Anna Moyles

Sawdust toilets are ecologically sound alternatives to traditional water-based disposal of black waste. These composting toilets use the microorganisms that are naturally present in human waste to decompose the waste itself into a useful product that can be used as fertilizer in a garden or crop field. The Farm and Wilderness Camp organization in Vermont already uses some of this technology, in the form of toilets connected to underground tanks. They are used all summer, mixed with lots of sawdust and organic clippings along the way, and then sit over the winter before they are dug out and spread in the spring. The camp is interested in expanding both the use and involvement in creation of these toilets. Specifically, the organization, which comprises seven separate camps and farm space, would like to involve campers in the creation, use, and maintenance of these systems. Activities already include harvesting crops and building cabins, so implementing the toilet system can bring together all aspects of organic farming and sustainable living.

My goal in this project is to create curricula for campers – a system for involving the kids in the implementation of the system. Farm and Wilderness already runs a crew that works before the camp season begins in the spring and after it ends in the fall. The idea with the toilets is to begin to combine the two by involving more campers in the maintenance and farming aspects of the camp. By creating the toilet systems, kids will not only have the chance to feel more connected to the camp itself but they will also be able to address questions of sustainability in a hands-on approach as well as grow more accustomed to the sometimes not-so-pretty facets of sustainable living. The campers are divided into age groups, from 9 to 14 years old, and the curriculum for introducing them to the toilets is split to accommodate the various groups. I used a great deal from our class readings, especially our text, and found that much of our lecture material was relevant as well. The following is a synthesis and discussion of the hard curricula and ideas that I came up with.

9-10 year olds

For campers, it is important to involve them from the beginning of their time at camp so that they are comfortable with the sometimes-difficult concepts of recycling human waste. It is also a priority to keep them from being totally repulsed, and to present the reasoning behind, and the need for, the system. For this reason, it is key to first make sure that they understand why recycling is a good idea. Explanation of recycling on a product level (aluminum, paper) can be followed by a discussion of composting foodstuffs, and the uses of fertilizer (make sure to have them discuss what they do at home, to involve their own lives and experiences). This leads well into conversation about the food chain and food web concepts, which is an important base for valuing the concept of returning energy to the environment. If the campers understand the need for sustainability at a fairly fundamental level, it will make more sense when they are using the toilets and it will lend them responsibility and, hopefully, a feeling of importance because they know that they can make an impact. Of course, they will also be grossed out, but so will everyone and that too can be bonding.

This is also a useful starting point for a discussion of basic plant science. As the concept of fertilizer and energy is discussed, it can lead into basic explanations of photosynthesis, as well as food web connections. Biological ideas can be introduced at a fairly simple level, and the concepts of the carbon and water cycles can become something to think about – they are not difficult ideas to sketch out and explain to fifth-graders as long as you don’t get too mired down in specifics and hard facts. Concepts are enough at this stage.

For the actual physical involvement, the younger kids can be called upon to keep the toilets stocked with paper, to make sure the system hasn’t been disturbed by animals, and maybe to help in the stirring of the tanks. The stirring is a pretty gross task, so it would maybe be better as an observational/helping activity rather than a responsibility one.

11-12 year olds

The middle age group can be more directly involved with the structures themselves, and have a chance to learn about working together. The biological concepts can be slightly more sophisticated, and geological ideas of creating a responsible building can also be adopted. By accepting responsibility for the toilets, the campers can feel more connected to the system, and be therefore more likely to use and appreciate the toilets. Building the structures not only allows them to see exactly how the system works, it also can encourage feelings of relevance and importance as they work together and end up with a satisfying final product.

The scientific concepts for this section are more technical and less conceptual than for the fifth-graders. As they prepare to build the structures, the campers can learn about the requirements for placement of the tanks. Geological concepts such as the water table and soil type of a given area are not difficult, and are very important for the implementation of the toilets. The importance of the added ingredients – sawdust, garden clippings, diatomaceous earth – is also both a practical and scientific topic. The main goal in this, however, is keeping the group harmonious. By working together, the kids will hopefully bond and appreciate labor for end result.

13-14 year olds

For this age group, biological discussion can be raised a notch in the level of sophistication. The same concepts discussed with the younger campers can be reiterated in more depth, and pulled together somewhat to create a concept of the total system of sustainable living and organic farming. The discussion can be expanded to include safety factors, with an understanding of how humans factor into the natural cycles involved.

The older kids can be responsible for understanding safety precautions and why they are necessary. Danger of contamination is an important topic of discussion, especially in the context of coliform bacteria and ways in which human waste is not completely comparable to that of animals. This can lead to discussion of food webs, trophic levels, and energy transfer from first-order to second-order organisms. Discussion of what exactly the bacteria are doing in the tanks is also important.

Physical involvement for the teenagers can be manipulation of the final product, learning how to use fertilizer responsibly and keep fields healthy. The digging out and spreading of the product is a rather nasty job, but some involvement will drive home the need for protection and get them used to the ugly sides of sustainability.

The goals of the Farm and Wilderness Camp are certainly attainable. Using curricula such as these as a basis for camper involvement is a great idea for teaching kids in a hands-on fashion what it is to be ecologically sound. I would recommend more tinkering with the system itself, because though the current system is cheap and simple, there are similar alternatives that may provide more security in terms of safety and pleasantness of operation. Working with kids can be fun because of enthusiasm, energy, and creativity, but can or will be difficult to get this age range excited about such things as human waste. Realistically, the less offensive, the more successful. Alternatives include a less contained system that has two separate components of buckets and compost bins, though this may prove less useful in light of how many users this system will need to support throughout the summer.