Master Gardeners Volunteer at Middlebury’s Elderly Services, 2005 (posted 2/10/06)Submitted by Judith Irven
| Project Showcase |
Master Gardeners Volunteer at Middlebury’s Elderly Services, 2005 (posted 2/10/06)
Submitted by Judith Irven
Ten Master Gardeners together volunteered over 100 hours during the summer of 2005, planting and maintaining the extensive perennial beds around the new home of Middlebury’s Elderly Services.
Elderly Services offers a unique daytime program for up to seventy frail elderly people living in Addison County. In February 2005 Elderly Services moved from its cramped rented space in the center of Middlebury into a wonderful new building just a few hundred yards to the north. The building had been designed to emulate a rambling Vermont farmhouse, complete with a generous wrap-around porch and airy rooms filled with natural light. The grounds had already been planted with a number of trees and shrubs, including maples, pin oaks, honey locusts, Austrian Pine, crab apples, roses, clethra and serviceberries. And a Wiffleball field and smooth walking paths had been installed for summertime activities. Longer-term plans include raised beds for vegetables, pumpkins and blueberries.
But this first year both staff and program participants were especially looking forward to having FLOWERS that they could see and enjoy from the windows and porch!! And this is where the Master Gardeners were able to help out!
Our local perennial grower, Addison Gardens, delivered almost 250 plants to the site in early June, and over a four-day period seven Master Gardeners got these planted into the beds all around the house, and in accordance with the planting plan! A second batch of 45 plants was delivered and planted in early July. Then three additional Master Gardeners joined the project to help us keep the new plantings weeded and deadheaded throughout the season.. And finally, to loosen up the clay soil that had been badly compacted from the previous year’s construction activity, we also incorporated 4 cubic yards of composted cow manure around each perennial.
Bicentennial Memorial Park, Ludlow, 2004 (posted 3/11/05)
Ludlow Streetscapes Inc. is a non-profit group of volunteer citizens focused on projects to enhance the public spaces of Ludlow, such as streets and parks and to promote the general beautification of Ludlow. In 2004, it requested the help of MGs for their work revitalizing the Bicentennial Memorial Park. The work included pruning existing bushes and trees, cleanup, transplanting old plants and planting over 500 new perennials (bulbs, bushes, ornamentals, etc.).
Five MGs, plus local residents, Ludlow Garden Club members, and members of Streetscapes all worked together over a period of 4 days to do the cleanup and planting plus another week later on to do the woodwork and brickwork. Most of the project was completed except the staining of the new wood around the planted beds. The cold weather set in and it was too late to do it. This Spring, cleanup will take place again, some plants that may have died will be replaced, the woodwork will be stained and the new benches, trash receptacles and bike racks will be installed. Local volunteer residents will complete this work.
Ludlow Community Garden 2004 posted 3/11/05)
The Ludlow Community Garden was started three years ago. It is open to all residents and non-residents of Ludlow. It is located at the Fletcher Farm School of Arts and Crafts. There are 44 individual plots. Two comprise a communal herb plot started by MGs two years ago and improved each year. Last year, 5 MGs were involved in the project.
Time constraints and rainy conditions created barriers to an optimum outcome. While some dedicated and experienced plot owners were harvesting vegetables all the way through September, others were overwhelmed by the weeds and bugs and became frustrated by wet and cool weather, their lack of extra time to care for the plots, and not knowing what to do. As a results, some plots were neglected and/or abandoned. The time MGs were available did not coincide in general with the time the plot owners were at the garden and MGs were less available as summer progressed.
However, members of the Community Garden have again requested help from Master Gardeners for 2005. Based on last year's experience, a new plan has been developed for better results, including not only individual plots but also shared plots. MGs and MG interns will be either patrolling the plots for bugs and problems and/or do some gardening in the herb plot.
Memorial Park, Downtown Bennington, Update August 17, 2004 (posted 1/11/05)
The garden has entered its third year. Our first flowerbed has really matured and put on a beautiful show this summer. The bulbs we planted last fall made for a nice spring show and I spent a bit of time after they’d died back moving some of them for better placement. The hosta and astilbe have been spectacular and will probably need to be divided this year. A stone bench was re-sited by the Town and is now in the center front of this flowerbed and the impatiens really made the garden colorful. The fullness of this bed has meant that there has been very little weeding so it is really living up to the plan for a low maintenance perennial garden.
Our intended second bed has been slightly delayed since it was decided to move its site! Rather than a mirror image bed opposite the original we have chosen to create a larger corner bed towards the back of the site. The flagpole that is currently in the garden will be moved out of the site. This will create a pleasant area of grass, a gathering space, with a backdrop of perennial beds. At this time we are awaiting the placement of a donated bench and will be requesting donations of “sunny” perennials from our list of Low Maintenance Vermont Perennials for fall planting.
Memorial Park is a collaboration between the Vermont Master Gardener program, the Bennington in Bloom committee of the Better Bennington Corporation and the Town of Bennington.
2004 Search for Excellence Awards (posted 8/11/04)
Karen Moore, Rutland County Master Gardener, accepting the 2004 Search for Excellence Award at the Northeast Regional Master Gardener Conference in Baltimore, MD.
The Search for Excellence (SFE) is a process to recognize the region's best Master Gardener projects and activities, celebrate Master Gardener accomplishments, and share information about those exemplary projects with fellow volunteers, stakeholders, clientele, and elected officials. All Search for Excellence applications must show that significant learning took place, whether by the Master Gardeners, the general public, or specific groups with whom the MGs were involved. Awards are presented at the 2004 Northeast Regional Master Gardener Conference.
First Place Winner: “Gardens for Learning” at the Boys & Girls Club of Rutland County
 Installing the Habitat Garden according to the plan using measuring tapes. |
 Teasing the roots of transplants before setting in Habitat Garden. |
 Deadheading in Habitat Garden. Container plantings are visible in the background. |
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University of Vermont Extension Master Gardeners have a long standing relationship with the Boys & Girls Club of Rutland County which will continue for years to come. The Club serves over 450 youth ranging in age from 6 to 18. There was a need to provide the youth in this urban setting with a learning experience beyond the basics of planting a seed and transplanting
What Happened:
Results:
Impacts
Resources:
Second Place Winner: "Scamp Camp" for Youngsters and the Homestead Senior Center Gardens
The "Scamp Camp" is a summer program for approximately 150 children, ages 8 to 12, from the Rutland County area. It is located in Castleton at the Homestead Senior Center. Groups of 30 children rotate through the 5 week program. With the assistance of Master Gardeners, the children plant, maintain and harvest the 30 foot X 30 foot vegetable garden. Produce is taken home by the youth participants and also shared with the Senior Center lunch program. Two island beds that front the Senior Center have been prepared and planted with a few perennials. The youngsters would help with the design and layout, complete the plantings and maintain the beds with the assistance of Master Gardeners.
This project teaches the children:
Master Gardeners provide seeds, transplants, rototilling, expertise, instruction and shared tools in support of this project so expenses are quite low. Most of the perennials were divisions donated by Master Gardeners, although some were purchased. The mulch was donated by a local business. The number of people impacted would be 250 approximately -- including the youngsters, seniors and visitors. It is really fun to watch the kids taste a pepper for the first time -- and discover that it tastes good!
Third Place Winner: MASTER GARDENERS TAKE EXTENSION PUBLICATIONS PUBLIC!
The Rutland Chapter of UVM Extension Master Gardeners has developed a successful theme-based information booth at the local Farmer's Market. From June through September, Master Gardeners showcase a particular topic utilizing UVM Extension leaflets and related materials.
June's subject was 'Poisonous Plants' and was scheduled in conjunction with the Farmer's Market's Kid's Day. UVM Extension leaflet OH20 'Poisonous Plants in Vermont' and OH63 'Potentially Harmful Perennials' were distributed. A vital accompaniment to these Extension leaflets was telephone stickers with the Poison Center's toll free emergency phone number. (Phone stickers with the emergency number are available at no charge by calling the New England Poison Center at 1-800-222-1222.)
Several vases displayed at the Master Gardener booth held labeled examples of approximately twenty poisonous plants. This visual display not only caught the public's eye, but provided a valuable identification tool for the visiting public. Parents, grandparents and caregivers saluted Master Gardeners for a terrific public service.
Invasives was the topic of July's program at the Farmer's Market. UVM Extension leaflet OH65 'Invasive Perennials' was distributed, as well as the State of Vermont's Quarantine List of Noxious Weeds and 'Invasive Exotic Plants' list. Additionally, a great identification card on purple loosestrife was handed out. Other monthly themes include: backyard composting, worm composting, hemlock wooly adelgid and long horn asian beetle, gardening to attract and feed birds, etc
Of course, the 4-6 Master Gardeners staffing the informational booth are always ready to answer any horticulture related question from turf to ornamentals. We find that the theme-based approach draws the public to the booth, and then additional questions arise after talking about the monthly theme topic.
The Master Gardener Program brochure, which includes our toll-free helpline telephone number and website address, is distributed to every booth visitor. Approximately 100-150 people visit the Master Gardener Informational Booth each month. For the entire summer season, the total number of people impacted is between 400 to 600.
The cost of the Information Booth is very low. The booth space is donated as a public service by the Farmer's Market. The Extension Office and/or State Agency provides the informational handouts at no charge in support of the effort. (This sort of partnering with State agencies is efficient and beneficial; the State has broader public outreach through Master Gardeners and Master Gardeners have no-cost, ready-made materials to distribute with our Extension leaflets.) Master Gardeners supply the "Visuals" such as plant examples, compost materials, bird feeders, etc.
This type of project is easily duplicated in any public setting. Once we determine our schedule and themes, we utilize public service announcement space in local newspapers to publicize our Information Booth dates and topics.
We believe the educational component of the project is significant based on the very positive feedback received, the duration of the booth visit (7-20 minutes; average visit 10 minutes), and the high quality of the handouts distributed.
Noteworthy Entry: State Fair Agricultural Day for Children
Our Master Gardener volunteers staff the approximately 800 square foot Master Gardener Display Gardens and Information Booth for the ten days of the Vermont State Fair, answering questions and distributing horticultural information. Thousands of visitors from across the state attend the Fair each September. In addition, every year on "Ag Day at the Fair", approximately 35 elementary school classes visit the Master Gardener Display Gardens and Information Booth.
At last Fall's "Ag Day at the Fair", we gave each class a brief tutorial on the basic botany of bulbs and corms and an on-site demonstration of the proper planting technique. The number of people impacted by this project is 1,000 students plus 45 teachers and teacher's assistants. There are many other members of the public who observed the planting tutorial at the Fair; and countless others who enjoyed the display of Spring crocus blooms at the schools.
Each class received enough crocuses for each child to plant two bulbs on their school property as a Fall class project. Crocus have many advantages: they can be planted in existing beds or in lawn; are easy for youngsters to plant at a depth of only 4 inches; are reliable bloomers in the Spring; re-bloom and multiply year-after-year and provide a perfect gardening activity for fall. This project translates the concept of planting and growing (not to mention patience!) into hands-on practice.
Master Gardeners assisted at several of the schools on the Fall planting days. We reviewed the planting instructions and helped with the actual planting. Among the topics discussed: site selection criteria, requirements for successful crocus blooming, the difference between annuals and perennials, the meaning of hardiness and what to watch for in the Spring.
We are grateful to Mr. Twitter's, a local garden center, for giving us the best possible price on the crocus corms. We are also very appreciative to Ronald McDonald House Charities for their funding assistance with our Youth Garden Programs. Following below is the Planting Instructions distributed to each classroom with their crocus corms to demonstrate the scope of learning involved in this project.
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"AG DAY AT THE FAIR" -- SCHOOL CROCUS PLANTING INSTRUCTIONS The Rutland Chapter of UVM Extension Master Gardeners is happy to provide your class with enough crocus corms for each student to plant 2 corms on the school property as part of a Fall class project. WHAT IS A CORM? Crocus (pronounced kro’ cuss) are corms that are planted in the Fall and bloom in the early Spring. Did you think crocus were bulbs like tulips or daffodils? The term “bulb” is loosely used to include corms, tubers, and rhizomes as well as true bulbs. A true bulb, like a tulip, is a complete or nearly complete miniature of a plant encased in fleshy modified leaves called scales which contain reserves of food the bulb will need to flower and thrive. Corms (crocuses) are the base of a stem that becomes swollen and solid with nutrients. It is in this enlarged basal plate rather than fleshy scales that food is stored. Corms generally tend to be flatter in shape than true bulbs. Tubers, such as dahlias and begonias, are really just enlarged stem tissue. They come in a variety of shapes, but are often short, fat and rounded and have a knobby surface with growth buds, or eyes, from which the shoots of the new plant emerge. Rhizomes, which are sometimes called rootstocks, are thickened stems that grow horizontally, weaving their way along or below the surface of the soil and at intervals sending stems above ground. An example of a rhizome is bearded iris. Now that you know some of the differences, you are generally fine using the term “bulb”. Bulb has commonly come to mean any plant which has an underground food storage capacity. Crocus are in the Iridaceae or Iris family. They are about 6 inches high and 3 inches wide. Their foliage is linear and grass-like, often with a white central stripe, to about 4 inches long. The blooms are among the earliest spring flowers opening in April or May. The flowers are star-like when open with overlapping flower lobes, balloon-like when closed at night and cloudy days. Crocus tolerate many soils, but prefer organic, well-drained sandy loam. They bloom best in sun or part-shade. They will remain closed in heavy shade. There are some 80 +/- species of crocus varying in hardiness from zones 3 to 8. The majority of the Rutland area (exceptions would be higher elevations like Killington) is hardiness zone 4. We have provided species crocus vernus (ver’ nuss) for your planting project. There is a mix of five cultivars in your class crocus planting kit:
WHEN TO PLANT CROCUS: Spring blooming bulbs are planted in the Fall so they will have a chance to develop roots before the ground freezes. Bulbs need a period of cold dormancy which winter provides here in Vermont. In southern climates, gardeners must refrigerate bulbs for 6 to 8 weeks before planting. Plant the crocuses when the soil cools to below 60 degrees F which is generally late September or early October in Vermont. In the meantime, store the corms in a cool, dry, dark place. Temperatures higher than 70 degrees F will damage the flower inside spring-flowering bulbs. It is not necessary to store them in a refrigerator, but if you do, don’t place them near fruit such as tomatoes, apples or pears since these give off a gas harmful to the bulbs. WHERE TO PLANT CROCUS: If a bulb plant is to develop to its full potential, it must be provided with good growing conditions and a suitable place in the landscape where it can remain undisturbed without the need for its foliage to be prematurely removed. It is important for bulbs to retain their foliage after bloom until the leaves die back naturally, and that they are able to enjoy an uninterrupted cold period. Site selection for any plant is one of the most important factors for success. Consider light, drainage, soil texture and desired effect. SUNNY SPOT: Most flowering plants, including crocus corms, need full sun to light shade. Select a planting site that will provide at least 5 to 6 hours of direct sunlight a day. Bulbs planted in a southern exposure near a building or wall will bloom earlier than bulbs planted in a northern exposure. GOOD DRAINAGE: Adequate drainage is the single most important consideration. Most bulbs will not tolerate poor drainage, and will rot and die easily if planted in wet areas. Do not plant in low spots where water tends to collect and/or stay. Avoid planting in heavy clay soils. AESTHETICS: Crocus can be planted in the grass lawn or in existing flower or shrub beds. They look best when planted all together as a mass instead of 2-3 here, 4-5 over there. Think about where the flowers would be seen end enjoyed the most. Would that view be from the windows of inside the school? As you walk/drive up to the school? Near the playground? After you’ve decided on a spot, make sure that it will have adequate sun and good drainage. Planting in grass lawn or hillsides creates a lovely natural look. You will want to co-ordinate with the groundskeeper if you plant in grass lawn. The grass should not be mown for about 4 weeks after the flowers fade to allow the corms to regain strength through leaf photosynthesis for next year’s blooms. Since crocus flower in April/May, that would mean waiting to mow the planted area until at least after Memorial Day. Planting in an existing bed (or creating a small bed) is also very attractive. Entry or sign beds, walkway paths, the outer edges of foundation shrubbery or under deciduous trees are some ideas that may interest you. Keep associated issues in mind: don’t plant near underground electrical lines such as a lighted sign area without the permission and supervision of qualified adult; heaps of snow and salt to melt snow from sidewalks can be damaging to plants and bulbs, and planting in an area of heavy walking traffic may result in trampled flowers. HOW TO PLANT: Plant the crocuses at a depth of 5 inches to the bottom of the corm. Space the corms about 4 inches apart to allow the future cormlets or cormels room to develop and grow. (Crocuses multiply in proper growing conditions and the tiny new crocuses are called cormlets or cormels.) Planting in drifts looks most beautiful and makes an impressive display. A shovel can be used to remove the soil. Loosen the soil a little deeper than the 5" planting depth to allow the roots to easily penetrate the soil. Then re-fill the hole to the proper planting depth of 5" and press 5-7 corms gently into the loosened soil of the shovel hole. Cover the corms with soil and lightly tamp down. Replace the turf patch if planting in lawn; the crocus will grow right up through the grass. A hand trowel can also be used but is more time consuming. Be sure to plant the corm right-side-up! The top is pointy and the bottom is flattened. It is not usually necessary to water after planting; the normal rainfall will be sufficient. IN CLOSING: That’s all that’s needed! Now, just wait until Spring! First you will see tiny green clustered leaf blades. They will resemble a tuft of grass at first. The flower bud will emerge next, and then the flower will open. Master Gardener volunteers would be happy to assist classes with planting sessions if you would like. Please call Karen at 773-8455 two weeks in advance to arrange the date and time. Each Crocus Planting Kit has enough crocus corms for each student to plant 2 corms. The average planting time for 20 students (40 corms) would be 30 minutes. Time Frame: Review site selection criteria and pick planting location (10 minutes); Sources: UVM Extension Master Gardener Program Basic Course Book |
Dowsing and Drilling Project in Central America and Haiti
by Steven G. Herbert, MG Class of 1999 (updated 4/5/04)
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| Instructors Steve Herbert (left) and Ken Bannister (right) assist Abel Ortiz (center), director of a Honduran center for sustainable agriculture, in obtaining a dowsing reaction. | Students procative use of the pendulum in a three-day dowsing course taught by Steve Herbert in the southern part of Haiti. |
Immediately following the conclusion of the '99 Master Gardener course, I was off to Honduras in Central America to apply that knowledge in the wake of Hurricane Mitch, at the invitation of the U.S. Partners of the Americas and Farmer to Farmer programs. As a dowser with experience in locating water for African villages during Peace Corps service, and as a committee member of the non-profit Water for Humanity Fund, I and fellow dowser/hydrogeologist Ken Bannister trained rural farmers and agricultural promoters how to locate water by this ancient art. This empowered these people to find water themselves with simple and inexpensive tools, freeing them from dependence on professionals and expensive technology.
In concert with water dowsing training, we also taught Hondurans applications of dowsing to agriculture. By use of a pendulum and a series of charts, farmers learned how to dowse such things as needed macronutrients, soil amendments, sun/shade requirements, planting and harvesting times, soil texture and pH, problem diagnosis, and much more. Agricultural dowsing has been compared with soil test kit results with very close agreement.
In the West African country of Senegal, in addition to agroforestry and dowsing projects, I also conducted a side project of designing and building composting latrines. This I promoted in Honduras as well, explaining the advantages of creating a valuable resource and soil amendment out of waste, while protecting groundwater and improving health and sanitation at the same time. I urged them not to follow the example of America and other First World nations in their wasteful and environmentally ludicrous habit of flushing human waste away. I asked them to think of water as the sacred and miraculous substance that it is and not to treat it with such disrespect.
Since that first two-week trip, I spent seven weeks the next year traveling overland to Honduras to repeat these trainings while doing the same work in Guatemala, El Salvador and Nicaragua on the way down. Spending three months tin 2001, January through March, I added to the above work by training people to use portable drilling equipment donated by Water for Humanity and Heifer Project International in Honduras and El Salvador. This has empowered them to not only find water, but now to drill for it themselves. In 2002, trainings in appropriate pumping technology wer added. Also fellow dowser Don Nolan of Wisconsin initiated a similar dowsing and drilling project in Nicaragua, and that the first composting latrine has been built in Honduras.
Later that same year, I was invited to Haiti to institute a water resources development program based on that established in Central America. During my three and a half weeks there and in the Dominican Republic, I had a request for water filtration technology. Since then I researched and developed a household slow-sand filtration device. This is a quite efficient appropriate technology, which can be made with local materials and easily maintained. Its further advantage is as an alternative to chemical disinfection, most commonly by chlorine, which is carcinogenic and often not cost-effective. The other option to boil was also no longer needed, eliminating the environmentally harmful practice of burning wood. During my month in El Salvador in 2003, a prototype was built for a rural health organization, adding further to their water resources development and sustainable agricultural programs. For 2004, the focus will be on these filters, composting trainings and building latrines.
For more information, contact me at: Steve Herbert, PO Box 824, Colchester, VT 05446 or at waterdowser@hotmail.com
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| Participants in a three-day dowsing and drilling course practice drill operation in Santa Ana, El Salvador. | Abel Ortiz of Honduras beams as he experiences a dowsing reaction for the first time with the L-rods. |
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| Benito Jasmin and Baptist missionary Wayne Niles display home-made augers designed for hand drilling in the north of Haiti. | A prototype slow-biosand filtration device built for rural families in El Salvador. |
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| Instructor Steve Herbert demonstrates how to dowse with a pendulum and agricultural charts. | Charts such as this can be used to dowse soils for nutrient levels, pH, texture, contaminants or amendments, plants for sun/shade requirements, treatments or problem diagnosis, dates of planting, harvest, frost, etc. |
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| A model of a double vault composting latrine used in instruction. | The first composting latrine is completed at a center for sustainable agriculture in Singuatepeque, Honduras. |
Water Garden Project at Edmunds School in Burlington
by Deborah Page, MG (posted 10/17/03)
Last year an Edmunds School teacher and a civil engineer/water conservationist envisioned a children's water garden for the school's playground. Now it exists. It isn't your typical water garden but it isn't your typical playground either. It's a steep slope with a natural spring running under one side of it.
Janice Case and Marc Companion linked up with Art Teacher Anne Lamont and hatched the idea of a place kids could play in the water at the same time restoring some native habitat to the school campus. Part of the water feature demonstrates how wetlands clean storm water runoff.
Parents were called in and networking began. The Master Gardener program was contacted for volunteers. Shovels, wheelbarrows and elbow grease arrived. Even people too small to wield a shovel dug down to the existing drainpipe and removed it. S.D. Ireland donated concrete and everyone gathered to help scoop it into the water sluiceway created. Frog Hollow helped kids make, glaze, and fire tiles to line the streambed. An artist parent donated some glass beads that were sunk in the cement with broken pottery pieces from Mesa Factory Store. Four Seasons donated a gift certificate for plants. Recycle North gave building supplies. Many parents and teachers dug up extra plants from their gardens or bought rugosa roses and planted them in.
It's really quite something. Go have a look off Main Street just uphill from Edmunds Elementary School and take a small boat if it's raining.
Successful Public Outreach by Master Gardeners at the Downtown Rutland Farmer's Market
by Holly Woadwaxen (posted 9/23/02)
Left to right: Jean Hunter, Ned Bogar, Kae Fretz, Delores Park, Stephen Andrew
Master Gardener Team Leaders Kae Fretz and Ned Bogar have developed a successful theme-based information booth at the local Farmer's Market. About once a month, Master Gardeners showcase a particular topic utilizing UVM Extension leaflets and related materials.
June's subject was 'Poisonous Plants' and was scheduled with the Farmer's Market's Kid's Day. UVM Extension leaflet OH20 'Poisonous Plants in Vermont' and OH63 'Potentially Harmful Perennials' were distributed. A vital accompaniment to these Extension leaflets was a brochure from the Northern New England Poison Center which included the toll free emergency phone number. (brochures and stickers for telephones with this emergency number are available at no charge by calling the Poison Center at 1-800-222-1222.) The Extension leaflets authored by Dr. Leonard Perry list both the common and scientific names.
Several vases displayed at the Farmer's Market booth held examples of approximately twenty poisonous plants. This not only caught the public's eye, but provided a valuable identification tool for the booth visitor. Parents, grandparents and caregivers saluted Master Gardeners for a terrific public service.
Along with Kae and Ned, Master Gardeners Peg Dombro, Jean Hunter, Stephanie Andrew, Delores Park, Margaret Mertz and Fred Hauser have been on hand to answer any and all horticulture-related questions. When this crew of experts is stumped -- which isn't too often -- they fill out a MG helpline log form which is faxed up to the South Burlington office for research and followup response. The team also distributes brochures on the MG Program and class and gives out order forms for the book 'Landscape Plants for Vermont'.
Invasives was the topic of July's program at the Farmer's Market. UVM Extension leaflet OH65 'Invasive Perennials' was distributed, as well as the State of Vermont's new Quarantine List of Noxious Weeds and 'Invasive Exotic Plants' list. (available through the VT Department of Agriculture 802-828-2431) Additionally, a great brochure on purple loosestrife was handed out. (available through VT Agency of Natural Resources/Department of Environmental Conservation/Water Quality Division - Wetlands Office 802-241-3770 or website: http://www.anr.state.vt.us/dec/waterq/ans/plpage.htm)
Left to right: Peg Dombro, Ned Bogar, Delores Park
This sort of partnering with State agencies is efficient and beneficial; the State has broader public outreach through Master Gardeners and Master Gardeners have topical ready-made materials to distribute with our Extension leaflets. The big bunch of purple loosestrife attracted lots of visitiors to the MG booth!
September's focus was on Bugs and the team handed out small cards to raise public awareness. To assist the public with visual identification, rumor has it that Kae dressed-up as the Asian Longhorned Beetle and Ned was costumed as the Hemlock Woolly Adelgid. Did you see them? Hope they weren't reported as 'Bad Bug sightings' to the State Entomologists!
The monthly theme approach to the Farmer's Market was Kae's great idea. After working and chairing for a few years, she recognized the need to draw folks to the MG booth. The visuals and the focus subject often spark the conversation which then branches in other directions.
Kae has outlined the purpose of the volunteer effort as
1) to promote the Master Gardener Program,
2) to educate the public,
3) to disseminate information
4) and to answer questions.
The information booth is a success due to the support of Rutland Extension staff Sally Cleveland (office manager) and Mary Wasserman (also a MG!) who help with copies of leaflets -- thanks to them for their assistance! Many MG volunteers sold raffle tickets and donated money to raise the funds to purchase the tent used at the Farmer's Market -- very much appreciated! And, Thank You to all the Master Gardeners who staff the information booth bringing the spirit and mission of Extension to life through public outreach and discussion.
The Gardens in Williamstown, Summer 2001
by Alan Drew, Nora Miller, Vickie Weiss (posted 2/27/02)
Our original project was to plan and implement the total landscaping of a newly constructed senior citizens independent living complex in Williamstown, Vermont. Landscaping included raised beds for vegetable gardening for the residents, planting around the buildings and grounds to include perennial, low maintenance, colorful and fragrant plantings that would attract birds and butterflies.
We began during the late winter working with the residents on planning their individual window and container (for those that had decks) plantings and beginning seedlings indoors for their vegetable gardens
As the weather improved (and the snow finally melted!) we spent time outdoors planning what we would like to do in various areas, depending on sunlight, location, water needs, and type of soil available. We discovered other people would also be involved in the planting project. A landscape designer had been consulted and would be responsible for major plantings of trees and shrubs. An employee of the complex would be responsible for specific areas. We were asked to work on an area with a wonderful foundation wall of fieldstone. We were pleasantly surprised that the area, although not planted or worked in some time, did not require a great deal of preparation and the soil appeared to be quite good. However, there were quite a few rocks that had to be moved. We moved these rocks more than once since plans seemed to change week by week. We also found some native iris growing in the area that are a beautiful deep purple. We wanted to keep these so we planned the rest of our colors in the purples, blues, and pinks to compliment these wonderful iris. We also used some of the rocks as accent in the garden itself and to define the border between the plantings and lawn area. Mulch was applied to help with weed control and moisture retention. After all of the major planting was finished tow of us took turns being at the complex once a week to assist with vegetable gardening with the residents and to help with weeding and watering.
In the area where we planted there is the fieldstone wall on one side, a lawn area and then severel well-established pine trees in a semi-circular form on the other side. Anumber of the residents have hung bird feeders here. We suggested this might be an ideal location for a reflecting pond as an additional attraction for the birds and a focus for the area. It would also be conducive to a sitting area for the residents. This idea was enthusiastically received and we hope that it will become part of the garden area at some time in the future.
In the fall approximately 200 bulbs (hyacinths, tulips, and daffodils) were planted. We were also invited to lunch at the facility and presented with plants for our own gardens. We have plans to continue and expand our work this summer at The Gardens.
Gardening Program at Highgate Residents' Association in Barre, VT
Rosa J. Donohue and John J. Donohue (from UVM Master Gardening Program) (posted 12/4/01)
The group around the little garden plot available for the kids to plant, and picture of the kids after they had washed some vegetables before cutting them to make a salad. (more photos below)
The program took place over four days, July 9-12, 2001. Fifteen children signed up. However, not all 15 attended daily and some others showed up as "walk-in" participants. The ages ranged from 3 to 12, most being in the middle.
We had made plans for the 4 days to cover the following: -What are your favorite foods? -Where do they come from? -How do they grow? -What is organic gardening? -What do you need to grow them? -Parts of plants, different stages of plants: seeds in a packet, sprouting seeds, seedlings to transplant, flowering plant, fruit/vegetable development, ripe fruit/vegetable ready to eat. -Soil: what it should look like, not too dry, not too wet, should crumble in hands. -Planting in containers and in the ground. -Care of plants, watering, weeding, bug control. -Matching purchased vegetables to the right plants (tomatoes, cucumbers, zucchini, peppers, carrots, radishes, beans). -Cooking: using these vegetables in pizza and in a bean salad.
Because all the children were not there daily and the ages varied so greatly, we had to improvise and adapt our plan as we went. We did manage to cover the above topics, some very lightly. The children appeared very interested and eager to plant. Some were fascinated by the seeds and how a full-grown vegetable would come out of one eventually. A few wanted to plant seeds only. It would be interesting to know if they were patient enough to wait for the seeds to sprout.
Each child was able to take home at least two containers plus extra plants to plant in their patios. There were empty smaller containers at the center which we used first. The larger containers were too heavy for them to carry home. John helped to deliver many of them to their houses.
-One child had never seen a real large tomato. Several had never seen cherry not plum tomatoes. Many could not identify a radish. Most said they would not eat most raw vegetables, except tomatoes and cucumbers (although some did not eat these either). However, they were very eager to plant these vegetables, and even more interested in washing and cutting up the vegetables to prepare the salad and pizza.
-The salad contained 4 types of beans, tomatoes, cucumbers, radishes, green and red peppers, zucchini, green bean, corn, carrots, parsley & oregano. When asked where do beans come from, one answer was "from the pig." Very few were surprised, just remained silent. Upon asking more, the link was the can of pork and beans! Fortunately, we had some fresh beans in their pods for them to open up and find the beans inside. We also had a bean plant. They were fascinated.
When involved in cooking, kids were willing to try the vegetables. All of them did try, even those who had said they did not like vegetables and would not try any. They also tried the vegetables on their pizzas. We took some fresh dough to make a big one for all and each also made two individual pizzas with the toppings of their choice. Toppings included the vegetables we had for the salad, plus olives, cheese and tomato sauce.
-Most children did not seem to trust one another. Immediately after planting they wanted to take each pot home. They sat holding their pot (s) and would not let go even when we offered to put their names on each. They did not want to do anything else until they took their containers home. Then they were back for more activities. When they made their individual pizzas, some stood "guard" in front of the oven to watch until they came out and they got their own.
-To encourage sharing, we made a large bowl of salad with whatever vegetable each one cut up -- some still wanted to make their own salad. However, they enjoyed eating the finished product, something they made together.
-A few parents stopped by (passing by) when we were working outdoors. They asked questions about gardening, about plants and how to care for them. They stood around listening to what we were telling the children. Some took plants home as there were plenty of them.
-Children had difficulty understanding the word "compost" or "composting." One of them said "you mean recycling?" All were familiar with "recycling" so that was the word from then on.
-The community-raised bed was mostly planted so we could not plant much outdoors except on their containers. The children were not interested in planting there anyway, they just wanted to plant in a container and take it home.
-The site and group of children are excellent for the type of project we did. The children were receptive and wanted to have more sessions on gardening and cooking in the coming weeks. It would have been ideal to have another team continue even if once a week to follow up on seedlings, plants, and compost pile and to do some more cooking/nutrition with the children. When asked what they enjoyed best, some answers were: planting, finding seeds inside vegetables, learning the parts of a plants, and many said cooking.
-At least two persons are needed for this group. Ideally, two gardeners and two assistants, and then divide the children by ages, either two or three groups for some of the activities, or have them rotate say one group does planting, another does cooking, another does compost. They can rotate every 30 min. so they all get to do each of the activities and then leave the last 30 min. for all of them to come together to eat, and/ or discuss something. Limiting the group to a certain age is difficult as they tend to bring their little or older brother or sister. It is hard to turn them away when the room is so big and there are plenty of plants and seeds and food for all. The younger ones do need close attention, not behavior problem but i.e. handling garden tools, plants, cutting vegetables, understanding gardening concepts, etc.
-Overall, it was a very pleasant experience for us and we enjoyed every single day we were there.
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| Identifying mature fruits/vegetables (before making the salad) and matching them to their respective potted plant. | John showing the kids how to make their own pizzas. |
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| The final product, homemade pizza with fresh vegetable toppings. | Kids eating their beans & vegetables salad |
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| Kids showing their own container "garden" at end of session. | John explaining how to plant seeds in containers & how they will germinate & grow |
Rutland State Fair
Emmett Perry donated many, many hours to coordinating the display gardens at the Rutland State Fair. Thank you Emmett and all the volunteers! (posted 11/14/01)
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Early season and late season for one of the beds. |
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| Final decorations. | Annuals being brought in. |
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| Notice the labels on everything! | Another display. |
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| Notice the labels on everything! | Display closeup. |
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| Display closeup. | Emmet Perry and Susan Harding |
Parks Place
Master gardener "interns" Sam Melanson, standing, Helen Miller and Michelle Delhaye, seated, and volunteer Rosie Chase, right, of Bellows Falls look through an album containing pictures of the garden project they put together at Parks Place Community Resource Center in Bellows Falls (excerpts from ? 10/5/00 Robert North photo)
VOLUNTEERS GARDENERS SPRUCE UP PARKS PLACE -excerpts from Brattleboro Reformer 7/13/00
BELLOWS FALLS - Community volunteers are what make the Parks Place gardens grow. "Parks Place should be welcoming," said Director Barbara Ternes, as volunteers dug in the dirt behind her to spruce up the gardens at the community resource center. "This makes it feel cared for." With guidance from three interns of the University of Vermont master gardening program, community members are working to reclaim the gardens behind Parks Place. The volunteers have been meeting weekly to do the work as well as learn a few tips for their own gardens. "It's coming together, " ternes said of the project. "It'll be a big change." The gardens were originally maintained with a three-year grant obtained by Central Elementary School, she said. The grant has recently run out and the children will continue to maintain the walkways, she said, but that's it. "We have the beginnings of what they did ... Hopefully it will just grow and grow," she said. "Parks Place is a real gift to the community," said intern Michele Delhaye, adding that restoring gardens is an opportunity to bring the community closer together. Intern Hellen Miller, who along with Delhaye, uses space at Parks Place through her job, said she has always been interested in the gardens there. "There's something about working with the soil and planting things and watching them grow that's satisfying," she said. "Anyone can do it." Ternes said the three interns have energized a project Parks Place was already considering. Harry Barnard, a member of the Parks Place board, said having the interns to help was "like a little gift." "They had a need," he said, "and we had a need for this kind of work." The project will have been a success, he said, if it does no more than draw more people to learn more about the services it provides. The interns said their hope is to continue their learning while passing on some knowledge to the community. The UVM program's mission, Melanson said, is to promote successful, safe and environmentally sound, gardening practices. "If we get more of the community involved we get some ownership," she said. Ternes said ownership is not the only benefit to the community with the completion of the project. "They'll get a sense of beauty," she said. "It's something the whole community can enjoy." Additional volunteers and donations are still welcome.
PARKS PLACE GARDENING PROJECT -excerpts from Bellows Falls Town Crier 7/28/00
Parks Place (next to Central School in Bellows Falls) is an ideal location for people in the Windham Northeast Supervisory Union to meet for a wide range of individual and family programs. Parks Place provides the facility for any agency, group or school to meet for programs or support. On any given day space is provided for people who need a place in Bellows Falls for meetings of all sizes. Typically represented are human service agencies, educational programs, court programs, and programs for youth and children. Two agencies represented are the Vermont Student Assistance Corporation and Vermont Department of Employment and Training. Employees of these agencies, Michelle DelHaye and Helen Miller were looking for a garden location to use for their internship as Master Gardeners. They approached Barbara Ternes, the director of Parks Place, who agreed to discuss plans for the continuation of the garden work begun by Central School over the past 3 years. (The grant given Central School had ended and a new source of workers was needed.) Joining the team was fellow MG intern Sam Melanson from the company of Dufresne Henry in Springfield.
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Tuesdays has been dedicated "gardening evening" and the group met regularly on Tuesdays to initially plan, then follow out those plans for reconstruction and maintenance of the gardens at Park Place. Volunteers have been the backbone of the work. Many people from the community have lent their time, muscle, expertise and donation of plants to the cause. The effort is one of true collaboration between Parks Place staff, the interns, and the community volunteers. Volunteers have ranged in age from a one-year-old to "an age past counting". Everyone has a job and the experience brought to the project has been minimal to very experienced. Everyone has been of great help and the work continues.
Ali Fox, 1, and her mother, Jackie, both volunteers on the garden project at the Parks Place Community Resource Center in Bellows Falls, enjoy looking at the garden in the rear of the building before sharing the potluck dinner inside. (excerpts from ? 10/5/00 Robert North photo)
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