The Grade 7 Urban Farming elective, led by Science faculty Erin White, is breaking new ground with a hands-on introductory agriculture course, giving students the opportunity to understand food systems by engaging in the planting process. For many students in the class, like other children growing up in New York City, this may be their first experience planting from seeds and nurturing its growth over time. Beyond learning the science behind planting, students see their efforts literally take root in tangible ways, like utilizing coffee grounds as compostable fertilizer that will foster new plant life. 

“The class allows students to have a hands-on, driver seat experience where they are really in charge of what is happening in the class. I make the plan, but what happens is dependent on what they do and how well they do it. If you do not water a seed, it will not grow. If it does not grow, we then do not have a plant to put in the ground outside. If a blueprint is made incorrectly, we cannot use that to build a planter. If the compost is not collected, we do not have potting soil for our seedlings. The students are directly responsible for their own success in a way that is very tangible. Failure will be part of this, as it always is with farming.”
– Erin White

Strolling through a grocery store produce aisle, one may not think of the journey a tomato or bunch of broccoli makes to get there. “Throughout the course, students learn about their food and where it comes from, and what resources are required to plant it, grow it, and get it to their table,” says White. “We learn what plants need to survive and some of the challenges that face growing different species, from nutritional requirements and water and light needs, to diseases, pests, and overcrowding.” 

On Monday, February 24, students in the hybrid indoor-outdoor Urban Farming course took advantage of the warmer winter day to prepare their seeds for the upcoming springtime bloom. They began by sharing blueprints for planter boxes which they had designed in a previous group project. Then they moved on to an engaging lesson on marigolds in which they learned about the species’ specific needs as well as how to prepare and use a seed starter tray. The class also discussed steps for planting their seeds and the practice of composting.

White emphasized the importance of understanding the process so students may replicate it independently both during and outside of class, noting that many seed care instructions are printed directly on the packaging. She then introduced a diverse selection of vegetable seeds chosen by students, including tomatoes, cucumbers, corn, broccoli, peas, and more.

With a balance of research and hands-on work, the course empowers students to take ownership of the growing process. “We recently researched plants for our large garden beds outside, and we will be starting these indoors in the near future. As the weather warms and the plants grow large enough, we will transplant them into the main garden beds and tend to them,” White explained. “Before putting anything into the ground, they will research companion planting to maintain balanced soil nutrients. Students will also be responsible for weeding, fertilizing, and ensuring the irrigation system is working properly.”

By interacting so closely with nature, the course generates enthusiasm in students in an authentic way that has a lasting impact beyond the parameters of school life. Students may return home with a new perspective, excited for the collective work they are doing together, and the discovery of species they will encounter through it. They may, White imagines, come home ranting–or raving–about pulling worms out of compost, touching dirt, organizing a potting shed, or hauling buckets of coffee grounds. The impact and appreciation of resourcefulness in farming is undeniable.

Georgia K. ’30, Azula P. ’30, Autumn P. ’30, Adelaide T. ’30

Miles T. ’30, Rhett R. ’30, and Ari H. ’30

Kiera R. ’30

Sameer K. ’30, Kaylen T. ’30, Teddy T. ’30, and Jonathan D. ’30

Where does Erin White’s passion for farming come from? Growing up on a farm and attending agriculture school, she has been cultivating plants her entire life. February, she admits, is a hard time to become an enthusiastic gardener. “It’s cold, the ground is frozen, and daylight is limited. The seeds that are just going into soil in the greenhouse still look like a jar of everything bagel seasoning and there are no green leaves or snackable fruits and veggies to be found.” While this is when the least glamorous work happens–the shoveling, the sorting, the organizing and seed-starting work–students are excited for what’s to come. They see the continuity between the work they learn in class and how they may apply their new knowledge. In a way, it mirrors the growth of a seed to plant: the transformation of learning a new skill and putting it into practice. 

“I like working in the greenhouse because… we are making a big change. We have inventoried the entire greenhouse, cleaned, and organized it. We also plan to clean up other parts of the school such as near the pond and around the greenhouse. We will make the campus cleaner and prettier.” – Adelaide T. ‘30

Looking ahead, students will also gain exposure to entrepreneurship, getting a firsthand look at what it takes to run a small business venture. Farming, White explains, is a highly pragmatic practice. Depending on how the seedlings develop, the class may hold a Mother’s Day or Alumni Reunion Day sale featuring the very marigolds and herbs they planted this week. Proceeds would help expand operations, replace materials, and ensure future classes have the resources they need.

Already, students have made significant progress and are beginning to see the results of their early efforts. They have cleaned and repaired the greenhouse and have taken inventory. They identified and addressed structural issues, such as a shed door that wouldn’t close—fixing it on their own initiative. They have researched different vegetables to grow, selected specific seeds for the outdoor garden beds, and successfully restarted the three compost systems. Additionally, they have designed blueprints for planters that will create smaller, movable spaces for flowers, herbs, beans, peas, and other plants which need more shelter than the large garden beds provide.

“The course teaches students that they are capable of doing so much more than they imagine by letting them make their own decisions and succeed or fail based on their efforts. In this class they get to take responsibility for their own learning in a new and unique way, different from in their core academic courses. If [a student] fails an assignment, [they] aim to do better on the next assignment but, if you kill a watermelon seedling, you have to start over. No watermelon [to enjoy] unless you can keep it alive and thriving.”

There is so much that the class looks forward to as the season changes and, and little by little, to continue to plant or transfer seedlings in the gardens and watch them grow. Very soon, White says, the gardens will be full of Crimson Sweet watermelons, Alpine White strawberries, Scarlet Runner beans and Purple Dragon carrots. The gray and brown mess of February will fade, replaced by a green and bountiful harvest, derived from students’ hard work and dedication. We can’t wait.