This October, a group of 18 St. Michaels University School faculty and staff took part in a unique opportunity to learn from Indigenous and academic leaders centered around ethnobotany, the study of how plants are used, understood and valued within different cultures. Led by Elder Dr. Kim Recalma-Clutesi (Ogwi’low’gwa) of the Qualicum First Nation and Dr. Nancy Turner, Professor Emerita at the University of Victoria, the session blended lecture, storytelling and hands-on learning to explore the traditional and scientific knowledge of local plants and their many uses. What emerged was not only a lesson in ethnobotany, but an invitation to see the land—and our relationship with it—through new eyes.
Hands-On Learning
At the front of the room, tables were laden with natural materials and traditional Indigenous cooking and ceremonial pieces — herbs, roots, leaves, carved utensils, vessels and sacred objects, each carrying generations of wisdom and story. Yet this was no museum display. One by one, the items were introduced through conversation and reflection as the facilitators shared their knowledge alongside a slideshow. Each object was passed from hand to hand, inviting participants to touch, smell and sometimes even taste — creating an experience that engaged all the senses.
Throughout the day, participants were guided through the layers of plant knowledge. Morning discussions explored the medicinal and ecological properties of familiar species such as salal, alder, stinging nettle and fireweed. In the afternoon, learning became tactile: soapberries were whipped into froth, fibres were twisted into cord, and the lessons of the day came to life through shared discovery.
“It was refreshing to have the time, supported by our school, to build relationships with one another while engaging in community learning,” said Alli Higinbotham, Senior School math teacher. “Often, the greatest value lies in expanding my perspective as a teacher, which enhances my daily interactions.”
Higinbotham described how even small discoveries carried meaning — such as learning that a salal branch, when used to whip soapberries, created a stiffer foam than a metal whisk. It was a vivid example of how traditional practices and modern observation often lead to the same scientific truths.
The Land as Teacher
For Middle School teacher Zyoji Jackson, the workshop reaffirmed a principle at the heart of his teaching — that learning begins with respect for place, a value he often brings to life by taking his students outdoors.
“We need to let students meet the land before we start teaching about it,” he said. “Observation is the first act of respect.”
That idea continues to influence learning across SMUS — from classroom lessons to outdoor spaces designed to encourage connection. Among those in attendance was grounds staff member Colin Craveiro, who has been working directly with Recalma-Clutesi to guide the landscape transformation already underway on campus. Together, they have been incorporating Indigenous species such as salal, huckleberry and oceanspray, guided by the principle that every plant tells a story and has a purpose. Their work, and that of many others, reflects a growing awareness that the land itself is one of our greatest teachers.
Learning with Gratitude
Throughout the workshop, Recalma-Clutesi and Dr. Turner emphasized that knowledge is a gift, one that carries responsibilities of care, acknowledgement and respect. Some teachings, they reminded participants, are sacred and meant to remain within Indigenous communities. Others may be shared more widely — always with gratitude for where they come from and for those who have kept them alive.
As participants reflected on the experience, a common feeling emerged: gratitude for the opportunity to learn directly from those who hold this knowledge, and a renewed commitment to approach that learning with humility and reverence.
Returning to the Wisdom of the Land
The lessons of the day extend far beyond the workshop. They echo through classrooms, gardens and outdoor spaces where teachers and students now look to the land with greater curiosity and respect. Recently, Junior School students explored similar themes through a Survival Skills Club lesson on fireweed cordage — a story that continues this shared journey of learning from the land.
In many ways, these experiences represent a return to traditional ways of knowing that have always been here — a circling back to wisdom rooted in relationship. As Dr. Turner and Recalma-Clutesi reminded participants, learning from the land is not a new idea, but an ancient one. What feels new is the willingness to listen.
At SMUS, that listening has begun to deepen — one story, one lesson, one spark at a time.
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
Ethnobotany Workshop
