TO: Landscape Visiting Committee, Wellesley College

FROM: Nick Rodenhouse, Asst. Prof. Biological Sciences

RE: The ecology, history and future of the Wellesley College landscape

The purpose of this memo is to present some of my thoughts about the

ecology of the Wellesley College landscape in the context of its history

and trajectory of change. The present landscape gives the college a unique

opportunity to build a community that includes nature, and it is my sincere

desire to see this heritage maintained. In my comments, I emphasize the

following three points, each of which is expanded briefly below.

• First, the Wellesley College landscape continues to lose the diversity and complexity that made it an outstanding example of the Graceful and Picturesque styles of "landscape gardening" envisioned by Andrew Jackson Downing¹ and Frederick Law Olmsted. These styles and their combination dominated thinking about landscapes during the last half of the 19th century^{2, 3}, and the present landscape clearly indicates that these styles were consciously or unconsciously pursued by the founders of the college and their consultants. Because the Picturesque in particular includes natural areas (minimally manipulated, e.g., woodlands, meadows) as well as domestic ones (intensively managed, e.g., lawns, gardens), the entire college grounds (perhaps excluding such areas as gravel pits) should be considered within the design.

• Second, past and present management of the grounds is not and will not sustain the present landscape. By paying little attention to the ecology of the landscape, management throughout much of this century has created a landscape of aging relics--trees unable to replace themselves. Management informed by ecological knowledge could restore the regenerative capacity of the landscape. Such management would serve the purposes of the natural areas in the Picturesque style, i.e., to sustain the diversity, irregularity and uncontrolled spirit of nature within the landscape¹.

• Third, recent major "improvements" to the college landscape have resulted in significant loss of irreplaceable trees, accelerating the decay of the landscape. Most of these "improvements" have been dissonant with the Picturesque and Graceful styles. Yet, these styles, which create a balance between cultivated and natural areas, would provide an ideal context for the education of women who will address critical challenges to humanity in the 21st century. Chief among these challenges is the development of sustainable communities--those in which human culture is sustained in mutualistic relationship with its environment. Wellesley has a unique opportunity to model this community for its students, and thereby enhance and reinforce the goals of the curriculum.

Students arriving at Wellesley in 19th century entered a landscape mosaic that would become a prominent part of their education. It featured forested hills, irregularly shaped pastures on shallow slopes, an expansive wet meadow, creeks shaded by alders,Lake Waban and one great lawn, which is today called Severence Green⁴. Students reportedly walked the paths of the woods, gathering chestnuts to roast in the fireplaces and picking flowers in the woodlands and glades. Farm animals grazed the pastures,particularly the Great Meadow which always provided good grazing because of its boggy soil. Each piece of the landscape mosaic contributed uniquely to the whole.

When the Durants envisioned a college for women in the context of this landscape, there was only one style of American 'landscape gardening' to guide their thoughts--the Picturesque style. Although English in origin, this style was made uniquely American by Andrew Jackson Downing^1,5. Downing's book, entitled "A Treatise on the Theory and Practice of Landscape Gardening adapted to North America with a view to the Improvement of Country Residences," was first published in 1841. The vision he expressed influenced landscaping in New England into the present century. His vision of a uniquely American landscape is clearly reflected in the work of Frederick Law Olmsted, known primarily for his design of Central Park. The firm of F. L. Olmsted, Jr. and Vaux who continued the style of F. L. Olmsted senior, were consultants to Wellesley College for most of the first quarter of the 20th century.⁴

In the picturesque style, a human construction, e.g., College Hall, is the focal point of a view. Once a student exited the forest that stretched from Rhododendron Hollow over Chestnut Hill (now occupied by the academic quad), her eye would immediately be captured by College Hall on the far side of expansive Severence Green. College Hall, however, was complemented by its context of natural areas. The irregularity and diversity of tall trees contrasted with, and highlighted, the geometry of the building. Nature was inspiration, construction was accomplishment.

As the college expanded from one building to many, each was purposefully sited on a hilltop¹, sustaining the Picturesque vision of the landscape. However, short-sighted management of the grounds surrounding those hilltops has unwittingly created a landscape that is like an ancient ruin. The tall trees we see today are remnants of the 19th century forests, and those remnants are losing the ability to regenerate themselves. Regeneration of some areas was halted as the understory of the woodlands were cleared and replaced with lawns. No doubt, the forested areas became forbiddingly wild in the 1920s - 1940s, as first American Chestnut (which composed 30-40% of the trees reaching the forest canopy) and then American Elm were killed by invading fungi. When a canopy tree dies in the forest, the light reaching the forest floor stimulates a dense growth of saplings and vines. Over time, this dense growth is naturally thinned by competition among plants. The winner of this competition replaces the canopy tree that fell. However, removal of the forest understory, including herbs (spring wildflowers), shrubs (dogwood, witch-hazel, blueberry), and saplings of the canopy trees, converts these complex woodlands into stands of the living dead--adult trees that have no chance of replacing themselves. Replacement trees planted today will never grow to form a tall canopy, because they are only planted in the intense sunlight of open areas. Branches of these trees will spread broadly, low to the ground, creating a landscape dotted with opaque clumps of dense green foliage as exemplified by the copper beeches planted into the pastures (now mowed lawns) by the East Gate. As the tall forest trees fall or are cut down, not even the rooted vertical trunks are left as tributes to the complexity of nature. But such snags were prominent features of the Picturesque style⁶. I'll never forget the scene created last spring in Rhododendron Hollow by the fall of a large oak. For a few days, the jagged lines of the torn, yet standing, trunk made the hollow seem mythically ancient (removing the fallen branches of the canopy was essential to protect the rhododendrons, leaving the standing bole would have highlighted the rounded shapes of the rhododendrons by the contrast).

Recent alterations to the college landscape include: 1) the 1991 razing of shrubs and saplings on the Munger Meadow hill, 2) landscaping around the new Davis Art Museum & Cultural Center, 3) the "resurfacing" of the Great Meadow, 4) creation of the East Simpson parking lot, 5) replacement of the vegetation in the triangle on college road, 6) construction of the sidewalk from the Davis Museum to the Service Lot, 7) the replacement of the commuter parking lot by the new dorms with a meadow, and 8) the clearing of Severance Hill, 9) the siting of recent class trees. Each of these warrants consideration relevant to the styles of the landscape and best management practices, i.e., management informed by the ecology of the site.

• The razing of the saplings on Munger Meadow hill resulted in rampant growth of weedy shrubs and vines (please take a look at this hillside now!). Although this improvement was authorized by the college's consulting landscape architect and carried out by an "award-winning" firm, the hillside is now in greater need of restoration than when it had been "neglected" for 25 years. Rank growth of shrubs and vines now smother saplings and stress the canopy trees, probably shortening their lives significantly. Selective thinning of this hillside (with the goal of sustaining a shaded forest floor) would have maintained it in a more natural state (hence consonant with the Picturesque style) while meeting any other goals that the project might have had, including cost effectiveness.

• The "resurfacing" of the Great Meadow was undertaken to replace a clogged storm drain. However, not only was the storm drain replaced, but the entire surface of the historically wet meadow was also made to drain by replacing the peat soil with sand and gravel--at considerable expense. It can be very costly fighting nature. Yet a well maintained wet meadow will support flowering plants in spring, summer, and fall, and it only requires mowing once per year.

• The landscaping around the Davis Museum and Cultural Center is all straight lines, geometric figures and plants of uniform size. This represents oppressive and expensive control of nature, not the complementarity of natural areas and human constructions that is the goal of the Picturesque style.

• The Simpson East parking lot resulted in the loss of 17 trees including 8 different tree species for the creation of 17 parking spaces. Eleven of the trees were canopy or subcanopy trees in excellent health; one might have been the tallest tree on campus. In addition to losing the trees, a nutrient-rich, damp hollow in which the surrounding trees obtained nutrients and water was paved. One adjacent canopy tree has already died(and been removed), and the parking "crisis" was not solved.

• The Japanese quince, hawthorn and magnolia of the triangle on College Road were replaced to "neaten up" the site. Replacement of this historic vegetation (probably dating to about the turn of the century) with a triangular pattern of three southern gum trees of the same age, height and shape completely opposes the Picturesque style. Within 30 years, these sunlit trees will become a very large lump of foliage in a rather small space. The historic vegetation could have been pruned to contain its growth and the ground left uneven.

• A sidewalk from the Davis Museum & Cultural Center to the Service lot was urgently needed, but a walk meandering beneath trees seemingly was rejected in favor of tree removal and a straight walkway immediately adjacent to the road. Contrary to the one tree reported removed at Academic Council, 27 trees of 5 different species were removed, including 10 large canopy trees. Of the trees removed, one red oak in perfect health was about 130 years old, a white oak was about 110 years old, and even the smaller hemlock trees were over 60 years old. It is not surprising that these trees were old because trees grow slowly on cool, north-facing hillsides. The old red oak was located near the downhill end of the present sidewalk and could have been avoided easily by including a curve in the walkway. Avoiding this tree probably would have been less costly than its removal.

• The replacement of the temporary commuter parking lot below the new dorms with a meadow was an excellent improvement. But the prominent iron drain belies the perceived need for homogeneity in the current landscape. In the Picturesque style, land forms created the patterns of drainage that resulted in patchy vegetation. A wet spot, occasionally a puddle, created the setting for a unique set of plant and animal species. Such sites in varied landscapes invite students and visitors to make discoveries and to learn about nature.

• The clearing of the Severence hillside was not in opposition to the Picturesque style, but neither does it represent management that takes a long-term view of the Wellesley landscape. The Picturesque style is typified by lone trees or small groups of trees adjacent to focal buildings¹. However, the clearing of all saplings of this hillside leaves the lone, old oak no replacement. Establishment of trees on hillsides is difficult because these soils are the first to become dry in droughts. Therefore, allowing nature to aid in the selection of a replacement tree seems a wise and inexpensive alternative to complete removal of all saplings--a small grove of saplings could have been left in anticipation ofthe death of the relic.

• Siting of class trees seldom seems to consider the ecology of the tree or the landscape style. For example, a beech tree was placed in the middle of a lawn near the Science Center. Its siting suggests that the intent was to fill in a gap. This beech is struggling to live in its unnatural setting, and if it does live, it will occlude a Picturesque view across the Great Meadow. The eye sweeping across this wide open space will in 70 years not reach its focal point--the Science Center. The view will end in a large symmetrical mass of green foliage. Another class tree, also a beech, will soon occlude the view across Severence green to Lake Waban.This probably was not the intent of the planters, but they may not have realized that individuals of this species may live 300 years and grow to massive volume.

In my view, few of the landscape alterations mentioned above exemplify for the Wellesley community the vision of the founders or a mutualistic relationship between our community and its environment. Yet, a Picturesque landscape, in which human and non human components complement each other, could provide a powerful positive example for Wellesley students. The Picturesque style locates humanity in the midst of a diverse, complex, mysterious, inspiring, regenerative environment. Similarly, ecological knowledge recognizes that humanity is part of nature, enveloped by it. Humans can manipulate nature, but largely in the manner of a spider pulling at the strands of its web. Each pull has many complex ramifications; too strong a pull could break the web and reduce its ability to sustain the spider. We live in a domesticated landscape, but the Picturesque style leaves places where ecological and evolutionary processes not primarily controlled by people can occur. According to Downing, these were places for "striking, irregular and spirited forms." Being inspired by such forms is a unique part of a Wellesley education. Only poverty of mind and spirit can come from their loss.

But such losses need only be temporary. Downing and Olmsted envisioned, and created, Picturesque landscapes from disused pastures and abandoned farmland⁷. The immense regenerative power of nature makes such inspired creations possible where a vision is accompanied by long-term commitment. So here are my recommendations for a plan of action.

The plan,

• Decide as a community on a vision for our landscape, and develop a long-term plan--a 150-year plan--to carry out that vision. The present Master Plan would be a good place to start.

And the people,

• Hire a head grounds keeper with strong interests in history,ecology, and education. She could be a mentor for the grounds crew and an example of someone who puts ideas into action.

• Devote at least half of the time of one person on the grounds crew to the restoration of the forest patches on campus.

Using the knowledge available

• Consider the soil whenever any action is taken. Decomposing organic matter in the soil is the primary source of nutrients for all of the woody plants on campus. Thus fallen leaves and twigs are essential to forest maintenance and should never be raked in forested areas.

• Plant into forested areas saplings that will rapidly establish canopy cover and shade the understory. This shade is essential to suppress the rank growth of invasive shrubs and vines.

• Choose only locally native species for plantings in all areas except the arboretum and botanic garden.

• Once a canopy is established, plant in native herbs and shrubs. Most of these were extirpated by grazing and logging over a period of centuries. No natural colonies exist within dispersal distance of the college for most species, therefore active restoration is essential. Wellesley's forest patches can serve as conservation areas while enhancing the education of Wellesley students.

• Use adaptive management techniques (i.e., conduct experiments) where management knowledge is lacking. This can involve students in botanical research.

• Site class trees at the edges of forest patches so that they will contribute to the development of the forest and to the Picturesque style in which connections between elements of the landscape were essential.

Create a landscape that is sustained by the community.

• Educate the community about the vision and care of the landscape. A community day celebrating nature and the landscape might benefit us all. Great interest in such a day was demonstrated by the recent DMCC sponsored "Fair Grounds," which celebrated all aspects of nature and culture.

Wellesley is one of the few places on earth with the physical, financial, and intellectual resources to sustain the best of nature and of culture. By realizing the potential of the landscape, we serve the primary purpose of the college and create an exemplary community for Wellesley students and the world.

1 Downing, A. J. 1841. A Treatise on the Theory and Practice of Landscape Gardening adapted to North America with a view to the Improvement of Country Residences. Wiley and Putnam, New York. [Section II. Beauties and Principles of the Art]

2 Perenyi, E. 1983. Green Thoughts. Vintage Books, New York. [Pruning, pages 181-187]

3 Pollan, M. 1991. Second Nature: a gardener's education. Bantam Doubleday Dell Publishing Group, Inc., New York. [Chapter 12, A Garden Tour]

4 Creighton, H. B. 1975. The Grounds. Pages 265-291 in J. Glasscock, editor. Wellesley College, 1875-1975: A Century of Women. Wellesley College, Wellesley.

5 Schuyler, D. 1995. The sanctified landscape: the Hudson River valley, 1820-1850. Pages 93-110 in G. F. Thompson, editor. Landscape in America. University of Texas Press, Austin.

6 Schama, S. 1995. Landscape and memory. A. A. Knopf, New York. [Chapter 9, Arcadia Redesigned]

7 Olmsted, F. L., Jr., and T. Kimball, editors. 1928. Frederick Law Olmsted: landscape architect, 1822-1903. G. P. Putnam's Sons, New York. [see sketches opposite page 224]