ABSTRACT This article explores the history of school gardens in educational projects linked to four scholars at Teachers College (Bigelow, Dewey, Kilpatrick and Carney) during the early twentieth century. It concludes that gardening activities were designed primarily for urban children who lacked experience in farming. The role of gardening in experimental schools in the North is compared with proposals for rural schools in the Midwest and for segregated schools for Black youth in the South. Various logics are identified by analysing the educational arguments used to promote or dismiss school gardening, and the rationales for educating or retaining a certain type of labour force. A combination of these arguments appears in Dewey’s vindication of the emergency production of foodstuffs during the First World War. The different logics point to the paradox connecting the themes of a ‘return to nature’ and ‘love of labour’ as constants in the school gardening discourse.

中文翻译：

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学校园艺的多重逻辑：“回归自然”还是“热爱劳动”？

摘要 本文探讨了与 20 世纪早期师范学院的四位学者（毕格罗、杜威、基尔帕特里克和卡尼）有关的教育项目中学校花园的历史。它得出的结论是，园艺活动主要是为缺乏农业经验的城市儿童设计的。园艺在北部实验学校的作用与中西部农村学校和南部黑人青年隔离学校的建议进行了比较。通过分析用于促进或取消学校园艺的教育论据，以及教育或保留某种类型的劳动力的理由，确定了各种逻辑。在杜威为第一次世界大战期间紧急生产食品的辩护中，出现了这些论点的组合。