By Dr. Mark Chelmowski

Some native gardens planted at schools and churches have been destroyed, sometimes at the whim of just one person. The lessons we learn from these experiences will help us protect our work in the future.

While most of us realize that the success of our naturally landscaped yards depends on our own planning and work, we should not assume that gardens established at schools or places of worship will always be safe from destruction. What has taken hundreds or thousands of hours to plan, plant, and maintain over the years can be destroyed in a few hours at the whim of just one person. In Milwaukee, Wisconsin, several beautiful prairie gardens that I've worked on and enjoyed have been destroyed in the past five years.

Prairie Gardens Destroyed

Deb Harwell, a Wild Ones past-president, was instrumental in getting donations of native plants and trees for Fox Point Lutheran Church in the early 1990s. The minister and many in the congregation enthusiastically supported her vision. After Deb moved out of state, maintenance became irregular, and eventually invasive species began to take over. Members of the church property committee were especially unhappy with the resulting untidy appearance. The garden was removed when foundation problems necessitated excavation around the building.

University School of Milwaukee had a weed-free courtyard prairie planting that boasted nearly 30 species of grasses and forbs that bloomed from June to October, with a rich display of seed heads that attracted bird life in the winter. About 10 years old, it was cooperatively established with ninth-grade biology students helping third-grade planters. The ecology club raised the money from parents at a science evening. However, the planting was recently covered with sod and red-dyed shredded pallets. There was no notice given: one day the planting was there, the next day it was gone. The head of facility maintenance never liked the looks of the planting. A new generation of parents complained that the garden only looked good in the summer when their children were not attending school. They never saw the blaze of fall blooms that were routinely shaved by the maintenance crew. The roots are still under the sod, but organizing a rescue effort may be difficult. The real issue is taste and control in landscaping.

The native gardens that graced the entrance of Indian Hill Elementary School were a favorite stop on the annual Lorrie Otto Yard Tour in August. The woodland, wetland, and prairie areas were once used by teachers at all grade levels in subjects from art to history. These gardens were well-maintained by dedicated and knowledgeable individuals, and supported by a fairly large bequest. Deb Harwell was the sparkplug for this project also, along with the principal who was a great enthusiast.

A new principal was appointed and the new head of maintenance cited concerns about mold and pollen, but his real objection was aesthetic. The school foundation now needs work, and as reported previously in the Wild Ones Journal, this garden was destroyed. Many plants were saved and then transplanted to a new area behind the school. Only low vegetation will be allowed in front of the school.

In the 1970s, at the principal's request, Lorrie Otto began plantings around the Bayside Middle School entrance and along the road leading to the school. Existing grass was left unmowed, and meadow plants were gradually introduced. Art class students painted in the gardens. The science teacher also incorporated these areas in classes. Lorrie donated 14 native trees, and spent many hours doing maintenance. However, in 1999, during work on an addition for the school, the superintendent told the contractors to destroy the garden to enlarge the parking area. Some plants were transplanted to another area, only to be bulldozed later. The trees were all discarded. Again, there was no discussion.

I'm happy to report that after an article appeared in the local newspaper, and after many protesting phone calls and letters were sent, the school administrator and principal agreed to set aside some money and a new area for a new garden of native plants. Although more than 25 years of growth were lost, this area is now maturing and in use in all grade level curricula. A committee of parents, teachers, and the new district administrator continue to meet regularly to discuss maintenance and curricular issues. An annual plant sale is organized to supplement financial support for the area. Last year the school district and the village were able to obtain a grant for a handicapped-accessible asphalt path through the prairie.

Lessons Learned

School and public native gardens need more than just sun, water, and occasional weeding to survive. The initial dedication and enthusiasm of a group of individuals may be able to get a garden planted, but will not ensure its long-term survival. Even though native plantings may be beautiful and beneficial in the eyes of the individuals who plant and maintain them, others may not share this enthusiasm.

After the gardens were destroyed, the loss was deeply felt by the many people involved in the planning, planting, and promise. Were these gardens failures? I think not. Many people, young and old, as well as birds, butterflies and insects did appreciate the plants. It is hoped that others were inspired to care more about native plants and our environment after experiencing these gardens.

What can we learn from these examples? First and foremost, much time needs to be spent in the planning of the area: where it will be planted; what will be planted; and, most importantly, who will care for it; how will maintenance costs be covered; how will the area be used. Regular meetings with property managers and institution leaders should be held to get feedback on the appearance and the uses of the garden. This is especially important when there is a change in personnel. It is essential that teachers and students be involved and use the garden in the curriculum. Those in charge must see the garden as an asset that merits a line in the budget. An "outdoor classroom" program will formalize and validate worth.

So, enjoy the institutional native gardens in your community if you have them. Volunteer to help with maintenance if you are able. And let the individuals in charge know that you appreciate and value the planting for all the reasons we use native plants in our own yards and for the educational and environmental value they can provide.

Mark Chelmowski is a member of the Milwaukee North (WI) Chapter. He and his wife, Terri, have often offered their home as a local garden tour site. Their yard is one of the highlights of Lorrie Otto's annual Garden Tour.

Return to Tapestry of Learning page.