16
January
2008

Permaculture and Bio-intensive Farming1

Before coming to Tanzania, I never so much as tried to grow a houseplant. Although tolerant of roommates’ needs for greenery over the years, I paid these unwelcome lifeforms as much attention as I did the various vermin that managed to cohabitate with me. Oh, and by unwelcome lifeforms and vermin, I don’t mean my roommates. While nothing other than the prospect of fresh basil ever managed to peak my interest in living with plants, I was no stranger to green-thumbed enthusiasts.

Growing up, I watched my mother experiment with any number of green projects in and around the house. I have vague recollections of her tending a vegetable garden in the backyard, and even vaguer recollections of the occasional home-grown tomato and carrot accompanying a salad I would try to avoid eating anyway. A typical overweight, junk-food craving American kid, I failed to share my mother’s wonder with harvesting nature’s bounty in our own backyard. It’s not like we were raising a herd of cattle after all. My principal memories about the short-lived vegetable garden were that my mother was the only one interested in the project and that it took up valuable real estate for backyard football. “American” football, I would be forced to add here in Tanzania.

After that, I watched my mom gradually pick away at the lawn, replacing one edge with some bushes, another with flowers, leaning more and more towards bulky, tropical, indigenous varieties. Then one day, she snapped. Her benign displeasure with the typical suburban lawn broiled into an all-out holocaust. All grass in the front yard was ripped out, exposing the chemically-sauteed soil beneath. Like Richard Dreyfuss in Close Encounters of the Third Kind, she moulded the earth into strange ridges and shapes as the neighbors struggled to find a genuine compliment. “It looks like a really big project!” The rest of the family was equally unnerved, though we knew far better than to intervene. It’s not like any of wanted to get recruited with “You think YOU can do better?!”

And so, we stayed tentatively optimistic watching as week after week went on, with bare patches of dirt gradually giving way to long ridges of dirt mounds. It was some kind of botanical scultpting project that we were better off keeping quiet about. And yet, little by little, there was progress. Surrounded by clean-cut, chemically saturated, suburban lawns of St. Augustine grass and neatly groomed hedges, our house sported a wild assortment of local vegetation, unruly to be sure and all the more pleasant for it.

Here in Tanzania, the typical yard is something else entirely: rows and rows of maize (not be confused with juicy American sweet corn), widely spaced and occasionally intercropped with beans. You can also find a number of scattered fruit trees: lemon, avocado, blood fruit. Farther away from the house, people also grow a good bit of tea, pineapples, potatoes (Irish and sweet), tomatoes, and greens (eg., spinach, cabbage, cassava greens). As I have come to learn however, the typical Tanzanian yard could use as much of an overhaul as suburban America. Ok, not really, it’s nowhere near as poisonous and wasteful as chemically-treated suburban lawns.

If the typical Tanzanian yard could use an overhaul (at least judging by those at UL Secondary), it would begin with soil improvement. In the arid badlands of Dodoma and Singida, it’s an easy case to make. There’s little rain and quite sandy soils. Down in the southern highlands it’s another story entirely. Everything grows … rapidly. Gardening seems far more about weeding than fertilizing. That being said, there’s still a number of benefits – even with such loam soils – for permaculture and bio-intensive farming.

Permaculture or Permanent Agriculture is really all about putting in perennial plants: fruit trees, fruit and vegetable vines, medicinals such as aloe, natural fencing through trees and bushes, and erosion-control grasses in a structured way so as to maximize water collection, contributing to improved soil structure and also providing fruits and other agri-goodies year in and year out.

Bio-intensive farming, on the other hand, focuses on digging deeply, amending the soil with compost and manure, spacing plants closely together and using intercropping techniques so that different species help one another. Practically speaking this means more food on less land. This is especially valuable for people living with HIV/AIDS and frankly anyone else physically unable to travel a long distance to do farming. Close plant spacing and deep (double) digging also translates into less weeding as the microclimates between plants suppress unwanted competitors. So, it’s really a great system, even if water and good land are as abundant as they are in my region. The only real hinderance is that double-digging is labor-intensive and time consuming. Although it saves a great deal of work later, it involves a substantial initial time investment. The only way to really sell the system is to use it yourself and let the results speak for themselves.

Unfortunatelty, with teaching and everything else, I’ve been able to do very little. As far as gardening goes, the only thing I have managed to do over the last year is composting, all of which became overgrown with fallen bamboo from my decaying fence and covered in vines and grasses. Turns out I couldn’t have planned it better. In preparation for the upcoming rainy season, I started cleaning up the yard and setting up new compost piles only to find that 18 discarded avocado seeds had germinated into roughly 12 inch seedlings. I have grafted high-quality branches onto this root stock. I’m now developing a new backyard gardening plan based around composting, soil improvement, mulching and natural fencing.

As my garden stands right now, I’ve got passionfruit vines, oregano, garlic chives, rosemary, carrots, tomatoes, irish potatoes, songu (a local fruit bush whose leaves make a medicine for typhoid), maboga-maboga (a form of pumkin plants with edible leaves) and ununu bushes (thorny bushes that makes good natural fencing and produce very few but very tasty blackberry-like fruits). I’ve also done some tree maintenance on the lemon and avocado trees in my yard. I think I’ve brought the lemon tree back to production, but we’ll see.

The real bright spot for the upcoming year however comes from an idea my headmaster floated at the end of the last term: a vegetable garden for the school’s roughly 30 orphans. (HIV prevalence in my region is between 13 and 20% depending on whose statistics you believe.) Using my site-mate’s farming expertise and exemplary demonstration garden, we will be training the school’s orphans in permaculture and bio-intensive farming techniques and giving them seeds to start a garden for their own nutrition as well as for sale (profits to offset their school expenses and their guardian’s living expenses). As I told the headmaster, as long as we give the students a break from the other chores of the school to work on their garden, it should be an easy sell. After all, if you have to work anyway, who wouldn’t choose to eat better and get some more money in the process?

On a personal note, I’m back in South Africa for the time being getting the metal plate removed from my collarbone. This means I’ll be online every day for at least the next week or so. So, feel free to drop me a line.

Peace, Dr. Josh

12
March
2007

History of Science: Observation and Practice0

For those of you interested in sending educational materials to the students of UL Secondary, I have compiled a new wish list. Inspired by the practical component in history of science classes at Johns Hopkins, I am requesting astrolabes, telescopes and magnifiers.

These relatively low-cost, easy and inexpensive to ship items, would allow my students to make practical scientific observations first hand.  Using their astrolabes to measure the height of tall trees or to chart the position of stars in the night sky; using their Galilean-quality telescopes to draw the surface of the moon or locate the moons of Jupiter; using their magnifiers to draw the cells of plants, insects or their own skin offers a practical component to their education, so far absent.  As I teach these students to view science not as a fixed set of knowledge-claims found in textbooks but as a method for organizing and understanding the world around them, these instruments would help to reinforce their lessons by gathering their own information.
These materals can be found at the following websites.  However, please drop me an email at josh@joshualevens.com  before purchasing and let me know what materials you are interested in sending.
http://www.adlerplanetarium.org/research/history/index.shtml

http://www.starlab.com/prodother.html

http://www.opticsale.com/zhumell-tabletop-30-telescopes.html

http://www.opticsale.com/carsoneverydaymagnifiersds40.html

Thank you for your interest and support!

2
March
2007

Library Project0

I have already alluded to the first of my proposed secondary projects at UL Secondary. When the doors of the school were opened to the returning students, I was thrilled to discover not only that there was a library present (my previous school in Morogoro had books in storage but no library) but that it was well stocked (all things considered) and attractively decorated with mathematical shapes and terms, points of grammar, and other various interesting factoids painted on the interior walls. Moreover, one of the teachers is designated as the library matron and I found the room virtually always open prior to the official start of classes.

It soon became clear, however, that the library faced several logistical problems in terms of usage. In the hours during and immediately after school, the times during which the library is usually although not always open, the students are kept busy by classes, meals and mandatory after-school chores. In the evening hours between 7-10 pm however, when the boarding students have mandatory study hours in their solar-power lit classrooms, the library was always dark and locked. The school had plenty of books, plenty of students without books, and yet the two were failing to get together.

Part I of my library project has involved simply putting the students together with the books. I began by loaning out my own books to the classes during study hours. I then asked the headmaster to get a new lock for the library, so that both the library matron and I would be able to open the place up. Ever since, I have gone to the library at 7 pm with some flashlights and a few selected student librarians to choose books for the classes. We make a count and I then return at 9:45 and have the librarians restock the shelves. Other than bringing the keys, the students have no taken over the work of selecting, distributing and reshelving the books, as well as taking requests from their classmates for new materials. As a library geek myself from a young age (skipping recess to look up the names of Greek gods, hieroglyphic letters or simply dirty words in 2nd grade) it gives me a thrill to watch these kids unapologetically “geek-out” over geography, history and biology books. “Check this one out! Yes!!” they whisper to each other in hushed excited tones by the light of a single flashlight.

Unfortunately, in year’s previous, students had been entrusted with the library keys and books started disappearing. So, the faculty are understandably reluctant to go down that road again. However, as long as I am overseeing the process, there are no problems. Nevertheless, I will not always be there and this is a project that needs to be made sustainable. On this subject, I have a few ideas. For one, the weekly teacher-on-duty is supposed to be available in the evening hours to handle any student emergencies. (During my duty last week, I trekked off campus for about 35 minutes to the health center with a sick student sitting on a bicycle and 10 healthy students in tow during the middle of the night.) I am therefore going to propose that the library work be eventually delegated to the weekly teacher-on-duty. However, simply adding an extra demand to the already busy teachers is not the ideal way to proceed. I’m therefore thinking of incentives, the use of positive reinforcement. On this score, I am hoping to raise money for solar lighting in the library and (hope against hope) for a panel and battery strong enough to support a single computer (along with a minimum 4 tube-lights). With an evening-lit library containing a computer, this would soon become a popular evening office for the teachers. Since most teachers do not have solar power in their homes and none has a computer, this resource could ensure that teachers were always available in the evening hours to check out books to students (even if they just used the computer to watch DVDs!) Of course, the introduction of even a single computer could have tremendous benefits for the functioning of the school, if it were accompanied with proper training. On this latter point, I have begun riding my bike an hour out of the village once a week to a business with electricity and internet access, both for my own work and for teacher training. So far, one teacher has joined me, to learn more about computers and has said he could imagine coming every week. Little by little, I hope to start training the personnel necessary to justify the expense of a computer (making sure it gets used for something other than games and movies).To be fair, of course, even using a computer as a high priced DVD player has plenty of educational possibilities as well.

For now, however, I continue to use my flashlight and my own time to make sure the kids have access to their school’s own books. And frankly, that alone makes it a worthwhile project in my eyes.