arctic. Wildlife author Nick Bowson and award-winning illustrator Patrick Benson tell the story of the greatest journey on earth in a way that is easy to understand and visually compelling.

Owl Moon by Jane Yolen and illustrated by John Shoenherr (Philomel Books, 1987) Age Range: 3-8 years
As a father and daughter embark on an owling expedition into the woods at night, readers are reminded that the bonds between humans and nature often transcend words and can inspire great wonder – a timeless favorite of parents and teachers alike.

Secrets of the Garden by Kathleen Weidner Zoehfeld and illustrated by Priscilla LaMont (Random House Children’s Books, 2012) Age Range: 5-9 years
Alice’s family plants a vegetable garden each spring, and this budding naturalist reports all she sees about how the plants grow, what insects come to eat the plants, and what birds and animals come to eat the insects.  It’s the food chain, right in her backyard!  A fun way to learn about science – and perhaps inspire kids to eat their vegetables!

The Tree by Dana Lyons and illustrated by David Danioth (Illumination Arts Publishing Company, Inc., 2002) Age Range: 4 years and up
A powerful admonition about the fragile connections between all living things and the importance preserving nature. While camping in the Olympic Rain Forest, author Dana Lyons emerged from the woods with a fully formed song, The Tree, a message he believes came to him from an ancient Douglas fir tree.

Wangari’s Trees of Peace: A True Story from Africa by Jeanette Winter (Harcourt, Inc., 2008) Age Range: 4-8 years
A true story about Wangari Maathi of Kenya, who returns from school in America to find the trees in her village are gone and the land is barren. Learn how Wangari motivates an army of women to bring peace, prosperity and millions of green trees back to her homeland.

The Water Hole by Graeme Base (Puffin Books, 2004) Age Range: 5-8 years
The water hole is a gathering place for animals of all shapes and sizes. But wait! As more and more animals come to drink, the hole is getting smaller and smaller. Graeme Base has created a beautiful (and fun) depiction of wild animals from around the world in a clever counting story with a life-affirming theme.

Happy summer reading!

A final word of caution…Creating eco-friendly kids has a downside. After one year-end trip to the farm, I was unpacking suitcases and heard snickering from the front of the house. Fully aware of all the mischief that four fun-loving children can create, I wisely stopped what I was doing and went to investigate. Sure enough, there was an open glass jar on my pink marble floor. The lid was nowhere to be found (more snickering). And then, much to my dismay, something jumped out at me! I uttered words no mother ever wants to hear herself say…

“You kids get in here right now and get these grasshoppers out of the foyer!”

ElizabethSarah & Bailey on a recent visit to the fa

 

Note – All of the above-mentioned titles were available at our local library and are also sold online at amazon.com.