THE EVOLUTION OF THE SCHOOL GARDEN 



Some of the German states early led the way 

 in the practical demonstration of the value of 

 such instruction. Schleswig-Holstein in 1814, 

 Nassau in 1817, and Prussia in 1819 introduced 

 into the rural schools the culture of fruits and 

 vegetables. Other German states soon followed. 

 Though the point of view was economic rather 

 than educational, the very stress laid upon agri- 

 cultural results necessitated careful training of the 

 teachers for such garden work and, later, brought 

 the introduction of plant study, even in the cities,* 

 as a special feature of the work of the elementary 

 and secondary schools. 



By royal edicts, in 1869, both Austria and Swe- 

 den took up the school garden movement. Aus- 

 tria demanded that both a garden and a place for 

 agricultural experiments should be established 

 wherever practicable in connection with rural 

 schools. Sweden required that every school should 

 have a garden containing from 70 to 150 square 

 yards of ground properly laid out. 



Belgium has in her elementary schools a compul- 

 sory course in horticulture in which she emphasizes 

 the raising of fruit and vegetables and truck farm- 

 ing, the last being the main industry of her people. 



* Berlin has a large central garden as well as smaller ones adjacent 

 to her schools. The central garden contains about ten acres. From 

 it. on regular distribution days, there are sent to the schools from 

 so.ooo to 100,000 specimens for biological or botanical study. The 

 daily papers announce beforehand the kinds to be sent. Classes 

 visit the garden to study the growing plants and trees. See Bennett, 

 H. C: School Gardens in Great Cities, pp. 7-9. 



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