I received lots of great feedback from my column a couple of weeks ago, maybe in part because people resonate with the need for raising our children with love and respect for nature. When we see people damaging nature, we must redouble our efforts to make sure we avoid making new people like that – by reaching out to children, to teach them well. This made me wonder what are core lessons we need for children (and adults!) for being good to nature right here in Santa Cruz. I hope the following is a good start- please send me more ideas for a future, more in depth publication.
News: Apocalypse Cancelled
The most damaging words I hear regularly about nature is how we are doomed. Even generally well meaning and educated people I know enter into what I call the apocalyptic mindset. You’ve probably heard it…maybe even participated in such a dialogue. It starts with, for example, how can we ever address global warming…its such a huge lift…governments aren’t doing anything…oil companies have too much power…people are greedy…the planet is going to be uninhabitable…the human race is going to disappear. This type of conversation seems to always end with ‘the human race is going to disappear,’ sometimes due to disease, sometimes nuclear war, and now sometimes global warming. Maybe we avoid this story with children, saving it for adult conversation, but if you entertain such notions at all, you can bet the children catch on. This story is magical thinking, and the rationale for such stories is beyond my expertise (but, please: ask yourself “why?” if you hear such things). Humans have survived very hard times – through plagues, terrible wars…through ice ages, famines, massive volcanoes, long droughts, etc: it is a safe bet that there will be people around for a very long time…long enough for us to tell a different story, so we think about a longer term presence and the need for earth stewardship.
A Better Story
The different story is supported by evidence near at hand. Go to Pinnacles National Park and watch a condor soar. Take a whale watching boat and see a blue whale. When you drive across Pacheco Pass or tour Pt. Reyes, see the tule elk. All of these species were ‘doomed’ but people decided that they were worth keeping…we changed our behavior, and they are recovering. The better story is of the inherent compassion of humans and our ability to improve how we live with nature. If your better story has people living alongside elk, whales, condors, and mountain lions in a world with grizzly and polar bears, elephants, giant pandas, and coral reefs, then it will inspire us to work together to make it so.
Stewarding Soil, Air, and Water
There are, of course, other things to teach the children, such as care for soil, water, and the air. The science of soil formation has been taking place on Santa Cruz’ North Coast for a while, so we are fortunate to be proximate to the story of soil, and how incredibly slowly it is created. The Dust Bowl lessons are long forgotten and chemical fertilizers have been hiding the need for soil, but all the same- soil is sacred and everyone should know that soil loss is a terrible thing, that prime agricultural land is precious to conserve, that soil needs stewardship. All children should know where their food comes from. The same goes for water; I wonder how many appreciate where their water comes from and the care that must be taken so that it isn’t contaminated…thanks to government and rules. And, it is similar for the air. That we have good soil, water, and air are again testaments to the good that humans can do when we work together. But, we can all use some education about what we can do to help keep those situations improving.
For the soil, water and air lessons, here are some field trip ideas. Next winter, go for a walk at Wilder Ranch and see if the soil is covered or if it is washing off into the ocean. Take a trip to Loch Lomond then to an auto repair shop upstream in Ben Lomond; discuss the dangers of petroleum ending up in drinking water. Watch road runoff in ditches next winter and think about what that oily sheen means for water quality and how it might be captured. Stand next to a busy street and smell the air, talk about what is in tail pipe emissions and where that stuff goes and what it does. To have these kinds of conversations might take some homework- how many of us can have informed conversations about these simple and everyday situations? If children knew more about these things, would it help?
Children should know about living well with non-human animals. Often, kids are introduced to domesticated animals…and too often they share their parents’ misconceptions about how best to care for and train those pets. Perhaps family time discussing well vetted videos about living with pets is in order. Meat eaters have an obligation to have some honest conversations about how livestock are raised and how they come to the plate. Field trips may be in order on that front. A little more on the wild side is the need for children to understand the host of issues from animals that aren’t domesticated that tag along with human civilization – termites, Argentine ants, roaches, stray cats, rats, mice, pigeons, starlings, etc. Just around the corner is another teaching subject: native wild animals which are doing perhaps too well at adapting to human ecosystems, such as ravens, crows, gulls, jays, racoons, etc. By learning about these and the invasive animals, perhaps children will learn to be more tidy and perhaps they’ll figure out other ways to mediate the impacts of these species. Into the real wild, children need to learn about the needs of wildlife – for habitat, landscape connectivity, peace, respect, and for the science needed to better plan for conservation.
Children Becoming Citizens
As age appropriate, children will one day be old enough to need education about how the above concepts enter the civic world. They will need to understand how land management agencies do or do not protect open space for wildlife. They will need to understand how clean air and water regulations are promulgated, incentivized, and enforced. And, it would be good to teach them how to critically think about the environmental issues they encounter and how to seek credible information to inform their thinking. Are these issues addressed in schools adequately? How else might we help children to understand these issues so that they are engaged citizens?
Nature brings peace, so perhaps the most important lesson for children is how to experience nature. I see families taking talkative strolls with children, but few parents sitting quietly in nature with their young ones. With luck, children should be able to witness a bird building a nest and feeding its young. They should see tadpoles and then tadpoles with legs. We all feel delighted to see a fox or coyote pounce on prey. There’s a fascination to watching the dusky footed wood rat taking a huge mouthful of twigs to its 4’ wide stick home. There are salmon swimming upstream to spawn in nearby creeks during the early winter. Giant whales are lunging into schools of anchovies close to boats that leave every day from local harbors. None of these things are easy to see as chance encounters. Like all good education, it will take some work, but it is worth it.
The more time we spend with children sharing these types of lessons, the better the chance of future generations saying ‘we are sure glad that people figured out how to restore beavers!’ or ‘wow- look at that tule elk!’ Richer lives and a better planet require us collectively to raise children who are eco-literate. Please do your part, even if you aren’t a parent.
-this article appeared first in Bruce Bratton’s BrattonOnline.com weekly blog.