SCHOOL GARDENS IN EUROPE 



instruct.'' Pestalozzi taught his wards in field 

 and garden and said, " I wish to make my estate 

 the central point of my agricultural and educa- 

 tional efforts. The orphans are to be kept and 

 to be instructed at work and through work." 

 Froebel advanced the school-garden idea and 

 established gardens in the larger German cities 

 of his time. 



There was little permanence in the spas- 

 modic efforts of individuals, but when the Aus- 

 trian Imperial School Law of March 14, 1869, 

 decreed that, "Where practicable, a garden and 

 a place for agricultural experiments shall be 

 established at every rural school," there was a 

 new impetus given to the movement, and it is 

 now conceded that the agricultural and horti- 

 cultural progress of Europe is largely due to 

 the efficiency of the school gardens. 



The Agricultural Society of Switzerland en- 

 courages and gives financial support to the 

 establishment of such gardens. Since the reor- 

 ganization and improvement of the school sys- 

 tems of France, a law of March 18, 1882, " out- 

 lines a course of study for primary schools 

 that places the first instruction in horticulture 

 and agriculture in the school gardens in the 

 middle grades, where pupils acquire a knowl- 

 edge of soil, fertilization and field work." In 

 the higher grades they learn farming, agricul- 



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