This paper focuses on the work of a late nineteenth century headmaster, James Greenlees, who earned the reputation as the ‘pioneer of school gardening’ in the British colony of South Australia. In addition to manual training, school gardens served multiple purposes internationally during this era. For example they were promoted as a resource for teaching and a way of supplementing teachers’ incomes. School gardens were used to teach older students the technical skills of gardening as well as reinforcing connections between nature, hard work and moral improvement. They were also integral to the progressive education of young children along the lines suggested by Rousseau, Pestalozzi and Froebel, for example who promoted nature as a template for understanding the world. Developing students’ sense of beauty and aesthetics was another goal alongside the beautification of school grounds and other public spaces. However, the aims of school gardening were frequently differentiated by class, race and gender. Gardening for white middle class girls was oriented towards the ornamental and aesthetic, for example whereas the focus was more practical in the case of working class and immigrant children. School gardening was designed to expose rural and indigenous boys to agriculture and thus its purpose was vocational. And in co-educational schools there was likely to be a gendered division of labour if girls were included at all. The popularity of school gardening waxed and waned over time in countries such as the United States and Australia. Trelstad and Kohlstedt explore the rise of American school gardens from the 1890s and nominate the nature study movement and progressive education as providing the impetus for this phenomenon. Often sponsored by civic organisations, productive flower and vegetable gardens were established on or near school properties and supervised by teachers or garden directors. Trelstad states that ‘by 1905, the gardens had gone from being occasional experiments to common sights in most large cities’. While they were initially promoted to make learning more interactive and teach about natural phenomena and life processes, Kohlstedt adds that they addressed very different educational intentions in diverse settings. Many American states mandated agricultural instruction in elementary schools in the early 1900s, and so the purpose of school gardening became distinctly vocational in rural and also Indian schools. In common with the United States, the small amount of historical research on Australian school gardens focuses on the early twentieth century and points to intertwined progressive education and nature study movements as catalysts. Robin, Hunt and Mirmohamadi have studied the school garden movement in the state of Victoria, and all argue that Frank Tate, the progressive Director General of Education, played a leading role in initiating this outdoor activity. Although Tate enlisted sponsorship from civic organisations, teachers were primarily responsible for establishing gardens in their school grounds in the Australian context. Australian historians also highlight the multipurpose nature of school gardens: Robin states that ‘district beautification was an important driving force’ and Mirmohamadi proposes that ‘the state school garden was seen as a nursery for

中文翻译：

---

James Greenlees 的学校花园和澳大利亚殖民时期的郊区梦想

本文重点介绍 19 世纪晚期校长 James Greenlees 的工作，他在南澳大利亚的英国殖民地赢得了“学校园艺先驱”的美誉。除了手工培训，学校花园在这个时代在国际上有多种用途。例如，它们被提升为教学资源和补充教师收入的一种方式。学校花园被用来教授高年级学生园艺的技术技能，并加强自然、努力工作和道德进步之间的联系。它们也是按照卢梭、裴斯泰洛齐和福禄贝尔建议的路线对幼儿进行渐进式教育的组成部分，例如他们将自然作为理解世界的模板。除了美化校园和其他公共空间外，培养学生的美感和审美意识是另一个目标。然而，学校园艺的目标经常因阶级、种族和性别而异。例如，白人中产阶级女孩的园艺以观赏和审美为导向，而工人阶级和移民儿童则更注重实用性。学校园艺旨在让农村和土著男孩接触农业，因此其目的是职业。在男女同校的学校里，如果女孩被包括在内，很可能会出现性别分工。学校园艺的流行在美国和澳大利亚等国家随着时间的推移而起起落落。Trelstad 和 Kohlstedt 探索了 1890 年代美国学校花园的兴起，并提名自然研究运动和进步教育为这一现象提供动力。通常由公民组织赞助，在学校财产上或附近建立生产花卉和蔬菜园，并由教师或园长监督。Trelstad 说，“到 1905 年，花园已经从偶尔的实验变成了大多数大城市的常见景点”。虽然它们最初被提升为使学习更具互动性并教授自然现象和生命过程，但 Kohlstedt 补充说，它们在不同的环境中解决了非常不同的教育意图。许多美国州在 1900 年代初期强制要求小学进行农业教学，因此，学校园艺的目的在农村和印度学校变得明显职业化。与美国一样，对澳大利亚学校花园的少量历史研究集中在 20 世纪初，并指出相互交织的进步教育和自然研究运动是催化剂。Robin、Hunt 和 Mirmohamadi 研究了维多利亚州的学校花园运动，他们都认为进步的教育总干事 Frank Tate 在发起这项户外活动方面发挥了主导作用。尽管泰特美术馆获得了民间组织的赞助，但在澳大利亚的背景下，教师主要负责在其校园内建造花园。澳大利亚历史学家还强调了学校花园的多功能性：