Jardin
de las ni–as
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Katie Coppoletta, Holiday Dalgleish
& All the
chicas at the asilo!
We spent the summer of 2005 in a beautiful desert
oasis, Parras, located in Northern Mexico in the state of Coahuila. Nestled in
the Sierra Madre Oriental mountain range, it is a small town of about 43,300
people. We came as a group of 23 students primarily from Humboldt State
University, a small college in Northern California. We all came to study in
Parras with similar interests in Apropriate Technology (AT) and Spanish. With a
plethora of sun and water, a friendly population, and the widespread use of
such natural building as adobe and cob, this place is filled with
possibilities.
In one of our Appropriate Technology classes, we
brainstormed and defined AT, and from this definition we broke off and designed
projects within the community, demonstrating these concepts.
ÒAT encompasses thoughts, tools, implementations and
observations dependant on cultural, political, economic and geographic context
that work with and mimic the flow of nature to improve over existing impact.
Additionally, AT includes adaptability, durability, and life cycle analysis
while facilitating nonviolence and empowerment through community identified
locally maintainable/operable holistic approaches to meeting needs for present
and future generations.Ó
We (Katie and Holiday) both shared the similar
interest of gardening as well as working with children in the community. So,
with the help of our professor Fransisco De La Cabada, we found an asilo
(asylum) where we could create our garden. The asilo, located at a nunnery,
acts as a foster home, taking in young girls from broken families, and
providing them with a positive environment. Upon arriving at the asilo, the
nuns in charge were very welcoming and facilitating to our ideas. We explained our
motives for developing relationships with the girls and constructing a garden
with them. They were very open to our ideas, yet they warned us not to
specifically focus our attention on any one girl because they tend to get
attached. With this in mind, we started our journey.
Establishing
relationships:
When we first arrived, the children were standoffish
and unsure of our motives. So, we began by gaining their trust. We played silly
games like duck duck goose, ring around the rosie, and other childrenÕs games.
We also brought fun art supplies including paints, colored pencils, stickers,
and fun paper, and let the creativity flow! We wanted to make sure that the
girls thought of us as peers, not just gringos imposing our ideas on them. Establishing
these relationships was the basis of our project and it was the most
essential process for the success of our garden.
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Planning
the garden:
After we were provided with the plot of land in their
grass-covered yard, we started to plan out the future
garden. We sat down with the girls and asked them what kind of herbs and
vegetables they were interested in growing and which were their favorites to
eat. We comprised a list of these vegetables. Then, based on the amount of sun
and water in each area of the garden at different times of the day, we decided
where to plant each type of vegetable.
Digging up the plot:
Once we established what we were growing and where,
we started to dig
up the grass-infested area. The girls and us used shovels and hoes and
encountered numerous rocks and roots. Mucho trabajo!
Making
the perimeter:
Once we finished digging and turning the soil, we
measured the polygonal perimeter,
and we found logs (vigas) that fit those specific measurements. We searched
different places in town, but ended up stumbling upon some perfect logs at a
local casa close to the school. The family was kind enough to let us use them
for our garden, so with the help of a friend with a truck, we transported them
to the asilo. Once we laid them out, they werenÕt exactly lined up, so we used
a handsaw and cut them to form the perfect border. Que Bonita! We made sure not
to let the girls use the hand-saw because it is a dangerous tool for
children.
Mixing
in the topsoil:
Once we had the earth turned and prepped, and the
logs were in place, we laid down some rich topsoil. Through much
investigation, we found a local grower who was located on the outskirts of
town. We purchased some rich soil from him and brought it to the asilo. The
girls and us laid the soil on the earth and mixed it thoroughly.
Getting
seeds:
We went to a local tienda and purchased the seeds. We
went and picked out the seeds from big bags in bulk. We found this to be
appropriate because the seeds were not in little packets, therefore resulting
in less embedded energy.
Planting
the seeds:
Once we had all of the seeds, we started to plant them. We looked
at our illustration of our future garden and started the careful planting
process. We explained the process to the girls beforehand and then led them
through it, making sure that they we all got our hands dirty.
Watering
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While the seeds were germinating, we explained the
importance of watering and
sun exposure. We made a watering can out of an old tin coffee can by punching
holes in the bottom, which allowed a generous, but not overwhelming amount of
water to filter through and water the earth. The girls learned how to use it
and watered with it daily.
Weeding:
Once the seedlings started to appear, we taught the
girls what it meant to weed
and itÕs importance. We showed them the difference between the seedlings we
wanted to keep, and the weedlings that we wanted to pull out. We taught them
about the optimal frequency of weeding a garden, and showed them the process so
that they could grasp the concepts involved.
The
herb garden:
While planning out the garden, the girls showed an
interest for herbs, so we decided to plant some in a planter nearby the garden.
We planted several herbs including basil, spearmint, peppermint, marjoram, and
cilantro. We then explained the potential uses of each. The girls were amazed
by the many ways to utilize this beautiful garden.
Compost
(Abono):
We explained to the girls the importance of compost and why it is so
appropriate and effective in gardening. The asilo has a small compost pile with
which the girls donÕt participate directly. So we took them out back to it and
showed them a living example of compost. Then we brought some of the compost to
our garden and used it to add more nutrients to the soil.
Que Bonita!
Our organic gardening experience with the girls of
the asilo was a form of appropriate technology not only because everything was
produced/purchased locally, but also because it gave the girls a sense of
empowerment. From the knowledge they gained in this experience, they are now
more self-reliant and understand the importance of growing their own food.
Because the girls are without a family support system, it is important for them
to have something of their own, and we feel like this garden is just that.
All said and done, gardens are fun and relatively
easy in comparison to how rewarding they can be. The more love, time and energy
you put into your garden, the more luscious fruits and vegetables it will
reward you with. We put a lot of good time into preparing this garden. We
double-dug; we added topsoil until our soil was optimally rich; we added
stepping stone walkways to make planting and harvesting easier, we thinned and
weeded and watered away.
But now we have to leave. We are leaving beautiful
Mexico, we are leaving our beautiful garden and we are leaving our girls, and
leaving them in charge of what is now fully their garden. Most of all for the
success and continuation of this garden it is not so much what we put into the
garden itself. The love, time, and energy that we put into becoming friends with
the girls, becoming part of their lives, building trust, and gaining their
confidence, are the most important things we did to ensure a flourishing garden
and a flourishing future generation.