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In a school garden, school children learn how to cultivate flowers and vegetable gardens. The school garden is an extension of regular school work. It is an effort to get children outdoors and away from books. It is a healthy, practical learning activity that adds interest and exercise.
The value of school gardens in education has long been recognized in Europe. They were started as early as 1819 in Schleswig-Holstein. In 1869 they were prescribed by law in Austria and Sweden, in Belgium since 1873 and in France since 1880. In the early 20th century, there were 20,000 schools in Austria with gardens, 45,000 in France, 8,000 in Russia, and 2,500 in Sweden. The number in the latter country once was double the present number, but has decreased since the introduction of manual training. School gardening was practically obligatory for the children of the common schools of Belgium, Netherlands, British West Indies, and Ceylon. Many of the foreign governments subsidized the school gardens, offered prizes, and made training in agriculture obligatory for normal school graduates.
School gardens have been promoted as an important aspect of manual training and industrial education. It is a phase of manual training to teach children to use the tools and implements of the garden, prepare the soil, and carefully cultivate plants. It is an outdoor physical training combined with intelligent mental effort quite equal in its effects to shop work.
Some universities in the United States, like Cornell, the University of Illinois, Ohio State University, and Louisiana State University, have taken up the problem of school agriculture, country life, and scientific farming in earnest. Pamphlets are published by experts of agriculture dealing with important phases of school agriculture and school gardens, in particular Jewell's Agricultural Education (Bulletin 368, U. S. Bureau of Education).
The school-garden has an important relation to several curriculum areas. The first of these is nature study. There is no better way of bringing children into contact with plant life than by raising flowers and vegetables in the garden. The children get out of doors, prepare the soil, plant the seed, observe the growth of plants, cultivate them through the season, and finally observe the growth and ripening of the fruit. This whole cycle of growth and change is the most fundamental thing in plant study.
Secondly, the garden has a very important place in the study of geography. In the home geography in the early grades classes of children are required to visit the gardens and study the processes of cultivation and marketing the products. In this way, the principles of gardening lead to learning about agriculture, scientific farming, and fruit raising. Children can be taught about the principles involved in farming, the raising of corn and other grains, the feeding of cattle, dairying and butter-making, fruit-culture, as of berries, stone-fruits, apples, and pears. Scientific agriculture and fruit-raising are based on principles of careful selection of seed and of wise cultivation, of fertilizing and preserving soils, of grafting, pruning and caring for fruit trees, and dealing with insect pests.
The school garden has an important relation to esthetics and design. Floriculture, landscape gardening, tree-planting and fruit-culture appeal to the sense of beauty. The whole yard and garden together need to be planted and laid out on principles of taste and attractiveness.
Perhaps the most important relation of the school garden is that to the home. When children become interested in the school garden, they become more inclined to want to raise a garden at home in their own backyard and perhaps flowerbeds and trees in the front yard. This relates in many ways to the necessities and comforts of the home and teaches children the origins of the many food products that they may take for granted. The whole town may take on a new appearance, in its yards and gardens, on account of this interest developed in the school garden. Beauty and utility are combined; the home table is supplied with vegetables and beautified by the flowers which the children themselves raise.
The educative effect upon the child of carrying out the required activities through the whole season and growth cycle is also useful. The cultivation of plants requires constant attention, forethought, intelligence, self-reliance, and a kind of originality; difficulties are to be met and overcome. Insects infest the plants and must be gotten rid of; chickens scratch up and spoil the garden and a fence is needed for protection; a dry spell calls for some plan of watering; weeds quickly take possession of a garden; and the child must be intelligent and thoughtful in meeting such difficulties.
Many progressive normal schools in all parts of the world are taking up the initiative of school-gardens, both for the teachers and for the children. Young teachers are set to work to learn the whole problemare trained in the full process, so that they may later guide the children in garden work.
School gardens can also be linked to the curriculum in any grade through science, social studies, math, arts, language arts and more. It helps students feel connected to place and is a great example of place-based learning. Having students garden is experiential learning which can involve the whole school and larger community, through involving parents, community partners, and elders from the community. It creates an opportunity for intergenerational learning, where people of different ages can come together to grow food and work towards a sustainable environment and community.
Through school gardens, students learn to work the land and create a food garden in which they can grow food such as lettuce, potatoes, kale, and peas. Students learn about local food and what grows in their environment. It helps to create a connection to food and get students thinking about where their food comes from and what it takes to grow it. It supports better nutrition in students and can incorporate lessons on healthy eating. This real-world, hands-on learning has proven to be very popular with students and schools. The schoolyard can be an extension of the classroom. It connects students to the natural world and helps create responsible caretakers of the planet. School gardens ultimately contribute to connections between students, teachers, community, food, nature, and sustainability.
School gardens can extend far beyond the growing of vegetables and produce to incorporate more complex ecological STEM systems. By adding rainwater collection systems, photovoltaic panels, composting systems, methane digesters, tiny houses, and other circular systems, a school garden can begin to function as a robust educational land lab. Food, energy, shelter, sanitation, and water can all be provisioned in a school garden that has the right circular systems in operation.
A school garden can be a powerful STEM instructional component within a larger educational land lab. Ecology, biology, agriculture, energy systems, culinary arts, climate science, soil science, and animal husbandry can all function as cross-curricular topics within a school garden land lab.
Gardening is the process of growing plants for their vegetables, fruits, flowers, herbs, and appearances within a designated space. Gardens fulfill a wide assortment of purposes, notably the production of aesthetically pleasing areas, medicines, cosmetics, dyes, foods, poisons, wildlife habitats, and saleable goods. People often partake in gardening for its therapeutic, health, educational, cultural, philosophical, environmental, and religious benefits.
Raised-bed gardening is a form of gardening in which the soil is raised above ground level and usually enclosed in some way. Raised bed structures can be made of wood, rock, concrete or other materials, and can be of any size or shape. The soil is usually enriched with compost.
Vegetable farming is the growing of vegetables for human consumption. The practice probably started in several parts of the world over ten thousand years ago, with families growing vegetables for their own consumption or to trade locally. At first manual labour was used but in time livestock were domesticated and the ground could be turned by the plough. More recently, mechanisation has revolutionised vegetable farming with nearly all processes being able to be performed by machine. Specialist producers grow the particular crops that do well in their locality. New methods—such as aquaponics, raised beds and cultivation under glass—are used. Marketing can be done locally in farmer's markets, traditional markets or pick-your-own operations, or farmers can contract their whole crops to wholesalers, canners or retailers.
The following outline is provided as an overview of and topical guide to agriculture:
A land lab is an area of land that has been set aside for use in biological studies. Thus, it is literally an outdoor laboratory based on an area of land.
Horticulture is the art and science of growing plants. This definition is seen in its etymology, which is derived from the Latin words hortus, which means "garden" and cultura which means "to cultivate". There are various divisions of horticulture because plants are grown for a variety of purposes. These divisions include, but are not limited to: gardening, plant production/propagation, arboriculture, landscaping, floriculture and turf maintenance. For each of these, there are various professions, aspects, tools used and associated challenges; Each requiring highly specialized skills and knowledge of the horticulturist.
Vegan organicagriculture is the organic production of food and other crops with minimal animal inputs. Vegan organic agriculture is the organic form of animal-free agriculture.
Eliot Coleman is an American farmer, author, agricultural researcher and educator, and proponent of organic farming. He wrote The New Organic Grower. He served for two years as Executive Director of the International Federation of Organic Agriculture Movements (IFOAM), and was an advisor to the U.S. Department of Agriculture during its 1979–80 study, Report and Recommendations on Organic Farming, a document that formed the basis for today's legislated National Organic Program (2002) in the U.S.
Urban agriculture refers to various practices of cultivating, processing, and distributing food in urban areas. The term also applies to the area activities of animal husbandry, aquaculture, beekeeping, and horticulture in an urban context. Urban agriculture is distinguished from peri-urban agriculture, which takes place in rural areas at the edge of suburbs.
Victory gardens, also called war gardens or food gardens for defense, were vegetable, fruit, and herb gardens planted at private residences and public parks in the United States, United Kingdom, Canada, Australia and Germany during World War I and World War II. In wartime, governments encouraged people to plant victory gardens not only to supplement their rations but also to boost morale. They were used along with rationing stamps and cards to reduce pressure on the food supply. Besides indirectly aiding the war effort, these gardens were also considered a civil "morale booster" in that gardeners could feel empowered by their contribution of labor and rewarded by the produce grown. This made victory gardens a part of daily life on the home front.
Organic horticulture is the science and art of growing fruits, vegetables, flowers, or ornamental plants by following the essential principles of organic agriculture in soil building and conservation, pest management, and heirloom variety preservation.
A community garden is a piece of land gardened or cultivated by a group of people individually or collectively. Normally in community gardens, the land is divided into individual plots. Each individual gardener is responsible for their own plot and the yielding or the production of which belongs to the individual. In collective gardens the piece of land is not divided. A group of people cultivate it together and the harvest belongs to all participants. Around the world, community gardens exist in various forms, it can be located in the proximity of neighborhoods or on balconies and rooftops. Its size can vary greatly from one to another.
Uran gardening is the practice of growing vegetables, fruit and plants in urban areas, such as schools, backyards or apartment balconies.
Urban horticulture is the science and study of the growing plants in an urban environment. It focuses on the functional use of horticulture so as to maintain and improve the surrounding urban area. Urban horticulture has seen an increase in attention with the global trend of urbanization and works to study the harvest, aesthetic, architectural, recreational and psychological purposes and effects of plants in urban environments.
Olericulture is the science of vegetable growing, dealing with the culture of non-woody (herbaceous) plants for food.
Forest farming is the cultivation of high-value specialty crops under a forest canopy that is intentionally modified or maintained to provide shade levels and habitat that favor growth and enhance production levels. Forest farming encompasses a range of cultivated systems from introducing plants into the understory of a timber stand to modifying forest stands to enhance the marketability and sustainable production of existing plants.
Greening is the process of transforming living environments, and also artifacts such as a space, a lifestyle or a brand image, into a more environmentally friendly version. The act of greening generally involves incorporating more environmentally friendly systems into one's environment, such as the home, work place, and general lifestyle.
Garden-based learning (GBL) encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting. Garden-based learning is an instructional strategy that utilizes the garden as a teaching tool.
French intensive gardening also known as raised bed, wide bed, or French market gardening is a method of gardening in which plants are grown within a smaller space and with higher yields than other traditional gardening methods. The main principles for success are often listed as soil improvement, raised beds, close spacing, companion planting, succession planting and crop rotation. Originating in France, the practice is very popular among urban gardeners and small for profit farming operations.
Foodscaping is a modern term for the practice of integrating edible plants into ornamental landscapes. It is also referred to as edible landscaping and has been described as a crossbreed between landscaping and farming. As an ideology, foodscaping aims to show that edible plants are not only consumable but can also be appreciated for their aesthetic qualities. Foodscaping spaces are seen as multi-functional landscapes which are visually attractive and also provide edible returns. Foodscaping is a great way to provide fresh food in an affordable way.
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