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Sometimes, to move forward, we must look back. Gardening activity during American involvement in World War I (1917-1919) is vital to understanding current work in agriculture and food systems. The origins of the American Victory Gardens of World War II lie in the Liberty Garden program during World War I. This book examines the National War Garden Commission, the United States School Garden Army, and the Woman's Land Army (which some women used to press for suffrage). The urgency of wartime mobilization enabled proponents to promote food production as a vital national security issue. The connection between the nation's food readiness and national security resonated within the U.S., struggling to unite urban and rural interests, grappling with the challenges presented by millions of immigrants, and considering the country's global role. The same message--that food production is vital to national security--can resonate today. These World War I programs resulted in a national gardening ethos that transformed the American food system.
In Teaching in Nature's Classroom: Principles of Garden-Based Education, Nathan Larson shares a philosophy of teaching in the garden. Rooted in years of experience and supported by research, Larson presents fifteen guiding principles of garden-based education. These principles and best practices are illustrated through engaging stories from the field. The book features vivid paintings by mural artist Becky Hiller and connections to the research literature provided by Alex Wells and Sam Dennis of the University of Wisconsin-Madison Environmental Design Lab.
This book delves into the complex history of the gardening movement in schools and examines the question why gardens should be built in schools. It offers practical guidance for teachers to begin thinking about how to approach educational gardening. A resurgence of interest in school gardens is linked to concerns about children’s health, food knowledge, lack of outdoor play and contact with the natural world. This book warns against simplistic one-best approaches and makes a case about the complexity of gardening in schools. It is the first critical attempt to address the complex and conflicting notions about school gardens and to tackle the question ‘what is the problem to which school gardens are the answer?’ Examining the educational theory in which gardening has been explained and advocated, the book explores the way contemporary gardens research has been conducted with specific questions such as ‘what works well in school gardens?’ Based on case studies of a school establishing a garden and another one maintaining a garden, chapters look at the way in which schools come to frame their gardens. The authors suggest that there are four issues to consider when setting up a school garden or evaluating a pre-existing one – wider social context, public policy, the whole school, and the formal and informal curriculum. The book ends with a call for consideration of the ways in which school gardens can be built, the myriad practices that constitute an educational garden space and the challenges of maintaining a school garden over the long term. It will be of interest to teachers in primary schools, as well as a key point of reference for scholars, academics and students researching school gardens.