Left: Oyster mushrooms grown in the school. Above: Mixing cow manure, water, cow urine and unrefined sugar, to hasten the decomposition of dry matter in soil.
to organic gardening, experimenting with mixed cropping, crop rotation, composting, preparing growth promoters, and harvesting seeds. Almost immediately, these gardens became lighthouses
forests and nearby manmade eucalyptus tree plantations. During the day, students observed the diversity of species in each of these contrasting forests, and learned about the natu- ral, soil-building processes through which a forest matures. In the following month, each Eco Club visits a model
organic farm. Back at school, during the Club’s before and after school activities, they gain organic and biodynamic gardening skills, which they use to grow vegetables for their meals at school. They collect traditional seeds and grow older varieties of millets, amaranth and other grains. For children from desperately poor, often remote villages, it has been a passionate and mind expanding program. One key to the success of the two outings is the way
they link local forest eco-systems to a school organic garden. By observing nature, and then undertaking a variety of recy- cling and composting activities back at school, both students and teachers began to understand the principles and the benefits of organic farming. Confidence and self-esteem of Eco Club students has markedly improved, and an interest in environmental issues has percolated into local communities and government. With their new understanding of how natural systems
work, Eco Club students have started organic gardens at each of their schools. For the first six months, they focus on improving the health of the soil. Then the students moved on
for the rural populations around them. With once a month parent-teacher association meetings, parents began to notice the organic gardens and the activities of the Eco Club at their children’s school. This encouraged many parents to create their own organic “kitchen gardens” at home. For example, at Thenali School, this lead to the creation of at least 22 organic home gardens. Eco-Club participants are strongly encouraged to share
their knowledge with others. It is fantastic to see how the self-confidence of these disadvantaged students has been enhanced by their new “life skills” and to see the enthusiasm and knowledge that they have gained. These children have become models for their peers, acting more responsibly and transferring eco-friendly practices to their villages. The schools also benefited from the program. Many visitors, including those from overseas, were attracted to the school gardens, which did a lot to further increase the self-esteem of children and teachers. The organic gardens also won praise from higher officials, the local community and neigh- bouring schools. Eco-Clubs make a difference in creating new life skills, and model for peer groups, social responsi- bility, and self esteem to both teachers and students.
Vanya Orr is the Project Director & Mohan Kumar is the Education Manager for The Earth Trust in The Nilgiris, Tamil Nadu, in southern India.
Acknowledgement
Our sincere thanks to Mr. David Pople, Friends of Hope, U.K. and Mr. Phil Crook for their constant support to carry out this project
GREEN TEACHER 89 Page 23
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