As Wonderland Express gets ready to open its doors to visitors on the day after Thanksgiving, there are many behind-the-scenes activities that are happening to create this colorful show for the holidays. 

PHOTO: panorama of poinsettias in the production greenhouses.

A poinsettia panorama has been in production all this past summer.

Wonderland Express will be open November 25, 2016 – January 2, 2017. Get your tickets today.

In the Plant Production greenhouses, the process of preparing the poinsettias (Euphorbia pulcherrima) for Wonderland Express starts much earlier: around mid-summer! The majority of the poinsettias start to arrive in July as rooted cuttings, only about 2 to 3 inches tall. All of these plants are transplanted into their finished pot sizes based on the requests and the ultimate uses for the plants in the displays. In fact, just over 1,000 plants were grown for this year’s display.

Care is taken for each plant—pinching the plants to produce more branches, tying them to keep them upright and sturdier, fertilizing, and controlling the light exposure to time the blooms. This is just some of the loving care the plants receive from the production staff.

PHOTO: Winter Rose Eggnog poinsettia.

Winter Rose Eggnog poinsettia
(Euphorbia pulcherrima ‘Winter Rose Eggnog’)

In the beginning of the crop cycle, the plants grow best under the long, natural days of summer day length. But when it is time to begin to force them into color, the use of short days is required to initiate flowering about 9 to 9½ weeks before they are to be sent up for the Wonderland Express display. In order to accomplish this, black-out curtains are used to shorten the days artificially, which gives the plants 14 hours of darkness. We grow two crops of poinsettias; the early crop is installed in late November just before opening the exhibition, and a second crop is grown for changing out in mid-December in order to keep the entire display looking fresh and at its best.

In addition to growing more than 1,000 plants to perfection, there are several varieties and colors of poinsettias grown. Even the red varieties have different cultivar names. Look for cultivars such as ‘Jubilee Red’, ‘Christmas Day Red’, ‘Candle Light White’, ‘Cherry Crush’, ‘Premier Jingle Bells’, and ‘Valentine’ (with its interesting, rosebud-shaped flowers).

PHOTO: Valentine poinsettia.

Valentine poinsettia
(Euphorbia pulcherrima ‘Valentine’)

PHOTO: Premier Jingle Bells poinsettia.

Premier Jingle Bells poinsettia
(Euphorbia pulcherrima ‘Premier Jingle Bells’)

Poinsettias are just a few of the plants grown for Wonderland Express. We also grew hundreds of amaryllis for this year’s display, and there is an amazing variety in the hundreds of small evergreens and conifers to be found throughout the displays.


©2016 Chicago Botanic Garden and my.chicagobotanic.org

Recently I had the amazing opportunity to spend two weeks in Kyoto, Japan, attending the Japanese Garden Intensive Seminar offered by the Research Center for Japanese Garden Art & Historical Heritage.

PHOTO: tea and a small treat.

A small treat prepares the palette for the sweet and astringent taste of sencha. The idea is to savor the flavor of the tea from the few drops served in these tiny cups.

The seminar began full force the day after I arrived in Kyoto after a 16-hour flight and a 14-hour time change. A sencha tea ceremony was very cleverly scheduled for our first day to combat the heavy jet lag we all felt. Ogawa Kashin founded the Ogawa school of sencha tea ceremony in Kyoto about 200 years ago. Kashin devised his own tea-brewing rituals and became celebrated as an original-minded tea master with modern ideals.

In the following days, we visited many gardens and temples and attended lectures. It’d be hard to mention every one of them in the space of this blog so I picked a few I found particularly impressive and transformative.

Kinkaku-ji Temple or Temple of the Golden Pavilion

PHOTO: The Golden Pavilion and its reflection.

The Golden Pavilion and its reflection

PHOTO: The Golden Pavilion surrounded by beautiful pines and the immaculate moss.

The Golden Pavilion surrounded by beautiful pines and the immaculate moss

PHOTO: The ancient pine at Kinkaku-Ji with branch supports.

The ancient pine at Kinkaku-ji with branch supports

PHOTO: The ancient pine at Kinkaku-Ji with branch supports.

Never sprayed, it only gets fed a little bit of mycorrhizae

PHOTO: Mr. Tamane sitting by the dry garden around the building where he offered us tea.

Tokushirou Tamane sitting by the dry garden around the building where he offered us tea

Registered as a World Cultural Heritage Site, the pavilion takes your breath away. Tokushirou Tamane, the 82-year-old head gardener, is equally extraordinary. He allowed us into paths closed to the general public to take in the views of the pavilion and the surrounding gardens from the best angles possible. The garden and the buildings, centered on the Golden Pavilion, represent the “pure land” of Buddha in this world.

Gonaitei Garden, Kyoto Imperial Palace

This garden is located at the living quarters of the emperor, the Otsunegoten, inside the Kyoto Imperial Palace. The building houses the imperial sleeping chamber and the room with the sacred sword and the seal. As the emperor’s private garden, it feels very intimate, with a meandering stream spanned by earthen and wooden bridges. Beautifully pruned pines and shrubs and charming accents carefully placed throughout the garden create a space where one can spend hours gazing at each detail.

PHOTO: Earthen and wood bridges in Gonaitei Garden.

Earthen and wooden bridges in Gonaitei Garden

PHOTO: A majestic Japanese white pine (Pinus parviflora).

A majestic Japanese white pine (Pinus parviflora)

PHOTO: A view into the stream is framed by plantings.

A view into the stream is framed by plantings

PHOTO: Japanese lantern.

Many types of lanterns adorn the garden…

PHOTO: Japanese lantern.

some in plain view…

PHOTO: Japanese lantern.

some hidden, to be discovered.

Ginkaku-ji Temple or The Silver Pavilion

Located in the foothills of the east side of Kyoto, this temple was established in 1482 by Ashikaga Yoshimasa. He intended to cover the pavilion in silver leaf. Although it was never plated with silver, the pavilion, an unpainted brown, looks over the flawlessly raked sand, Ginsyadan; and the white sand, Mt. Fuji-shaped Kongetsudai. 

PHOTO: The Silver Pavilion with a beautiful reflection.

The Silver Pavilion with a beautiful reflection

PHOTO: Ginsyadan and Kongetsudai are truly enchanting. The gardener in blue uniform in the center of the photo is sweeping the moss, a common sight at all the gardens I visited.

Ginsyadan and Kongetsudai are truly enchanting. The gardener in blue uniform in the center of the photo is sweeping the moss, a common sight at all the gardens I visited.

PHOTO: Mossy path up the hill at Ginkakuji.

The mossy path up the hill leads to…

PHOTO: A view of the city surrounding Ginkakuji.

magnificent views of Ginkaku-ji and the surrounding area.

Tofuku-ji Temple Hojo Garden

The Hojo (Abbot’s Hall) at Tofuku-ji Temple was rebuilt in 1890 and Shigemori Mirei, a famous garden designer, laid out the four gardens that surround the building. He combined tradition and abstractionism to create these contemporary Zen gardens.

PHOTO: The eastern garden of Tofuku-ji's Hojo, with the temple’s foundation pillars, and the western garden with square azalea shrubs which reflect an ancient Chinese way of land division

The eastern garden of Tofuku-ji’s Hojo, with the temple’s foundation pillars, and the western garden with square azalea shrubs, reflect an ancient Chinese way of land division.

PHOTO: The southern garden showcases a cluster of forceful rock groupings and moss covered mounds.

The southern garden showcases a cluster of forceful rock groupings and moss-covered mounds.

PHOTO: Visitors sitting quietly and gazing at the dry garden at Tofuku-ji.

Visitors sit quietly gazing out at the dry garden.

PHOTO: The northern garden uses foundation rocks and moss in an irregular checkered pattern.

My most favorite—the northern garden—uses foundation rocks and moss in an irregular checkered pattern.

PHOTO: The design, very minimalistic and modern, captures you as much as the southern dry garden with its giant rocks and mossy hills.

The design, very minimalistic and modern, captures visitors as much as the southern dry garden with its giant rocks and mossy hills.

The seminar also included a visit to a cloisonné museum, a stone cutter’s studio, and a trip to Ashu forest for an all-day garden-making workshop.

PHOTO: Kinzo Nishimura, a 4th generation stone lantern maker, designed the famous lantern at Kenroku-en.

Kinzo Nishimura, a fourth-generation stone lantern maker, designed the famous lantern at Kenroku-en.

PHOTO: Kinzo Nishimura in his workshop.

All lanterns at his workshop are chiseled by hand.

Seeing these world-famous gardens in person, attending lectures, and being immersed in a fascinating culture will make me a better and a more well-rounded Japanese gardener. I have a much better grasp now on certain features of my garden and why they became a part of the original design. I also loved Kyoto as a town, with its lush mountains always in view and ever-present water in the form of rivers, streams, and canals. I already have a list of gardens I will visit next time I’m in town.

PHOTO: Finished lanterns dwell between the forest and unworked stone in the foreground.

Finished lanterns dwell between the forest and unworked stone in the foreground.


©2016 Chicago Botanic Garden and my.chicagobotanic.org

Walking around the Garden, you may see lots of holes being dug and bulbs being planted for a colorful display in the spring. But one place you may not expect to see this is the Green Roof Garden at the Daniel F. and Ada L. Rice Plant Conservation Science Center.

Green roofs are known for having lots of sedum and other drought-tolerant plants, but rarely do you see bulbs. We decided to give it a try several years ago and found that it works! So every year we plant thousands of bulbs on the north roof and hope for a showy spring display.

PHOTO: Daffodils sprinkle the Green Roof Garden in early spring.

Daffodils sprinkle the Green Roof Garden in early spring.

Planting these bulbs is not as easy as just throwing them in a hole and walking away; there are a few factors to take into consideration.

One major factor is soil depth. There are three different categories of green roofs: extensive, semi-intensive, and intensive, with a different growing medium depth for each. An extensive green roof has a depth of 6 inches or less, semi-intensive needs 25 percent of the green roof area above or below 6 inches, and intensive has a depth of more than 6 inches.

The Plant Science Center’s Green Roof Garden is semi-intensive, with depths of 4 inches, 6 inches, and 8 inches. When planting bulbs, the rule of thumb is to plant them two to three times deeper than the size of the actual bulb. This means larger bulbs like daffodils or tulips will be planted about 6 inches deep while smaller bulbs like scilla or crocus will be planted 2 to 3 inches deep.

PHOTO: Narcissus 'Little Gem'.

Miniature daffodils like Narcissus ‘Little Gem’ are a great pick for green roof gardens. Find some great mini daffodil cultivars in our Smart Gardener articles.

PHOTO: Scilla (squill).

Tiny squill (Scilla) work well in shallow planting depths.

PHOTO: Tulipa turkestanica.

Turkestan tulip (Tulipa turkestanica) is a small species tulip that is a stunning addition to any spring bulb display.

PHOTO: Tiny species tulips nestle between sedums in the shallow beds on the green roof.

Tiny species tulips nestle between sedums in the shallow beds in the Green Roof Garden.

So when deciding which bulbs we would like to see in the spring display, we must take into account how large the bulb is, and where in the Garden it can be planted. Luckily, we are able to plant bulbs in all three depths (with 4 inches being the shallowest). In the 4-inch display there are crocus and smaller species tulips; in the 6-inch area you will see daffodils, Siberian squill, and more tulips, and in the 8-inch area we have planted more daffodils and larger tulips.

PHOTO: Tulipa biflora, also known as Tulipa polychroma, is a great species tulip for the green roof.

A great species tulip (Tulipa biflora) or (Tulipa polychroma)) is a star on the green roof. Photo by Ulf Eliasson [CC BY-SA 2.5], via Wikimedia Commons

When designing where each bulb will go, we also chose how many of each we need to plant. Further back in the 8-inch area, we order larger numbers of each bulb in order to create a large sweep of color that you can see from the viewing deck. Up front in the 4-inch area, we plant several little groupings of bulbs with much smaller blooms, creating a display with a range of color.

So this spring, when you are strolling through the Garden admiring all the gorgeous bulbs in bloom, just remember: not all of them are on the ground. Make sure to come visit the Green Roof Garden at the Plant Science Center and see which bulbs decided to pop up and put on a show for us.


©2016 Chicago Botanic Garden and my.chicagobotanic.org

Erica Rocha is a bright young woman who is going places in the career field of ecological research. Her participation in the Garden’s Science Career Continuum when she was a Chicago Public School student was an important step on her journey toward her future career as a scientist.

The Science Career Continuum is composed of three programs: Science First for high school freshmen and sophomores, College First for high school juniors and seniors, and the Research Experience for Undergraduates (REU) for college students. Erica participated in College First in 2012 and 2013 and came back to the Garden for the REU program during the summer 2015. She is currently a junior at Dominican University, studying environmental science.

PHOTO: Erica Rocha and Mereida Fluckes sort specimens in a laboratory.

As a college intern in the Garden’s REU program, Erica worked in the genetics lab and mentored high school student Mereida Fluckes.

Upon our recommendation, this summer Erica made a courageous decision to apply for the Doris Duke Conservation Scholars Program at the University of California Santa Cruz (UCSC). Erica had never traveled out of the midwestern United States before.

The Doris Duke Conservation Scholars Program (DDCSP) is a two-year program for college students to explore environmental conservation through field research in northern California. The program includes leadership and professional training. Twenty students are selected to participate in a summer intensive, field-based course focused on collaborative research and diversity in the field of conservation science. 

We were pleased, but not surprised, when we learned that Erica was selected to participate in this program. Her experiences in the Science Career Continuum put her at an advantage, and provided an excellent foundation for this kind of experience. Erica had a great summer and wrote to tell the program manager, Amaris Alanis-Ribeiro, about it. It is encouraging to hear that all of the time and effort we devote to students in our program, as well as continuing to stay in touch and advise to them after they leave us, is paying off!


An email from Erica
October 6, 2016

Hi, Amaris!

My apologies for getting back to you so late but I really wanted to take the time to write about my DDCSP experience (there is so much to tell!!). 

Starting from the moment I got off of the plane and on the way over to the UCSC campus, I was completely stunned by the differences in landscape, weather, and topography of the Santa Cruz and San Jose area. I’ve never really traveled out of state much, so being able to experience a whole new environment and ecosystem that isn’t close to home was so exciting and thrilling to me.

That first day meeting everyone was overwhelming and I had no idea how close I would get to all of the scholars over the course of the summer. It was such a welcoming and comforting environment to be around them and the instructors because they share the same passion for conservation, social justice, and share similar stories as minorities and first generation students. Needless to say I’m grateful to have met all of them.

PHOTO: students with flashlights hunched over as they walk through a cave with a low ceiling.

We explored the caves in Santa Cruz.

The very first night, Eric, one of the scholars who attends UCSC, took us to explore the cave on campus. I saw the UCSC mascot there (a banana slug!). It was a great start to the program. We spent the rest of that week learning more about the different ecosystems in Northern California. This included going to Año Nuevo State Park, Moss Landing State Beach, the Redwood forests (with HUGE trees!), and a couple other places. I really enjoyed learning outside and placing all the textbooks’ concepts from back home into the field in California. 

PHOTO: Erica and her fellow students, loaded with backpacks, are hiking up a trail.

I took a selfie while we were hiking to our campsite.

After the first week on campus we headed to Big Creek Reserve in Big Sur for the ultimate camping trip. I’ve never seen such a pristine and pure environment in my life! There was hardly any human impact on the reserve—it is a great example of conservation and preservation of the land. And the water was like no other I have tasted!

Another great thing was that we basically had the whole reserve to ourselves. Only the land managers and stewards were there.

To top it off we placed our tents in the heart of the redwood forest and slept with the sound of the calming waters from Big Creek every night. I never thought camping could be so stress-free. Since our tents and kitchen were far from where the showers were, the creek was our go-to after a long day at the field. It was so refreshing and cold (which was great after being under the sun for hours).

PHOTO: the scholars in the program are sitting around a campfire at night.

Camping was great!

Our week in Big Sur was my absolute favorite. That is where we were introduced to the basics of research and started developing our own projects. This is where my interest in invasive ecology grew. One of the land stewards there, Feynner, is someone I really enjoyed meeting. He knows the reserve and the forest like the back of his hand. He was a great resource when coming up with research project ideas. He even invited me to come back if I wanted to do future research there.

The next reserve, Sagehen in Berkeley, was probably everyone’s least favorite spot. We were really crowded along with other students studying there. But it was a good in terms of my research there. I was able to conduct a social science project concerning the loggers working on the sustainable forest-thinning project in the reserve. It was interesting to interview the workers doing the labor behind such an elaborate conservation project directly. It gave me a new insight into research from the social science perspective. 

PHOTO: rocky mountains with scattered evergreen trees.

The White Mountains in Northern California are stunning.

Crooked Creek Research Station in the White Mountains was a close second to my favorite reserve. As at Big Creek, we were isolated 10,000 feet away from “civilization” as we liked to say. With limited internet, phone signal, and interacting with the same group of scholars, it allowed us to truly focus on our research.

This is the place where we first attempted to write a formal research paper from a collective project. It was an interesting process to narrow all the possible research topics according to everyone’s interest into one single connected project. This is also where our statistical knowledge was very useful for analyzing the enormous amount of detailed data that we took. It was definitely one of the moments that encouraged me to continue my studies in ecology and research.

Getting back closer to Santa Cruz, our last reserve was Swanton Ranch, where I got to collect data alongside cattle, herons, lizards, and a beautiful coastal view. I even got to substitute for a scholar in their project by helping guide a canoe in an estuary! Our final project here was the one we would present at the symposium in the Marine Lab on the UCSC campus. Having done the REU symposium at the Garden, I felt prepared and excited.

PHOTO: Students are sitting on the grass in a wooded area, listening to a leader.

We discussed diversifying the field of conservation.

Once we were back on campus after spending weeks at research stations, we continued our discussions and workshops on diversifying the field of conservation. We had a lot of great workshop leaders who really encouraged me to fight for a more just and inclusive workforce, not only in conservation but in my everyday life. 

All in all, I came back with a sense of purpose to be more involved in social justice for minorities and with a renewed excitement for ecology and conservation. Being surrounded by such intelligent, engaged, involved, and passionate scholars and instructors, I can’t help but think how lucky I am to have been chosen for this internship. I am so excited for next summer’s internship with DDCSP. I’m so grateful that you told me about this program and recommended me, because without your support I wouldn’t be where I am today. THANK YOU! 

Warmly, 
Erica Rocha


PHOTO: Erica Rocha Erica Rocha is a former Science Career Continuum participant, current Dominican University student, and future leader in environmental science and social justice. She signed up for—and presented her summer research at—the Louis Stokes Midwest Center of Excellence (LSMCE) Conference this past October.


©2016 Chicago Botanic Garden and my.chicagobotanic.org

Why cooking classes? I’ll tell you. I recently watched my 14-year-old “honor roll student” completely botch the job of making herself soup for lunch. I’m not talking about homemade soup; this was a can of tomato soup. Yes, a can of soup

PHOTO: A girl with a bag over her head, holding a pot in her right hand, a whisk in her left.

What is a teenager to do without any cooking skills?

She was stymied when she couldn’t find the directions on the label—you know, where it says, “Mix soup + one can water.” She fumbled with the can opener. She picked out the wrong size pot. I suggested that she use a whisk to break up the lumps, and her face tensed in an expression of utter despair (oh, teen drama!) until I pointed to the container of utensils within reach next to the stove. By this time, the unincorporated tomato puree was boiling over in a watery grave because she had the heat set too high. 

This is largely my fault for not involving her in the kitchen more. It has been challenging to muster the patience to teach my kids domestic skills that seem easier to do myself. I started thinking about all the things my daughter has missed by not having any good cooking lessons: understanding cooking terms, skills with tools and materials, mastery of any food preparation processes, and confidence in the kitchen, not to mention being able to make a hot meal for herself. A quick search on the web confirmed my fears. Over the last decade, lots of people have written about why we need to teach kids how to cook. Allow me to summarize the list of benefits:

Health: Studies show that when kids learn to prepare food, they are more likely to try new foods, and also to be open to making healthier food choices.

Math: We use all kinds of math in the kitchen: counting items, estimating volumes, measuring weight and volume, and keeping track of time.

Reading: Following a recipe requires reading and understanding cooking vocabulary.

Safety: Learning about safe kitchen practices could prevent a miserable experience with cuts, burns, or microbes and food poisoning.

Self-Esteem: Mastering skills such as mixing, chopping, and kneading requires practice, and so it builds self-confidence. When we learn to perfect particular dishes, we feel a sense of ownership and accomplishment.

Science: Cooking has many science applications: combining different ingredients involves working with chemical reactions; cutting up ingredients reveals the physical structures of plants, animals, and fungus. 

Social Studies: Cooking is linked to culture and tradition, and so there is a connection to history and social studies. 

Social Skills: Communication skills are essential when learning to cook. If there is one thing food TV shows have shown us, it’s that people love to talk about food as much as they enjoy eating it, and food gives shy kids something interesting to talk about.

Clearly, I have failed my daughter, but I suspect I’m not the only parent in this sinking gravy boat.

PHOTO: The pumkin pie ingredients are all on the counter, and two middle school girls are taking turns adding ingredients to the bowl.

Making a pumpkin pie requires lots of academic skills: reading, measuring, following directions, and even social skills.

And so, to address this deficiency in our children’s lives, my colleagues and I decided to bring back the fun and educational experience of a middle school cooking classes in our new ITW Kitchen at the Learning Center on the Regenstein Learning Campus.  In addition to all of the aforementioned benefits, we wanted all of our Chicago Botanic Garden cooking classes to teach kids where food comes from as we demonstrate cooking vegetables and fruits that are grown at the Garden.

PHOTO: The girl is turning the crank on the vegetable noodle machine and watching the curls of zucchini noodles fall into a bowl.

Turning a zucchini into noodles, also known as “zoodles,” was a favorite activity in this cooking class.

If cooking classes are so great, why were home economics classes cut from elementary schools? I believe this happened when our country’s leaders decided that students needed to devote more time and attention to pure reading and math. This was done with the best of intentions. However, cooking gives kids a practical reason to learn those academic disciplines. It makes all subjects more meaningful and worth learning, so maybe it’s time to say, “No Child Left Out of the Kitchen.”

PHOTO: a girls is smiling as she holds the plate of muffins she made, and is going to taste.

Why do kids like cooking? Because they like eating good food!

Have I convinced you? Then consider enrolling your youngster, or even yourself, in a cooking program. The Garden is the perfect place. And remember, if you leave the teaching to us, then you won’t have to clean up afterward.


Here are some upcoming cooking classes held in the new ITW Kitchen.


Healthy Cooking for Kids: Baking is a four-session class for Grades 5–8; the first in this series of cooking classes. 
Sundays, January 22 – February 12, 2017
1 – 4 p.m.
ITW Kitchen, Learning Center

An experienced kids’ culinary instructor will offer young teens some basic food-preparation techniques, as they follow recipes using healthy ingredients from a garden. By the end of this multi-week course, students will be able to bake savory scones, whole grain muffins, and other treats.


Weekend Family Classes are 90-minute programs with monthly mouthwatering themes, ideal for families with children ages 4-10 to make a dish together.

Sensational Squash
Sunday, November 13, 2016
9:30 – 11 a.m.
1 – 2:30 p.m.

Joyful Gingerbread
Saturday, December 3, 2016
Sunday, December 4, 2016
Saturday, December 17, 2016
9:30 – 11 a.m. or 1 – 2:30 p.m.

Loco for Cocoa!
Saturday, January 21, 2017
Sunday, January 29, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.

Sweet Treats: Cold Eats 
Sunday, February 12, 2017
Saturday, February 25, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.

Churn It and Flip ‘Em (Make your Own Butter and Pancakes)
Saturday, March 4, 2017
Sunday, March 12, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m. 

Pizza Party 
Saturday, March 25, 2017
Sunday, April 2, 2017
9:30 – 11 a.m. or 1 – 2:30 p.m.


Adult Cooking Classes are hands-on 90-minute workshops taught by food experts, who will introduce new ingredients, flavors, and techniques into your culinary repertoire.


Don’t forget summer camp!

ITW Kitchen Camps are week-long, food-featured summer camps for Grades 1-7.
Summer camp registration opens December 5, 2016.

  • Cooking A-Z, Grades 1-3 
  • Botany in the Kitchen, Grades 3-4
  • Cuisine, Grades 5-7

 

PHOTO: Two girls are eating carrots. One holds two fingers up behind the other's head to give her bunny ears.

Kids and bunnies like garden-fresh carrots, especially if they are preparing their own snacks and meals.

Check our website at chicagobotanic.org for the latest details about new classes, dates, times, registration, fees, and future cooking programs.

One final note: Since writing this blog, my own daughter can now make mac & cheese and a pretty good omelet. 


©2016 Chicago Botanic Garden and my.chicagobotanic.org