Tom2Camille and I (Riley) spent the first two weeks of March (2016) working at Blue Ridge Napping Institute in Moravian Falls, North Carolina.  Our main task was to help (owner) Tom direct seed and transplant hardy and semi-hardy vegetables into his Spring Garden.

First we started (from seed) several flats of onions, kale, lettuce, tomatoes, basil, parsley and bell peppers which will be kept indoors under grow lights for several weeks.  We then transplanted young kale, lettuce, and broccoli plants directly into the garden, and also direct seeded several rows of carrots and snow peas, as well as 30 pounds of seed potatoes.

Tom03In addition to these plantings, we cut several sweet potatoes in half and partially submerged each half into a glass of water. Within a few weeks the potatoes should be covered in green shoots known as slips (this is where new sweet potatoes come from)

Tom will then remove the slips from the sweet potatoes and submerge the bottom half of the stems in a jar of water until they begin to sprout roots.  Once the slips have roots they can be planted in the garden, and come Fall, Tom should nave a nice sweet potato harvest.

Tom4Though planting the veggie garden was our main task, we also cared for Tom’s chickens (feeding , watering, and collecting eggs), and at the end of our stay helped to relocate their pen.

Every few months Tom moves the chickens to a different section of the garden (whatever area he is letting rest at that time).  –By doing this the chickens have a constant supply of fresh weeds and grubs, and the garden soil gets aerated and fertilized as the chickens scratch up the ground and make Nitrogen rich deposits  of manure.

Next to to the chickens and veggie garden, Tom  has a small fruit orchard where he practices companion planting as a means of pest management, which you can read more about here..

viewThe property also has a beautiful stream snaking though it, as well as a secluded swimming hole and some pretty spectacular views which we were able to enjoy in our down time. –Tom’s dogs, Stella and Little Dog, are sweet, trusty companions; they rarely left our side.  His cat Jasper is quite the character, and a great cuddler

StellaThough I just about always enjoy being outdoors in the fresh air–playing in the dirt and learning something new, I would NOT recommend this site to others looking to do a WorkAway or WWOOF work exchange (nor would I return).   I will not go into specific details as to why, but I will be happy to provide more information via private email correspondence.  

I will say that this site is especially NOT recommended for young women traveling alone ( or even with a partner).






During the summer of 2015, I (Riley) consulted with a non-profit organization in Central Florida that manages eight (elementary) schoolyard gardens.  Their mission:   to eliminate poverty as a factor in educational success and diet-related health issues”. In pursuit of this goal, volunteers and staff members provide students and their families with opportunities for hands-on learning in the gardens–teaching them how to grow and even prepare their own (healthy) food.

At the time of my consultation, all eight sites were employing traditional methods of vegetable gardening and composting–which when done on a large scale is quite labor intensive.  As the organization continues to grow and install more gardens, they are seeking out ways to make the sites maximally productive, while requiring as little inputs and labor as possible.  In other words, they are looking to make their projects more sustainable.  That’s where I come in.

As a Permaculture designer, I study patterns and systems found within Nature and attempt to emulate them in order to create sustainable, abundant food gardens. The core ethics of Permaculture are:  1.  Earth Care   2.  People Care   3.  Fair Share

To ensure I achieve a sustainable design and also remain true to these ethics, I use Permaculture’s 12 Design Principles as a guide.  (It should be noted that Permaculture’s design methodology can be applied to any system one wishes to make more sustainable).

Below I have listed and given specific examples of how each principle is expressed in the Permaculutre Designs I created for the schoolyard gardens.


  • 1.  Observe. Use protracted, thoughtful observation and design for specific sites, clients, and cultures.   

For example:  The garden designs include various elements and plants that will be appealing and interesting to young children.  For example, the Black Sapote Tree –which yields fruits that taste like chocolate pudding; and other dwarf varieties of fruit trees–which are smaller and “kid size”.   Plants like Walking Onions, Lamb’s Ear, and Pineapple Sage have unique qualities that make them fun to see, taste, smell and touch–making them interesting and appealing on many levels.

Even the design maps have been artistically styled to spark the imagination of the young students–employing the use of bright colors and imperfect qualities (though still to-scale and accurately depicting directional aspects)  


  • 2.  Connect & Use relative location: Place elements in ways that create useful relationships and time-saving connections among all parts.  

For example:   The designs are laid out so that Banana circles / composting sites are located closest to the portion of the garden dedicated to growing annual food crops. –This way compost can easily be transported from the banana circle to the annual plants (which will require more frequent feeding than plants located in the Forest portion of the garden).  In addition to this, nitrogen fixing and mineral accumulating plants (such as comfrey and Pigeon Peas) will be planted close to the composting site, so that they can easily be “chopped & dropped” into the compost pile–adding essential nutrients and minerals to the soil.

  • 3. Catch and store energy and materials. Identify, collect, and hold useful flows.

For example: Mulch should be placed around plants and along paths to catch and store moisture in the soil.  –Also, mineral accumulating plants (such as comfrey) peppered throughout the gardens will collect & store nutrients in their leaves (which can be “chopped & dropped” into garden beds and compost piles to increase soil fertility).


  • 4. Each element performs multiple functions. Choose and place each element in a system to perform as many functions as possible. Beneficial connections between diverse components create a stable whole.

For example:  Pigeon Peas  planted throughout the gardens will provide multiple functions, including:   providing a food source;  improving soil fertility (by fixing nitrogen into the soil);  attracting pollinators;  acting as a living trellis for climbing plants; and their trimmings can be thrown directly on the ground to be used as a mulch.

  • 5. Each function is supported by multiple elements. Use multiple methods to achieve important functions and to create synergies.

For example:  The function of pest management is supported by:  healthy soil full of beneficial microbes (maintained through the practice of soil building / composting); a polyculture food forest which is less vulnerable to disease and thereby pests; plants–like marigold and nasturtiums– that repel pests and /or attract beneficial insects that prey on harmful pests .


  • 6. Make the least change for the greatest effect. Find the “leverage points” in the system and intervene there, where the least work accomplishes the most change.

For example:  The new designs work with and are somewhat informed by each garden’s original layout.  For example, new elements and plants are positioned within the landscape so that they can take advantage of the existing irrigation system.

  • 7.  Use small scale, intensive systems.

-For example:  In the new designs, the total square footage dedicated to the growing of annuals is reduced by approximately one half.   In the future, all annuals (which are conducive to the method) should be planted according the bio-intensive, square-foot gardening method–which produces optimum yields per square foot.  Also, the new designs call for the North West corner of each garden to be converted into a perennial Food Forest.


  1.  Optimize edge. The edge—the intersection of two environments—is the most diverse place in a system, and is where energy and materials accumulate or are transformed. Increase or decrease edge as appropriate.

For example:  Some of the schoolyard gardens are located along streets or sidewalks–in such instances shrubs or trees should be used to create a sound and sight pollution barrier; this will lessen distractions and give way to a more ideal learning environment.

  • 9. Collaborate with succession. Systems will evolve over time, often toward greater diversity and productivity.

For example:  As fruit trees mature and spread their canopies, more shade-loving plants can be introduced into the system (planted below the fruit trees).

  • 10. Use biological and renewable resources.

For example: Organic food waste should be collected from each school’s cafeteria and composted on site; in this way the school’s (continuous) waste stream is used to build soil and feed plants.

  • 11. Turn problems into solutions. Constraints can inspire creative design.

For example:  Each garden has the “problem” of sinking hugelkultur beds.  This can be turned  into a solution by building the beds back up with soil builder and compost and then planting a perennial food forest in the beds. –Although the sinking beds are less than ideal for annual crops (as they are easily flooded), the breaking down of the aged wood (the main hugulkultur ingredient)  has created a nutrient dense, humus rich soil which is ideal for supporting edible forest plants, such as fruit trees and berry bushes.

  • 12. Get a yield. Design for both immediate and long-term returns from your efforts.

For example:  The new designs include fruit trees which may take a few years to bear fruit.  However,  herbaceous and root crops–such as okinawan spinach and cassava–are also included in the designs, and will provide a food source within the first growing season.  And because the vast majority of the plants included in the new designs are perennial, they will provide yields for many years with little or no effort other than pruning and harvesting.


For those who are interested, here is a detailed list (including descriptions) of the main elements and techniques I included in the permaculture designs for the schoolyard gardens (located in Central Florida). —In the long run, these features will save resources, energy, time, & money:

  • BANANA CIRCLE:  (substitute for the current “hot” composting stations/system)  A multi-functional circular compost pit which can be used for food production and soil building. The pit is 3 foot deep and  4 to 6 foot wide–filled with organic matter and surrounded by a berm on which various edible crops are planted.                               
  • bananaCircle1
  • FOREST GARDEN:   A seven “layer” garden that duplicates the diversity and distinct layers found within a natural forest.  The result is a healthy, functional ecosystem less vulnerable to disease, and maximally productive. Another benefit to the food forest, is that once it is established (other than harvesting) it requires very little work or maintenance.food_forest_layers
  •  ALLEY CROPPING:  Growing annual crops between widely spaced trees or shrubs.–I recommend growing Pigeon Peas in each bed. –Not only will they provide an additional food source, but they also:   improve soil fertility (by fixing nitrogen into the soil),  attract pollinators,  can be used as a living trellis for climbing plants, and their trimmings can be thrown directly on the ground to be used as a mulch.
  • WORM TOWERS:  A method of “direct composting” which utilizes worms.–HOW TO:  Holes are drilled all over the sides and bottom of  a 5 gallon food-grade bucket (with a lid), and the bucket is then buried, so that the lid is level with the ground. (Do not drill holes in the lid).  Food scraps are deposited into the bucket and worms enter through the holes and eat the food.  They then exit–making their way through the garden bed and leaving their poop behind as fertilizer.  Keeping a lid on the bucket ensures there is no smell and also keeps vermin out…… This method of composting and fertilizing requires a fraction of the time and energy required by the current “hot” composting system (which requires constant flipping).
  • INSECTARY PLANTS Plants that attract pollinators and beneficial insects that prey on harmful pests.  
  • companion-planting
  • MINERAL/DYNAMIC ACCUMULATORS FOR “CHOP & DROP”:  Plants that gather nutrients & minerals that other plants are not able to access.  They store the nutrients in their leaves; they can be “chopped” and “dropped” directly onto the soil so that the nutrients are made available to other plants.
  • PERENNIAL VEGETABLES:  Only have to be planted ONCE, and they continue to grow all year (or die back in winter and come back on their own).




Placemaking in Progress: Gulfport Community Garden

In January, 2014 Camille and I (Riley) launched our first joint Placemaking project:   Redesigning and reviving Gulfport Florida’s Community Garden.

January, 2014:  Gulfport Community Garden “BEFORE” 

The first step of the project was an announcement in the Gulfport Gabber inviting community members to gather and discuss the potentials of a community garden.

Approximately 15 people attended the meeting (held January 18, 2014)–and several expressed an interest in creating a space that would foster community, and set Gulfport on a path toward greater food security and self sufficiency.

georgeAfter this initial meeting, the group began meeting weekly to generate a list of specific goals, and get clear on a vision for the garden.  As a result of this work, Camille and I were awarded two full scholarships to a Permaculture course taught by Koreen Brennan of Grow Permaculture.

During the 6 week course (which began March 2014), Camille and I teamed up with fellow students Sara Perszyk & Lisa Fletcher to create a design and site map for the garden (based on the vision and list of goals agreed upon by the members of the community garden).

Upon completing the course, we brought the final design back to the other garden members, and since that time everyone has worked together to make our collective vision a reality.


During this time, a garden President,  a Secretary, and a Treasurer have been elected; decisions have been made through consensus democracy; work loads and harvests have been equally shared; and funds to cover expenses (such as the monthly water bill) have been obtained through various fundraising projects.

To date, approximately two-thirds of the original design has been implemented, including a small forest garden, community gathering space, and several rows of annual vegetables. –The garden grows as the garden crew grows. In this way, the project does not become too big too quickly, and remains sustainable.  Continuing at the current rate, the design should be completed within another year.

January, 2016:  Gulfport Community Garden (Forest Garden)

You can keep up with the progress of this placemaking project by visiting the garden’s blog.  And if you’d like to make a donation to the cause, you can do so via the garden’s GoFundMe page.

January, 2016:  Gulfport Community Garden (annual vegetable plots)

(Please note that although Camille and I were responsible for launching this placemaking project, the success and progress of the garden is the result of the dedication and hard work of ALL the garden’s members and volunteers, as well as those who have made donations and shown their support.)

January, 2016:  The Gecko Gardeners