Project #30
"Welcoming Back the Wilderness":
Impact of a School Naturalization Project Upon a School and Its Community

by Gary Pennington with Aline Wilkie

• Preface

1. Introduction
2. Outline of the Documentary History of the Project
3. Multiple Perspectives: Impact Statements and Findings
   • Anecdotes, Special Things, Stories
   • Educational Impact
   • Family and Community Impact
   • Favorite Places on the Playground
   • Frustrations, Low Points
   • Good Aspects
   • Project Involvements
   • Learnings by Adults Involved in the Project
   • Mistakes
   • Playground Activities in the Snow
   • Special Moments
   • Personal Commitment
   • Educational and Environmental Values
   • A Few Words about the Project
   • Project Good Wishes
   • Future
   • Final Thoughts from Teachers, Parents and Neighbours
   • Overall Reaction
4. A Revisionist Perspective
   • A. Process Observations and Interpretations
   • B. Product Observations and Interpretations
5. References

Appendices

1. Letter from Kathleen Donauer Regarding the Planting Scheme for the St. Matthew School Naturalization Project
2. Application to Action 21 Community Funding Program for Funding for the St. Matthew Schoolground Naturalization Project
3. Results of a Formative Evaluation of the Developing Play Environment at St. Matthew School, March, 1997
4. Speech Given by Shirley Friel, 1997-98 Chair of the Naturalization Committee,at the Official Opening of the St. Matthew School Grounds, June 5, 1998
5. A Review by Aline Wilkie, former Principal of St. Matthew School, of the Politics Surrounding the Naturalization Project
6. Environmental Stewardship at St. Matthew School, proposed by Gary Pennington, February 1999
7. Newspaper clipping on "Welcoming Back the Wilderness"

Executive Summary of

"Welcoming Back the Wilderness": Impact of a School Naturalization Project Upon a School and Its Community,

by Gary Pennington with Aline Wilkie

Prior to 1996, the playground at St. Matthew School in Regina resembled the grounds of a prison yard. It consisted of bald prairie, lined with asphalt and crusher dust, surrounded by chainlink fences, broken only by a few metal play structures. As Aline Wilkie, the school principal noted, "There was nothing to play with; the kids had become too structured and had forgotten how to play. Marbles, skipping...that kind of play was not happening spontaneously."

Suspecting that the grounds were failing students in terms of promoting positive, creative play and learning, the principal, teachers, students, and parents of the K-8 school began discussing an ambitious project to revitalize the inadequate school environment. They formed a steering committee and, over a period of three years, raised over $70,000 in materials and funds to naturalize the school playground. Even more important, the school community provided hundreds of thousands of hours of labour as the project became a major factor in the life of the neighbourhood. The goal of the project, as outlined by the committee, was the fervent wish to see children encountering and appreciating a rich and diverse environment every day of their lives whether on school days, weekends or vacation time.

Following the project and documenting it for purposes of research was Gary Pennington, a university professor and founding member of the International Association for the Child's Right to Play. As Pennington describes the project, the greening of the St. Matthew School playground had important underlying goals:

In a world where issues of destroyed natural ecosystems, fractured communities, violence and individual disempowerment make the news, children are still dreaming and wishing for a better world.

In the fall of 1996, a group of dedicated and enthusiastic parents, educators, students and community members set about to make those dreams a reality. At a basic level the reason behind the project was the fervent wish to see children encountering and appreciating a rich environment every day of their lives whether it's on school days, weekends or in vacation time. We want them to see and hear birds...to plant, tend and grow vegetables... to understand the microclimates and ecosystems within which they live... to rekindle their sense of awe and wonder regarding nature... to become stewards of their own environment,,, to treat each other kindly and with respect... to engage in healthy and active play... to learn the importance of inclusion of all... and to learn these things in the company of caring adults.

Gradually the school acquired a huge sandplay area surrounded by rocks and trees, wheelchair accessible pathways, small hills that children could roll down, a gazebo, picnic tables, perennial beds, a shallow rock pond and a sports field. The ecological health of the grounds around the school was improved through the planting of trees, the development of flower beds, the creation of a pond, and the selection of plants native to the prairies. In effect, an outdoor classroom was created in which students worked with their teachers and volunteers to learn about everything from composting to the lifecycle of a tree.

Just as important was the tremendous learning that took place in human terms. Realizing that everyone should be able to enjoy the playground regardless of ability, those planning the playground learned to incorporate into their thinking the reality and importance of inclusion for all. It also became apparent to all involved with the community that change is not always easy, conflict happens when things move in a new direction, and people are sometimes apprehensive of new ideas and new ways of doing things. Learning to understand and to work with others was a major part of the revitalization experience as students and adults laboured side by side. Pennington observes, "Every time a young child puts his or her hands to work with a garden trowel, shovel, or paint brush: each time they feel their needs are really being listened to and that their opinions count; each time they work side by side with another interested and caring adult, there is a major chance for learning."

The many benefits of the St. Matthew School naturalization include the following:

• watching birds, butterflies, squirrels, and other small creatures reinhabit the environment.
• community residents and families began to frequent the school yard after school hours and on weekends to enjoy the gardens, pathways, trees, benches, and watch with appreciation the play of young children.
• the generation gap between children and adults was bridged as they worked and learned together.
• stronger ties were developed between the community and the school.
• the school experienced fewer problems with violence, aggression, bullying, and lack of sharing among its students.

A major benefit of undertaking this research inquiry into the dynamic of naturalization at St. Matthew School is that the underlying political realities of environmental change have been exposed to some degree. It has become clear that many individuals and groups who were involved in this project have lost a degree of political innocence and gained a valuable understanding of the bureaucratic structures that they must confront and work with if significant change at the local school level is to occur and be sustained.

A unique feature of this study is that it gives voice to the hundreds of children and adults who were involved. Everyone who had a stake in the project, from the youngest student to the most senior system's bureaucrat, was invited to contribute to the report. The poignant words of those who laboured on the project are included as are the minority views of the few persons who were very critical of naturalization and the way it was done.

On the basis of these results, the study suggests that school revitalization projects provide one means of reducing problems related to violence and vandalism in schools and of increasing environmental awareness among children and adults. And finally, it has reconnected people with nature in the community and rekindled a sense of wonder for the environment on the part of many.

"Welcoming Back the Wilderness"
Impact of a Naturalization Project on a School and Its Community

Dr. Gary Pennington with Aline Wilkie
A report submitted to the Dr. Stirling McDowell Foundation for Research into Teaching

Preface

Innovation and Risk: Creating New Beginnings

At the core of this experience is the capacity and desire to innovate ­ to take risks, to make mistakes, to step in the dark, to proceed with faith. Throughout this period we have sought new ways to recreate communities, rebuild trust, and challenge the injustices with which they are confronted. And today, people continue to pose new questions and strategies in an effort to bring about a truly just, humane, and equitable world. People are creating new means to govern themselves, learning new ways to express their aspirations, developing new bonds of friendships with one another, and slowly but steadily creating a more peaceful and hopeful existence. We are witnessing a resurgence of popular organizing as communities together to assert new political and social visions and solutions to the crises and vulnerability they experience. (Such projects) are often the catalyst that ignites innovative ideas for developing creative, vibrant, and caring societies. They nurture the mutual support and social solidarity that are at the root of every community, and help mobilize action in the interest of the entire community. Their work and presence is vital to processes not only of taking risks but also of minimizing those risks by promoting values of social responsibility, re-building faith in local tradition and culture, and promoting the possibility of new beginnings. Indeed, for our counterparts and the marginalized communities in which they live, creating change is always about new beginnings. It is about finding the will to step forward, however tentatively, with the faith and hope that things can and will be different. It is about inventing new ways to listen, to learn, to see and to dream.

-- From the Inter Pares Bulletin, Vol. 23, No. 1, January, 2000

1. Introduction to the Project

About the Researchers

Dr. Gary Pennington is an Associate Professor Emeritus at the University of British Columbia and was formerly an Associate Professor of Education at the University of Regina. He acted as primary researcher and writer in the project while Aline Wilkie contributed as secondary researcher. She is a teacher at South Shore School in Regina Beach, Saskatchewan, and was formerly the Principal of St. Matthew School in Regina.

Overview of the Project

This collaborative study attempts to assess the impact of a naturalization project on a local elementary school and its community. It tries to determine the degree to which the stated goals of the project are being met. Principal among these goals are to provide an enhanced outdoor learning environment at the school, integrated curriculum experiences for children, increased environmental awareness and student responsibility, and a sense of real empowerment on the part of students, staff and parents.

Since October 1995, the St. Matthew School and community in Regina have been involved in planning for the enhancement of their school grounds. This work was an ongoing part of the school curriculum for all students in the school, particularly during the winter and spring of 1996. Each grade focused on a particular part of the ecosystem in their studies. The culmination of studies and planning was the active redevelopment of the school site by students, teachers, parents, and the community over the course of a three year period.

The significance of the project to teaching and learning at the school from the start of naturalization to the end of February 1999 is set forth. In a period of greatly increased environmental concern it is vital that environmental initiatives be undertaken at school and that the value of these endeavors be assessed. This study was undertaken to do just that in a local school setting.

Need for the Study

There is a need for research into the impact of naturalized school grounds on:

• A. curricular offerings
• B. play patterns of children
• C. the interaction between environment and behavior
• D. children's and adult's perceptions of school grounds
• E. views of playground design
• F. the role of people in such projects

Readers may initially discount the educational and social significance of changes to the outside of a school. For what does it matter what a school yard is like? This common trivialization of the importance of the outdoors just beyond the doors of the schoolhouse is what is central to this study. The investigation will have been worthwhile if it gives cause for educators, parents and systems bureaucrats to reflect on the ways things are commonly done in terms of school learning environments and to consider the radical alternative that school ground naturalization presents.

Relevance to Other Agencies

The work of the Evergreen Foundation, The Learning Through Landscapes Foundation, The International Association for the Child's Right to Play, the United Nations Charter on the Rights of the Child, and local and provincial environmental groups pertain directly to this project and to this study.

Dissemination of Findings to Teachers to Affect Actual Teaching Practice

The primary means of dissemination of results of this study were intended to be by means of a video tape documentary and resource book on the project which deals with the questions and issues raised heretofore. The video tape and booklet were to be lodged in the Provincial Media Centre and at other relevant educational outlets. Because of cost limitations the video tape production must await further funding assistance. The main research on the project is in the form of the detailed report which forms the body of this writing. In addition, presentations of the findings of this inquiry will be made on a continuing basis at local, provincial, national, and international professional gatherings. A number of presentations of the findings of this project have already been made to such groups.

Project Timeline

The original target date for the completion of this report was the Spring of 1997; this was an unrealistic objective given the complexity of the task. It was also not a good target in that the dynamic of naturalization project could not have been seen in such a short time frame. The St. Matthew School Naturalization Project is now over three years old, and thus a report on the impact the project has had on the school and community is far more valid than it would have been in the initial stage of the undertaking. There have been three growing seasons, seasonal changes in which to experience and observe the changed school yard, and a significant turnover in the staff and student body. The new environment has had a chance to mature and people have had an opportunity to reflect on the meanings of the project to themselves. It is now timely to report on what has been done and what it has meant.

Research Question

The primary research question which this study attempts to answer is, "What is the impact of a school naturalization project upon St. Matthew School and its community?" Within this main question there are many subsets of questions which must be asked in order to approach an understanding of the events and activities which make up the complexity of the project. These questions appear throughout the body of the work and in the appendices.

Research Methodology

A diversity of labels are used to describe the type of research methods used in this study, e.g. naturalistic, ethnographic, interpretive, and qualitative. An overriding objective of the report is to try to gain an understanding of the everyday experience of those who were involved in the project in one way or another. We have tried to set forth the real stories that people have offered and which they use to make sense of their part in the drama of social and environmental change at this school. The interactions between people are emphasized throughout. The reality that we are trying to comprehend is fundamentally intersubjective in nature.

Data were gathered through a variety of processes, which include:

1. Student, teacher, parent, and community surveys.
2. Semistructured individual interviews.
3. Collection, classification, and criticism of original documents.
4. Video and photographic coverage of events and activities.
5. Participant observations of the project over the course of three years.
6. Critical incident methodology.

A fundamental premise of the research was to give voice to all who had a part in or an interest in naturalization at St. Matthew School. This was done by means of continual invitations of a general and specific nature to all potential stakeholders in the project. Many chose to respond, some did not. A variety of approaches were employed in order to meet the needs and preferences of those who might provide information and commentary. It was most difficult to get input for the record from those people who were critical of the process and product of "Welcoming Back the Wilderness" at St. Matthew. Where these negative opinions and feelings were expressed they have been presented without any attempt at censorship.

While it is difficult to specifically label the research methodology used in this study, it is clear that the approaches fall comfortably with the qualitative research paradigm as outlined by Bryman (1980) who proposes the following eight key characteristics of qualitative research:

1. The purpose of qualitative research is to explore subjects meanings and interpretations of their setting.
2. Qualitative researchers should have prolonged and close relationships with subjects.
3. Qualitative researchers should pursue an "insider" or emic perspective in their study. An emic perspective includes analyses and descriptions in terms that are meaningful and appropriate to the native members of a culture.
4. The purpose of qualitative research findings is to generate hypotheses, not confirm them.
5. Qualitative research strategies should be adapted to insights gained during the study.
6. Qualitative research findings are ideographic and not nomothetic; that is, study results should be applied only to the individuals involved in the research, they should not be generalized to other client populations.
7. Qualitative research assumes that social realities are formed by subjects consensus of their experiences.
8. Qualitative data should be deep and deep and rich; indepth understanding of a single social phenomenon is preferable to a superficial understanding of many instances of one social phenomenon.

In regard to point number three above, a number of the people who were involved as subjects in this study provided input as to the nature and number of the questions that needed to be asked about the enterprise. One example of this is that separate long and short form questionnaires were developed because of feedback provided by project workers. Another is that some people preferred to be interviewed rather than to complete written responses to questions.

2. An Outline of the Documentary History of the Project

The documents referenced below provide an outline of the way in which the naturalization project at St. Matthew School developed. The contents of the documents have not been provided here in full for the sake of brevity.

• June 29,1992: The Regina Roman Catholic Separate School Board approves an Environmental Awareness Policy.
• August 1995: Aline Wilkie assumes principalship of St. Matthew School.
• October 1995: Parent group at St. Matthew begins discussing playground changes.
• November 1995: The school contacts the Evergreen Foundation and receives information about the playground naturalization concept.
• November 1995: St. Matthew School makes contact with Dr. Gary Pennington at the Faculty of Education at the University of Regina, who has an extensive background related to school naturalization. He agrees to consult on the project.
• November 20, 1995: Aline Wilkie sends a letter to Dr. David Bale, Associate Dean of Education at the University of Regina, detailing a proposal for a partnership proposal between the Faculty of Education and the School. The partnership would focus on a school naturalization project similar in concept to the Children's Garden Project at the University of Regina.
• November 27, 1995: The University of Regina holds a Children's Garden Design-in and invites elementary schools from the Regina area to take part.
• December 8, 1995: David Bale sends a letter back to Aline Wilkie expressing support for a partnership between the university and St. Matthew school.
• January 31, 1996: A revised classroom schedule is issued at St. Matthew School that encompasses the Environmental Education Project (School Ground Naturalization).
• February 6, 1996: A meeting is held of the Playground Naturalization Steering Committee.
• February 12, 1996: Dr. Paul Hart leads a discussion about the project in an environmental education class taught by him and Gary Pennington at the University of Regina. Gary Pennington takes notes from the discussion that are subsequently given to University of Regina students and teachers at St. Matthew School as "Ideas to Enhance the Weekly School Experience Phase of the St. Matthew School Naturalization Project".
• February 21, 1996: Grounds Committee meets with students to gather student ideas and preferences for playground equipment and location within proposed play zones.
• February 23, 1996: A St. Matthew Parent Teacher Association Newsletter announces that students' preferences and blueprints will be presented at a School Naturalization planning meeting on February 28 and invites input from parents. A fundraising report is also given.
• February 28, 1996: A School Naturalization Planning meeting is held to present student preferences and preliminary site plans.
• Late February, 1996: A proposal regarding the St. Matthew School Ground Naturalization Project, "Welcoming Back the Wilderness", is sent to potential financial sponsors, like the Central Mortgage and Housing Corporation and the Canadian Wildlife Federation.
• March 11, 1996: An Up-date is held to refine the design for the University of Regina Children's Garden.
• March 29, 1996: A research application is made to the Dr. Stirling McDowell Foundation for Research into Teaching to provide funding for the research aspect of the project.
• April 1996: A Donation Flyer is distributed to the community.
• April 1, 1996: St. Matthew School Newsletter provides an update from the Playground Naturalization Steering Committee announcing that the school will formally sign a partnership agreement with the University of Regina Faculty of Education and host the provincial Learning Grounds Workshop sponsored by the Evergreen Foundation. The first in a series of"Work Bees" on the playground is also announced, and donations of articles and materials are requested.
• April 2, 1996: The Regina Leader Post publishes an article on the project called "Taking Nature to School"
  (p. A3).
• April 3, 1996: An End of Term Celebration is held at the University of Regina.
• April 4, 1996: Easter Greetings from St. Matthew Parent Teacher Association contains an invitation from the Grounds Committee to a presentation related to the project and provides information about fundraising.
• April 7, 1996: The Regina Sun publishes an article called "School Gets Back to Nature" (p. 31).
• April 22, 1996: Diana Foster gives a presentation on "The Australian Experience: Schoolyards, Multipurpose area and Play Spaces".
• April 15, 1996: The P.T.A. sends a thank-you message to parents.
• April 16, 1996: A meeting is held of the Playground Steering Committee.
• April 22, 1996: A news release is issued regarding the Naturalization Project.
• April 23, 1996: The Regina Leader Post publishes a photo article called "Green Thumbs Sprout".
• April 26, 1996: A thank-you letter is sent to the Saskatchewan Outdoor Education and Environmental Association for its $300 donation to Learning Grounds Workshop.
• April 26,1996: Environment Canada, Environmental Citizenship Action 21 Program Application is received.
• April 28, 1996: The Regina Sun includes an article by Frank Flegel on the partnership agreement between St. Matthew School and the University of Regina.
• April 29, 1996: The Learning Grounds Workshop is held.
• April 29, 1996: Aline Wilkie sends a memorandum from St. Matthew School to parents and guardians regarding the need for student volunteers. Parents and guardians are asked for permission to use their children as volunteers in the project.
• May 1, 1996: Aline Wilkie and a member of the Grounds Committee meet with the School Board Maintenance Supervisor for the biannual schoolground safety inspection.
• May 4-5, 1996: A Sample Task Sheet for Work Bee Groups is provided.
• May 4-5, 1996: Evergreen Foundation Learning Grounds Workshop provides teachers, students, parents and community leaders with a two day forum for discussion, networking and learning that is designed to give them the tools to transform schoolgrounds into natural, outdoor classrooms.
• May 5, 1996: The Schoolyard Naturalization Planting Kickoff includes the blessing of the project, a barbecue, and the beginning of volunteer work to plant and landscape the schoolyard.
• May 6, 1996: The St. Matthew School Newsletter to parents and friends of the school provides information about the School Ground Improvement Work Bee and an invitation to both the next Work Bee and the next meeting of the Playground Steering Committee.
• May 6, 1996: The Regina Leader Post provides a photo-story on the "Naturalization Project" (p.A3).
• May 8, 1996: The St. Matthew Parent Teacher Association Newsletter provides an update on the work bee, the playground safety inspection and plans for the playstructure.
• May 9, 1996: A meeting is held of the Playground Steering Committee.
• May 15, 1996: Aline Wilkie receives a letter from a consultant regarding the planting scheme for the St. Matthew School Naturalization Project (see Appendix 1).
• May 25, 1996: The second playground work bee is held.
  
  Above: Planning and design work by students- many opportunities to make decisions and choices about their learning grounds.
  
  
• June, 1996: A Certificate of Merit is awarded to St. Matthew School in the School Category of the 1996 Great Canadian EcoSearch contest sponsored by Canada Trust, Friends of the Environment Program.
• June, July and August 1996: Students are hired to provide summer care for the newly created garden and forested areas at the school.
• June 7, 1996: The Regina Catholic School Board receives a letter of concern about the play hills in the school yard from a resident living adjacent to it.
• July 10, 1996: The Catholic School Board sends a letter to the resident indicating that the Superintendent of Facilities would take appropriate steps to clean up the area of concern over the summer.
• August 12, 1996: Communities in Bloom judges visit St. Matthew School. This is the first city school to be part of the "Canadian Communities in Bloom" tour.
• August 21, 1996: The school receives a thank-you letter from the Communities in Bloom Committee.
• September 2, 1996: St. Matthew School September Newsletter to Parents and Friends of the School announces the next meeting of the School Ground Naturalization Committee and invites all interested parents to attend.
• September 2, 1996: St. Matthew School receives a letter of congratulations from the Whitmore Park Community Association.
• September 9, 1996: A Playground Steering Committee Meeting is held.
• September 15, 1996: The University of Regina/St. Matthew School Physical Education Classes for Children Program is initiated.
• September 28, 1998: The St. Matthew Schoolground Naturalization Fall Event brings together volunteers to continue the naturalization tasks and enjoy a barbecue and fellowship.
• September 30, 1996: A Student Leadership Training Day for Grades 6-8 is held at Leboldus High School.
• October 17, 1996: The school community is provided with an agenda for a general meeting regarding St. Matthew School Ground Naturalization Project.
• November 5, 1996: The St. Matthew School Ground Naturalization meeting is held.
• November 18. 1996: The Coordinator of Community Facilities for the City of Regina sends a letter to the school providing information about the dimensions of a mini soccer field.
• December 2, 1996: The Learning Through Landscapes Trust provides Aline Wilkie with a flier about International Schoolgrounds Day, Friday, May 2, 1997.
• December 6, 1996: The South Zone Recreation Board sends a letter to the Community Services Department, City of Regina, supporting the request from St. Matthew School to the Self-Help Grant Allocations Committee for a financial assistance in developing a multi-purpose sports field.
• December 9, 1996: Diana Foster and Gary Pennington, as parents, send a letter commending Aline Wilkie and the staff of St. Matthew School for the initiatives they have taken related to the naturalization project and the improvement of the school environment.
• December 9, 1996. A letter is sent from St. Martin Parish to the City of Regina supporting the request of St. Matthew School for a matching self-help grant to develop a sports field.
• December 10, 1996: Diana Foster sends a letter to Aline Wilkie supporting the proposal for a multipurpose sports field.
• December 19, 1996: The Superintendent of Facilities, Regina Catholic Schools, sends a letter advising the school that the school division supports the development of a sports field in principle and will provide the regular standard maintenance once it is established.
• December 19, 1996: Aline Wilkie sends a letter to the City of Regina regarding construction plans for the multi-use sports field and accessible pathways.
• January 1997: Gary Pennington develops a proposal for a Children's Play Workshop at St. Matthew School. The Children's Play Workshop is a weekly gathering of children to learn and apply woodworking and other craft skills in the creation of play materials for home and school.
• January 1997: An application for funding of the St. Matthew Schoolground Naturalization Project is made to Action 21 Community Funding Program (see Appendix 2). Full funding of $41,962 is received from Environment Canada.
• January 1, 1997: The St. Matthew Home and School Association Newsletter reports the results of a survey of parents' preferences regarding the play structures taken at parent-teacher interviews in December. A survey of students' preferences is also underway.
• January 13, 1997: At a meeting of the Executive of the St. Matthew School Home and School Association, the resignation of Aline Wilkie is discussed and the decision is made to proceed with the building of the play structures.
• January 20, 1997: A general invitation to the Phase Two Planning Meeting for the naturalization project is sent out.
• January 27, 1997: A meeting of the Schoolground Naturalization Committee reviews Phase 1 and the proposed Phase 2 of the project. The review includes discussion of the school's environmental education curriculum as outlined below:

Grade 8 - Fine Arts

Grade 7 - Pond

• development/construction of pond in the courtyard
• planting pond plants in courtyard

Grade 6 (& U of R students) - Composting

• Wildflower/prairie meadow

Grade 5 - Courtyard

• perennials
• design
• seating
• annuals

K-Grade 4 - Plants

• growing annuals from seed
• planting annuals in front yard and courtyard
• planting perennials in front yard and courtyard

• January 27, 1997: A meeting is held of the Schoolground Naturalization Committee.
• February 5, 1997: A letter is received from the Action 21 Community Funding Program confirming receipt of the project's application for funding.
• February 26, 1997: A letter is sent to Diana Foster welcoming her participation in the Park Practitioners Workshop as a presenter on the St. Matthew Schoolground Naturalization Project.
• March 1997: A formative evaluation is conducted of the developing playground (see Appendix 3). Questionnaires are distributed to students and teachers and community members to elicit their comments and priorities.
• March 9, 1997: A meeting is held of the Schoolground Naturalization Committee. Information is provided from students and teachers about their priorities for proceeding with Phase 2 of playground improvement. Lack of support for the project from the City of Regina is noted, largely due to concerns that the project has grown too large and will require maintenance services from the City.
• March 11, 1997: Diana Foster and Gary Pennington, as parents, send a letter to the Director of Education, Regina Catholic School Board, recognizing the excellence of Aline Wilkie's work as the principal of St. Matthew School and expressing concern over the lack of supports in place to assist excellent principals in keeping the pressures of the job at reasonable levels.
• March 12, 1997: The City of Regina Parks and Recreation Board hears an appeal from the St. Matthew Home and School Association regarding the decision of the Self-Help Grant Review Committee not to recommend funding for a multipurpose sports field at St. Matthew School.
• March 13,1997: The Regina Leader Post publishes an article entitled "Grant Request a Sticky Wicket: Referred for Further Review", in which it is reported that the $10,000 grant request from St. Matthew School has been referred back to the Self-Help Grant Review Committee for further review.
• March 14, 1997: The Regina Free Press publishes a photograph showing St. Matthew students helping build the University of Regina Children's Garden.
• March 16, 1997: A Leadership Workshop called "Sharing/Expanding the Vision" is provided in relationship to Environmental Education 302 at the University of Regina and the St. Matthew naturalization project.
• March 19, 1997: The Regina Sun publishes a photo-article called "Peacekeeping Peers."
• March 19, 1997: The Regina Free Press reports that "City Grants Fund Local Playgrounds", including some funding from the Parks and Recreation Board for the soccer field at St. Matthew School.
• March 25, 1997: A newsletter from the Home and School Grounds Committee asks parents and community residents to forward indications of their support for the multi-purpose sports field to the City of Regina to indicate the community's backing for the request for funding from the City.
• Spring 1997: An inscription is placed on the sign in the courtyard of St. Matthew School designating the area as a "secret garden", i.e., "A special place to rest, talk with a friend, dream, listen to birdsong, look for tadpoles, watch butterflies and ladybugs, worship, read, learn about nature, write poetry, smell the flowers, leave small gifts. TO REDISCOVER OUR SENSE OF WONDER AND SHOW THAT WE CAN CARE FOR OUR ENVIRONMENT."
• May 13, 1997: Activities involving St. Matthew School students were carried out as an Up-date the University of Regina Children's Garden.
• June 24, 1997: The Manager of Planning and Design for the City of Regina sends a letter to St. Matthew School regarding the concerns about water ponding in the school grounds. The City is regrading easements adjacent to the grounds so they will not contribute to the ponding problem and is willing to offer advice on any catch basin that the school board might wish to install.
• August 25, 1997: A resident with property adjacent to the St. Matthew school grounds sends a letter to a City of Regina councillor expressing in strong terms his objections to the play hills on the grounds as unsightly, unsafe, unhealthy and detrimental to property values. Among other problems created by the hills, he cites blowing dust contaminated by petroleum distillate, the spread of weeds, infestations of voles, flooding, accumulations of dog excrement, accidents, traffic from cyclists and motorcyclists, and the spread of trash from the hills into nearby yards. He calls for the removal of the "dirt hill 'dump'".
• August 26, 1997: The principal of St. Matthew School informs the Director of Education, Regina Catholic School Board, by fax of the effort made to meet the objections to the play hills by angry neighbours. He notes that these neighbours do not feel any ownership for the project. Some twenty parent volunteers spend the day of August 19 cleaning up the school yard, weeding and stockpiling stones, rocks and broken asphalt.
• September 10, 1997: The Superintendent of Facilities, Regina Catholic School Board informs the City of Regina that the division will allow the installation of a water meter in St. Matthew School provided the division is not responsible for the installation cost.
• September 24, 1997: The school principal forwards to an environmental engineer information from the supplier about the composition of the soil used in the play hills. The information indicates that the fill used to construct the play hills was "clean".
• September 24, 1997: The principal of St. Matthew School sends the results of soil sample testing on the play hills conducted by the City of Regina and a provincial environmental engineer to the Superintendent of Facilities and the Area Superintendent, Regina Catholic School Board.
• October 8, 1997: The City of Regina, Bylaw Enforcement Division, sends a letter to the community resident concerned about the play hills at St. Matthew school informing him that the Weed Inspector did not find the area a violation of The Noxious Weeds Act but will continue to monitor the property.
• October 24, 1997: The Pest Management Technologist of the City of Regina sends a letter to the community resident concerned about the play hills at St. Matthew school, informing him that he found no evidence of vole populations in this area at the time of inspection.
• October 29, 1997: Letter from Diana Foster to the school principal regarding the money, plaque and prizes received when the school was given the Elaine Burke Award.
• February 3, 1998: The Municipal Engineering Department, City of Regina sends a letter to the Superintendent, Regina Catholic School Board, stating the possibility, on the basis of the tests done on the soil from the play hills, that the area may contain hot spots of hydrocarbon contamination and recommending further testing.
• April 5, 1998: The Regina Free Press publishes an article entitled "Greening Playgrounds Could Reduce School Violence."
• April 18, 1998: Gary Pennington sends a letter to the recently appointed principal of St. Matthew School offering his assistance with any further development of the naturalization project and informing her that he has received a McDowell Foundation grant to research and report on the impact of the naturalization project.
• May 22, 1998: Gary Pennington sends a fax to the school principal arranging video interviews regarding the naturalization project.
• May 28, 1998: A ceremony is held to dedicate the St. Matthew School Naturalization Project to the memory of Ashley Ehmann, a Grade 8 student who worked on the naturalization project together with her parents and grandparents. The following song was sung by school children during the dedication ceremony:

CHILDREN OF THE LIGHT

We are children, children of the light
We are shining.
In the darkness of the night
Hope for this world,
Joy through all the land
Touch the heart of every one
Take every body's hand

Come and gather >round the flame
Share the light in his name,
We the children of the light.
As the wind blows where it will,
Spread the news to every one,
There's still plenty of time
For we have just begun.

Join the song of all the earth,
We've a dream, a dream to share
And a promise of rebirth.
Let the earth feel the warmth
Of the love there in your heart,
We have many a dream
and keep promises to keep.
Touch the heart of every one,
Take every body's hand.
Children of the light.

• June 4, 1998: Gary Pennington faxes a number of thoughts and suggestions about the naturalization project to the current principal of St. Matthew School with a particular emphasis on the need to utilize the new environment in the school curriculum.
• June 5,1998: The Minister of the Environment, Christine Stewart, visits St. Matthew School to participate in the official opening of the new school grounds. See Appendix 4 for the speech given by Shirley Friel, Chair of the Naturalization Committee on June 5th, 1998.
• June 6, 1998: A front page photo in the Regina Leader Post shows Federal Environment Minister Christine Stewart and Aline Wilkie in the St. Matthew Secret Garden.
• June 8, 1998: The Regina Leader Post publishes an article entitled "Minister Outlines Initiatives: Urges Protection of the Environment."
• June 10, 1998: The Prairie Messenger publishes a front page photo-article called "Regina School Creates Prairie Oasis."
• January 24, 1999: Gary Pennington faxes the following questions to the current principal of St. Matthew School:

1. The "Secret Garden" (inner courtyard) in the spring and fall of the year just how often is it used and by whom. Do classes go there, small groups, individuals? If they do go to the courtyard, what do they do there? Is there some policy governing its use?
2. The Front Garden Area (at the front of the school) essentially the same questions.
3. A major goal of the project was to provide an outdoor area or an outdoor classroom where students working under the guidance of their teachers could discover many of the wonders of nature. The hope was that the St. Matthew school yard would become real learning grounds and enhance the school's curricular offerings in significant ways.

Now that many things have been established for some time it seems appropriate to ask teachers if these things have in fact occurred. Are teachers using the outdoors any more frequently than in the past and, if so, for what purposes? It would be good to know when, where and what things teachers are doing with respect to the outdoor environment at the school. If some teachers are not using the outdoors in significant ways in their curriculum, then we would appreciate knowing why this is the case. Has teaching and learning changed in any ways at all at the school as a result of what was done to enhance the school grounds? If it has, there is a need to know some of the specifics. Perhaps these questions could be put to the staff in ways that protect their anonymity if that is desired.

• Feb. 18, 1999: Gary Pennington sends a fax to the principal of St. Matthew School thanking her for her response to his questions and presenting a detailed proposal for "Environmental Stewardship at St. Matthew School". (See Appendix 6).
• March 10, 1999: The principal of St. Matthew School sends a fax to Gary Pennington stating concerns about the naturalization project:

The teachers seem to want to have me in my office and in the school. There are 20 teachers and 7 I.A's on the staff at the school. I do not have a V.P. so the staff seem to take most of my time and attention with concerns regarding children in their classrooms.. They like to have me here and I like to be here for them. That is my priority. That gives me very little time to expend on the playground. We really do need some low maintenance strategies. Thank you for what you sent. I will try to implement some of these.

The watering is a concern throughout the summers, especially since we are out in early June and this year won't be back until August 23rd, 1999. That is my main concern at present. We are trying to get a window for the multi right now.

• March 10, 1999: The Superintendent of Facilities, Regina Catholic School Board, responds to Gary Pennington's questions about the maintenance of the St. Matthew school grounds. He notes that the City of Regina agreed to provide water services at no cost for one year only and the school division is prepared to maintain the St. Matthew school grounds with a normal amount of staff and financial resources.
• March 15, 1999: The Superintendent of Facilities, Catholic School Division, sends further information to Gary Pennington regarding maintenance issues and development issues at St. Matthew School.
• March 22, 1999: Gary Pennington sends a fax to the Superintendent of Facilities, Catholic School Division, questioning his recommendation that play hills like the ones at St. Matthew School should not be used in any school yard development. The fax points out that if problems with location and quality of earth were dealt with, the hills might be desirable developments since they are very popular with students, staff and parents.
• March 22, 1999: In response to a request from Gary Pennington, Aline Wilkie, former principal of St. Matthew School, provides a review of the politics surrounding the naturalization project (see Appendix 5).

3. Multiple Perspectives: Impact Statements and Findings

Anecdotes, Special Things, Stories

Note: The following responses were provided to the questions: Do you have anecdotes, incidents, funny or touching stories about the project that you would like to share? Special things which you saw that you remember vividly? These stories are perhaps the most important things of all.

First time I've seen students, parents and staff work on something like this (as opposed to direct classroom instruction). A teacher.

Special things like when _______ came as a volunteer to the school and taught groups of students about native prairie plants; seeing students planting vegetables; to see people from outside the immediate school community using pathways and seats; watching kids from the high school using the play mounds with their bikes; and watching our son playing in the sand, climbing rocks, and running on the hills. A parent.

The weeds grew tall in front of the school this year. Families sometimes would arrive on a hot day kids not interested, goofing off, parents committed, working hard. Not funny! Weeds continued to grow. A neighbour.

Young children using power tools for the first time. A parent.

A host of touching memories: watching young girls hauling around watering hoses almost as heavy as themselves as part of their summer jobs; boys and girls helping in ways that they don't normally do sort of a Tom Sawyer/Huckleberry Finn type of fence painting ethic; a group of women becoming empowered to build just about the best sandpits ever found in a schoolyard as they gained in confidence; students talking eloquently over the microphone to their peers and to adults about real things rather than mouthing words from some remote curriculum; little kids drawing and making plans that they would have a chance to see through to reality with their parents; St. Matthew students coming over to the University of Regina to perform a community service by helping build a pond and do other things that serve as an example to university students; going way out in the boonies with Dustin to find tree trunks for the playground and with our farmer friend Vicky Satler to a similar remote spot in the country to see about huge boulders; visits to the city nursery with Aline and her kids to pick out trees for the project; moving huge, huge boulders from the university compound to the school yard in rather unconventional ways (to say the least); the very best of creative and cooperative play with the children making things with the branches, loose turf, and using the play mounds in ways that were unanticipated by the project planners; the initiative and perseverance shown by the senior girls in completing the courtyard ponds in the absence of their teacher; the looks of awe on the faces of both children and adults as the balloon gondola full of everyone's messages floated off in the sky and the magic that was felt when a farmer called back to the school to report that he had found the treasured messages in his field more than a hundred miles away; and perhaps most of all, the joy of -- effort and accomplishment that was exhibited by so many so often as we worked and played alongside one another. Gary Pennington, parent.

The most touching incident was the honour the students gave a fellow student that passed on prior to the project being completed. An agricultural consultant and farmer.

We had some laughs (grade six and I), watering the inner courtyard and then trying to keep mud out of the school. It was fun to watch the kids solve the problem of getting my large, muddy dog from the courtyard through the school without making a mess. A teacher.

One of the goals of this project was to involve the kids in the planning and implementation stages. I witnessed a very touching incident while working on the playhut deck. A grade 3 boy, son of a single mom, hung around watching the men measure, cut, screw, and build the deck boards. After a long while, one of the men asked the boy if he would like to use his drill to screw in a board or two. This boy's face lit up and afterwards he talked about the experience as being the highlight of the entire project for him. A parent.

Children and teachers knee-deep in mud digging the pond; children covered with paint from head to toe while painting the fence; kids scurrying out at recess smuggling dishes in their coats to play in their forts outside. Aline Wilkie, former principal of St. Matthew.

Educational Impact

A variety of learnings were reported by students as a result of their participation in the "Welcoming Back the Wilderness Project". The findings which follow are from 140 questionnaires completed by students in grades three to eight at St. Matthew during the 1997 school year. This number represents 86% of the total of the 163 students enrolled in these grades. Questionnaires were administered by the regular classroom teachers. Children in kindergarten through grade two were not asked to complete these questionnaires in that the forms were considered to be too technical for them.

The results which follow have been grouped for purposes of convenience into simple percentage figures. No attempt has been made to complete more sophisticated statistical analyses of the data because of the absence of conventional controls in the study. Thus, no claims can be made in terms of reliability, validity, or statistical significance of the figures presented. Use of the term "significant" should be broadly interpreted in its nonstatistical sense.

The results for each of the main categories have been totaled for purposes of readability. Where differences are greater than 5% between primary (grades 3-5) and intermediate (grades 6-8) in a category these differences have been noted. The number of boys and the number of girls providing answers were approximately equal; i.e. 73 boys and 67 girls.

Student responses

Note: The lead to the following set of responses was: During our school ground project, I:

• 71% of all students reporting agree or strongly agree that they "learned more about the environment"; of this figure 52% agree and 19% strongly agree.
• 86% of all students agree or strongly agree that they, "have begun to care more for the environment"; 48% agree and 19% strongly agree; more primary-age students (36%) than intermediate-age students (30%) report this change in attitude and behaviour.
• 84% of students agree or strongly agree that they, "learned about recycling, composting, reducing, and reusing"; 47% agree and 17% strongly agree; again, more primary children (37%) than intermediate students (27%) report this kind of learning.
• 50% of students agree or strongly agree that they, "learned about native prairie plants, trees, and shrubs"; 36% agree and 14% strongly agree; 30% of primary students report this learning, while 20% of intermediate students do.
• 41% of the students agree or strongly agree that they, "learned about prairie animals and birds"; 32% agree and 9% strongly agree; 25% of the primary children and 16% of intermediate students agree that this is the case.
• 62% of all students agree or strongly agree that they, "learned about water cycles and ponds"; 41% agree and 21% strongly agree; 36% of primary students and 26% of intermediate students indicate this to be so.
• 60% of students responding agree or strongly agree that they, "learned about playground and garden design"; 38% agree and 21% strongly agree.
• 49% of the students agree or strongly agree that they, "learned about building and construction"; 39% agree and 10% strongly agree.
• 46% of children agree or strongly agree that they, "learned to work together with adults"; 27% agree and 19% strongly agree.
• 53% agree or strongly agree that they, "learned to work better with other children"; 31% agree and 22% strongly agree; 30% of primary students feel this way and 23% of intermediate students believe this to be so.
• 61% of students agree or strongly agree with the statement, "I learned to work with my hands"; 34% agree and 27% strongly agree; and, these same figures apply to the differences between younger and older children, 34% of primary agree they learned these skills while 27% of intermediate youth feel they did.

Family and Community Impact

Note: The following responses were given to the questions: Has this project had a significant impact your life, your family, and/or your community of friends and neighbours? Has it changed things in they way that you think or act?

1. No great impact because my role was peripheral and minor but I do think it was a great project with lasting benefits for those most involved at the school and in the community. University of Regina administrator.
2. Appreciation that there are more things for the students to do on the playground (as always there are rules that need to be reinforced and learned, e.g. shoving on the berms). A teacher.
3. Since it is over back fence there is a particular impact. The additional trees and shrubs make it look like a park. When people are working or playing in the area you get a better impression of community. Former teacher and spouse, neighbours.
4. The impact was the school allowing our University Education students an opportunity to experience this project and to learn as teachers from this experience. University of Regina instructor.
5. My small participation in this project has made me more aware of school ground's potential importance for environmental education, more interested in them (wanting to learn more), more knowledgeable about such projects. So some impact in the way I think, even if not much impact on my actions. An observer and resource person.
6. It has had a significant impact on my life. I know my kids enjoy the new addition to the playstructure. A parent.
7. Yes, we find it enjoyable to go there. There is more to play on, like the hills. A parent.
8. Just seeing the flower garden and people coming together to help is wonderful and makes it a better place to be. A parent.
9. The project has done nothing to make me feel better about school spirit. In talking to others I have heard a lot of criticism of the school. The first thing I heard about the playhouse was a warning not to climb on the roof. It looks to me like it was made for climbing. A parent.
   
   
   Above: Intergenerational playwork – grandfather, father and son building benches.
   
   
10. No significant impact, though I continue to use this school's work and approach as an example in my other work with schools. Most schools are highly reluctant to get or let the kids be involved. Most funding sources discourage this as well. A Biology Consultant.
11. Generally a great experience and a great result. A parent.
12. Yes, the impact for me was on education surrounding accessibility and the needs of people with physical disabilities. I believe it will be a lasting impact. I'm thrilled. A parent.
13. My own children wish their school playground was like this. A teacher.
14. I think it is encouraging to see what can be done if the will is there projects can generate a life of their own. This is good. A parent.
15. No real impact except that it has made our evening walks more interesting and pleasant. There is a sense of accomplishment for everybody involved. You can't buy that feeling but it is sure nice to share. Two parents.
16. Not really. We don't live in the area so, while our kids enjoy it during school hours, we don't use the area otherwise. We do however enjoy the outdoors and can see the benefits of this type of project. A parent.
17. Definitely. We value this project highly and believe that we educate our children primarily by example. If we want our children to respect and care for the environment then we have to teach them by means of outdoor education in the curriculum and by having a school yard in which they can learn day by day. We now feel closer to our community, we care about the school yard and realize the importance of this space not only to the school but also to the community at large. A parent.
18. Certainly has brought our family closer to a few other families. A parent.
19. Just a very positive experience to see the evolution from basic, flat fields to trees and gardens. Quite a transition from 1963!! No, I don't think it changed me, I'm already recycling, gardening and composting and love nature! A parent.
20. Yes, in many small ways. It was a great learning experience and anything learnt will impact future decisions. Two parents.
21. Yes I think it has reinforced my feelings about how one has to struggle to accomplish change of any kind. University of Regina professor.
22. I found it interesting and encouraging that the garden vegetables which were planted in the front of the school weren't pulled up and vandalized; no one was picking tomatoes and throwing them around. A teacher.
23. I enjoyed seeing trees planted on the north side of the school, the benches for sitting on and the additions of the play apparatus. All good, but not essential. A community resident.
24. We have made great friends. Our children have become very involved and truly enjoy what has taken place. We have learned a lot about naturalization and will work to make our own yard the same. This project has certainly had an impact on our family. On the negative side, we must be careful of where we go, what we say, and what we do because of the relentless ridicule from some members of our community. Two parents.
25. There has been a significant shift in the way I see, think about, and look at school grounds. I no longer merely see an area to be used sporadically for sports activities or for children to burn off some energy at recess time. School grounds have become for me an area for vast potential for achieving a variety of educational and societal objectives the development of a real spirit of community, the development of personal and social responsibility, and the development of an awareness of the natural environment and related issues. University of Regina instructor.
26. I worked in schools at the time and encouraged other schools to consider similar projects including prairie greenhouse and community gardens for inner city schools. Environmental Consultant.
27. It is nice to see it well cared for during the summer months. A family residing in the community.
28. It, for me, is lovely, but an added responsibility to a very busy schedule. Current Principal, St. Matthew School.
29. The project has made my resolve even stronger to work with schools and communities to enhance the environments in which our children play and learn. As with all significant events in life, the naturalization work at St. Matthew awakened me, my wife and our son to the great possibilities that exist in our daily lives if we elect to work together with neighbours and friends. I think that it will prove to be a major part of the experiential education of our young son; it is something that he will remember for a lifetime. The project has caused me to reflect at length about the struggles inherent in a supposedly simple thing like greening a schoolyard. It has reminded me of the political realities and personal costs of trying to bring about significant social and environmental change. I think our son experienced things in the project that he will remember all his life. Our hope would be that this kind of undertaking will give him a service ethic as he matures. Gary Pennington, parent.
30. I often comment to friends about the project, the many good things, and the great potential. I feel proud our school has decided to take on this project. A parent.
31. Last spring we were planning to move out of the neighbourhood. The schoolground project, its implications for the school and students and the community spirit in the work bees helped influence us to stay. We moved across the street and now our two boys attend St. Matthew. A family.
32. The project has rekindled for our family the prairie tradition of the "work bee" where everybody contributes towards a common goal for the benefit of all. A parent.
33. Participation in the Evergreen Foundation Learning Grounds Workshop and the work bee at the school was certainly a motivator for me to work toward some of the key aspects of the St. Matthew Project in the Edmonton area. Since that time we have made some significant headway through cooperative policy change at the City and School Board levels, and as well through the addition of resource support and staff functional supports. These are now being translated into a number of new community/school greening projects in a variety of communities throughout Edmonton. Edmonton Parks Planner.
34. No, I already had a very deep appreciation for the environment. An agricultural consultant and farmer.
35. I have not had very much involvement with this project since I convocated from the University. I still enjoy visiting the garden on my own time. I learned a lot about risk taking and its rewards. To me, it was all about taking a chance and either learning from what happened or experiencing great success. A University of Regina student.
36. Yes, this project has assisted our family and community neighbours to appreciate each other and to be aware of what a group of people can do to improve the physical appearance of a school setting. People became more in touch with a school's relationship with the community at large. A parent.
37. Absolutely! This project has given impetus and an ideal location to our community's need to get reacquainted with one another, and focus on enriching the lives of our children and others in the community. The project is redeveloping the schoolyard according to the needs and interests of the students and is incorporating environmental and educational principles into a recreational setting. A parent.
38. The project has been incredibly rewarding. I have become interested in the environment, particularly in terms of naturalization and children's environments. I find myself becoming more conscious of the implications of my actions upon the environment and have been practicing more environmentally sound things in my life. A University of Regina student volunteer.
39. We will now take friends for walks there. A parent.
40. The impact from the project was the realization that our youth need positive, community projects to teach them the value, the challenge, the struggle and the joy of improving the world in which we live. It made me very aware of the power and resolve of our youth to improve and change community and environmental issues. I have also realized that changing social, environmental and political problems is difficult and creates fear in those resistant to change. Personal costs of the commitment to change can be high but definitely worth the effort for our youth and our communities. Aline Wilkie, former principal of St. Matthew.

Favorite Places on the Playground

Both children and adults were asked to indicate their favorite five places on the new playground. They were also asked to indicate the one element or place that they liked best of all. Below is a summary of the five most favored places; it was not possible to include a profile of the most favorite place because of the variation in interpretation and response to this question. Figures represent the number of persons in each category who chose that item among their favorite five places or settings.

Students' and Adults' Favorite Play Environments in the New Playground

Frustrations, Low Points

Note: The following responses were given to the question: Was there a big frustration, or a particular low point in the naturalization project for you?

1. I was just a little worried about the hills before they were cleaned up. With so many rocks I was afraid the kids would get hurt. Two parents.
2. Maybe seeing the administration, staff, parents, and community struggling with coordination of a project that got too big too fast in moving from a simple "student-centered" idea of not having students get on a bus to go somewhere to experience nature but rather being able to experience it right outside the schoolhouse doors. University of Regina instructor.
3. Not for me, but for [another person] who told me that volunteers looking after the prairie flower garden made serious mistakes in weeding. They pulled out about 1/3 of the plants he had put in; also in watering, they over watered and drowned out many more plants. Of course, his unique style may be part of it, but... An observer and resource person.
4. At times when there were disagreements between parents and the steering committee about what should happen and when things should proceed. A teacher.
5. I don't think the majority of the St. Matthew community was ever in favour of the naturalization project. Children can be brainwashed very easily by big ideas and made to feel this is a great idea. At the beginning of the project children actually thought they would see deer in the schoolyard. Let's be honest with them! No project succeeds without the support of the majority of those involved. A parent.
6. Only the concern that some adults' egos seemed to get in the way of learning by children. A Biology Consultant.
7. Impact on the principal. She paid a high price in having to field the front line negative feedback. A parent.
8. University of Regina partnership (Dr. Hart's class) not enough preplanning went into this. A teacher.
9. Feeling unable to keep up to the pace and then feeling like I had to miss things because of the pace. At times feeling obligated to be supportive (self-imposed). A parent.
10. The realization that there were some groups of parents in the school who were fanatically opposed to the project and who narrow-mindedly caused an uproar. It was for all to enjoy regardless. Also, when we went for a walk one evening and found many broken beer bottles. Two parents.
11. Not everyone supported the project and some were verbally and aggressively opposed. A parent.
12. Yes, when I heard negative comments about the project from a minority group of people. We've worked so very hard, not only at work bees, but also on many weekends, at lunch time, and after school to cleanup and make sure we have a safe area in which our children can play. For example, months later I hear some parents and teachers still expressing concern about safety and how they won't let their children play on the mounds even after we removed all the rocks and any dangerous objects. They are wrong! People should have spoken up on the many occasions when plans were presented and reviewed. The project belongs to all of us. Diana Foster, parent.
13. Aline leaving the project. This should never happen to any school. A parent.
14. After Aline left and [the next principal] had the moguls (hills) removed and flattened. A parent.
15. The attitude of some parents were frustrating as they tried to be negative about a project with so much positive energy. Two parents.
16. Yes, to hear how the school board administrators failed to support the principal or to stand on educational principle. A University of Regina professor.
17. Perhaps the lack of ownership on the part of the students. A teacher.
18. Lack of commitment now from the school because they decided to grease a squeaky wheel. Two parents.
19. It seems that a lot of the trees and bushes that were planted have already died. Two parents.
20. We don't have a consistent caretaker for the grounds. When I first realized the magnitude of the project and the amount of work needed to finish and maintain it, I became depressed. As the principal of the school, I do not see that my priority is on the outside project, rather on the academics inside the building. We need some zeroscaping!!! (sic). Less watering. Current Principal, St. Matthew School.
21. My understanding is that frustration means to be thwarted in our efforts; that we cannot act this certainly was not the case in terms of the St. Matthew Naturalization Project. It is just as certain that there were a number of people who were obstructionist in their ways and who made it difficult to work to achieve what the majority had sanctioned. It is good to see that the democratic process won the day for the project in the end even though their were many frustrating moments along the way that made things extremely hard on some fine people. It was a major frustration to experience the autocratic behavior and the bureaucratic inertia that permeate systems that are supposed to serve people not inhibit them. Political terms which are commonly used in speech and literature become very real in projects like this. A number of people now understand more of what it is to be oppressed by those in power. Not a nice lesson, but a good one nonetheless. Gary Pennington, parent.
22. There was some confusion with hardware for the benches and tables. We could have used some more information for the parents beforehand to avoid mistakes. A parent.
23. I have two. It saddened me to know of the opponents of this project. Also, in Saskatchewan we are now 2 to 3 generations removed from the land and this project has great potential for teaching students and adults alike of how they should be affiliated with the land and how they are affected by this current dislocation from the earth, even if they reside in an urban centre. An agricultural consultant and farmer.
24. I think some people started to lose passion for the project. Passion is one of the strengths that keeps a project such as this alive. A University of Regina student.
25. Possibly having to see the project take so long to complete due to limited financial and human resources. A parent.
26. Realizing that whatever we do, the prairie garden has only a small chance of survival. A teacher.
27. One disappointment that I had and a lot of students had was [the next principal's] bowing to the political pressure generated by a neighbour over the series of dirt hills. The hills were one of the most popular parts of the project; many kids stayed after school to play on them. After complaints about asphalt surfacing, our committee hired a bobcat operator to remove the asphalt and reshape the hills to allow for drainage, etc. I spent five hours directing the bobcat operator so we would have cascading hill which allowed drainage throughout. Although this addressed some of the concerns this neighbour had, it didn't address the claim the dirt made his curtains so dirty he had to dry clean them. [The principal] felt that the only solution was to redevelop the hills so that they could be seeded and cut with one of the school division's yard mowers. Thus, we have one medium sized toboggan hill and one that kids sometimes run around. A parent.
28. The naturalization committee was seen by some as an elite group of people who could do what they wanted without asking anyone except the school principal. I think this perception might have come from the fact that in order to spend any more than $500 the H & S was required to call a general meeting and seek approval from a majority of parents present. If you contrast this to the thousands of dollars spent on the basis of naturalization committee decisions, whose only requirement was to garner the principal's approval, one might be able to understand feelings of rivalry. Actually, I am still trying to unravel this perception, since the money spent by the committee was that from grants/bursaries/donations etc. researched and acquired by either the principal or the naturalization committee. If the problem wasn't a usurping of funds normally used for something else, was it a usurping of parental approval that caused some concern? Technically, parental approval isn't required by the principal before she/he makes changes to the school environment (or is it?). Ironically, the current principal's autonomy over the school environment may actually be hindering or limiting completion and use of the school environment developed by the previous principal. A parent.
29. Listening to the Minister of the Environment and the Director of the Catholic School Board speak about what they see as being important outcomes from the project didn't ring true. They didn't seem to see the wonderful opportunities and values that the naturalized environment can have for children; they seemed tentative. Also, when I saw the Royal Bank of Canada and its representative taking a lot of credit for the project on a TV commercial I was appalled. As far as I know the Royal didn't contribute to the project in any significant ways and the person taking a lot of the credit came to the project only in the latter stages. A University of Regina student.
30. The largest frustration was that despite the fact the majority of the community, staff and students understood the intrinsic goals of the project (to create positive community relations, involve the community in the education of our youth, provide our youth with opportunities to learn, take action and create change in an area of their world they wanted changed, to replace violence with positive action), a few community members reacted with fear and negativity to the project. These few created a perception that the project was responsible for any issues in the schools. These few fearful people were heard more loudly by those in political power in the school division, than the hundreds of positive and supportive parents, students, staff and friends. Another frustration was the lack of understanding and the inability to relinquish control to a community project by some City of Regina Parks and Recreation administrators. Aline Wilkie, former principal of St. Matthew.

Good Aspects

Note: The following responses were provided to the question: What have been the good aspects of the project from your standpoint?

1. A "tidier", practical, educational schoolyard; a community project. Parents, school, students working toward a goal. A City Councillor.
2. Student learning, both at the school and for the university students; improved environment; parent involvement; liaison with university through partnership. A University of Regina administrator.
3. Great togetherness with all students, parents and teachers. Met a lot of people. Improved the look and safety of the play structure by cleaning it up and painting. Two parents.
4. Being able to see a "dream" become a reality with so much community involvement; being able to have my Environmental Education students "learn" first hand about a project of this nature, as well as them being able to contribute their talents and ideas and work with students; also seeing the national recognition of this project by the Federal Minister of the Environment and hearing her comments that day!! A University of Regina instructor.
5. Simply to achieve a major schoolground naturalization/improvement project and to show it can be done is a good aspect of the project. It is beautiful and fairly well known from press and media items. From my viewpoint, it has drawn my attention to schoolyards and their importance as learning environments, and has made me want to learn more and to teach more about them. An observer and resource person.
6. During my visit to St. Matthew for the Evergreen Conference I was really impressed with the level of involvement of the whole school community, parents, teachers, a totally committed principal, university students and faculty, and especially the St. Matthew's students! The kids seemed to take real ownership in the project something that is vital to making the project a success that is not always achieved in every school ground project. Representative from the Evergreen Foundation.
7. Students are now much more aware of environmental issues. There is more to do on the playground for the students. A teacher.
8. All the volunteerism and working together; the improved look; play structure addition; more for kids to do. In all, a great idea. A parent.
9. The building of steps to the playground structure so little people can get up. A parent.
10. Having plants and things like the playhouse that we can enjoy rather than gravel and cement. A parent.
11. While I was not formally associated with St. Matthew's School, the staff and students and parents recognized the need for more help. As a prairie ecologist, I was asked to review their playground plans for plantings, to assist on site, to advise for specific selection and to assist site preparation, planting and maintenance following, and to make presentations to staff, students and parents. I was most pleased that they asked and I was willing to help! A Biology Consultant.
    
    
    Above: A student reading to the Associate Dean of Education at the official partnership signing between St. Matthew and the University of Regina. Lots of learning here!
    
    
12. Transforming the school ground to make it, a. beautiful, and b. a fun place for kids. A parent.
13. Learning for all! Socialization; awareness of things new! Value of considering all needs and ideas, athletics, garden, accessibility. A parent.
14. It created a positive sense of community, was curriculum related, and enhances collaborative learning. A teacher.
15. Working together; meeting new people, teachers, community members, parents, students; the desire to improve the school climate and playspace for children; creativity; positive energy. A parent.
16. Bringing together of people in school and community for a worthy cause. Making the community in which we live more accessible and welcoming. Two parents.
17. The school yard looks great. A parent.
18. My great concern was the lack of play opportunities in the school yard and that this led to a lot of aggression and violence at recess and lunchtime. Since we put in mounds, sand boxes, a play hut and moveable logs the children are really cooperating and there appears to be less aggression on the school yard. Also, in the past the school grounds had little or no wild life for the children to observe and to learn about. With the introduction of plants and trees I have noticed that there are more insects and birds about on the site. Diana Foster, parent.
19. Converting a field of "dirt" into an everyday useful playground; before this, there were just a few baseball games in the spring and summer. A parent.
20. Seeing a "dream" become a reality; creating a community meeting place with many positive aspects; linking home, school, and greater community together for a common goal; providing unlimited options for creative play; allowing for many environmental education options; and seeing adults and children working together. A parent.
21. Increased play area for children; better quality of play area; brought community together for the good of the community; we met a lot of good people and developed friendships. Two parents.
22. Participation by students, parents, community, and external resource people; partnership with school (from the University point of view); the human relations; the process of working together; increasing environmental awareness in young and older people; sense of accomplishment from a community-based learning experience. A University of Regina professor.
23. Community involvement and ownership. A teacher.
24. Community feeling and the educational aspects. A teacher.
25. I really liked the landscaping of the back schoolyard and lots of open space. The front pathway is beautiful, I'd love to see it during the summer in season. A visitor.
26. We have made many special and close friends. We have created a wonderful schoolyard for our children. It looks great, the children enjoy it and the teachers and parents also enjoy it. A landmark of beauty has been created within our community. Two parents.
27. Increased sense of "community" amongst parents, teachers, and students; increased environmental awareness and sense of empowerment we can do something tangible (real life, authentic) and worthwhile; increased awareness of the potential of the schoolgrounds for activities and learning experiences other than sports-related. A University of Regina instructor.
28. Well, I don't get to play much now as an adult, but I loved everything that I saw. My favorite parts however, were the loose logs and the dirt hills. I can remember how much fun it was running up and down hills when I was young. A visitor.
29. Bringing the natural environment and respect for mother earth to the children first hand and everyday of their school lives; bringing together many different people in a common goal. An Environmental Consultant.
30. Equipment installed for the older children (i.e. basketball and tetherball). Two parents.
31. Meeting the other parents and working together. Got to weed. I like it and live where there aren't any. A parent.
32. Grounds in bloom, lovely; children can "harvest" what they plant; vegetables are part of the planting; structures for play for small children are fun and exciting and plentiful; hills in winter provide fun for all. Current Principal, St. Matthew School.
33. It seems to me that the basic goodness of community playground builders is oft interred with their bones. There have been so many good deeds, thoughts and memories in the project that it is difficult to single out a few good aspects. A host of good acts will go unrecorded, and that is a shame. The fact that people came together time after time to try to do something noble is the primary good thing about "Welcoming Back the Wilderness" at St. Matthew School. Everyone who joined in the cause should feel immensely proud of what they have attempted and what they have achieved together. A very best thing for me was to have the privilege of working closely with Aline Wilkie, a courageous young woman whose leadership skills should be a model to other school principals. Gary Pennington, parent.
34. Brings the community together, looks good, and teaches the children how to cooperate. A parent.
35. The school yard looks beautiful; the students have learned about the environment and about committee work; and most important, the playground is a fun place, full of active things to do. A teacher.
36. The positive aspects of working together as a community to achieve a common goal. A parent.
37. Use of previously wasted space; community-building activity. An intern teacher.
38. I liked the way that so many different groups within the school and community were involved, i.e. parents, students, teachers, principal, University, business, Evergreen Foundation, and community members. The project was particularly creative for its openness to involving children and youth in the process in a meaningful way. An Edmonton Parks Planner.
39. The children and adults being involved, taking responsibility for their project. An agricultural consultant and farmer.
40. I believe that youth today treasure technology, such as Nintendo 64, above many other important aspects of life. Bringing a natural environment into our lives taught us responsibility, a respect for nature, a lifelong commitment to teamwork and to the environment. The "good aspects" are those that are lifelong and remain just as strong as time passes. A University of Regina student.
41. Bringing together parents, teachers and students of the school to accomplish a common goal; the enhancement of school playground equipment; the enhancement of the entire school yard. A parent.
42. The front yard looks great; annuals worked well; excellent wooden structures; the children love the hills. A teacher.
43. Playhouse, hills. A parent.
44. It has inspired kids to become involved in the planning and care of their environment. It has empowered kids to believe in the significance of their observations, problem solving skills, and hopes for the future, whether they be environmental, social, or political. It has provided a forum for families and community members to plan and work together, enhancing an area that will be used by various community members and groups. It has resulted in my neighbourhood having a wonderfully revamped, environmentally friendly school yard, with many more useable spaces, play spaces, learning opportunities, and beauty. It has invited requests from numerous schools for tours, tips, etc. on how to get started. It has created an accessibility awareness within St. Matthew students and parents and has sent a message to persons with mobility problems that this school community cares and wants to include you. A parent.
45. Student involvement ... lots of input and design from the people that will use it (true meaning of student-centered); staff and administrative support for the project; the sense of community being built at the work bees. A University of Regina student.
46. Community, school and parent involvement. Two parents.
47. I absolutely loved it all. The logs and the "moonscape" were probably my favorites as the kids can be very imaginative there when playing. I also really liked the quiet spots out in the front and in the courtyard. I would have loved places like that at my schools. A visitor.
48. I like the fact that the kids are involved, that they can build, discover, etc. It's neat to see that someone is looking at what the students want and that they are involved in the planning. A University of Regina student.
49. Working with people who were interested in the project and who were also very knowledgeable about native plants. A parent.
50. Changing a barren space into a living, growing, breathing environment where our children can learn to play and be children again and where our communities can heal and connect; watching students work together with parents and community members to create change, and realize that big dreams can be achieved with commitment. Aline Wilkie, former principal of St. Matthew.
51. I liked the loose tree trunks that the kids could build with; the environmental aspect; the swings made out of tires; and the trees planted in the school yard. A visitor.

Project Involvements

All children and adults who were involved in the naturalization project were asked to indicate on individual checklists the ways in which they were involved in the project. One hundred forty students and forty-three adults responded to this request by completing the checklist. The group of adult respondents includes parents, teachers and other community members. Replies are provided in the table on the next page.

The Ways in Which Children and Adults Were Involved in the Project

*Other kinds of involvement specified were: painting; purchase of plant materials; building the gazebo, footbridge, wheelchair ramp, and more; and the "hauling of copious amounts of asphalt."

Learnings by Adults Involved in the Project

Note: The following responses were given to the question: Have you learned anything through your involvement in this project? (Few adults elected to complete the long form questionnaire in which this question appeared.)

1. The dedication of the school community and the students and parents input was excellent. I was amazed at the hours and the hard work that was put in by those involved. It was wonderful to see the generosity of those who donated to the project. A teacher.
2. It created a positive sense of community; was curriculum related; and enhanced collaborative learning. A teacher.
3. Not as much as I had hoped, I found the pace too fast to be involved as much as I would have liked. A parent.
4. Definitely. The most important thing is the process, not the product. I learned that we can work together as a community, to develop a beautiful place for our children to play. Also, that it's not easy. People have different ideas and some are very vocal and quick to criticize. Many parents don't like change and don't understand the importance of creating an "outdoor classroom" for the students. Diana Foster, parent.
5. The courtyard is a beautiful area, with very little access. A teacher.
6. I now know that many people from our community are interested in this project. A teacher.
7. Yes, how to naturalize; what plants grow best where; and what is important to our children in today's world. Working on a project like this allowed us to make new friends and to create a real sense of community. Sometimes it might be better to not get so involved because some people just never appreciate what you do for them. There are a lot of power hungry, misguided people in our community. Two parents.
8. I learned that it is naive on my part to expect that a system which is founded upon Christian beliefs will not be permeated with the same insidious politics that characterize the secular world, and that we are highly vulnerable when we approach bureaucratic systems with openness and the expectation that they will support ideas and initiatives. Nonetheless, this tendency to expect the best of people and institutions is something that I don't want to set aside in favour of a cynical view of life. I also learned that prairie people are among the most giving and caring people in the world. Another lesson for me was that we have to find much better ways of listening to the voices of children if we are going to work well with them. Gary Pennington, parent.
9. How to go about naturalizing a playground (a few steps anyway). A teacher.
10. Yes, to organize planting sooner; to dig well; to mulch all surrounding areas; to kill weeds ruthlessly in the prairie garden or give up plastic and killex? A teacher.
11. Besides becoming aware of the array of relevant local retail, commercial and construction businesses and services, I became acquainted with the tip of the iceberg in terms of the myriad of grants/bursaries available. I have also learned that working on a large project as a committee member may mean things don't get done in the most efficient manner. Change is hard to get consensus on, so there will always be those who want more done, and those who want things back the way they were. A parent.
12. To value and appreciate the native plants of the prairies. A parent.
13. All efforts worth doing require vision, commitment, energy, expectation of conflict, gathering of community, a committed core team, planning, and the involvement of our children. I learned that it is naive to believe that a worthy cause will be supported by all even when it is creating positive change for our youth. I also learned that many in positions of political power will listen and respond to the negative and fearful minority. Aline Wilkie, former principal of St. Matthew.

Mistakes

Note: The following responses were given to the question: Do you think there have been serious mistakes or errors that have been made in the project thus far? If so, what were they? In addition to these comments, fourteen other respondents indicated that they did not believe that there were serious mistakes associated with the project.

1. Communications, two examples: 1. the key to the water, during the summer the caretaker knew (where it was) but the watering committee did not; 2. the "Hill" poor quality of fill, weeds abounded, neighbours with no school contacts, complained. A City Councilor.
2. No big mistakes. Preparing the soil on the North side for planting could have been done better. The soil was far too lumpy and hard. I'm not sure how many trees lived but they didn't have a good start. Two parents.
3. Unable to directly comment from our limited involvement but from a personal point of view and previous experiences, it may not have been a mistake or error, but the project seemed to get too big too fast!! A University of Regina instructor.
4. I don't know enough to say serious, but perhaps a smaller project, or a more gradual approach would have been better; 1. to build more community acceptance (from different factions that had tensions before this project came along and served as a lightning rod and increased their differences, or so I heard), and 2. to have volunteers learn how to maintain planted flowers, shrubs, trees, etc. over the summer months. So many trees planted in schoolyards by enthusiastic folks have died because this problem has not been solved in other projects. Very simple problem, but not an easy answer, (who will water, when, where, how?). The school year/university calendar year also presents a big problem in terms of using the University of Regina Children's Garden most advantageously. An observer and resource person.
5. Work bees not organized very well. It seemed to take so long once arriving to have to have someone in charge to tell us what to do. We wasted almost an hour the first time just hunting for paint brushes. A parent.
6. No. Everything is well planned and looks wonderful completed. I am glad that the school looks like a friendly and warm place to be with the plants and the playground with all the various activities. Also the church. It's really wonderful. A parent.
7. I am not in favour of all the trees that have been planted. Where can the kids play soccer and football and not damage the trees as they keep being told not to do? Why would you tear down the backstop of the closest diamond? By the time the children get organized at the far diamond recess is almost over. All that junk was dumped on the ball diamond and then the kids were told to stay away from it. Why are things put in the school yard that are unsafe and not to be played around? A parent.
8. Nothing serious from my perspective. I am concerned for the "lack" of follow-up and maintenance on the work done. Without at least one person as the driving force, the project tends to lose momentum. The kids need to be involved! A Biology Consultant.
9. Time, this is hard ... I now know it can take a long time for people to learn and accept new ways of thinking and doing. A parent.
10. Pathway construction inadequate, too rough for wheelchair use; drainage issues at the site; should have more thoroughly investigated methods/options for pathways. They are not acceptable for wheelchair use. A parent.
11. Perhaps planning (overplanning) activities for things to be completed, however this was probably unavoidable as it is hard to determine how long a job will actually take. A teacher.
12. At times it felt like an initiative of the school administration and the University of Regina and that other participation was secondary. At the same time, I appreciate their drive and commitment. A parent.
13. Maybe miscommunications of ideas, plans, etc. I'm not sure why there were those who did not support the project. You cannot please everyone! A parent.
14. There weren't any serious mistakes. Two parents.
15. Sometimes I think that we did too much too soon. Also, I think it is important to get a commitment from the teachers at the school that they will use the schoolyard as a learning ground. There are some teachers who say the project is great, however they make little or no attempt to develop an outdoor education curriculum. It puts us, as parents, in an uncomfortable position because in my experience curriculum recommendations coming from parents are taboo. Diana Foster, parent.
16. Better financial records should be kept; people should know who is getting paid and how much; stop listening to the whiners!! If the vote is in favour to proceed, then it's all for one. A parent.
17. Keep open communication with the public; have step by step plans; let everyone know where the funds come from; have a financial manager to keep good records of in-going and outgoing funds. A parent.
18. No serious mistakes. The project evolved as it progressed and the small things were ironed out. Two parents.
19. No error as such, but a greater appreciation of the "politics of change" and the nature of the struggle to move outside the "normal" channels. A University of Regina professor.
20. The apparatus was built too close to the school. Because of this students are not spread out enough. A teacher.
21. Very few. Probably some lack of communication between committee members. There is currently a lack of commitment from the school. Financial matters should have been left with a small group of two community members and one school member. The naturalization project should be in the hands of interested people not the PTA. Two parents.
22. No, waiting to educate the naysayers would have prolonged getting to the "good" of it all. Doing the project taught people and changed attitudes along the way. An Environmental Consultant.
23. Our biggest fear is that interest in maintaining the grounds will wane as the years pass and the novelty wears off. Two parents.
24. Staking the trees, although it was good for the trees, it was bad for Matthew's head. A parent.
25. Project was done in too short a time frame, so many parts needed to be "re-done"; community became divided, some felt their questions were not answered and their concerns not addressed; too high maintenance for a school yard; older children have expressed anger at the shortage of running room, football, etc.; staff seem ambivalent about the project at present. Current Principal, St. Matthew School.
26. There were many minor mistakes and omissions in the naturalization project at St. Matthew School as would be natural in any large-scale project involving hundreds and hundreds of children and adults. These were not as a result of lack of planning, the soundness of the concept or the integrity of the planners or the workers, rather they are part and parcel of any such human enterprise. It is small-minded to levy blame upon a project that has brought so much good to so many. It would also be wrong not to hear of what people thought were mistakes and to not learn from such opinions. My observations about similar projects that are done exclusively by so-called "professionals" is that for the most part they are riddled with far more serious flaws but these are largely blanketed until well after the fact. A very important distinction in this kind of cooperative community venture is that everyone involved owns both the successes and the things that may be construed as mistakes. Gary Pennington, parent.
27. Everything seems to be well organized thus far. A parent.
28. There was not enough thought given to maintenance. Too much focus on aesthetics and not enough on function. An intern teacher.
29. No, no big mistakes that I can think of. I think that time and money were wasted dismantling the wire from the baseball diamond for dirt hills (snow now) which must be hard for teachers to supervise. It was a convenient diamond for classes to use, because it was close to the school and on higher ground and it didn't get water logged. A parent.
30. The prairie garden was attempted too soon and without proper preparation of the soil. Plants should not be accepted unless we are ready to plant them. A teacher.
31. Paint is peeling badly. A parent.
32. Hind sight is 20/20. I make the following remarks acknowledging that I was on the Naturalization Committee and take partial responsibility for what I perceive our shortcomings might have been. I really think if we had taken more time in the beginning to listen to people's fears, we could have reduced the number of skeptics and opponents drastically. Several opponents have told me they came to the first two meetings to volunteer help and ideas, but came away feeling like they couldn't ask questions and had to trust the leadership of Aline and Gary, both people whose track record on actual environmental projects they knew very little about. I believe that if we had spent more time convincing people of the need for change, the values inherent in a project like this, showing them successful projects, spelling out the steps involved from beginning to end, then we would have had more people on board and fewer resisting change. The parents involved in the Home and School recognized that something needed to be changed because of the constant fighting, taunting, etc. that went on in the playground. When presented with the proposal for this project as a solution to the problem, many chose putting their energies into fundraising for a new play structure as a more probable solution than creating a naturalized playground. Why? If the time and energy had been spent during the first two naturalization meetings trying to allay fears people came with (concerning water and mosquitoes, ponds and kids drowning, increased rodents, pedophiles behind bushes, weed problems, summer maintenance, costs taken out of the school budget at the expense of other school needs, etc.), in order to build trust and respect through knowledgeable answers and visual examples of other projects, possibly we would have convinced more parents that a naturalized schoolyard was not only the best solution to the fighting problem but to apathy as well. It could provide not only solutions but increased opportunities for learning and playing. The Home and School decision to fundraise for a play structure came after that second naturalization meeting in the multipurpose room, and in my mind was the fork in the road that led to the us and them mentality that characterized the project. A parent.
33. Another of the mistakes that was made was making plans for and installing the new tire swings and play structure on the basis of a promise made to fix the low-lying water problem by installing a catch basin. The $10,000 cost was to be shared between the City and the School Board. The city didn't accept responsibility for any water after it raised the grade of the easement with truck loads of topsoil. There is standing water in the spring and after heavy rainfalls, that aren't being addressed, even though we were promised the catch basin. A parent.
34. I have not really noticed any serious mistakes, however possibly more preparation to deal with parental concerns about safety in relation to the playground would have been helpful. A University of Regina student.
35. They moved the original prairie garden to where it is now located due to the fact the first area was too swampy. A parent.
36. When planning and development of a project is done at a grassroots level, mistakes must be accepted as a part of the process and our youth taught to expect difficulties and problems as a part of the process. The biggest mistake I feel was moving into the project too quickly as many of us who were new to the community did not fully understand the politics and reasons for the divisiveness and anger with some members of the community and within the PTA. Another mistake was having the grant funds controlled through the School Divisions. Aline Wilkie, former principal of St. Matthew.

Playground Activities in the Snow

Note: The following responses were given to the question: With the recent snowfall has play on the playground been better (with the changes that have been made)?

A. Views of Teachers and Parents

Of the thirteen adults who responded to this question, five indicate that play has become better; two suggest that it has not improved; and six say that play is about the same. Comments offered by the adults to support their opinions follow:

• There hasn't been enough time to evaluate yet.
• It is difficult to police the students on the hills.
• My kids are afraid of the hills because bigger kids push them off. Also, one chipped his tooth on the fence post and the other ripped her ski pants on I'm not sure what.
• There are good sliding areas now.
• Pushing off the hills is dangerous game and it goes on every day after school.
• Fighting over snow forts goes on all winter.
• Children are using the hills to slide and ride on and are bringing sleds from home. The walking surface on the play hut is very slippery.
• Play is about the same because grade four children are not allowed to use the play structure.
• One of the grade five boys got into trouble on the hills so all grade fives are off the hills.

B. View of St. Matthew Students:

Ninety-two students responded to this question; this figure included 50 children in grades 3-5 and 42 students in grades 6-8. When the answers of all students are combined there is a very equal distribution among the three categories of answers; 30% feel that play has been better in the snow since the playground has changed, 33% believe that it is not better, and 37% say that play is about the same as in the past. However, when the opinions of younger children are partialed out a different picture emerges. Forty percent of the primary age children believe that play in the snow is better because of changes in the playground while only 19% of older students hold this to be so. It seems that older youth are not experiencing the thrill of play in the cold and snow to the same degree as the younger children. Following are comments provided by students in connection with the above question about winter play:

Students in grades 3-5:

• The slides are more slippery now.
• There's too much snow!
• It's harder to move around in your snowsuit in the snow and it is harder to run.
• Now if you fall down you don't get hurt as easily.
• It's not better because the snow has covered up the grass and it is so cold I don't like being outside.
• I like it better because there's a loose log and you can imagine it's teetertotter and have lots of fun.
• It's harder to play sports on the field.
• The snow hills are good.
• We can make snow forts.
  
  
  Above: Senior girls at St. Matthew looking after the winter classroom greenhouse.
  

Students in grades 6-8:

• There are more places to hide.
• You can slide down the hills and play on the wood.
• It's too cold.
• It has been more fun.
• Everything is slippery.
• Now we can do hill sliding.
• Sliding and sledding on the hills is fun.
• There is still nothing to do and we aren't allowed on the playhouse.
• It's hard to play sports because the snow is so deep.
• The big hill is good but the benches and tables are gone.
• You slip and can hurt yourself more and it's cold.
• For little kids, yes; for big kids, no. Like I said, we have nothing to do at recess, so we stand around.
• There's nothing to do for the older kids.
• We can't play on anything.
• We can't play on the playhouse or the apparatus and then the teachers get mad at us for not doing anything.
• We can't have snow fights. It sucks!
• Even with the snowfall the kids continue to play their usual activities.
• Because of the cold weather everyone is too cold to play or go outside.
• You can't run, too cold, little kids in the way.
• The gardens were covered up and it's not fun to go outside when it's cold.
• Without the B'ball courts there is nothing for the seniors to do.
• There is nothing to do but stand around by the door.

Special Moments

Note: The following responses were given to the question: Was there one special moment, one particularly good thing that happened at some time in the project? In other words, what was the best thing that you saw or experienced? What was your high point?

1. The visit of the Federal Minister of the Environment because almost all those involved and some influential observers were there to see all and celebrate. A University of Regina administrator.
2. Meeting so many different parents. Two parents.
3. All the times when my University students were interacting with the St. Matthew students and staff in planning this project or working in the classroom with a variety of related projects, (for example, Model Building for Ponds). A University of Regina instructor.
4. No one high point (since I was not involved much), but I remember those moments where I was involved the most, particularly conducting composting workshops, including scooping out one-month old kitchen scraps into kid's pails as they filed by. An observer and resource person.
5. My high point was going out to the school yard after the morning sessions and working with a group of students to flag a straight line down the school yard. I think we were marking a boundary for rototilling. Representative from the Evergreen Foundation.
6. I guess the dialogue between involved people at the meetings; everyone listened to others. A teacher.
7. Everyone working together. A parent.
8. Painting the playground structure, because it was all scratched up. A parent.
9. Seeing the playhouse being built and knowing that my daughter could use it. A parent.
10. Working with the kids was the best! They were full of questions and as their knowledge grew, so did their questions and the discussions moved to many levels. We all learned a great deal! It was a joy to share my love of nature with people who wanted to learn! A Biology Consultant.
11. Seeing a large number of families from the school working together. A parent.
12. Personal dedication of the "Secret Garden". A parent.
13. The community work bee. A teacher.
14. Seeing the community come together to make it happen. There could have been greater participation, but those who did, made it very enjoyable. A parent.
15. When, on a day after one of the finishing work bees, we were approached by a couple of people from another school who were enthusiastic and interested in how to accomplish this. We were both very proud! Two parents.
16. We ordered a pile of sand for two sand boxes at our second work bee. A group of us decided to build a large sandpit. On the spot we engaged Al with his Bobcat, dug a hole, lined it with pea gravel, installed landscape cloth and filled it with sand. The thrill was making the decisions together and seeing the children helping in real ways. The pile of dirt taken out of the sandpit hole provided a terrific play mound that is still there even though it wasn't part of the original plan. Diana Foster, parent.
17. Ashley's Memorial. A parent.
18. At one of the very first work bees I was presenting a cheque for $1,000 to the project on behalf of the Whitmore Park Community Association I looked out at a schoolyard literally "alive" from one corner to another with people all working together. Young and old were working hard and having fun together. I attended St. Matthew in the 1960's so it was a very special moment to see toddlers and even grandparents from the neighbourhood people who simply came to see what was happening. It was so very cool and it brought a reflective "tear" to my eye. A parent.
19. The fun and good times at the work bees. Two parents.
20. The schoolgrounds in operation during school times two years later. A University of Regina professor.
21. The common focus. A teacher.
22. Our work bees. Amazing the number of people who came out to work whether rain or shine. Their was a feeling of friendship and growth as we worked on our playground. We have made some great lasting friendships. I found a friend in a grade eight student, who is still a friend to this day. Two parents.
23. The "work bee" that I attended where both students and parents were actively involved was special. I was impressed with the emphasis placed on having students take responsibility and ownership rather than having the adults do all the work for them; and seeing parents and students as partners rather than parents doing it for the students. A University of Regina instructor.
24. Speaking to youth about the pond was special for me and seeing children on the playground playing with nature rather than in conflict and in the process needing less "supervision". An Environmental Consultant.
25. Community togetherness at work bees, but can we keep the interest every year? Two parents.
26. Once the planting is done, the grounds look lovely. Children planting vegetables was a high point. Current Principal, St. Matthew School.
27. Watching Ashley Ehmann, her parents and her grandfather working so hard and so lovingly on the wonderful hand-crafted boardwalk in order to make the Secret Garden wheelchair accessible; building a bridge at the C.B.C. Studio Shop and taking it over and installing it as a middle-of-the-night surprise gift to the U of R Children's Garden with a bunch of the St. Matthew dads; seeing Aline's colorful painting on the new sign for the courtyard and hearing Ashley's frail, little voice read the message from the sign for the first time to the school assembly; and ultimately, being part of such a worthwhile venture with so many fine people. Gary Pennington, parent.
28. Just seeing everyone as a group working together to meet a goal was very satisfying. A parent.
29. People of all ages donating their "time, treasures, and talents". A parent.
30. The work days were a good social time. An intern teacher.
31. A special moment occurred for me when several students at the Learning Grounds Conference gave the history of the project and what it meant to the school as we looked at a 3-dimensional rendering of the plan for the school yard. They certainly were intimately familiar with most of the details and felt very good about their involvement in the project as well as about the expected outcomes. An Edmonton Parks Planner.
32. It was a bittersweet moment, the memorial for a student given by the students. She was obviously a pinnacle for the students to design the pond area around. Another special moment, apparently a student at the school was, well, a challenge for the teachers. This particular student learned how to make bird houses and other things and the change in that student was incredibly positive. I believe this particular incident could lead to looking at how to better our education system, particularly for students who are not academically inclined. An agricultural consultant and farmer.
33. The pride and accomplishment of finishing a task is considered special and rewarding. Some people don't realize that doing or building something with one's own hands can be very exhilarating. The intergenerational aspect also impressed me. The task or activity was always all inclusive regardless of age, gender, etc. A University of Regina student.
34. Seeing how a little bit of volunteer work can assist and beautify a particular area whereby our children become the beneficiaries. A parent.
35. The children's enthusiasm, particularly the current grade sevens. A teacher.
36. The Learning Grounds Conference held at St. Matthew School in conjunction with the very first workbee, catered by the Keg restaurant. The excitement of the students as they lined up to paint the hopscotch squares before the parents even had them chalked onto the pavement. The finishing day of each sequential phase of the deck, playhouse, wheelchair ramp and connecting ramp to the playstructure. Finally receiving approval for the soccer field grant after successfully winning an appeal. A parent.
37. The excitement expressed by the children when being able to do "adult work" such as using power tools, construction techniques, and real tools and materials; also, the design-in at the university was very exciting because the students were so creative and honest about the things that they wanted for the garden. University of Regina student volunteer.
38. Working together with new people was fun. To see so much community and parent involvement was very positive. Two parents.
39. Gaining knowledge for myself. A parent.
40. Standing on the school ground in May of year 2 after school and watching children playing in the sand, listening to the birds, hearing the wind rustle through newly planted trees, breathing in the growth, and watching a woman jog off the street and through the school around on our new pathways. Aline Wilkie, former principal of St. Matthew.

Personal Commitment

Note: The following responses were given to the question: Is there anything in particular that you would like to do for the playground improvement project in the days ahead? This question dealing with ongoing commitment to the project appeared only in the long version of the playground questionnaire which was completed by fewer than one quarter of the respondents.

1. Continue to serve on the playground committee; support the work bees. A teacher.
2. Try to stay involved and up-to-date. A parent.
3. I'd like to make sure that more native plants are planted and to help ensure that the existing plants survive. I'll be doing a lot of watering. Diana Foster, parent.
4. Create a science "Station to Station" field trip with stations scattered all over the school ground. A teacher.
5. I would like to return especially while the children are playing just to observe their creative activities.
   A visitor.
6. Fundraising, organizing events. Two parents.
7. I love the atmosphere. It's what every school yard should be like; a place where the kids can explore, create and test their own abilities. I will return. A visitor.
8. Try to stay involved from afar in a helping way particularly in terms of the care, stewardship and educational use of the new schoolyard; to write about the project so that we can all better understand what we were trying to do and come to appreciate everyone's unique contributions; also, to complete a documentary on the project for a good and complete historical record of events and to provide assistance to other schools and groups who may wish to undertake a naturalization project like "Welcoming Back the Wilderness". Gary Pennington, parent.
9. In the future, if we live anywhere near St. Matthew my children will attend this school. A visitor.
10. I would like to bring some of my younger cousins to play at the school. A University of Regina student visitor.

Educational and Environmental Values

Note: The following responses were given to the question: In your opinion are there any particular educational or environmental values inherent in this project? If you are a teacher will it change or enhance the ways that you teach?

1. It made a good new play area for the children as well as teaching them about trees, flowers, and green space. A parent.
2. Definitely cooperation, goal setting, responsibility, children and adults working together, school community relations. A City Councillor.
3. Student awareness and appreciation of the environment; community cooperation. A University of Regina administrator.
4. It takes the children to work together with their parents for the good of the community, a positive effect. Over the long haul the environmental impact will become more obvious. A former teacher, neighbours.
5. For our Environmental Education students to have an opportunity to see planning, educational components, and interaction of students/teachers/parents/and community within a project of this nature is very important educationally! A University of Regina instructor.
6. Yes, I am sure the project has considerable educational and environmental value, and could enhance teaching greatly, especially if teachers learned how and why to work to improve school grounds (big and small projects), and how to use them and feel comfortable using them. This project has not showed me how this could be done, but has made me aware that it needs to be done. An observer and resource person.
7. Everything from painting the fence (working together to plan it), to planting, to organizing and hosting the conference, had educational values inherent in them. And I believe that to give kids an opportunity to learn about the plants that grow around them, to harvest and just to explore a natural space is invaluable environmentally, hopefully their understanding of the connection to the environment will deepen as a result, and perhaps their decisions as adults will reflect this. Representative of the Evergreen Foundation.
8. Students were involved with the environment more actively, especially in activities arranged through the science class from the university. I hope to get more involved in the spring regarding plant and animal life in the schoolyard. A teacher.
9. I feel that there will be more activities to do and it will make recess really fun and relaxing. A parent.
10. Perhaps the children learned a little more about planting trees and plants, but is school the place to teach them that? What I want my children to get from school is to learn to read and write and do math. From my observations a lot of valuable school time has been lost. A parent.
11. There is much to be learned from undertaking such a big project, for everyone! The most important learning, to my mind, is that once an ecosystem has been destroyed, how much work it is to try and fix it. Then it never, really, ever recovers. Better to protect them than to try to fix them! Then there are the very practical values of project management in all its many forms. A Biology Consultant.
12. Lessons of the project: value and joy of team work; people working together can make things happen. A parent.
13. Awareness and the acceptance of differences; environmental education, stewardship, and the ownership and care for our world! A parent.
14. I have already used it in my teaching. A teacher.
15. In my opinion, yes, it shows how we can value and appreciate the wild and natural as well as the cultivated. Each has value. The school now is a much more stimulating environment than the previous rock and general neglect. A parent.
16. Our children see us volunteering to help with their school and seeing other parents working together, family bonding you might say, maybe community bonding is a better word. Education is enhanced, science and biology with the growing of plants, etc. Two parents.
17. I believe the whole project was an educational experience. I think the kids have a greater appreciation for the natural environment that now surrounds them. Many of them helped to make it happen. A parent.
18. The whole point of this project is to give students and teachers the opportunity to learn in a great environment. Diana Foster, parent.
19. Environmental values have vastly improved one ecosystem converted to many. Teachers now will not have to hop on a bus to go to a park. A parent.
20. Yes, definitely many more opportunities to enjoy nature right out the back door of the school. A parent.
21. Some of the educational value the children have received won't become apparent until they reach adulthood. Two parents.
22. Yes! Educational values connected to what we believe are appropriate purposes, goals, or ends for education. And for me to see the connection between basic moral values and principles and environmental principles. A University of Regina professor.
23. The area can be used for all sorts of environmental studies. Growing plants is always an interesting project for children. A teacher.
24. How to garden; how to compost. A teacher.
25. I would hope that there would be an increase in awareness concerning environmental issues. However, planting trees without adequately watering them is unproductive. The piles of dirt (where the major ball diamond was) are dangerous, concrete chunks, rebar wire. A neighbour.
26. I was definitely intrigued and interested in the school grounds. I think if anyone saw the grounds that they couldn't help but be curious, child or adult. A visitor.
27. The planting of trees and flowers has an environmental value. There are many educational values for our young people, public speaking, compromise, risk-taking, group dynamics, life skills,... Two parents.
28. I believe that the school definitely achieves these objectives. There are so many different ways to interpret the environments that are found around the school grounds, thus appealing to young and old. A visitor.
29. Balancing our work, learning and education, with the environment is the most important piece of the whole project. The school is a role model for all unwisely utilized public spaces. There is much potential, as well, for community and economic development. Sustainability of grounds is a particular value. An Environmental Consultant.
30. The educational and environmental values are many, but we will see in a year or two how they are instilled in the children's schooling. Two parents.
31. Environmentally positive. We also notice much less garbage and litter around. Educational, we're sure it is for the people involved. A family, neighbours.
32. There are opportunities for teaching if teachers feel they fit into the curriculum. Teachers seem to be somewhat ambivalent at present. Perhaps too much, too soon. Maybe in a year or two. Current Principal, St. Matthew School.
    
    
    Above: Enhancement of the former blacktop area in the inner courtyard.
33. 
    
34. The main values inherent in this project are twofold: the first is that people have an opportunity to realize what a true sense of community is all about (love, and pain and the whole damn thing); the second is that young and old can become empowered to bring about significant social and environmental change. Whether or not these values become a reality is dependent upon the spiritual resolve of those of us who are involved and whether or not we are willing to indulge in the long and arduous struggle to bring about these changes in the face of ignorance and many bureaucratic and political obstacles. Gary Pennington, parent.
35. I think that with the completion of the project the kids will be able to experience how nature functions. A parent.
36. Yes, lots! Work bees are great experiences for families; kids learn from helping and have enjoyed the enhanced grounds. They take a lot of interest in it. We fully support a pesticide free area, increased plant and (hopefully) animal life. A family, parents.
37. What better place could there be than a schoolyard to promote the care, protection and beautification of our environment? Our children will develop a deeper appreciation of this through their participation in this project. A parent.
38. A variety of plants and trees may be of some value in a science class. I never had an opportunity to use the playground. An intern teacher.
39. Agriculture is integrated throughout the entire curriculum from kindergarten through grade 12. Again, I will say there are 2-3 generations of people removed from agriculture. People do not know where their food comes from. This is the next generation that will make decisions on behalf of their community, province and country. If they do not have proper knowledge of how agriculture and land use will affect them, the upcoming generation will make decisions that can have long term negative repercussions for them and for future generations. An agricultural consultant and farmer.
40. As a teacher, it is difficult to find ways to bring a strong appreciation of the environment to your students; a project like this can do it. Educationally the project was very valuable because it involved self-teaching and group learning. A University of Regina student.
41. Definitely. There are educational and environmental values derived from the planning and implementation of this project. Both students and parents have learned from this experience and this type of experience brings a "bonding effect" with the school environment. A student has pride in knowing that s/he has contributed in building and maintaining a safe and beautiful school facility and playground. A parent.
42. I'm not sure yet. A teacher.
43. Learned more about the environment, recycling, prairie plants, trees, animals, and birds. Also learned to work better with other children, adults and with my hands. We now play with a respect of the surroundings in mind. A parent.
44. I am very pleased that this project has emphasized environmental appreciation and conservation. The research that went into finding environmentally friendly alternatives for weed and insect control began equipping homeowners of tomorrow, as well as informing homeowners of today (thru their children), of these important alternatives. A parent.
45. Environmental awareness, ecology, naturalization, and protection of the environment are all important and very apparent in this project. The process turned thought into dialogue and action. We need to make the out-of-doors more available to our children. This project places much value on the play environment, something that seems to have been badly neglected by educational experts. A University of Regina student.
46. This project encourages class involvement as well as making the students more environmentally aware. Two parents.
47. Educational, being able to identify the prairie plants; environmental appreciation of the plants more. A parent.
48. The bright colors, the peaceful environment and the natural look of the school ground are very well done and contribute to environmental awareness. A visitor.
49. We often give lip service to environmental education and issues in education. To truly teach our children the power and the pain of making real change in our environment one must be prepared to do real things at an environmental level. Aline Wilkie, former principal of St. Matthew.
50. The grounds do raise one's curiosity level. I find myself questioning as to what new activities might take place on the playground tomorrow or the day after? Where are the children's ideas going to go from here? An unidentified visitor.

A Few Words about the Project

Note: The following responses were given to the request: Please give us a word, phrase, sentence, paragraph, short story, epic poem or what-have-you telling about your feelings about the project.

1. The project has made a very plain schoolyard with lots of open space that wasn't used into a very useable area for everyone, young and old. A parent.
2. As long as the project doesn't require too much labour it can and will have a positive effect in the community. A former teacher, neighbours.
3. I still think it is one of the best projects I've seen and hope it's going strong. A representative of the Evergreen Foundation.
4. Thanks to the small, dedicated group of parents whose hard work has benefited all students. A teacher.
5. Fantastic! A parent.
6. The Grade 5 Religion Program is entitled, "May We Be One" this seems appropriate. A teacher.
7. A noble and worthwhile effort; much admiration for the driving forces; Aline, Gary, Di,...and many others (hopefully ownership goes well beyond those mentioned); great potential for community action and pride; a beautiful spot for enjoyment and retreat will be the outcome. A parent.
8. We were NOT beautifying the grounds, we were turning them into learning grounds! Our children are the future. If we don't teach them to care for our earth we are not meeting our parental responsibilities. Care of the environment is the most important issue of the 90's. We must teach our children and our community to be good stewards of Mother Earth which the creator has left in our trust. Diana Foster, parent.
9. Educational. A teacher.
10. Good potential for learning; students should be the ones doing the activity, however, planting, growing, etc., take place mainly in summer at a time when students are on vacation; I worry about vandalism. A neighbour.
11. This is very important for the community, the school, and society as a whole. My views have not changed I believe these to be very important projects. A parent.
12. Little that is significant in life is accomplished without great effort, passion, and a cooperative spirit among those involved. "Welcoming Back the Wilderness" has been one such endeavor. I believe that people will begin to realize the importance of what they have attempted and done well after the events of the day are over. Gary Pennington, parent.
13. I thought the project was comprehensive, holistic and groundbreaking in the sense that it was so thorough in its scope and so visionary. The process appeared to play a key role in being able to go beyond the more traditional designs for school yards where we see lots of open fields and tarmac with little being offered in terms of supporting children's growth and development or their connection to the environment in an urban setting. An Edmonton Parks Planner.
14. Great, let's keep going! A family, parents.
15. Being an outsider I particularly felt pride not so much for the small contribution I made, but pride for the principal, teachers and students who took such an active role in developing this project. An agricultural consultant and farmer.
16. You are closer to God in a garden than anywhere else on earth. A teacher.
17. I would love to see the St. Matthew project lead to other school staffs re-examining their Schoolyards in order to come up with play alternatives to having one central play apparatus and four ball diamonds surrounding bald prairie. I hope that teachers and curriculum planners will begin to develop new curricula for Schoolyards which will facilitate learning outside the classroom. A parent.
18. I think it is an excellent project. A parent.
19. I am very proud of what was accomplished in our project at St. Matthew School. I believe our students learned a great deal about the environment, and their ability to change things for the better in their world. In the end that was what the project was all about. I feel sad for those individuals who never understood that. I am also proud that despite the ignorance and bureaucratic and political obstacles, many good people did a great thing for children and a community. Aline Wilkie, former Principal of St. Matthew.

Project Good Wishes

Note: The following statements were drawn from the "St. Matthew School Ground Good Wishes Book".

1. I really enjoyed what they have done and being part of the fun.
2. I have had fun in doing this project.
3. I wish for sunshine, happiness, caring, love, understanding and friendship.
4. I wish for all people to understand how important our role is regarding being "stewards" for the environment.
5. It is so nice seeing everyone work together for the good of our school and the environment.
6. God gave us a great day, may we do great things for St. Matthews!
7. Fantastic job, you've come a long way in a few years.
8. What a wonderful place for kids of all ages.
9. I am so happy to see all that's been done, and to see the community work together.
10. I wish that happiness and laughter ring out from this place always.
11. Best wishes and fly high.
12. May it be everything you hoped it would be.
13. I would like swings and our own play structure, other than that the playground is great.
14. Good luck with the project and with your next playground.
15. Congratulations on a great project. You have done an excellent job to satisfy your neighbourhood.
16. Best wishes and congratulations on all your hard work.
17. Very Good Hard Work!!
18. Keep up the beautifying of the yard!
19. Wonderful place to have fun. Keep up the great work!
20. It's great to see so much accomplished!
21. Everyone will benefit from a project like this.
22. Good luck. The kids will love it.
23. Hope it's lots and lot's of fun.
24. Excellent work everyone!
25. So far, everyone has pitched in to make the playground a great space, we hope for accessibility throughout and more play structures. Good luck!
26. This is great!! Keep it up.
27. To get a waterfall.
    
    
    Above: Primary and intermediate children gardening together at the front of the school.
    

Future

Note: The following responses were provided to the question: What needs to be done now? Are there things that need to be changed? How can we improve upon what has been done? What should be our priorities in future?

1. I think that the play mounds should be changed to one or two hills so the parents of little children can take them tobogganing as well as being for use by older children. A parent.
2. Maintain the momentum, keep the project going after the children (and their parents) leave the school. A City Councilor.
3. There should be a continuing community committee for maintenance and small but constant changes involving students, otherwise, all, especially the children, might take what is there for granted. A University of Regina administrator.
4. Make sure all the trees and shrubs are well rooted and healthy. Complete some paths through the area. Create signs describing the greenery, if they can be vandal proofed. A former teacher, neighbours.
5. Remove bars and frame of baseball backstop; continue to make hilly area more safe. Two parents.
6. Further support for the maintenance and development of the educational components within this project. A University of Regina instructor.
7. The University of Regina Faculty of Education, in the pre-service education of teachers, needs to do a better job of what it is already doing to prepare teachers, 1. to participate (lead and/or support) in school ground naturalization projects, and 2. to use such school grounds effectively in their teaching. This means developing knowledge and skills in both the biophysical and ecological side as well as the sociopolitical and economic side. The U of R Children's Garden could help toward this goal and also on the pedagogical side, using the schoolground for education in art, science, health, math, social studies, etc. A resource person.
8. Finishing touches to all that was started; e.g. grass on berms, flowers in front. A teacher.
9. More attention paid to play structure and playing field; less attention to trees and park appearance, this is a school yard, not a city park! A parent.
10. I think the school has done a great job so far, but in future maybe some play structures and pathways are needed. I would definitely like to help make the school a better place to be for our children to enjoy and to love being there. A parent.
11. The number one priority should be to see what the majority of children and parents want to be done. A school yard should be for running around and playing, not for looking at. There were a lot of weeds growing over the summer and this was the first year, what will it be like in five years? A parent.
12. Mostly maintenance-monitoring growth and development; continue to use the project as a learning opportunity to grow and develop ecosystem management with the practical needs of humans to use the places as designed! A Biology Consultant.
13. Need to establish a long term follow-up (maintenance development) plan that will endure beyond the personal involvement of the original players; drainage problems; gazebo not accessible; pathways to be resurfaced some day. A parent.
14. Continue to priorize the use and care of the grounds and gardens! A parent.
15. Grass the hills; community maintenance. A teacher.
16. I think this is all proceeding; it's a work in progress. Continued parental and community input and participation is critical. A parent.
17. Upkeep, and lobbying other schools or government agencies to help fund more of this community effort in all schools. I think all playgrounds, public and separate schools, would look better if a little more volunteering and funding was made available. I know I would volunteer again, no problem. Two parents.
18. More trees; nicer grass area on the North side of the school; maintenance. A parent.
19. There needs to be continued development, new ideas from teachers, kids, and the community about future enhancement of the schoolgrounds to meet curriculum initiatives. Some parents and teachers have to rethink their attitudes regarding outdoor education, that is, to realize the values of this form of education. Key priorities are ongoing maintenance and stewardship. Diana Foster, parent.
20. A maintenance system will have to be put in place. This will either have to be a PTA or school mandate (hopefully both). Change will come from fresh ideas of the succeeding parents, teachers and students. A parent.
21. Now? Maintain and continue to nurture nature. Changes? No, it's simply time to start to use what has been made available. To improve? Keep adding little study areas. Keep ownership with the children, families, school, teachers and community. Priorities? Keep the pride and ownership alive! A parent.
22. Maintain it to ensure it lasts and does not become a problem area. Two parents.
23. The word is sustainability, I think, but that takes the right people and I'm not convinced we have them in place in the Regina Separate School System. A University of Regina professor.
24. This seems to be in the works. A teacher.
25. We need a big space in order to play football, etc. A teacher.
26. "Maintenance" is a major concern! Who will repair the broken benches? Who will dig around the trees, plant the flowers and vegetables, and do all the edging and trimming when this group of parents grows tired and or loses interest? A neighbour.
27. I wouldn't change anything but I think trees to climb or sit under at the back of the playground would be fun. A visitor.
28. A naturalization committee needs to be established; a maintenance plan needs to be created. Two parents.
29. Everything seems too close together. I would move the bike racks that are right beside the bball hoops. There is too much other action going on around there to have bikes and stuff parked in the way. Paint some kind of mural on one of the school walls that suggests the "Welcoming Back the Wilderness" theme. A visitor.
30. Fundraising, Sports Park area, walking track, and play equipment. Two parents.
31. Invite families to grow veggies and share plots; then children and others can learn more about food. Enter "Grow Regina" contests. An Environmental Consultant.
32. Plant more flowers; pave school parking lot for dust control. A family, neighbours.
33. A window needs to be put in the multipurpose room; the soccer field is finished; there is planting to do and fixing of apparatus; planting, digging, seeding and weeding. Current Principal, St. Matthew School.
34. Need:
    • to develop a comprehensive stewardship plan for the school involving the Catholic School Board Maintenance staff, students, teachers, and the community;
    • to upgrade the existing pathways to make them truly wheelchair accessible;
    • to provide an effective in-service training program for teachers in the area of outdoor environmental education;
    • to alter the character of landscaping from annuals and other plantings which are labour intensive to perennial plantings and other approaches which require less labour and are more in keeping with children's interests and curiosity; and,
    • to reaffirm a commitment to, "Welcoming Back the Wilderness". Gary Pennington, parent.
35. I'd like to see more vegetation installed to take away the blandness of the grounds. I am looking forward to seeing a pond. A parent.
36. Keep planting trees, shrubs, wildflowers in the back play area. Ensure that there are a variety of green and grassy play areas with lots of room to run around. A priority is to seed hills and/or provide ground cover. The kids love this area! A family, parents.
37. Once the project is complete, and even before, the children should be involved in the continuing care and maintenance of the school yard (e.g. watering, weeding, fertilizing, garbage cleanup, etc.). A parent.
38. How do we maintain the passion? How do we help others see for themselves the value of a project such as this, particularly those who are against it. A University of Regina student.
39. Set specific and realistic goals which people are comfortable with areas to concentrate on depending on financial and human resources; identify the values and benefits of future projects; seek corporate or local financial support if so needed. A parent.
40. Priority number one next year is to maintain the front yard; my personal priority is to organize lots of work in an effort to save the prairie garden. A teacher.
41. Play structure for grade four and up; repainting is needed; swings; track and sports field. A parent.
42. We should document what's been done and the rationale behind it, so future project planners can benefit from our research and experiences; continue to plan in phases; add specific curriculum targets to planning, e.g. if the science curriculum talks about electricity and generators, make building a playground generator a class project; more flowers that require little maintenance but have lots of show such as daisies; more planning that takes winter into account; keep a seating area or picnic table area free of snow in winter (students can do it); provide or collect shovels and scoops so students can move snow and build things at lunch and recess; make a long, gradual toboggan hill. Signage needs to be done for sure. When we did hurried signage for the visit of the Minister of the Environment to the school I heard several positive comments on the signs, however it was only temporary. It is the finishing touch needed to explain and inspire those who walk through the grounds. Another thing we need is a well thought out walking tour guide for visitors to the school. A parent.
43. Meet concerns of community in regards to safety; fundraising for more planting of tree, shrubs, plants, etc.; POND! POND! POND!; landscaping (i.e. hills, pathways, banks, bridges). A parent.
44. Grant applications. A University of Regina student volunteer.
45. We believe the play structures should be spread out to cover more areas of the playground. We understand there will be various stations, but I believe the playstructure for the K-3 children should be spread out more similar to Massey School. In our opinion there is far too much congestion in one area. Two parents.
46. Upkeep. A parent.
47. I think that it would be a good idea if every class has a section of the schoolground to take care of such as flowers and trees. This way the children would have a sense of responsibility. A visitor.
48. Celebrate the successes and share research so other schools can benefit. Aline Wilkie, former St. Matthew principal.
49. It seems like the girls need to be included more. Have sessions outside where kids can learn more about the outdoors (fire building, shelters, how to plant things, etc.). A University of Regina student visitor.
50. I think I would try to grass the "moon scape". When I saw it, I could just envisions someone laying on those hills in the summer with a good book. It could be a very relaxing place as well as being an active one. A visitor.

Final Thoughts from Teachers, Parents and Neighbours

Note: The following comments were given in response to a request for any additional comments, questions or suggestions.

1. Keep up the good work. All the people that have planned and worked so hard have done an excellent job! Hats off to you all!!! A parent.
2. We note with concern the damage to benches and other playground items. Is there any way of showing the vandals they are destroying their heritage? (We assume it is mainly youth who are guilty of this). A former teacher, neighbours.
3. While I haven't visited the project for the past two years (plus), I continue to refer to the work done, the student involvement, the trials and joys of such a grand project, in the many other school naturalizations I've had the privilege of supporting. A big stumbling block remains the bureaucracy of the city, school board, parent associations, funding agencies, et al, for not supporting and maintaining these projects! A Biology Consultant.
4. I cannot dismiss the feelings of wishing that this degree of energy and discussion could also be focused on the overall learning program for our children. I feel great frustration and exclusion on this plane, i.e. open house is once a year where 1520 minutes is devoted to a discussion of the curriculum and class expectations and there are brief 15 minute parent-teacher interviews. What does this communicate? I know parents can book individual time to discuss student progress, but how much would be accepted or tolerated and then viewed as intrusion and harassment? Overall, this is my primary interest, a concern and desire to know what the kids are learning and by what methods? Learning is a dynamic process, not static as suggested by the opportunities we have for discussions with teachers and one another about group learning and the classroom climate. I think there would be value in speaking to parents collectively, too, not just focusing on your child's progress. This would be another way to build community. A parent.
5. This has been a wonderful yet sometimes frustrating project. I found it hard to go to meetings at times, knowing that there would be hostility. On some occasions I would come home in tears. There have been many casualties because of differing views. One view was, "Let's leave it as it is!" My view is, "Let's educate our kids by giving them the best play and educational environment that we can." These and other conflicting views made life most unpleasant at times. It has been hard for many of us to put in hundreds of hours of work on behalf of the children and to know that some people do not value what has been done. There must be a commitment made for ongoing maintenance, stewardship and curriculum from involved groups, i.e. the Catholic School Board, the City of Regina, the teaching staff, and the community. There needs to be a policy for all time. Diana Foster, parent.
6. I hope the students take more ownership of this project. A teacher.
7. My biggest concern is the ball diamond question. We had 3 first-rate diamonds behind the school and our children and our friends spent many wonderful hours there. I understand the needs of the community change and perhaps one ball diamond is enough now. However, the one remaining is the worst choice. It is in the lowest spot, usually under water in the spring. Now trees are planted in the outfield, not safe. And is that really going to be a pond?! Also, not in a ball field. We are so sorry that that open area, especially the southeast diamond, has been devastated. A neighbour.
8. I was impressed by such creative ideas but even more curious to observe children using all the grounds. It made me want to play. I think it must have a great effect upon children when they are outside. I love the use of the nature ideas such as planting flowers, trees, the pathways, etc. A visitor.
9. How do I get more information about this type of playground? You have no idea how taken I am by this playground and your views. I think that I've found the domain I want to base my PAS studies around. A visitor.
10. Unfortunately, my overall reaction to the project is very negative. Many special people were hurt and forced to leave our community. It became a nightmare. Projects like this should only be started if they can be completed with the same leadership. Financial matters should be handled by a committee to ensure continuity. A parent.
11. There should be a wheelchair parking facility in front for those who need access directly, this is particularly necessary in the winter months. A family, neighbours.
12. It is said that no great thing is ever accomplished without passion on the part of key people and that attempting to change the prevailing order will result in considerable sacrifice. It is my view that both these sayings were true in the context of the St. Matthew naturalization project. I hope that we can all learn from what has gone on so as to recognize the values of passion and costs of sacrifice on the part of some of our friends. Gary Pennington, parent.
13. As a playground supervisor and teacher I see less fighting and disagreements on the schoolground. The students are busy and having fun. I'm hopeful other schools in the city will undertake projects such as this one. A teacher.
14. Being a person from the country, it was exciting to see the changes from concrete to soil. An agricultural consultant and farmer.
15. I hope that teachers and curriculum planners will recognize and acknowledge that reading, writing and arithmetic are no longer sufficient to prepare children to become leaders as adults. The educational system must equip our children with the tools to enable them:
    • to relate to one another,
    • to reason and make good decisions, and,
    • to develop research skills.

    success will have less to do with memorization of facts and more to do with locating and using pertinent information. After acknowledging the need for education's new 3 R's, relationship, reasoning, and research, government, school boards, teachers, and parents will truly see the educational benefits that the St. Matthew Naturalization Project has modeled. The new school yard is a small, manageable sample of the real society our children must function in someday. This project gave them practical, hands-on experience:

    • relating to other students, teachers, parents and other adults,
    • researching possibilities, environmental issues, experimenting, and
    • reasoning and decision-making skills were developed as the students wrestled with differences of opinion, budgetary constraints, various skill and interest levels, and timing and human resources needed to complete various projects within the whole. A parent.
16. For those who have inherited the project, I encourage you to realize the positive intent of the project for the students and the community. I also encourage you to look beyond any negative rumour and innuendo to the positive impact of this project and feel proud of what was accomplished. I hope that educators recognize and acknowledge that the learning from this project goes well beyond the three R's of the curriculum of the past and embraces the curriculum our students need to function in the world of the future. Our children need much more from us as educators than a desk and four walls of a classroom can provide. I believe this project was an attempt by many caring individuals to give our children the tools they need to function in the future. Aline Wilkie, former principal of St. Matthew School.
17. I believe that the grounds have a little something for everyone. The naturalization idea should offer a real suggestion not only to other schools but also to city playground planners. A visitor.
18. On a scale of 1 to 10, I would give the project a 10. I absolutely love what the people are trying to do here. I think it is wonderful and I wish had such a welcoming place at my former schools. A visitor.
19. It is a neat project. The children are always busy and they don't want to leave the school grounds. It is hard to get students to go outside in winter but with this type of school yard they can build shelters, forts, etc. The students learn how to share. Many valuable lessons are learned through this type of discovery learning. A University of Regina student visitor.
    
    
    Above: Education students from the University of Regina teaching children about playground ecosystems.
    

Overall Reaction

Note: Respondents were asked: What is your overall reaction to this project? They were asked to check one of five faces on a most-happy to most-sad continuum (Likert Scale); responses have been scaled whereby a response of "1" (most-sad) equals the least positive reaction and a response of "5" (most-happy) is the most positive reaction.

Overall Reaction to the St. Matthew Schoolground Naturalization Project

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