Some years ago, I remember one influential druid speaking at a major event and saying, “The best thing you can do in nature is pick up the garbage and get out.” From a certain standpoint, this perspective makes a lot of sense. It is the same perspective held by many conservationists trying to preserve pristine lands or lands that have been replanted and are healing; the best thing that can be done is figure out how to keep people from mucking them up, pick up garbage, and leave them undisturbed. This is a perspective ultimately rooted in the desire to care for nature, to preserve nature, and to do good. Unfortunately, this perspective doesn’t really seem to provide a meaningful way to respond to today’s problems ecologically because it’s largely based on assumptions that mitigate damage rather than actively regenerate ecosystems. This perspective as a whole teaches us how to be “less bad” and do “less harm” by changing from plastic to cloth bags, using less energy, or driving a hybrid vs. a gasoline car. Environmentalism teaches us to enshrine places that are yet “pristine”, to admire them at a distance where we can’t learn about them or effectively serve as caretakers of them. Environmentalism gives us the ethic that “the earth should be protected” while not really teaching us how to engage in that protection. The perspective of “pick up the garbage and get out” implies we enshrine nature and look upon her from afar. She becomes like the object in the museum behind the glass wall with the lights shining on it; interesting to visit once in a while, but please don’t touch. But where has that gotten us? I think it is caused a lot of fear–people work to do less bad, to buy the right products, but don’t really get their hands dirty because they are too afraid to mess up. But what about doing something actively?
Web of all life in a mature forest
And yet, the importance of traditional caretaking roles for humans in ecosystems is well documented, as explored in Tending the Wild by Kat Anderson). One of the concepts that M. Kat Anderson describes is the indigenous peoples of California’s view on “wilderness.” While in English, the concept of “wilderness” is positive, in that it has been untouched by humans, it is pristine, it is wild (the implicit assumption being that it is ready for resource extraction). The concept of “wilderness” for the indigenous peoples of California is very negative: it meant that land was unloved, untended, and not under anyone’s care. For western people, humans touching nature is assumed to be bad/destructive, so wild places that are untouched are therefore good. But for the indigenous Californians, touching nature and interaction is good and nature that was left to go “wild” was a sad thing. Indigenous peoples all over the world and, going back far enough, everyone’s ancestors, understood and still understand this: if we are going to survive, and thrive, we do so in partnership with nature.
Thus, today, as part of my ongoing land healing series, I am sharing strategies and deep ways of engaging with the land as a healer. These posts will be drawn from a number of sources, most especially my training as a certified permaculture designer and certified permaculture teacher, as well as my own experience in regenerating ecosystems in a variety of places. The next few posts I share in this series will be about physical land healing and practices we can do to help regenerate and heal the land. For more on this series and my overall framework, I suggest reading this post. This post explores the broad idea of physical land healing and helps us start to get into this work. Thus, the perspective I’m advocating for is an active caretaking one. It is a perspective rooted in connection, wisdom, and in a deep-rooted responsibility to the living earth. What we need—as a society and as individuals—are tools for being proactive and directly engaging in long-term regeneration: healing the land, healing the planet, healing ourselves, and rebuilding the sacred relationship between humans and nature. We need tools to help us regain our active status as caretakers of the lands where we live, to learn about them, and to learn how to heal. We need this in part to begin to engage in the work of repair, and also because it is our collective responsibility to be good citizens and stewards of our earth.
Nature has the ability to heal and adapt over time, but we humans can offer key interventions that speed up this process, particularly through knowing what to plant and how to build and tend the soil. Plants are the cornerstone of much life. Much of the reason that we have such loss of animal and insect biodiversity is due to loss of habitat—thus, restoring habitat (which means, in many cases, restoring plants) can be a primary concern. Focusing on plants isn’t the only way to engage in land healing, but I think it is one of the most effective and accessible for many people to do. If you create the right conditions with soil and plant life, animal and insect life is sure to follow!
Physical Land Healing Primer: How Do I Know What to Do?
Tending the lands as active and contributing members of an ecosystem requires that we build our knowledge in very specific and deep ways. This is not knowledge that was likely taught to us, but it was knowledge that was once vital and common among non-industrialized people. Thus, it is re-learning and re-engaging with ancestral knowledge in order to help heal our lands today. This knowledge has many benefits beyond land healing, including helping us develop a deeper appreciation and connection, making us feel “part of” nature rather than removed from it, and learning a host of useful uses for plants (food, medicine, crafts, fiber, etc).
To answer the above question, first, I’ll cover a variety of different kinds of information that can help you focus on this key question: how do I know what to do? Obviously, I can’t tell you about the specific plants in your ecosystem, what roles they play, which are under threat, or what you should plant. I could tell you those things about my own ecosystem, but that would be of limited use to those readers who are not in my small bioregion (I will create such a guide in an upcoming post, however, for those that are interested_. Instead, in this post, I’m going to share with you some ways of learning about the plants in your ecosystem and how to begin to build ecological knowledge. After that, well look at how ecosystems function generally and some planning decisions you can make when figuring out what to do.
There is no substitute for direct experience. Start to learn how to identify plants, insects, animal tracks, and go out into your local ecosystem and see what is there. How many plants are there? Where do they grow? How robust is the ecosystem that they grow in? Are they native and stable populations, or are they out-of-control (invasive) populations? The question of “how do I know what to plant” must be asked and answered as locally as possible–what your lands need depends on what they are lacking, and you figure out what that might be.
Building ecological knowledge
The more ecological knowledge you have, the more effective you will be at any of the land healing strategies we’ll be covering over the next few weeks. Ecological knowledge allows you to know what plants may grow well in a particular area, which are native and under threat, and how to identify what is already growing.
Insect life on the marigolds
Books and classes. Ecological knowledge can be found everywhere: books are a great place to start, especially books that talk about plants in relationship to one another and consider whole ecosystems. John Eastman’s collection of books are particularly useful for the eastern US regions—his books cover not only what plants look like, but what ecological roles and functions they play and also what key species depend on those plants. Learning from classes and teachers is another fabulous way to build your knowledge. Online resources, particularly materials from state extension offices and other organizations, are other good ways to learn. Visit your local library and see what resources are there to get you started.
Organizations and lists. You can also learn a lot from looking at organizations that specialize in creating lists of endangered plants, insects, and animals. For example, The United Plant Savers has a list of plants currently endangered or nearing being endangered that is specific to ecosystems along the eastern USA–this list, I find, is a good place to start. When you study this list, you can see that the plants fall into a couple of different bioregions and a couple of different groupings. Similar organizations offer these kinds of lists at the local or global level (such as ICUN.org). I have found my state’s department of conservation of natural resources website and state extension office to be a very useful place to learn about what animals, plants, fish, and insects are endangered where I live. This allows me to focus my efforts in particular directions. E.g. if we know that over 70% of the world’s amphibians are under threat, I can focus my efforts on building wetland environments to do the most good if my own ecosystem supports that.
Ecological and Natural histories. I would also draw your attention to ecological and natural histories of the area–what exactly grew in your region, in the various biodiverse microclimates, before the present day? Are there areas that have been either protected (e.g. old-growth forests) or replanted that you can go visit and learn from? History can be living, or it can also be found in books. A few years ago, I found an old, hardbound report from the PA Department of Agriculture’s forestry division published in 1890. They had a list of the makeup of PA’s forests with percentages of trees that allowed me to know exactly what trees were here once, and what trees had thrived here, prior to the clearcutting that happened in the 1800’s. I compared this to what I find in the forests now, and have a clear sense of what kinds of nuts and tree seeds I want to bring back (hardwoods like oak, hickory, walnut, butternut, and chestnut top my list–especially chestnut, which used to comprise almost 30% of our forests.
I also want to speak here about fear. The “pick up the garbage and get out” narrative, unfortunately, creates this idea in our minds that all we can do is harm. When I share these strategies through writings I suggest using your mind and your heart to help navigate the complexities of this. In terms of using your mind, as long as you research carefully, stick with native or naturalized species, and target areas that really need your help (see below), it’s hard to do something wrong. You don’t have to start by healing every damaged patch of soil. Rather, pick one or two places to target your energies, pick one or two species of plants to work with and start there. It’s also important to use your heart. Trust your intuition here, listen to the voices of the land and her spirits, and know that your heart is in the right place.
Of use to you, regardless of where you live, is understanding some basic information about ecosystems, ecological roles, and the different layers of plant life that make up a typical ecosystem. We now consider these things in turn.
The Soil Web of Life
Before we get into higher forms of life, its useful to know a bit about soil and the soil web of life. Soil is the building block upon which nearly all life on earth is based and is a complex living system. A single teaspoon of rich soil from a forest or garden can hold up to one billion bacteria, several yards of fungal filaments, several thousand protozoa, and scores of nematodes. Healthy soil contains bacteria and engages in complex chemical conversions to move nutrients into plants, store carbon, and more. Generating only three inches of topsoil takes almost 1000 years using natural processes. The soil web of life also often includes mycorrhizal fungi and fungi hyphae, networks of what are essentially mushroom roots that help plants move and uptake nutrients, moisture, and plant health. Given this powerful web of life, soil is one of the most sacred things, it is that upon which everything else is based.
Unfortunately, our soils are currently under risk. According to the UN’s Food and Agricultural Organization, about 1/3 of the world’s soil is already severely degraded and most of the world’s topsoil could be gone in as little as 60 years. Conventional Industrialized agriculture uses chemicals in place of natural processes and contributes to soil pollution, agriculture runoff, overgrazing, and soil depletion. Soil and soil health is now a major concern for long-term sustainability and human food systems and thus, is an excellent area to consider regenerative work.
Soil building techniques include composting (including vermicompost, humanure, city composting), sheet mulching, chop and dropping (of nutrient-rich/dynamic accumulator plants, like comfrey), and hugelkultur bed creation. These techniques help us build rich soil quickly to help regenerate the soil web of life.
Just as each micro-organism in soil has its own ecological role, so, too, do many plants. As you learn more about ecology, you’ll start to understand that a healthy ecosystem has a variety of self-sustaining systems; each plant has a particular role. This is why you often find the same groupings of plants in the same area–they form a “guild” that all work. Our goal can be to help cultivate these self-sustaining plant guilds and re-introduce plants that were once part of these healthy ecosystems. Here are some of the common roles that plants may play:
- Nectary plants. These are plants that provide nectar to bees, butterflies, flies, bugs, and hummingbirds. Nectary plants are often the primary food source for a host of invertebrates that provide pollination and forage for larger animals and birds up the food chain. In the US East Coast, these would include goldenrods, asters, monarda, mints, and more.
- Nitrogen Fixing plants. Some plants are able to feed the soil by bringing nutrients from the air into the plants. Legumes, lupines, and clovers, for example, are nitrogen-fixing plants; they take nitrogen from the air and store it in their leaves and roots.
- Habitat Plants. Plants may offer habitat to animals, birds, or insect life. Some of these plants are very specialized, as in the case of the monarch butterfly larvae, which needs common milkweed to thrive.
- Animal Forage plants. Some plants are useful for animals to forage; certain animals depend on plants (or their nuts, seeds, flowers) as primary food sources.
- Dynamic Accumulator plants. Some plants with deep roots (like trees or comfrey) are able to bring nutrients from deep in the soil and store them in bioavailable form. Chopping and dropping comfrey leaves (cutting them at least 5″ above the base of the root) can let you compost in place.
- Biomass / Mulch Plants. Soil building takes time, and each successive layer of plant matter on the surface of the soil helps build soil. As the dead plant matter breaks down, it holds in moisture, adds carbon, and adds nutrients to build a new layer of soil. Some plants can also be used as a “living mulch” during the season (comfrey again is one of the popular ones). Other plants produce leaves that can be shredded and added to gardens, mimicking forest ecosystems.
- Soil Compaction Remediation Plants. When we are looking to regenerate something like an old farm field or lawn, soil compaction is an issue. The soil becomes so hard that it is difficult for many different plants to take roots. Certain plants have deep taproots and can help break up compact soils to pave the way for other plants. One set of annual plants that are very good at doing this are Daikon radish and purple-top turnips. After one season, they rot away and allow new plants to grow (and you can harvest some for good eats!)
- Medicinal, Craft, and Useful plants. Of course, humans also can find many of their basic needs fulfilled by plants. We have medicinal plants and herbs, fiber plants that can be used to create clothing, dye and ink plants, and plants that can offer us methods of building shelters, fire, fine crafts, and more.
As we can see, one plant does not make up an ecosystem. Rather, it is groups of plants, functioning in multiple ways, that contribute to a healthy and resilient ecosystem. Resilient ecosystems are able to better fend off disease, produce more food, and produce more habitat than those that are impoverished.
Nature is ultimately is engaging in ecological succession to move towards the pinnacle ecosystem (an oak-hickory forest is a common pinnacle ecosystem) with lots of steps along the way. I’ll talk more about ecological succession in an upcoming post. One of the key decisions you have to make is what kind of ecosystem you want to help establish.
Permaculture design typically recognizes seven kinds of plants in terms of the height of the plant (called the plant horizon) which determines how far along you are in terms of ecological succession. For example, in a mature forest, seven layers (especially on that edge of the forest) is present: the tree canopy (overstory; tulip poplar, white pine, oak); the understory tree (shorter trees; shade tolerant like hawthorn, pawpaw or hemlock); shrubs (blueberry, spicebush, brambles); herbaceous (stoneroot, ferns, blue cohosh); groundcover (ramps, wintergreen, partridgeberry); vining (groundnut, wild grape); and the root zone (which has itself different levels). Fields, edge zones, and the like may not have all seven layers. Logged forests or those that lack ecological diversity also likewise might not have all seven layers. One of the things you might want to think about is how far along ecological succession is in the area you might want to work with (e.g. is it a broken-up sidewalk, a logged forest, a weedy patch in a ditch behind your apartment, etc) and what your goals are for ecological succession. E.g. if you want to keep a meadow a meadow, you might not want to plant towering oaks!
Polycultures over Monocultures
Things like cultivated fields, lawns, or even patches of invasive species often are what are called “monocrops.” Monocrops are single groupings of plants (e.g. a lawn of all grass, a field of all soy, etc). These do not create healthy ecosystems or represent healthy places. Focusing on transitioning monocultures to polycultures is another aspect of land healing.
It is also critical to note that a healthy grouping of plants in a forest or field or anywhere are sets of plants that often work in conjunction (using some of the ecological roles I shared above). We call these plant groupings “guilds.” Other plants may provide beneficial shade, provide a strong trunk for a climbing vine, and so on. And I’m only talking about plants here–there’s also fungal activity and the soil web of life, animal foraging, insects, weather, microclimates, and much more, all working together.
Putting it All Together: Where can I start?
Now that we have some background information about soil, plants, and ecology, we can put it all together to return to the initial question: what should I do? As complex as these systems may be, they also break into a few distinct considerations we can use when selecting what actions and plants we can consider for direct land healing.
- Do you need to remediate the soil?
- What is your final vision for helping to heal the space? (e.g. do you want to focus on regrowing a forest or are you focusing on a field?)
- What are the plants’ needs for soil, light, water, and temperature?
- What does the plant offer (food, nectar, etc)?
- What is the plant’s endangered status more broadly and/or its specific population locally? How can you select plants that can support rebuilding endangered ecosystems?
- What is the distinct context you are planting? You should consider both long-term growth and other people’s potential actions.
As I work through this process in more depth, I’ll be sharing a lot of examples and ideas along the way. Blessings!
Dalby, Simon. “Biopolitics and climate security in the Anthropocene.” Geoforum 49 (2013): 184-192; Mastnak, Tomaz, Julia Elyachar, and Tom Boellstorff. “Botanical decolonization: rethinking native plants.” Environment and Planning D: Society and Space 32, no. 2 (2014): 363-380.