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A Simple Fix for Farming – NYTimes.com
IT’S becoming clear that we can grow all the food we need, and profitably, with far fewer chemicals. And I’m not talking about imposing some utopian vision of small organic farms on the world. Conventional agriculture can shed much of its chemical use — if it wants to.
This was hammered home once again in what may be the most important agricultural study this year, although it has been largely ignored by the media, two of the leading science journals and even one of the study’s sponsors, the often hapless Department of Agriculture.
The study was done on land owned by Iowa State University called the Marsden Farm. On 22 acres of it, beginning in 2003, researchers set up three plots: one replicated the typical Midwestern cycle of planting corn one year and then soybeans the next, along with its routine mix of chemicals. On another, they planted a three-year cycle that included oats; the third plot added a four-year cycle and alfalfa. The longer rotations also integrated the raising of livestock, whose manure was used as fertilizer.
The results were stunning: The longer rotations produced better yields of both corn and soy, reduced the need for nitrogen fertilizer and herbicides by up to 88 percent, reduced the amounts of toxins in groundwater 200-fold and didn’t reduce profits by a single cent.
In short, there was only upside — and no downside at all — associated with the longer rotations. There was an increase in labor costs, but remember that profits were stable. So this is a matter of paying people for their knowledge and smart work instead of paying chemical companies for poisons.
…
And though critics of this path can be predictably counted on to say it’s moving backward, the increased yields, markedly decreased input of chemicals, reduced energy costs and stable profits tell another story, one of serious progress.
via A Simple Fix for Farming – NYTimes.com.
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A 13-Year-Old’s Slavery Analogy Raises Some Uncomfortable Truths in School | Race on GOOD
In her essay, which was written for a contest, Williams reflected on what Douglass heard his slave master, Mr. Auld, telling his wife after catching her teaching Douglass how to read. “If you teach that nigger (speaking of myself) how to read, there will be no keeping him,” Auld says. “It will forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master.”
Williams wrote that overcrowded, poorly managed classrooms prevent real learning from happening and thus produces the same results as Mr. Auld’s outright ban. She wrote that her white teachers—the vast majority of Rochester students are black and Hispanic, but very few teachers are people of color—are in a “position of power to dictate what I can, cannot, and will learn, only desiring that I may get bored because of the inconsistency and the mismanagement of the classroom.”
Instead of truly teaching, most teachers simply “pass out pamphlets and packets” and then expect students to complete them independently, Williams wrote. But this approach fails, she concluded, because “most of my peers cannot read and or comprehend the material that has been provided.” As a result, she continued, not much has changed since the time of Douglass, “just different people, different era” and “the same old discrimination still resides in the hearts of the white man.” Williams called for her fellow students to “start making these white teachers accountable for instructing you” and challenged teachers to do their jobs. “What merit is there,” she asked, if teachers have knowledge and are “not willing to share because of the color of my skin?”
According to the Rochester Democrat & Chronicle, Williams’ parents transferred her to another school, then withdrew her altogether. The conservative Frederick Douglass Foundation gave Williams a special award , saying that her essay “actually demonstrates that she understood the autobiography.” They have also reached out to the school for an explanation of the 13-year-old’s treatment.
via A 13-Year-Old’s Slavery Analogy Raises Some Uncomfortable Truths in School | Race on GOOD.