I don’t remember what my Senior project was, or if I even had one. I remember reading The Canterbury Tales in my Senior English class and suffering through a rough composition echoing Chaucer’s sentiments in my own form of made-up journeys and characters. I hated the assignment. I most likely completed it the night before it was due, under the beaming blue light of the computer while simultaneously chatting up the social scene on Instant Messenger. A senior project at the Yachana Technical High School in the middle of the Amazon looks quite different. “Rising Seniors” made the trek from their various corners of the country back to the Napo Province to Yachana High School last weekend – just one week after school ended for the year. Thy were there to prep the half-hectare plot they were assigned last year for their Senior Sustainable Agronomy Unit.
Just like any other day, as if strapping on a backpack and kissing mom goodbye, the students casually picked up their machetes, stepped into their rubber boots, and traversed the steep, muddy stairsteps down to the Yachana’s finca. This farm isn’t quite the structured, orderly monocultures in the American Midwest.
With its ample rainshowers and endless supply of organic matter, this farm is an amalgamation of numerous wonders spontaneously bursting straight from Mother Nature herself. Plantain trees tower over bushes popping bright red Ahi peppers. Stalks of corn burst towards the sky as a variety of fruit trees beckon herbivores with their array of avocado, lemon and papaya.
The students spent the day clearing the plots and turning the soil. They will then plant the seeds, harvest the produce and sell it back to the High School, the Ecolodge, or at the weekend market across the river for profit. My job is to create a curriculum to lead them them through the learning process of all of this, which is to say, a little outside of my expertise.
Explaining how to calculate the area of a plot in Spanish is one thing; conveying the nuanced nature of organic fertilizer and permaculture versus commercialized, chemical-dependent cultivation to teenage kids in the Amazon is another. The kids will have to collaborate with the chefs at the high school and at the Ecolodge to determine an appropriate amount and type of each crop they plan to grow on their plot. They will need to discuss with a hired agronomist to determine inputs and spacing. They will have to return four times during their summer vacation to tend to their plots and do the necessary manual labor.
A greenhouse started by some students the previous year. They intend to grow some of their veggies from seed here and transfer to raised beds later in maturation.
I am inspired by their work ethic incomparable to those of myself and my peers back at Stillwater High School. One day of our summer vacation wasted on manual labor for no self profit would have granted at least a few enraged PTA meetings alleging violation of international child labor rights. I am also refreshed to be directly involved in the production of the food I eat. As symbiosis surrounds me here in this mega-diverse kingdom this summer, I begin to realize what it means to provide for the land as the land provides for me. I am enveloped by an ever-present ecosystem of which I am only one piece.