DOCUMENT RESUME

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AUTHOR Marcus, Susanna; Barker, Rosie TITLE Using Historic Parks and Gardens: A Teachers Guide. Education on Site. INSTITUTION English Heritage Education Service, London (). ISBN ISBN-1-85074-510-2 PUB DATE 1997-00-00 NOTE 41p.; For other teacher's guides in the series, see SO 029 517-521. AVAILABLE FROM English Heritage Education Service, Rm. 116A, 424 Oxford Street, London, England, W1R 2HD; telephone: 0171 973 3442. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Active Learning; *Archaeology; British National Curriculum; *Built Environment; Community Characteristics; Cultural Background; Cultural Education; Elementary Secondary Education; Foreign Countries; *Gardens; *Heritage Education; History Instruction; Local History; *Parks; Social Studies; World History IDENTIFIERS *England

ABSTRACT This book is about using parks and gardens as a study of the historic built environment. Parks and gardens have been laid out for utility and enjoyment for centuries. The ideas presented may be adapted to use in any park - public or municipal parks or those part of historic house estates, or any smaller-scale garden. The chapter titles include: (1) "Understanding Parks and Gardens"; (2) "Preparing for a Visit"; (3) "Site Work in Parks and Gardens"; (4) "Problem Solving Activities"; (5) "Conservation and Restoration"; (6) "Finding Out about Parks and Gardens"; and (7)"Parks and Gardens across the Curriculum." A bibliography and resource section are also part of the text. (EH)

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U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lir'

Points of view or opinions stated in this document do not necessarily represent official OERI position or policy Books in the Education on Site series are written especially for teachers, tutors and students to help them make best use of the historic environment.

Cover illustrations: The formal gardens at Wrest Park, Bedfordshire. (English Heritage Photo Library) Pupils recording the garden design at Boscobel House, Shropshire. (English Heritage Photo Library)

Edited and produced by Jennie Fordham Designed by Nick Cannan Additional picture research by Lesley Howes Illustrations by Ronald Burch Printed by Hythe Offset, Colchester

Printed on recycled paper

First published 1997 by English Heritage CD Copyright English Heritage 1997

ISBN 1-85074-510-2 3 EDUCATION ON SIITE

USING HISTORIC PARKS AND GARDENS

Susanna Marcus Rosie Barker

ENGLISH HERITAGE

4 USING IIHISTORIC PARKS AND GARDENS CONTENTS

ABOUT THIS BOOK3 SITE WORK IN PARKS Photographs 29 AND GARDENS 15Written sources 30 UNDERSTANDING On-site enquiry 15 Oral evidence 31 Siting 15 Gardening objects 31 PARKS AND Geophysical evidence 32 GARDENS 4Surveying the site 16 Medieval gardens and deer parks 4 PARKS AND Tudor parks and gardens 5 PROBLEM SOLVING Stuart and Commonwealth ACTIVITIES 21GARDENS ACROSS gardens1603-1688 6 THE CURRICULUM 33 Parks and gardens1689-1714 6CONSERVATION AND The eighteenth-century landscape BIBLIOGRAPHY AND garden and park 7RESTORATION 24 Protection of registered sites 24RESOURCES 35 The picturesque movement 8 Acknowledgments 36 Nineteenth-century gardens 9Involving pupils in protection 25 Twentieth-century gardens 11Restored and re-created sites 26 PREPARING FOR A FINDING OUT VISIT 12 ABOUT PARKS AND Selecting a site 12 GARDENS 27 The Butters family in their Hackney Preliminary work 12Maps and plans 27 garden. Notice the carpet bedding and the Preparing pupils 12Pictures 29 rustic furniture.

2 5 USING MISTORM PARKS AND GARDENS ABOUT THIS BOOK

This book is about an educational without their study, investigation ofincludes municipil parks, designed resource which is at present much the human past is incomplete. as recreational space for ordinary under-used and under-valued. Gardens are all around us. Even people, as well as the parks and Studies of the historic built pupils who do not have their own gardens of the well-to-do. environment have tended to focus garden at home will be familiar This book will give you the on field monuments and historic with their local municipal park, or background information to the buildings, ignoring parks and town square garden, or communal history and development of this gardens. Yet people in the past did garden in a housing estate. Many accessible part of the historic not confine themselves to buildings.schools have their own gardens, environment. As pupils will usually Parks and gardens have been laid often cultivated and managed by be less used to working in an out for utility and enjoyment for pupils. Classes making educationaloutdoor environment, part of the centuries. Gardens reflect the visits to historic houses, abbeys, book gives detailed ideas for tastes, needs, philosophies, and theand castles will walk through parkspreparing your pupils for their economic, social and political and gardens on a small or large visit. Also included are on-site situations of past generations; scale. This educational resource strategies to help you make greater use of parks and gardens as a resource for teaching in all areas of the curriculum. Suggestions are made for follow-up work, which will develop and extend pupils' understanding. The ideas in this book may be adapted to use in any parkpublic and municipal parks or those which are part of historic house estates, or any smaller-scale garden. English Heritage manages several properties which include historic parks or gardens; the most important of these are listed in the section on problem solving. However, pupils visiting any historic site, such as an abbey, castle or Roman villa, should be aware of the landscape surrounding the buildings, and should be given the opportunity to follow activities which help them understand this part of the historic environment.

Bark rubbing produces some interesting Pupils survey the landscape from a vantage point close to Kenwood. textures for art work.

3 USING RESTORIEC3 PARKS AND GARDENS UNDERSTANDING HISTORIC PARKS AND GARDENS

Gardens, and later parks, have hadresearched is at Fishbourne many functions; for example they Roman Palace, Chichester, West Characteristics of provide food, income and Sussex. It has been partially re- medieval pleasure gardens pleasure. They can reflect power created. The original first-century and wealth, and symbolise utopiangarden was constructed in a large, rectangular in shape, usually and mythological ideals. Over the rectangular courtyard in the centre small centuries the emphasis of the of the palace, which was enclosed designed landscape has swung by colonnades. Paths surrounded enclosed by walls, hedge, between utility to enjoyment, from and divided the geometric garden trellis, moat or moats formality to informality and from and it contained fountains and the geometric to the naturalistic. Atopiary, or clipped ornamental main part of the garden was constant element has been the shrubs, in this case of box (a small grass or flowery mead, or turf existence of utilitarian gardens, forevergreen shrub or tree). sown with wild flowers, vegetables, fruit, herbs and some There is evidence that Saxons and intersected by paths flowers, in both rural and urban Vikings had gardens, a fact which locations. is important in helping to form a grass surrounded by raised In the same way that design and more rounded picture of them. beds style of housing changed over But there is, as yet, no evidence of different periods, there are also these gardens' designs, nor is there changes in the design and style of detail on their planting. There are gardens. Changes in the design of names in Anglo-Saxon meaning 'a parks and gardens do not of, place for plants', 'herb garden', course, coincide exactly with 'hot bed' and 'a pleasing or lovely recognised historical periods. place'; this was a Latin synonym Dates are approximate and styles for a garden. It is known that overlap. New styles were Saxon kings fenced in land for sometimes not adopted owing to game reserves, for instance at owners' economic situations, Woodstock, Oxfordshire. This illustration of 1597 from individual preferences or because Gerard's Herbal shows raised beds the terrain on which the garden MEDIEVAL GARDENS from a slightly later period. was to be created was unsuitable. AND DEER PARKS A site can also have landscape Gardens in this period, from about raised seats, covered with turf designs of different periods 1066 to 1485, included monastic or flowery mead superimposed upon one another. gardens and pleasure gardens The earliest garden in England to constructed for royalty and the a central pool, fountain or have been excavated and nobility. Their designs were sundial geometric and reflected a wish to Formal garden at Fishbourne Roman impose order on the wide and Palace, West Sussex. Box has been planted trellis for climbing garden in the first century trenches which were hostile landscape. Earls, bishops plants, to make arbours, or revealed through excavation. and were major shelters covered with climbing owners of deer parks which, by the plants. Some were extended into twelfth century, covered one third tunnel arbours, which covered of England. paths The settled life in monasteries and convents was conducive to plants chosen for their horticulture. Plants were grown for fragrance, beauty, food, for culinary and medicinal purposes medicine and for strewing and sometimes for flowers for the altar. Fishponds and orchards were gravel paths also important features, as

4 7 UNDERSTANDENG IHESORM PARKS AND GARD -NS monastic houses needed to be self- A re-created knot garden at the Tudor sufficient in food as far as possible. House Museum, Southampton. Although gardens were mainly utilitarian, records do mention of walled gardens, surrounded by a their pleasing qualities. vast hunting.park;.Design Private, domestic and pleasure remained static: characteristics of gardens were placed for security in I the royal, early Tudor gardens castle courtyards or within the such as geometric layouts, knots, walled enclosures of manor houses; .5 topiary and raised walkways others, larger and sometimes spread to the large country estates. surrounded by a ditch or moat, Flowers were more important than could be situated quite a distance for increased leisure and spending previously and there was a vogue from the castle or house. Whether on gardens. It was no longer for carnations. Italianate features small or large, their design necessary for great houses to be such as terraces, statuary and characteristics were similar. fortified and there was a change offountains made a gradual The idea of an enclosed park emphasis on what was important appearance. Hedged mazes such began in Persia, spread to Europe about a housepleasure, beauty as the famous example at and was brought to England by theand status became more importantHampton Court were introduced. Normans. Parks were symbols of than defence. When Henry VIII power and an important part of closed down the monasteries in the the economy of the manor. 1530s, many monastic estates were Characteristics of early Though they were often created sold to wealthy families and the Tudor gardens on marginal land, parks were used buildings converted into homes. for timber cultivation and for the Some monastic gardens were geometric, sometimes keeping of fish, and game such as destroyed but others were taken symmetrical in plan deer and rabbitsvital for variety over and modernised by their new in the medieval diet. Hunting was owners. Throughout the period, enclosed by stone or brick a popular recreation and hunting gardens served as a setting for walls lodges were built for viewing and elaborate royal pageants. Parks for accommodation. Parks continued to be used for hunting low rails, usually painted, sometimes also contained sheep and timber cultivation. divided the garden and fishponds. They were bounded by a ditch and large earthEarly Renaissance/ walks sometimes raised or bank topped with a pale, or fence, Elizabethan parks and covered by tunnel arbours to stop the deer from escaping. gardens However they were not only The accumulation of wealth, made knots of intricate geometric utilitarian: deer, and occasionally easier during peace-time, enabled patterns formed by low more exotic animals, were the nobility to spend more on evergreens enclosing flowers decorative as well as functional andgardens. Enthusiasm for gardening there was sometimes ornamental increased owing to several factors, mounts to provide a viewpoint tree planting. Most medieval parks including contact with classically- have disappeared but their inspired gardens on the continent topiary, or clipped ornamental earthworks and ancient trees and the stimulus of printed books shrubs and trees sometimes survive, for example at on horticulture, both from the Collyweston in Northamptonshire.continent and England, including small buildings for sport and Some medieval parks were adaptedtexts such as John Gerard's Herbal pleasure, for example into ornamental landscape parks inof 1597. There was a surge of banqueting houses, used for the eighteenth century, as at interest in botany. Plants already in eating elaborate desserts and for Woodstock Park in Oxfordshire. cultivation in the Ottoman Empire entertainments, and bowling came to England through trade. alleys TUDOR PARKS AND Many plants subsequently GARDENS cultivated in English gardens, for in royal gardens, carved royal The Tudor period, 1485 to 1603, example potatoes and yuccas, were heraldic beasts, painted and divides into two styles of garden: introduced through the exploration gilded, and set up on pillars and late medieval or early Tudor, and of the Americas. posts. Elizabethan or early Renaissance. Many new gardens were planted at this time accompanying the statues and busts from the Early Tudor gardens building boom in houses for the ancient world More settled times after the end ofnobility which followed the defeat the fifteenth-century civil wars, of the Spanish in the 1580s and fountains and other known as the Wars of the Roses, continued to the 1620s. Large ornamentation gave the nobility the opportunity estates often boasted a succession

a 5 UNDERSTANENNG =TOPIC PARKS AND GAIRDENS STUART AND exploration for plants began. ThePARKS AND first English botanical garden for COMMONWEALTH the systematic study of plants wasGARDENS1688-1714 GARDENS1603-1688 founded at Oxford in 1621. William and Mary, Protestants International trade made some During the Commonwealth some from the Dutch royal house, took courtiers immensely wealthy and estates were confiscated and the English throne in 1688. After able to acquire vast estates, some destroyed but the properties, this exchange of power, known as of which were turned into parks including gardens, of Parliament'sthe Glorious Revolution, and gardens. Many of these new supporters and those not directly gardening was influenced by the gardens were inspired by the ideasinvolved in the conflict remained still formal, but less grandiose and of the Italian i-enaissance, and intact. French influence returned more intimate, Dutch style. Plants were formal, ordered and with the restoration of Charles II were collected from all over the included features such as who had spent most of his years world for Queen Mary and for fountains and statues of of exile in France. other avid plant collectors such as characters from classical antiquity. Contact with Europe Characteristics of Williamand Mary and Queen Anne also resulted in the introduction gardens 1688-1714 of French and Dutch ideas, and gardens with these influences tended to be geometric in style. formal, geometric lay-out, extended vistas and use of Designers working in England Dutch influence 'clairvoies', or open-work fences, who were particularly influential grills or gates through which a were the de Caus brothers and walled enclosures and imposingview of a landscape could be seen Andre Mollet. Deliberate gateways groves, which were small areas Characteristics of Stuart exact, uniform plots of ornamental woodland and and Commonwealth shrubbery intersected by paths. gardens plain grass plots in parterres These areas were sometimes called 'the wilderness' geometric symmetrical parterres designed by cutting designs, often on a large scale patterns into turf and filling in the clipped hedges and topiary cut-out parts with sand or Renaissance fashion for axis coloured gravel waterworks including canals, leading from the centre of the fountains and basins house balanced on both sides by statues identical features (cross axes terraces were also used) avenues decorative garden buildings for levelled, flat gardens called trained fruit trees recreation and entertaining parterres, laid out with elaborate patterns of gravel and plants and designed to be viewed from above

waterworks for example, canals, fountains and lakes

grottoes, or artificial cave-like structures, often decorated with shells, minerals or pebbles

classically inspired statues

grand staircases

II terraces with balustrades

garden buildings

gateways, which were sometimes elaborate The restored Privy Garden of William III, 1702, at Hampton Court Palace.

6 UNDIERSTANMNG 11ESTORM PARKS AND GARDIENS London. In them people could walk, listen to music, dance, play games, drink and take refreshment. These establishments mostly levied admission charges so they catered for a select clientele. THE EIGHTEENTH- CENTURY LAND- SCAPE GARDEN AND PARK In the eighteenth century the geometric garden began a slow decline and a new landscape fashion began to emerge. The English Landscape style emphasized irregularity, had no obvious walls or boundaries and idealised nature. There were various reasons for the Detail of an engraving by Kip of Wrest Park, Bedfordshire, showing the century for example Cuper's introduction of this new style. The geometric layout. Gardens in Lambeth and Vauxhalleighteenth century saw great Gardens, both of which were in economic change, particularly in the Duchess of Beaufort. Hot- houses and orangeries were constructed for the more tender plants. Tree planting became increasingly fashionable in both parks and gardens, and the formal style of gardens extended into the countryside, for example avenues of trees were planted. The nurserymen George London and Henry Wise were the most influential designers of the period. Public gardens in towns were first created in the seventeenth

Eighteenth-century visitors in the grounds of Chiswick House, London. Characteristics of early eighteenth-century landscape c1715 to the 1750s park integrated into garden winding streams or sheets of water ha-ha, or sunken ditch, separating pasture from garden, carriage rides or walks from allowing a view of surrounding which to admire set views countryside grottoes irregular plantations with trees framing views statues

house placed in the centre of elaborate garden buildings, the park/garden for privacy and classical temples, 'gothic' ruins, exclusivity Chinese pagodas, pyramids and 40 ABOVE: An engraving by Kip of the obelisks L=9 Archer Pavilion.

10 7 UNDERSTANDRNG HESTORM PARKS AND GARDENS Characteristics of Brown's landscapesthe 1750s to the 1780s

large-scale

bold, smooth, rolling slopes

extensive tree planting, often in clumps on the crown of a hill

grass and lawn coming right An artist's impression of the gardens of Audley End, Essex, before and after Capablity Brown's new park design of 1762. up to the house, separated only by an invisible fence or ha-ha land ownership and the gradual of nature: settings for garden boundaries of estate growth in size of estates. Larger buildings; contrasts between light concealed by an encircling landowners, who could more easilyand shade; groves and lawns and shelter belt of trees afford and implement agricultural natural-looking areas of water. improvements, took over the land Landscape paintings, particularly streams dammed to form a of the smaller freeholders. Large, by Claude Lorrain, Nicholas large serpentine lake, usually in yet compact, blocks of land gave Poussin and Salvator Rosa were the middle distance increased opportunities for eagerly collected as originals or manipulating the appearance of prints, and used as inspiration for curves and serpentine shapes the landscape so owners could landscape designs. Although the display the extent of their resulting appearance of the kitchen gardens and flower possessions, using cheap landscape garden was natural it gardens banished to a walled agricultural labour for was the result of highly contrived enclosure screened by trees and improvement works. The English planning. Sir John Vanbrugh, shrubs Landscape style also coincided Charles Bridgeman and William with political moves calling for Kent were the foremost designers few garden buildings liberty, democracy and a curb on at the beginning of the period. the absolute power of the Bridgeman's designs were still carriage rides and walks monarchy. These movements were,highly geometric. Kent introduced around the estate in part, reactions against what was irregularity into the landscape, seen as French autocracy and with gothic buildings alongside the perimeter wall and lodges at Dutch regimentation, reflected in classical ones. He was one of the gates the earlier formal garden designs. first designers to imitate paintings The rolling English landscape was in the landscape. Various wealthy not topographically well-suited to amateurs, for example Charles trade and growing industry. geometric gardens on a grand Hamilton at Painshill Park, Surrey,Individual roads, public rights of scale. and the Hoare family at Stourhead,way, farms, cottages and The writings of Andreas Palladio, , developed Kent's ideas occasionally villages were often re- who often included landscape about pictorial gardening, and laid located to create these landscapes; space in his house designs, were out gardens emphasising changes Milton Abbas in was one translated into English, providing aof moods and views. such village. model for other architects and Lancelot 'Capability' Brown garden planners. There were other (171683) was the foremost THE PICTURESQUE cultural influences. The Grand gardener of his day, undertaking MOVEMENT Tour, an extended visit to other about two hundred commissions. The Picturesque movement at the European countries to view and He influenced the fashion for a end of the century attacked absorb their cultural traditions, more simplistic landscape of Brown's smooth, rolling, enabled the aristocracy to look at natural slopes and serpentine supposedly dull imitation Italian and other European shapes rather than symmetrical landscapes. Richard Payne Knight landscapes, to study, and to geometry or literary fancy. An and Sir Uvedale Price argued that purchase or commission sculpturesadvantage of this style was that it landscape design should be and other works of art. was relatively economical to create inspired by the type of rugged Throughout the century and maintain compared with other natural scenery suitable for landscape gardening was greatly gardens. By the 1780s landscape painting: irregular; 'rough' in influenced by the idea of making parks were increasing in popularity,texture and vegetation, wild, landscape into a series of pictures and were a symbol of gentility for dramatic and awe-inspiring. These with an emphasis on the beauties the new rich made wealthy by landscapes, like Hawstone in 8 , ii UNDERSTANDING MSTORM PARKS AND GARDENS

Characteristics of Repton's landscapesthe 1780s to 1818

less extensive scale than Brown

used the painting principle of foreground or frame, middle ground and background

belts of trees planted for shelter and/or to mask a boundary, with gaps at intervals to allow views of the surrounding countryside

area near to house prettified by formal gardens or flower parterre in front of the main facade

formality introduced by terrace with balustrades and steps

Belsay quarry garden, Northumberland. Sandstone used for the new mansion of 1807-17 plantations thicker than was quarried to leave a picturesque gorge in which a garden was constructed. Brown's Shropshire and Mount Edgecumbe people. The later nineteenth in Cornwall, used dramatic natural century saw an increased interest by water features scenery of cliffs, waterfalls, caves the government in matters relating and ancient trees around which the to public health and welfare. small park buildings in rustic visitor was led along a series of Metropolitan improvements style, using natural materials, as carefully chosen routes to show the included the creation of public well as buildings in classical style picturesque wildness to best effect. parks and cemeteries in most towns Humphry Repton (1752 to 1818) making open space available to all. of other countries. The Italianate was influenced by some of the Technological progress included style, based on Italian Renaissance Picturesque ideas and dominated advances in heating and glass- gardens, was most popular but the late Georgian period. He is well making techniques. Glasshouses gardens in various national styles known for the preparation of his proliferated and conservatories including French, Swiss, Indian and Red Books, so-called because he became very popular. One advance Chinese, were also made. often presented his ideas in a red was the development of the Landscape parks belonging to the leather-bound volume, which Wardian Case in the 1830s. This elite still dominated the countryside showed clients pictures of the was a sealed glass case in which but their appearance was altered by landscape, 'before' and 'after' his plants could be transported, or the planting of newly introduced proposed improvements. His could be displayed. The moisture species, especially conifers. Some method of presentation was very from the plants condensed on the landowners planted a collection of clear; he used flaps in 'before' inside of the glass and so was re- different species paintings which lifted to show the cycled. This invention meant that of trees, same view with his proposed plants could be transported for improvements. Repton worked on longer distances, even from abroad, many gardens, including Kenwood without damage, and led to an in London and Attingham Park, increase in the importing of exotic Shropshire. plants. New heating systems for glasshouses made the cultivation of NINETEENTH- exotic plants easier and enabled CENTURY GARDENS half-hardy bedding plants to be The transformation of England intoraised. The lawnmower was an industrial and increasingly urbaninvented in the 1830s by Thomas society brought a building boom. Budding, making grass maintenance Many of the new town and easier and encouraging more people suburban houses had gardens, and to take up gardening. horticulture became a popular Garden designs took inspiration pursuit for a wider spectrum of from the past or from the gardens A Wardian Case 1? 9 UNDERSTANDING EDISTO= PARKS AND GARDENS

China - one of the picturesque regions created in the nineteenth-century garden at Biddulph Grange, Staffordshire.

plants chosen for their form, foliage and colour. These native or The lawnmower made garden naturalized plants were to be maintenance much easier. In this picture and cemetery gardens and public grown in an informal way in their you can clearly see the overshoes worn by parks were laid out in towns by natural setting, under conditions the horse pulling the mower. These protected the lawn. philanthropic benefactors or by which respected the needs of the public subscription. Wide grass plant. mainly for their botanical interest. areas, winding walks and belts of Such a plantation was known as an trees disguising boundaries were Characteristics of arboretum, or a pinetum if the adopted, influenced by both the Victorian gardens species planted were coniferous. landscape parks and by J. C. Loudon (17831843) the picturesque ideas. Parks gradually formality around the house foremost Victorian writer on became more elaborate, containing extended further into the gardening, advocated the features such as bedding schemes, landscape 'gardenesque' approach to plantingfloral clocks, bandstands and water by which he meant that each gardens. An increasing amount of complex geometric layouts individual plant should be allowed space was given over to sporting to develop naturally and should be activities, as the interest in health Italianate terraces with displayed to its best advantage. His developed and the government also elaborate balustrades, statues and plant-centred approach flourished became keen to keep the masses fountains in newly-planted arboreta, pineta, occupied in non-political activity. cemeteries and in public parks By the end of the century two straight, gravelled walks where there was plenty of space. styles predominated. William From the 1830s onwards, botanic Robinson (1838 -1935) reacted parterre designs in lawn, sand The Terrace, newly restored at Osborne against elaborate bedding designs or coloured gravel edged with box House, . by calling for the use of hardy colourful bedding schemes using half-hardy tender plants and new brightly coloured hybrids

clipped hedges and topiary

shrubbery

glass garden buildings such as a conservatory, fernery or hot- house

'rustic' wooden or cast iron structures and furniture

collections of plants, conifers, orchids, camellias and ferns

10 13 UNDERSTANDING MSTORIC PARKS AND GARDENS movement, as it was known, together with the garden designs of The characteristics of Gertrude Jekyll, were the most twentieth-century gardens ,e influential, particularly in the tn rural outskirts of smaller in area d. ..., London. Their designs were widely illustrated in town and surburban gardens rectangluar, often inward- 'Athe magazine 'Country Life'. looking Many of the larger country estates were sold informal, mixed borders of a after 1918, as following shrubs, perennials and annuals the First World War there a larger gardens divided into NTRANCE were staff shortages and recession. The 'rooms' by walls or hedging parks were used as sites for housing, for forestry small buildings such as a shed CRICKET or greenhouse AN plantations, for agriculture, °LOITER golf courses or public parks. During the 'Dig for Victory' ponds or fountains campaign during the Second World War many municipal patio and patio furniture public parks were turned into allotment gardens for people rockeries Provision for a in towns to 'grow their own range of sports in ecological planting West Park, fruit and vegetables. Shortage of Wolverhampton, labour in the post-war years 1879. resulted in the deterioration of both parks and gardens. Many Robinson's influence can be seen of the grand houses were in the creation of woodland demolished or converted to gardens with informal massing of new institutional uses, some bulbs in grass and mixed borders becoming hospitals or of native and exotic plants. convalescent homes. Some Sir Reginald Blomfield (1846 to private parks were taken over 1942) however, emphasised the and maintained by the formal garden in which hard government, others were landscaping and architectural saved by charitable features, such as a terrace, steps, organisations such as the balustrade and pergola, dominated National Trust. Speculative the planting. suburban housing, influenced by the early twentieth-century Garden TWENTIETH- City movement, resulted in CENTURY GARDENS the provision of millions of Land values fell at the end of the small front and back nineteenth century, and people gardens. Gardening who had made their money from became one of the nation's h, industry bought old estates or builtmost popular pastimes. smaller country houses with Several people are gardens round them. Improved associated with the design road and rail travel enabled people of gardens in the to commute between cities and twentieth century. their houses for weekends in the Gertrude Jekyll is famous country. Although many of these for the creation of sophisticated, Suburban house garden newly-built houses had modern tonal, herbaceous borders in single facilities such as bathrooms and colours, with flowers and foliage series of formally laid out gardens central heating, their design and graded in height and colour so thatlike rooms, enclosed by high craftsmanship often looked back toone hue blended into another. hedges. Amongst the many gardens the medieval or Tudor periods. Lawrence Johnstone laid out an influenced by the idea of garden The designs of Sir Edwin Lutyens, influential formal garden at rooms was Vita Sackville-West's a follower of this Arts and Crafts Hidcote, Gloucestershire, with a garden at Sissinghurst.

11 USRNG IERSTORIC PARKS AND GARDENS PREPARING FOR A VISIT

SELECTING A SITE Amongst the learning resources Behaviour on site There are many sites where the provided by some sites are txails. Rather than tell pupils what not to original design and features can be These may be useful if integrated do on site let the suggestions come seen, where changes to lay-out are into an educational activity but are from them. Ask them what dangers easily discernible and which have no substitute for structured site there might be, what would cause a sufficient supporting evidence to aidinvestigation. nuisance and what would spoil the interpretation. Sites may be of appearance of the site and the national importance and be Preparatory visits enjoyment of others. They could included in the English Heritage You, and your colleagues, will needexpress their ideas in a class poem Register of Parks and Gardens of to make a preliminary visit to the or design a series of prohibition Special Historic Interest in England site to plan pupils' activities. signs. Their 'do nots' might include (see pages 24-26 on conservation) Before you go check with the site's climbing trees, wandering off and or may be of local or regional administration to make sure there talking to strangers, making too importance. is no objection to the activities you much noise, picking plants and A single feature, for instance, an propose and to see if they can offerdropping litter. Alternatively they elaborate wrought iron gate and any advice. could design a Park or Garden surround which once belonged to a When you first contact your Code, along the lines of the grand garden can be used as a chosen site, ask whether it has any Country Code. starting point for further research, special designations. For example To pose an extra challenge ask providing supporting evidence is is it on the Register of Parks and them to use, in sequence, the letters available. However a more completeGardens, does it contain any Listed in the name of the park or garden site will provide a wider range of Buildings, Scheduled Ancient they are visiting to rule learning opportunities. (See chapterMonuments or include a 'Site of so to provide a on Finding out about parks and Special Scientific Interest' (SSSI) mnemonic gardens.) as identified by English Nature? device. 044 41,4, PRELIMINARY WORK Collecting equipment 0 Deciding your approach to Some of the things you might want study to take with you, depending on the You need to be clear from the outsetpurpose of your visit, are: maps why your class is studying an and guidebooks, tree and other historic park or garden. Is the main plant handbooks (see Bibliography focus of the project to be historical, and resources), compasses, with the garden providing evidence clipboards, paper for drawing and about the way people lived in the writing on, measuring equipment past and the things they considered (including metre sticks, important? Or is the main focus to clinometers and trundle wheels), be on the physical aspects of the binoculars, magnifying glasses, garden as part of work in science orcameras, video cameras, geography? calculators and tape-recorders. Provide for parents a checklist of Locating resources suitable clothing and equipment required, which should include You will find it easiest to study a site 441, which has a wide range of source sturdy walking shoes and material available for pupils to use. waterproofs. Some of the main sources which you should look for are listed in the PREPARING PUPILS section Finding out about parks and Pupils may not be used to working gardens, on pages 27-32. If possible,constructively in an outside arrange for pupils to study some environment; the following original documents and artefacts, activities are general ones designed besides those on site. Photocopies, to help pupils understand and although convenient, do not convey become more sensitive to park and the excitement of historical research.garden environments. 12 15 PREPARENG IFOR A VREIT Putting gardens into gardens make statements about context their owners' outlooks. Fashions Some uses of parks and The diversity of gardens in clothes and fashions in gardens gardens Surround pupils with pictures of are both part of the history of Utilitarian parks and gardens or their social and political change. features. Start collecting and ask timber cultivation pupils to collect, illustrations, pastFamiliarising pupils with and present, worldwide. The features keeping animals for meat and collection might also include Ask pupils to suggest ten things fur, bees for honey and fish for imagined gardens, for example most frequently found in parks eating illustrations for literary works andand gardens and to classify them representations of the Garden of into living and non-living things. earning a wage by gardening Eden. Discuss, quite generally at Next they can sort the non-living this stage, similarities and things into things made from growing plants for culinary differences in form, content and natural or manufactured materials purposes, medicine, dyes, possible functions and uses of or from both. An IT database strewing, for their perfume and these examples. could be used. A possible list for decoration could include: soil, wall, path, Functions of parks and trees, flowers, hedge, statue, Pleasurable gardens fountain, grass, greenhouse, Investigate functions further by bench. sight seeing collecting pictures of parks and Devise a trail for your school gardens which show how people grounds or a local park, which looking at wild life used them or ask pupils to requires pupils to think of reasons research their uses, then for the use of certain plants and participating in sports for brainstorm and discuss. See how materials for surfacing, for a example hunting, bowling and many different examples of uses, bench, boundary or conservatory croquet and users, they can suggest. for example. The trail could require pupils to consider III gardening as a relaxing Symbolism technological change and hobby Explain that parks and gardens aesthetic as well as functional reflect their owners' position or reasons for choice of materials. It eating ambition in society, political and might include texture, requiring cultural values. A good analogy topupils to touch as well as to look, socializing which pupils can relate is the and may include examples of symbolism of clothes. Uniforms, decay, weathering and erosion to solitude bikers' gear, fast footwear, link in to the properties of Vivienne Westwood creations andmaterials and to change. It might III contemplation overalls all make statements aboutalso involve pupils thinking about their wearers in the same way as what is under the ground. When courting you visit your chosen historic site, your pupils will have begun to a setting for entertainment. develop the understanding of concepts and the vocabulary to Users might be owners, make sense of the historic garden. workers, guests, tourists, local Make a handling collection of residents or poachers. plants and materials for closer study. You could ask a large garden centre for samples of came from and their building materials. Pupils can characteristics. A simple soil draw and describe items in terms testing kit will allow pupils to find of colour and texture and make out whether the soil is acid or tests on woods, metals and stones alkaline. Pupils could record their to find out their durability and findings under the following other properties. headings: Soils E site Collect soils to help pupils understand plants' needs and E colour preferences. Pupils should Oriental garden - an illustration from 'A examine them with a good quality texturewhether the soil is Thousand and One Nights'. hand lens, and record where they crumbly, sticky or fibrous

1G 13 PREPARING FOR A VR2,17

typewhether the soil is mostlyfamily names to start off with areshort story set in an imaginary clay, sand, chalk, gravel or `Labiatae', those with lipped garden. humus (containing decomposedflowers and `Umbelliferae', those organic matter) with flowers in umbels or clustersSmells Introduce pupils to about shaped like umbrellas. Many five herbs. They should pinch the propertieswhether wet or dry;herbs conveniently fall into these leaves, sniff their fingers and acid, alkaline or neutral two families. remember the names which go Descriptive names are derived with which smell. Pass round invertebratesrecord any from a variety of sources. Lobeliacontainers with the herbs' cut, present. for example is named after the bruised or dried leaves at the Flemish botanist L'Obel, plant bottom for them to identify. Try growing seeds in the hunter to James I. Plants (Containers used for rolls of film different soil types. sometimes take their names from are ideal). their place of origin. There are Microclimates plants described as 'Peruviana' Colour and tone Provide a Some small areas have their own, and 'Nepalense'. There is even a limited palette and ask pupils to individual, climates known as fern with the name `Tunbridgense'.mix colours to match those on microclimates. Investigate Because much of our language isleaves brought into the classroom. microclimates in the school derived from Latin, pupils shouldTo give pupils an idea of how grounds, by noting places in the be able to work out the meaning colours are used in gardens, school grounds which are often of names such as grandiflora, organise them into groups and sunny, shady or sheltered on a elegans, azureus, cardinalis, ask them to produce, from a windy day. Relate these tricolor, Hispanica, coronata or selection of paints, hues which investigations to plant needs and superbum mean. blend well together. Groups can preferences. Experiment with take responsibility for different different growing regimes using aSharpening skills parts of the spectrum. Discuss proprietary compost to show howBefore going on site pupils may which colours appear to advance a plant reacts to different need practice in reading maps towards the viewer and which conditions: with/without sun; and plans, measuring, using appear to recede. wet/dry; hot/cold and exposed standard and non-standard position/sheltered position. Cressmeasurements, following Understanding change and broad beans both germinate directions, taking photographs, To encourage awareness of quickly and are suited to this focusing binoculars (especially if change happening all the time, all activity. wild life is also to be studied) andaround them, ask pupils to make drawing so they may go about a daily diary, over a period of Plant origins and hunting their tasks more confidently. time, of changes they notice on Plants have come into our Much specialist and descriptive their journey to school and to gardens from all over the world. vocabulary will be introduced suggest why these changes take Ask pupils to select a plant in the through other suggested prep- place. Visit a local park or garden school garden or local park and aratory work but consider also at regular intervals during the to identify it in-a flower or tree providing children with year so pupils may observe and handbook or plant encyclopedia descriptive words for which they record seasonal and other (see Bibliography and resources have to find antonyms and changes, perhaps in calendar section). In the classroom they synonyms. Examples appropriate form. can find where their plant to parks and gardens could If the focus of your garden study originated and when, if include: annual; formal; is primarily historical, a good applicable, it came to this symmetrical; regular; romantic; start would be to plan a giant country. Plot the plants and their serpentine; enclosed; shadowy; time-line for the park or garden countries of origin on a world scented. being studied. Pupils will again map. List them under continents have to decide an appropriate of origin and centuries in which Stirring the senses scale, depending on the length of they were brought to this the garden's history. Pupils can country. Sounds Make a tape of the sorts enter information on it using of sounds one might hear in a illustrations as well as text, as Plant names park or garden and ask pupils to their research progresses. Explain that plants have family write what they can tell about the Depending where you decide to names and also descriptive namesplace from these sounds. Sounds present the time-line, it could be and that names are in Latin. could include, for example, a three-dimensional, including Latin is universal and avoids the mower, an ice-cream van's jingle, objects such as examples of stone, confusion which would arise trainers on tarmac and the soundmodels of garden structures, and through the use of the variety of of shears clipping. They could even examples of plants that were national and local names. Good use these sounds as a basis for a introduced.

14 1 7 USING HISTORIC PARKS AND GARDIENS SITE WORK IN PARKS AND GARDENS

Parks and gardens are sometimes Not all questions can be answered very large and there is often a on site so the log book can also tremendous amount to take in, contain pupils' hypotheses and especially if you are orily able to notes on where there is a need for make one visit. It is best to focus further research. your visit on a few well-chosen topics. Setting up a wall display of SITING labelled photographs showing say, If possible, pupils should look at six 'things to look out for' means maps showing the area before and that not everything is new. Try to just after the park or garden was include a variety of different items, created, as well as evidence on perhaps a large specimen tree, a observations on a current Ordnancesite, to consider the key question structure such as a summer-house Survey map, scale 1:1250 or 1:2500about why the park or garden was or arbour, a boundary, and possiblyor, if the garden is small, on a sited where it was. If it is attached a shape, for instance of a flower present-day, scaled plan. Their to a main building pupils could bed. If you want to be more observations can later be investigate whether the park or challenging, display photographs oftranscribed onto a master copy. garden was simply fitted around it. parts of things. These encourage Practise this skill with your pupils Or was the suitability of the area speculation and therefore closer first by working on recording for creating a park or garden an observation. features of their school playground. equal or more important Give groups of pupils photographs consideration? Did a park or ON-SITE ENQUIRY of particular items such as a mobile garden exist before a building was Key questions classroom, a grassed area, the erected within it? Were there Pupils should be encouraged to entrance gate, or the pond if there isenclosed fields there before, or discuss what they would like to find one, and ask them to locate and open common land? out about the site and, with the record their positions onto the map. In considering an area's suitability teacher's direction, to form a series The same activity could be used to for park or garden creation, pupils of key questions to consider. The introduce the idea of scale. could look at the following factors: key questions used as a focus in this Pupils can also detail their field- section are: work activities and record features Water supply was there a in a log book. This approach is nearby supply of water for a where was the park or garden particularly appropriate if the park feature or for irrigation or were sited? Why? or garden is to be studied over a special works commissioned? long period of time, as changes what is this park or garden like during different seasons may be Communications were there now? recorded. Entries can include routes which allowed access to the drawings, photographs, estate, for example for farming what was its original size and measurements and personal purposes, or which tourists could design? Why? responses and feelings about the use? For example, after the site. For some activities recording development of railways, was the how does it make you feel? sheets will be useful; your pupils estate close to a station, or on a could devise their own recording main route from London? what has changed? What has sheets for particular tasks. A stayed the same? Why? selection of simple outline maps canSettlement was the settlement be included in the log book, to moved to create the park or Questions like these can be used record various aspects of the site garden? Was there a market with pupils of all ages. They are survey, such as land use, tree nearby in which to sell produce, presented separately here but they species, visitor routes, garden people nearby to supply labour or all inter-relate. buildings and other features. users for public parks? Acetate sheets of the sort used for Methods of recording overhead projection transparenciesTerrain - were soil, topography A good way for pupils to record a are useful for making overlays of and views important to the choice site systematically is to mark their various levels of information. of site?

15 jIE WORK EN PARKS AND GARDENS Pupils can check their hypotheses canals, mounts (of excavated soil or Asking people questions against further evidence: the bricks to provide a good view out owner's and visitors' corres- of a garden) and terraces. What Ask your pupils to devise a pondence, for example, might sorts of evidence do they provide questionnaire. They can record contain relevant information. for the site's use? What do they tell who visits the site, for example, us about the ideas and technologies whether visitors are male or SURVEYING THE SITEof people at different times in female, children or adults, Looking at the question 'What is history? visiting singly or in groups. Are this park or garden like now?' they local people, who visit requires pupils to make a record or How to identify land- regularly, or have they come survey of the present-day forms from a distance? Why have they landscape. It can include recording Prehistoric features are rare but visited the site? They can ask all or some of the site's most parks incorporated land visitors' opinions on site facilities geographical, archaeological, which was previously farmed: and what they like most or least historical and botanical features traces of ploughing and slight about a site. and how the site is used and banks and depressions where maintained. Although pupils will be banks have been levelled and Role play in the classroom, recording what the site is like now, ditches filled-in are more before the visit, will help pupils questions will arise on what it was frequently seen. The best time to carry out interviews in a like before. to view earthworks is in the courteous and confident Pupils should study old maps and winter when the sun is low and manner. illustrations, (see section on Finding the grass short. You will need an out about parks and gardens), to help elevated aspect. Before undertaking any identify various features. On sites where villages were interview it is important to Photocopies of these should be cleared away to make place for remind pupils of the need to available from your County Local the park you can sometimes see keep in their groups and not to History Collection. You may want the remains of street and house wander off alone: there should to take along other reference layout. Main tracks or roads of be at least three pupils in an materials such as a species the former village form wide interviewing group. identification handbook and a depressions called hollow ways, guidebook, if one exists for the site. low banks define principal Interviewing park or garden property boundaries, bumps staff in their working hours is not Features mark the grown-over platforms usually welcomed by their The rest of this section identifies of the houses themselves. management but do ask the site's features to look for, record and To help identify features which owners if there is someone they discuss. Select from the list of are no longer visible, look at could recommend and spare, for, features according to your site, and differential growth in vegetation. say a quarter of an hour, who adapt activities according to the Where the ground is level and could answer childrens' purpose of your study and the age crops or grass grows poorly, it is questions on site maintenance. of your pupils. possible that something below Such a person may also be the ground, such as the useful in answering other Natural and artificial land- foundations of a demolished enquiries connected to site study. forms building or a wall or a path, is Natural land-forms, for example preventing healthy growth. hills, slopes, streams and ponds. Nettles grow where ground has How do they affect the site? Do been disturbed and where, due they provide views or do they to human activity, the soil is create different character areas? high in nitrogen. Sometimes forms which appear to Pupils should check with old be natural are in fact artificial, for maps, or plans if they exist, to example lakes. It is not always easy see if these differences coincide to tell, but you could look for the with former features, and look dam at one end of the lake, or at aerial photographs and compare different maps over a surveys to see if there is any period of time. correlation. Artificial land-forms include prehistoric barrows, ridges and furrows, headlands (banks of earth People in the park or garden. which were pushed up when oxen What do people do in the public turned the plough at the end of a park, or private park or garden? furrow), hollow ways and uneven Where do they come from? How ground; also features such as do they get there? Pupils interviewing 16 19 SETE WORK EN PARKS AND GARDENS Making a tree survey Tree profile To undertake a tree survey, allocate small groups of pupils to well-defined areas, preferably in different Number on map parts of the site, to give them a manageable task. Name of species Your pupils will need a large scale, clear map or plan (if identified) of the area under consideration. Each group should have a magnifying glass to help count tree rings, Position on site which are sometimes very close together. A camera is aspect (facing NSE also useful for visual recording, and measuring tapes or W) and clinometers will also be needed. sheltered from Ask your pupils to: prevailing wind mark on their map any pollarded, coppiced exposed to and topiaried or pleached trees prevailing wind - mark the position of tree holes (where trees on slope have been removed) and of stumps of felled trees on flat ground estimate the age of other major trees, for on wet ground instance ones which form part of a feature in on dry ground the park or garden, such as an avenue. Variables which affect the rate of growth make Surrounding other ways of dating trees less reliable than environment ring-counting observe the growth of trees in different habitats. dense wood Trees grow straight in shaded woodland whereas space other trees in parkland enables them to become more branched. A parkland straight-growing tree in parkland suggests that it was once surrounded by woodland which has been mown grass removed. A tree with wide branches at a low height woodland ground situated in woodland suggests that it was once standing cover free and is now surrounded by new planting. bare ground

Pupils can produce a tree profile or database to Vital statistics: record their observations about and the measurements height (approx.) of particular trees. girth at 1.5m from Your pupils could compare the species found in ground woods and belts, which are usually native age (approx.) hardwoods, such as oak, with a few softwoods, such as pine, and those used ornamentally in more visible Management areas, for example avenues and arboretatree pollarded, collections specifically planted for botanical interest. Combining this information with work on the coppiced, management and dating of trees, pupils should be clipped, able to form ideas on the uses of and fashions for pleached trees in the landscape, in different periods of history.

Trees Trees are a common feature in most parks and gardens, and, because of their longevity, are a main focus for survey work. Compare human and tree life spans; mariy living oaks, for example, are over 500 years old. How old and how high are the trees and hedges? Is there evidence that some trees were managed for economic purposes, for example A pollarded tree 4",; A coppiced tree pollarded or coppiced? Pollarded 20 17 SETE WORK 1[N PARKS AND GARDENS

Estimating a tree's age A tree growing in rich deep soil Topiary - a tree will grow more quickly than one clipped or in thin dry soil on a dry site. framed to a Obviously the various dating shape methods are more reliable if comparison is made between the same species growing in the same conditions and if some of these trees can be dated by other methods as well, such as ring- counting or using the estate's accounts. Some trees grow very slowly when they are old, or if they have been clipped, like yew.

First method Measure the circumference of the trunk using a tape measure, a length of string or by using pupils' outstretched arms, at a point 1.5 metres from the ground. Divide this measurement by 2.5 to get the approximate number of years. So a tree that measures 150 centimetres in girth (at a height of 1.5 metres from the ground) is approximately sixty years old when dated by this method.

Second method Another way of estimating age is to find a stump of a felled tree and count the growth rings. Each year a tree grows a new ring of wood and its thickness will vary according to species, rainfall and location. Topiary at Wen lock Priory, Shropshire Pupils work in pairs. One stands Narrow rings indicate years in close to the tree and the others which growing conditions were example by clipping into shape, or some distance away holding a ruler poor. Modern methods of tree by pleaching, a method of pruning vertically at arm's length. By felling using chainsaws make this trees on one plane, so that their moving backwards or forwards the technique rather more difficult, stems may be intertwined to top of the ruler will eventually be as the stumps are often damaged. produce an elevated hedge, screen in line with the first pupil's head It is sometimes possible to obtain or arbour? and the bottom of the ruler will be planed samples of tree cross- Some questions will need further aligned with the feet. At this sections to demonstrate this research, using a variety of distance the first pupil should stop method to your pupils resources in the classroom or and work out how many times the library. Does the site contain an tree had their heads, or 'polls' cut area of Ancient Woodland, dating De-lw off at a height of two or three from before 1700? Are species of metres from the ground to plants native or imported and produce new stems out of the when were they introduced? reach of browsing animals. Which species of tree are used Coppicing is the method of cuttingfunctionally and which deciduous trees to a stump a few ornamentally? How does habitat inches above ground level. This affect growth? produces long straight uprights A tree's approximate height can used for fencing, firewood and be measured by using a clinometer. minor building work. Were trees If you do not have clinometers managed for aestheticreasons, for with you, try a different approach. A pleached alley

18 21 SIITE WORK IIN PARKS AND GARDENS

What are the functions of the When thinking about reasons for its boundaries on the site? What are size, pupils should consider the site's they made from? What do they intended uses and fashions current 11 1 look like? (Note their condition, theat the time it was established. For materials of which they are made, example was the park used for their colour, texture and pasture or grazing-as well as patterning, for example, bond of providing scenery? Was it a place brick.) Try to estimate their age. to gallop horses for exercise and recreation? Were Capability Circulation patterns Brown's simpler landscapes in Examples of circulation patterns fashion or labour-intensive gardens are avenues, roads, rides, walks, with topiary and box edging? paths, tunnel bridges, and terraces. Make a design dictionary, using Where do they lead to and from? the information on characteristics Who uses and who used them? of gardens of different periods, and What materials have been used in the illustrations in the first section their construction? How do the of this book. Ask your pupils to current managers of the site use use this as a check list for them to direct visitors to certain identifying the main design parts of the park or garden? elements of the site they are studying, and to help them try to Garden buildings and decide when the garden was ruler's length goes into the height decorative features established. of the tree. In order to estimate theGarden buildings can include items Pupils should relate size to the tree's height this number should besuch as an archway, dairy house, site's wider historical context. For multiplied by the height of the first temple, columns and obelisks, example, how did large tracts of pupil. 'gothic' ruin and eye catchers, or suitable land in the area became building placed to catch the eye, available? Who could afford them? Plants not always in the park or garden Who worked in them and who The natural cycles of plants means itself. What are their functions, enjoyed them? When investigating that, except for trees and some appearance, age and style? What design, pupils should consider and shrubs, plants will be of recent are they made of? Do your pupils discuss the effect of land form on origin. However, some garden like the effect they have on the the park or garden and whether the managers have maintained the surrounding landscape? Look for main building has influenced the historic plants by continuous decorative features, for example, lay-out. Have the main building replanting. Sui-veys of plant speciesstatues, rockwork and arbours. and gardens been built along the including flowers, fruit, vegetables From what materials were they same axis? Were views created to and herbs, as well as trees, can be made? Is the rockwork natural or be seen from the house and are undertaken to build on pupils' artificial? parts of the garden hidden from preparatory work. Pupils could view? From whose rooms were the research plants' countries of originViews best views seen? Has the garden and, if applicable, date of Views, for example from the house,influenced the building? Is there a introduction to this country. They from high ground, to a sunken balcony or larger windows to give could also record and discuss how garden were often designed into a some rooms a view over the selected plants were used to create landscape. Are the views natural? garden? Is the house aligned so the design or pattern of the garden.Are they pleasing, impressive or that it takes advantage of a Ask your pupils to supply their particular prospect or aspect? Water features own adjectives. Features which link the building Look for water features such as with its surroundings, such as a lakes, wells, fish ponds and Size and design terrace or an orangery, should also fountains. Is the garden big or small? What be noted. Where is the source of water? sort of design does it have ? Is it Ask your pupils, during their visit, What is the drainage system? Are formal or informal, on a large or to photograph or sketch a view, or the features ornamental, functional small scale? If it is attached to a several different views across the or both? particular house or building, does itgarden or park. Use a piece of card reflect the same design and style with a central square or rectangle Boundaries and divisions ideas? Try to find a high vantage cut out for them to frame the view Walls, hedges, fences, ditches, treespoint on site so that its size and and focus their ideas. Views were or water may all be used to mark lay-out can be appreciated. Suitableoften composed like paintings, with boundaries. You may find a ha-ha, units of comparison can be used tointerest in the foreground and or ditch, dividing garden from describe its size or more precise attention paid to the middle pasture. measurements can be made. ground as well as distant vistas.

19 22 SITE WORKEN PARKS AND GARDIENS Discuss with them possible supervised groups, and ask each For example, was a village improvements to the view, asking group to visit each place marked deserted or a stream turned into a them to jot down ideas and make on their plan, and to stand quietly lake? rough sketches. If pupils take for a minute or two. Ask them to photographs, enlarge them to A4 write down, without discussion, how have the site's uses size on a colour photocopier if their immediate response to the changed over time? possible. Then, using transparent place they are in, using just one or paper or acetate overhead two words. Responses might be to is planting the same or different projector transparencies overlaid what they can see, hear, smell or from that at another period in the onto the original view, ask your just their feelings about the place past? pupils to design a new landscape they are in. These responses can for the same site. It is important later be developed into creative have boundaries and divisions that paper size and the overlay writing of various kinds. Shape changed? Consider the position sheet match exactly, so it is best topoems, to fit the outlines of and extent of boundaries as well use standard A4 size. Ask your natural or artificial garden items, as their materials of construction. pupils to write a short explanationcan be devised, by giving pupils a giving their reasons for their syllable pattern to follow. For do routes lead to the same suggestions and improvements. example, a shape poem to fit into places? Have certain routes This is the same method that the outline of an ivy leaf might declined in importance? have their Humphry Repton used when have the syllable pattern surfaces and dimensions changed? showing his proposed plans to 6,8,5,4,3,2,1. Your pupils could prospective clients. Your class' also try writing a traditional have features inside the park designs could all be bound Japanese poem known as a haiku, changed? Have new features been together into a Red Book in the which has three lines and added, for example, a car park or a same way that Repton presented seventeen syllables, in the pattern golf course? his own ideas. This activity could 5, 7, 5. also be developed into a have views out of the park competition, with pupils forming Continuity and change changed? For example, has a a judging committee to decide The questions 'What has motorway or high rise housing which is the best new design for a changed? What has stayed the been built? particular view. same? Why?' are best tackled if Short-listed candidates could be pupils, in their groups, are given why have these changes asked to make a short presentationspecific areas to investigate. happened? to explain their designs. If your pupils are to be able to assess change and continuity Mood during their The purpose of the question 'Howsite visit, does this site make you feel?, is to you will make pupils aware that some need to landscapes were designed to makeprovide people feel a certain way and to them with encourage sensitivity towards theirselected environment. It is possible that copies of changes over time produce a historic ,with ye ow-edged different reaction in pupils than maps or that which was originally plans, Ever green rustling, intended: in that case it is and important to discuss what the views, original intention was and why it either may now provoke a different paintings or response. photographs of the site Pupils should be encouraged to as it was in the past. It is give their personal reaction to the best to simplify the task of site or a feature of the site. One comparison by giving small activity is to give each pupil a plangroups specific aspects to of the site, with four or five placesinvestigate. Using a selection of marked on it with a letter or evidence outlined above, including number. Try to choose places thatmaps, ask a selection of the contrast with each other, such as following questions: an enclosed garden, a courtyard, a terrace or an open area of grass. how was the area altered in Divide your class into four or five order to create the park or garden? 20 23 USING EUSTORIIC PARKS AND GARDENS PROBLEM SOLVING ACTIVITIES

Site enquiry can use a straight- own problem or consider using or will be asked to carry out their forward approach or can be adapting the examples, on the survey of the landscape with a wrapped up in a specific problem following pages. The second pointpurpose in mind, which will focus solving activity, which can give to remember is that, in the end, it their activity and give a framework pupils extra motivation for is not the surrounding frame of for the presentation of their undertaking research. Such the problem that is important, but findings. activities require pupils to take on the activity that results from it. The examples of problem solving a role which obliges them to look For example, if you are asking activities below are based on at the site they are working on pupils to take on the role of imaginary scenarios, and the ideas through different eyes. You must designer of a visitor centre for a and suggestions may be adapted first consider setting a suitable particular garden, it does not and applied to any public parks, scenario for pupils to work on. If matter that they are not, in fact, or private parks and gardens that the site you are investigating has a designers, or whether the site is your pupils are working on. This real problem to solve, then make ever likely to have a visitor centre. approach to a site investigation use of it. Alternatively devise yourThe key point-is that your pupils requires research and preparation VISITOR CENTRE The approach To present their proposals, The task It is best to divide pupils into pupils could produce displays, A visitor centre is to be provided small groups, each with a specificslide-tape presentations, videos, on an historic site to help explain aspect of the task to research andleaflets and trails suited to its background and history and present. The groups will need to specific audiences. IT could be why the site is important. There is report back to each other on a used for text and design. An a policy of offering equal access regular basis as the decisions of authoring multi-media package for all visitors. Your pupils are each group will, to some extent, could be used to provide asked to present their ideas on: depend on the others. In additioninformation for those whose the design and siting of the centre, to researching the landscape, disabilities prevent them from and ways of presenting informationyour pupils should be aware of using the site. Maps or models on the historic landscape the background to any historic could be made to show the Pupils' proposals should include: buildings associated with the site. development of a site's Pupils should research into the landscape, its remaining features, suggestions for the siting of the needs and expectations of variousor routes around the estate, and centre, with reasons for their categories of visitors; for the suggested position of the choices. Thought should be given example, children, family groups,proposed visitor centre. to the centre's environmental people with disabilities, senior An overlay of the park or garden impact, and using existing citizens, foreign tourists, on a concept keyboard would be buildings or structures in an specialists and educational an effective way of familiarising imaginative way should be a groups. Ask them to talk about visitors with the site, and perhaps priority rather than the building of effective methods of presenting for giving them things to look out a new structure information about a site: what is for or find out as they go round. fun, memorable, easy to use and 'Levels' could be used for details of how the centre will be appropriate for different groups. information to suit different age made easily accessible to those Pupils will probably be able to groups or perhaps for giving with disabilities use their own experiences of information on the site, for visits with their class or family to example its past and present designs for the exterior of the be able to weigh up the designs, maintenance and centre which are sympathetic to advantages and dis-advantages ofecology. Pupils' input could be the character of the site live interpreters, audio tours, displayed on a VDU, perhaps written trails, illustrated panels, with pictures, sound and music, suggestions for ways of video material and traditional depending on the capabilities of presenting information on the guidebooks. Encourage pupils to the software. This could interact historic landscape to visitors, both consider the different levels of with the guidebook or act as a in the centre and as they tour the information that different groups separate resource. site will expect.

21 PROLEM SOLVING ACTTVIIMES

What kind of setting will be most a tie or scarf in an abstract PROJECT appropriate for your event? design inspired by the colours in ENTERPRISE the garden during different seasons The task The performance could take A new visitor centre is planned for place in several locations, as an 'I Spy' book, or guide book an historic park or garden known theatre 'on the move' with the for young visitors to encourage to you, and revenue is needed to audience following the action them to look closely as they walk help pay for it. Your pupils are around the site. Pupils will need toaround the site asked to look at methods of raising consider access, sensitivity of funds for this project, and to make plants and wildlife, and the needs a pottery vase or bowl to hold proposals to the site manager. Two of local people and other visitors flowers or foliage which have been possible ways of raising revenue forwhen making their proposals. observed at the site. (Pupils should the scheme have been suggested. You may wish to complete the be reminded that they must not The first is by the staging of a project with each group presentingpick plants for their display) special event, such as a play, its proposals for a special event to concert or re-enactment, which the the site manager, who could be toys for young children, such as public will be charged to attend. represented by another pupil or a kite or mobile, or a nursery The second is by developing a group of pupils in role who will alphabet frieze with each letter range of products, relating to the then take a decision on which to referring to something that could gardens and estate, which may be adopt. Or you may wish to be seen on a walk around the park sold in the site shop. actually stage one of the events on or garden. site, perhaps to an audience of The approach parents. Pupils can design their Back at school pupils should Divide your pupils into small own programme, posters and discuss which items are likely to groups (three or four pupils in eachmake period refreshments to sell appeal to different age groups and group usually works well) and in the interval. types of visitor. They can be asked assign each group their task of to suggest a complete range of devising either an event or a range Goods for sale products, ranging from expensive of goods for sale. Pupils should visit and research souvenirs which foreign visitors the site. When your pupils visit themight buy as a reminder of their Special event planning site they should look at and assess visit to the garden, to gifts which Tour the site and research into its the existing range of goods for salewould appeal to a child with history. Your pupils will need to if a site shop exists. If the shop is limited money. consider the content of the event not too busy, pupils could The groups can be asked to itself, its audience and its physical interview the manager about produce prototypes of three of staging. which are the best-selling lines, their suggestions which could then and which items appeal to be displayed in a 'trade show' for Will it be a play, a series of different types of visitor. Are therethe rest of the class to assess which dramatic scenes, extracts from any items on sale which relate items best reflect the spirit of the novels or poems or storytelling? specifically to the gardens? site and will appeal to visitors. Pupils should then explore the Will music or dance be grounds, in their groups, to look A variety of garden based products performed? This could be period for ideas which could be that might be for sale in a site shop or ethnic music, or pupils' own developed into saleable items. compositions inspired by the They should be equipped with atmosphere of the gardens and sketch pads and coloured pencils grounds? or pastels to record objects and colours which could form the What is the intended audience basis of later projects. for the event? Is it to be aimed at Examples of items which could be children, or family groups, or an produced are: audience of adults? a board, card or computer Will the event be in costume or game based on the different areas will other props be needed? of the garden, or the site's history

Where in the grounds will it be a set of postcards, either located? How many will you expectphotographic or drawn or in your audience? Is there a naturalpainted, showing the garden or theatre area that could be used? park in different seasons

22 25 PROI.LEM SOLVING ACTWIFIFIIES English Heritage sites suited for instance, the route be suitable to Project Enterprise for the elderly or disabled visitor? Are there any seats on the route? Audley End, Essex Your class should work in small accompanied groups while Boscobel House, Salop deciding on their route. They should mark their chosen way on Brodsworth House, South to a map or plan of the grounds,

71/41-'4,4 having first tried it out to time it -4". and assess its suitability for Chiswick House, London visitors. Pupils should then write the Kenwood, London COSTUMED GUIDED script for the guide, with TOURS instructions on what to draw the Mount Grace Priory, North The task visitors' attention to at each key Yorkshire The site manager has decided to stopping point. A time limit arrange costumed guided tours should be given - about half an Wrest Park, Bedfordshire around the park or garden during hour or forty-five minutes should the busy summer months. The be sufficient. This will mean that English Heritage sites suited guides will take on the role of your pupils will have to make to costumed garden tours people connected with the decisions about which parts of the landscape's history. Your pupils site are to be visited and which Belsay, Northumberland are invited to devise the tours. should be left out. In addition to writing a script, Brodsworth House, South The approach pupils can also research suitable Yorkshire Pupils should research the historycostume and suggest artefacts of the site and familiarise which the guide might use to Marble Hill, London themselves with its layout. Many illustrate key points. sites have guidebooks which relate If possible, a second site visit Kenwood, London specifically to the garden, park or should be made to allow pupils to estate. Pupils should then decide conduct their tours with the rest Kirby Hall, Northamptonshire which date to set the tour (an of the class. If this is not exact date enables contemporary practicable, each group can make Walmer Castle, Kent. references to be made), plan the an illustrated presentation to the route and mark any key stopping class, using an overhead projector Many sites are suited to the visitor points. to display the route map, and centre activity The needs of the target audience slides, photographs or drawings to should also be considered. Will, show key features. before the site visit takes place, andthe original eighteenth-century often more than one visit will be layout. The results are superb: desirable. Make sure your discuss Osborne, with its Italian Gardens, your plans with the site manager toterraces, pleasure gardens and get their agreement before you controlled views to the sea, are a visit. perfect example of mid-Victorian Osborne House, Isle of Wight, in landscaping. the care of English Heritage, would Prince Albert was interested in all be an ideal site for activities such aspects of the estate, putting into as these. The Osborne estate was practice the latest ideas in acquired for Queen Victoria and horticulture, agriculture and her family in 1845 as a seaside drainage. He encouraged his holiday retreat. The original estate children to take an interest in was laid out in a typically gardening their own plots in the eighteenth-century design with garden surrounding the Swiss shelter-belts, a ha-ha, pleasure Cottage at Osborne. grounds and a walled garden. Many other English Heritage sites Prince Albert, the Queen's have historic gardens or landscapes Prince Alexander with a child's husband, personally designed a which are suited to the kind of wheelbarrow in 1892. The vegetable plots and minature tools used by Queen new house, and remodelled the problem solving activity described Victoria's children can be seen at Osborne grounds, adding many features to in this section. House today.

23 fC,!. eraN USING RESTOREC PARKS AND GARDENS CONSERVATION AND RESTORATION

Historic parks and gardens identify and draw attention to however, recognised as important constitute an important part of nationally important historic parks and, as local authorities generally England's cultural heritage and it isand gardens and to encourage and do not have staff with expertise in important that the best of them areto help authorities to provide garden history, planning protected. This process began adequate protection to these sites applications are sent to English when English Heritage, under the in their planning. It is also Heritage and to specialist societies National Heritage Act of 1983, intended to encourage owners and such as The Garden History was given the task of compiling others to appreciate, maintain and Society for their advice and and publishing the Register of Parksenhance these sites. comments. Views are sent back to and Gardens of Special Historic local government planning officers Interest in England. This register PROTECTION OF who advise the elected councillors identifies and describes some 1200REGISTERED SITES who make the decision. Appeals sites, and was issued in separate Unlike the protective legislation on against the local authority county volumes between 1984 and listed buildings which allows decisions are made at a national 1988. The list is under review as demolition, alteration or extension level. Independent planning new sites are added. The main only if the local authority issues a inspectors chair public inquiries purpose of the Register is to Listed Building Consent, the and report to the Secretary of The Register entry for the gardens at Register provides for no direct State who makes the final decision. Brodsworth Hall, South Yorkshire. control. Registered sites are, All those affected by a proposed

TORRSHIRE,SOUTH REGranfORTH HPIA.

DONCASTER SRODSWORIN G02260 8E5007 Gardens laid out in the aid C19 to go with a new country hon.. set in a park of 105ha. Brodsworth Hall (1) etande toward), the north-west corner of the °ice, a poeition offov)vg view) out over the parkland to the south and CP.. Item Thellusson, a wealthy city banker. in 2797. Following a long legal battle TMIU:OMII81=adeiltled the 1 near to the church and, in 1861. on a new site. The deeigne for the Italian architect. Cgmvelier dga rxecuted by the architect Philip aridGars mg with the new gardens which of Parks ed by 1870. ReOtet of vbers of the family. the Hall And lte \_------ted to English Heritage. by Mrs interest historic fa from the public road which special Ole cite, the drive entering (II). It then rano weet comae the (II), into the pleaeure gromnde. vo the eaet front. lth the home farm and the mid CIO lower ground to the norch-weet. the pleaewre grounds to the

of garden:andpl:::m k to the so th d apable atom accompanied by paire COITOCO beneath the Bauch the marble greyhnunds which f"./i) .04 I ,voly. in 1866. A fourth set !root and the croquet lawn. garden the focue of which le a ol octagonal pool (II) lined either aide are monkey-pussle 1); III) and a eche.. of

24 27 CONSIERVATI[ON AND IRESTORATHON development can give evidence, Once groups have researched The approach including English Heritage officers. their roles, the inquiry can begin Pupils should first research the A good summary of conservation- and the Inspector can call upon present and historical design and related issues can be found in the the groups to give evidence. The features of their park. English Heritage publicafion, 'A Inspector may wish to visit the Do any aspects of the original Teacher's Guide to Using Listed park or garden to give witnesses design remain, and would it be Buildings', (see Bibliography). the opportunity to demonstrate desirable to restore those that do their case on site. The Inspector not? Many of our municipal INVOLVING PUPILS INshould make a list of pros and parks were created during the PROTECTION cons in order to come to a Victorian and Edwardian periods, decision. and contained features such as Public inquiry: a role play After the hearing pupils, out of lakes, bandstands, glasshouses and activity role, could vote on the issue. If elaborate flower beds. These Collect press cuttings, both local they decide that the application features needed a large labour and national, to give a focus on should not be upheld they could force and financial resources to protection policies and as a basis forperhaps work on alternative maintain them, and many now discussing what makes a park or proposals to increase people's need repair. garden worthy of conservation. Alsoappreciation of the site. Problems in the park, and staffing contact your local planning levels could also be investigated. Is authority for information on local Protectors of the public there evidence of vandalism, issues, which the class could use as park graffiti or animal faeces? How a subject for their inquiry. A problem solving activity is an many people look after the park effective way of using your local and what do they do? The task public or historic park as a For a survey of the park's current Ask the class to imagine that they teaching resource to encourage use, supervised groups could are to give evidence at a public pupils to take responsibility to spend a fixed period, say half an inquiry. The inquiry is to decide on their environment. hour a day at different times of an application for the change of use the day, at the park gate recording of a particular park or garden. The task the numbers entering. They could Possible changes of use might be Some public municipal parks will devise a short questionnaire to ask the building of an out-of-town receive funding over the next few park users about where they came shopping centre, a new housing years from their local authority or from to visit the park, the fre- estate or golf course on the site, or the Heritage Lottery Fund. quency of their visits, and what for an area of the park to be 'Appoint' your class joint they most like and dislike about reserved solely for paintball superintendent of your local park, the park. wargames. If possible, base the and ask them to draw up Pupils themselves can also survey scenario around a local park or proposals of how they think their the visitor facilities provided, garden which is known to your park should be improved and using the following questions as a pupils. developed, bearing in mind its starting point. historic character. They should The approach research public parks in general, Is there a children's playground? Divide the class into interest groups and their own park in particular. Is it well-maintained, with a safe representing the developer, local When they have completed their ground surface for children? Is it residents, local councillors, local proposals, they may want to supervised? environmentalists, national present their recommendations to organisations such as English the Parks Committee of their local Is there a tea room or cafeteria? Heritage, the Garden History authority, which is responsible for Does the building blend in well Society, and the general public. Themaking applications for funds with its surroundings? Is it well part of the Inspector who will later from the Heritage Lottery Fund. kept? Do many people use it? Is hear their evidence and must Alternatively, pupils could be there easy access for disabled remain independent, may best be asked to prepare an exhibition to people or mothers with young taken by the teacher. Pupils' inform local people on the park's children and prams? research should include surveys of value and on their ideas for its the site's historic and natural interestimprovement. Your library may Are there other leisure facilities, and current use as well as the have an exhibition space to displayfor example a boating lake, nature reasons for and probable effects of this. Your local newspaper may trail or fitness and exercise area? the proposals. Maps and overlays also be interested in printing an could be used to help work out the article, or series of articles written Pupils should pool their findings impact on the landscape. Local by pupils presenting their views. about the current use of and residents could be interviewed for The protection and improvement facilities offered by the park, and their reactionsbut make it clear of garden squares could also be use this as a basis for drawing up that this is an hypothetical exercise. investigated in the same way. their own recommendations for 23 25 CONSERVATION AND RESTORATION

This floral display in Philip's Park, Manchester was lost in the 1990s when, because of vandalism, the beds were grassed over. improvement and development, A wide range of archival garden you are re-creating, visit a either as a presentation to their evidence should be available for arelevant park or garden, and ask local Parks and Gardens restored or for a re-created site. your pupils to list the features Committee or in the form of an This can be used as a basis for they would like to recreate. If a exhibition for local people. pupils' own research. Modern, visit is not possible you will have For these types of activity, check medieval-style gardens are alwaysto use photographs, engravings to see if there are opportunities tore-creations rather than and other illustrative material in work alongside your Local restorations because there is the classroom. Pupils may be re- Agenda 21 Committee, or other insufficient knowledge of any onecreating, for instance, a Tudor local environmental organisations. site. Primary evidence for Tudorherb garden, a Victorian bedding sites is also not extensive and re- scheme or a miniature version of RESTORED AND RE- creations have often concentrateda serpentine lake. They should CREATED SITES on knot gardens. record the historic features on Restoration involves putting back their visit by measuring, drawing, accurate details of the site as they School garden project taking photographs, noting were in the past. Restoration can If your school has sufficient spaceconstruction, materials and be partial, for example, re- in its grounds, an interesting planting design. planting an avenue of trees, or project is the re-creation, in Back at school, your pupils will complete, where an entire garden miniature, of a garden from a need to decide which of the is restored, such as the Privy particular period. If it is not features they observed on their Garden at Hampton Court. possible to create a garden, you visit it will be realistic to re- Finding accurate evidence for could consider making a model. create. Once a class consensus restoration may require Choose an historical period whichhas been reached a large scale archaeological excavation. This infits in with your pupils' study plan should be drawn up and itself may be damaging, although units in the history curriculum, orindividual tasks allocated to new non-destructive techniques which relates to the date of the groups of pupils. The class can using geo-physics can sometimes school building or the school's compile a complete research and provide good evidence. foundation. design portfolio. It could contain Re-creation, on the other hand, Ask your pupils to visit the area scale drawings on squared paper is creating a garden appropriate which is to be made into a of the agreed design, sketches and to a particular period on a site garden, and become familiar withphotographs of individual where a garden may never have it. Is it isolated or in a place features to be included, existed or where the garden's where most pupils pass it every researched information on plants, exact form is not known. A re- day? Is it shaded or sunny? details of design of ornaments creation is the art of pastiche, but,Which direction does it face? and plans for the garden's if done well, without damaging What is its soil type? What are its maintenance. The whole project any important buried or survivingdimensions? Ask them to measurecould be costed. The help of features, can have great and draw a scale plan of the area.governors and parents could be educational value. Select the historical period of theenlisted. 26 29 USING RIESTORIIC PARKS AND GARDENS FINDING OUT ABOUT PARKS AND GARDENS

This section lists the main sources and locations of historical evidence which support site investigation. It also suggests ways in which different kinds of evidence can be used with pupils. You will need to decide which sources to use to give them prior information and to develop their skills, which are suited to site work and which are best kept for follow-up. MAPS AND PLANS Maps and plans of individual estates, made before coverage by the Ordnance Survey, are more common from 1700 onwards. They were usually produced as a working tool for running the estate or to record changes in .51 Ze far 1 cum d OXFO.R..7). ownership or proposed alterations. ttrra princi;"di par 3. ller eft la orrirrs jw-e. -4,/,'4, Z. P."`.., Some, but not all, were private Loggan's plan of the Oxford Botanic undertakings. Maps made to Gardens, 1675. The conservatory shown landscape of enclosure has only advertise the sale of an estate may was probably the first greenhouse. recently been changed by modern be annotated with features and land management. Maps relating sometimes include illustrations. early nineteenth century and to enclosure are also usually kept Designer's plans may be disappeared with the advent of thein the County Records Office unexecuted proposals or approvedOrdnance Survey map series. Tithe Award Maps are very large designs. An approved design County maps are generally small- scale maps, varying from between usually has more detailed scale and decorative, with limited thirteen to twenty-seven inches to measurement and often shows theinformation. Deer parks are one mile. They were produced as topography of a site. It is shown as oval or circular, fenced part of the process by which tithes important to remember that even rings and landscaped parks (church taxes) were commuted if a design was accepted it was without deer are sometimes not from payments in kind to frequently not carried out exactly shown at all. County maps statutory rents imposed on land, as it appears on paper, often produced after 1770, at a scale ofunder the Tithe Commutation owing to the owner's economic one inch or two inches to the Act of 1836. Rents varied circumstances, whims or mile, show a little more detail. according to land use, for unforeseen problems. Some These are sometimes available in example, whether it was wood, designers produced sketches and facsimile editions, for sale. arable or pasture. These maps drawings in addition to their In the eighteenth century many therefore show land use, plans, either on the plan itself or large areas of land were enclosed boundaries, and the owner or separately. by Act of Parliament. Pre- occupier of the land. Other details Plans of designers and other enclosure maps show areas of the such as the location of trees are plans and maps may be kept by eighteenth century landscape just more schematic because they were the site's owner or former owner, about to be enclosed, that is, unimportant to the map's in the County Records Office or divided into smaller hedged fields. purpose. Tithe award maps are in a national collection. The Parliamentary enclosure maps kept in the Public Record Office, County archivist is the best date from about 1750 to 1850 andor in the Parish or Diocesan person to advise. County maps, show the new landscape after Records which are usually kept in normally kept in the County enclosure. The maps were made the County Record Office, Records Office, were produced to show boundaries, so seldom although they are sometimes held between the late sixteenth and the provide internal details. The by the appropriate church.

3 () 27 IFIND1ING OUT AOUT PARKS AND GARDENS

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ABOVE: County map of Surrey, John Speed, 1610. Notice the depiction of deer parks. BELOW: The Second Ordnance Survey of the estate at Blenheim. Landscape detail such Ordnance Survey as temples, quarries and avenues can clearly be seen. The First Ordnance Survey Drawings (0.S.D.$) were produced, by county in the late eighteenth century at a scale of two inches to one mile and sometimes at three or six inches to one mile. Although some details are unreliable, the main features of landscaped parks are shown with reasonable accuracy. This survey, with amendments, was published at a reduced scale of one inch to one mile in the early nineteenth century and these maps are a very important source of information. In the second half of the nineteenth century the Ordnance Survey prepared a First Edition of County maps at scales of six and twenty five inches to one mile. Details such as the lay-outs of beds and paths, the location of glass- houses and the position of individual trees are shown very accurately. Second Ordnance Survey The Second Ordnance Survey, was produced later in the nineteenth

28 31 FENDRNG OUT AOUT PARKS AND GARDENS century. Again, each county was creation affect its content and done separately, so exact dates of accuracy can be discussed as study the Second Editions vary. These progresses. maps, on a scale of six and twenty- five inches to one mile, are also veryPICTURES accurate. Some town surveys were Volumes of prints of country houses carried out in the nineteenth and gardens are fairly plentiful, century to even larger scales, and especially for the eighteenth and are exceptionally well detailed. nineteenth centuries. An important earlier record for gardens are the Later Ordnance Survey birdseye views in Knyff and Kip's More recent Ordnance Survey Britannica Illustrata (1707). Many editions do not give so much drawings, paintings and prints were accurate detail. The current Land also commissioned privately. You Ranger series maps, at 1:50,000 should bear in mind however, that scale, still have a symbol pictures can be inaccurate. Those representing parkland, and are a produced for owners or groups of useful starting point for landowners usually flatter the site, familiarising pupils with map making it look grander than it really Flower painting by Jakob van Walscapelle. reading techniques. The two and a was or they might show a view that half inch map, first produced in was fashionable but which did not of repair of a statue and 1970, is however, the largest scale atrepresent the site's general horticultural or agricultural practice. which a whole parish can be seen appearance. Some illustrations were They may also record events which on a single sheet. made before a site's completion, took place on the site. It follows that A main source of copies of most leaving the artist to imagine its fmal it is helpful if the view's location, modern Ordnance Survey maps is appearance. From the late date and names of people in the your local agent of the Ordnance seventeenth to the late nineteenth picture are recorded on the back of Survey Office who will offer an century, sketching was a popular the photograph. educational discount. (See pastime resulting in amateur as well Aerial photographs, which date Bibliography and resources section.) as professional artists' sketchbooks from 1919, are of two types: vertical of views. and oblique. The lower-level Using maps and plans with Paintings of plants and flowers are oblique shots are particularly useful pupils another source of evidence for for showing archaeological features Pupils can study maps made before period parks and gardens. such as the remnants of ditching, a site's creation to try and fmd Throughout the eighteenth century terracing or flower beds, and can reasons why the park or garden wasand into the nineteenth, owners of show boundary changes. Both located in that place. Comparison ofestates commissioned artists to vertical and oblique photographs maps and plans of a site made at make botanical records of plants, show current features and the different periods in its history will especially flowers, grown in their extent of developments such as reveal continuity and change. Pupilsgardens. Some paintings were quarrying or a motorway on a will fmd comparison easier if maps bound into volumes. Many landscape. and plans are brought to a commonamateurs also took botanical Some photographs are in private scale, and overlays used. They will instruction. As well as site-specific albums, and others are in collections also fmd them useful for identifyingillustrations many paintings and built up by local museums and and dating features on site. The drawings also depicted flowers and ways in which reasons for a map's fruit with botanical accuracy. This oblique aerial photograph of Witley Court, Hereford and Worcester, clearly shows the evidence of the nineteenth- PHOTOGRAPHS century parterre. Approximate conversion Photographs, as a widespread between the old imperial record, date from the second half of and metric systems the nineteenth century. Many 1:500 = ten feet to one mile photographs tend to focus on family 1:1,000 = five feet to one mile and staff and use the garden as a 1:1,250 = fifty inches to one mile setting. However, even when the 1:2,500 = twenty-five inches to garden or estate is simply a one mile background, a photograph can 1:4,430 = fifteen inches to one provide information on the site's mile appearance and introduces us to 1:10,000 = six inches to one mile people who owned, used or worked 1:25,000 = two and a half inches on the landscape. Photographs may to one mile show details such the size of a tree, 1:50,000 = one inch to one mile individual species of plants, the state

' 29 IF1INDIENG OUT AOUT PARKS AND GARDENS

ABOVE and RIGHT: These two different views of the walks at Chiswick House, The most important and accessible details on payments made for London, could be used to ask pupils to source of garden illustrations are goods, labour and services, and compare them with each other, and with often contain useful information on the same view as it exists today. magazines, which started in the nineteenth century, including materials, construction, archives, or by national Country Life, Gardens Chronicle maintenance, wages paid, goods organisations. Old postcards, often and House and Garden. Libraries brought in and sent out. kept in Local History Collections, will keep back copies of these, often Family and personal papers or cheaply and easily bought in indexed by site. The purpose of anyinclude correspondence, personal antique markets, often show views photograph will influence its accounts, notebooks, diaries and of municipal parks in their heyday. composition; your pupils could sketchbooks and can describe Aerial photographs, taken after discuss what is in or out of focus, improvements on the estate, visits to 1971, may be obtained at why a particular angle has been other estates and progress in the educational discount from your selected, why people are positioned garden. Papers such as sub- local agents of the Ordnance Surveyas they are or whether it conveys a scriptions to clubs and purchase of Office. The main repositories for particular mood. books give insights into an owner's pre-1971 aerial photographs include To encourage systematic study ask outlook and tastes. the National Monuments Record, pupils to fill in a record sheet with Visitors' descriptions include Cambridge University and details of the picture's or published and unpublished works. Aerofilms. (See Bibliography and photograph's location, date, the Pupils should, however, be aware Resources section.) name of the artist or photographer, that memory is selective. Victorian and for whom it was made. They gardening magazines containing Using pictures and should also note the name of the correspondents' descriptions of photographs with pupils person or organisation which owns gardens are another source of Comparison can be made either it. information. with pictures showing similar views The contents of a picture or Manuscripts and printed works on made at different times or a picture photograph may be investigated in plants, horticulture, agriculture and can be compared with a present two main ways. Pupils can tell you garden design provide information view on site. Pupils can be asked to what they see and you can pose on contemporary lay-outs, planting spot the differences and to suggest questions and give additional and maintenance techniques. These reasons why some things have information related to their include magazines, journals, changed and some things have observations. Alternatively groups newspaper articles, and catalogues stayed the same. Pupils might also of pupils can compose their own for gardening products and discuss influences on an artist's questions, and put these to another advertisements, as well as books. depiction of a landscape or on the group of pupils. Questions can be Fictional works or those indirectly selection of flowers included in a categorised into ones which can be related to gardening which have painting. answered by looking at the picture, flower or landscape illustrations can Photographs are also good ones which may be answered by also provide evidence. reference for the appearance of a further research and ones which Papers connected to the park or garden at a particular time, may never be answered. establishment and maintenance of a and are especially useful for public park or garden may include observation and comparison WRITTEN SOURCES posters and handbills advertising because of the detail they show. Primary evidence meetings, minutes of meetings, Remember that photographs are Estate papers, for example, accountspecifications for work to be often posed, or taken for particular books, bills, invoices, inventories, undertaken, accounts and invoices reasons. For example, old estate tree books, plant lists and and other records similar to those agents' particulars of large estates memoranda of those working on for a private estate. Newspaper will show the house, gardens and and running the estate are useful articles may record openings, estate in their best possible light. sources. Accounts can include changes in design, and events. 30 33 IFIENDMIG OUT AlaoOUT PAIRKS AND GARDENS -\For further details, see the Bibliography and Resources IMPRTANT. section. Using written sources with pupils CLISSOLD Primary written evidence can be used to provide MEETING information on a park or PUBLICWill be heldat the garden prior to a visit, to BOOMS confirm or refute theories ASSIEVIBLY STREET, formed on site, and can be Many people keep old photographs and ROAD,CHURCH placed alongside other DEFOE IS t1T documents which they would be pleased to types of evidence to form share with young people. JUNE30th,1886, a wider picture of the OnWEDNESDAY, ?art site's history. It can be contact if they are able to help. Not lapittent used in a similar way to everybody likes using the telephone 01 this thePublic. 13C0Sttia1i011 for thebeneNt of pictorial evidence to so pupils might design a reply slip. As anOPNE SPACE encourage questioning Sal be mo hby This could ask for the person's 'fhe (;heir S , skills. name, address, telephone number 5 Take care that the and connection with the site, for O E AT 8Plg: sources you select example, gardener, farm worker, invited toattend: have bcen provide a challenge butresident or 'other'. Respondents Gentletnot , The following BRABAZON are not too daunting might also be asked to state the LORD for your pupils and OFBEDFORD, P. date they first knew the park or BISI-10P c.p., that there is suitable garden and the periods when they A_EV3.1 ISRELAY; 101 - follow up material to remember it particularly well. Sewing:en Sh0enStreet, answer some of their The form of the interview and antVrIntt r. 111t questions. Sources where and when it should take should be dated and sufficient place needs to be discussed with context given to aid interpretation. both pupils and respondents. Poster for a meeting about the future of Clissold Park, London. Pupils should also be encouraged Pupils should consider what kinds to use secondary sources, of questions to pose, how to get appropriate to their age and ability. the best results from an interview Secondary evidence and whether to send a list of Secondary sources are useful ORAL EVIDENCE possible questions in advance of because they not only collate Recollections of owners, occupiers,the interview so that interviewees evidence but also give leads on estate workers or local people are can prepare themselves. Pupils further primary and secondary valuable sources of information could ask if respondents have sources and their locations. They and may include information postcards, photographs or other are also readily available and may handed down to them as well as items which relate to the park or be freely handled by pupils. If their own memories. Contacts garden which they would allow there is a teachers' handbook or could be made via pupils' parents pupils to see. site guidebook for the garden, it or guardians, the site, the archivist, may be found in the site shop or local history society, wardens of GARDENING possibly can be obtained via mail accommodation for elderly people OBJECTS order. Ask the owner of the site if or through an advertisement or Objects associated with designed an historical survey or an historic article in the local paper. Some landscapes give further insights landscape management plan has libraries and pensioners' into the past and present uses and been published. These comprise organisations have reminiscence maintenance of parks and gardens. detailed written research, societies or oral history projects. Items could include seed packets, supported by maps, showing Pupils might also interview people gardening tools and equipment, archaeological and historical directly. gardening clothes, flower vases, a information, and present and bird scarer, a picnic hamper, gate future management programmes. Pupils and oral evidence hinges, fishing or hunting They are usually compiled by If you are advertising for possible equipment and dairying garden historians and landscape interviewees, give the title of your equipment. Possible sources of architects. Papers or booklets project, name the categories of objects might be an exhibition on written by local historians might people to whom you would like to site, a county, local or site museum also be available and be deposited talk and give the name, address (enquire if it has a loan service) a in the local studies library. Books and telephone number of a person junk shop and those in the on garden history can be useful. at school whom they should community.

3,1 31 IFINDENG OUT A10)OUT PARKS AND GARDIENS

Recording reminiscences and try and put the respondents can aid understanding of the site at their ease. They should listen today and be used as a basis for Equipment well, show an interest and make comparison with objects, or A tape recorder is essential. A them feel valued. They should drawings of objects from other camera or video camera might not interrupt, nor influence what periods. Objects which pupils can also be used, although many the respondent is saying by handle are particularly valuable people find this intimidating and expressing their opinions. After because the sensory experiences you should discuss it first. the interview, ask students to involved aid understanding. label and number the tape with An effective learning strategy for Questions the name of the respondent and younger pupils is to make up a Make a check list of questions the date of the interview. story which involves them and which are relevant to the project which incorporates objects and to the person being Follow-up collected. Students could be asked interviewed. The first question Respondents' memories can be to select objects for the gardener should include the respondent's compared with others who knew and owner in the story to take into name and their connection with the park or garden in the same or the garden or park. They could the park or garden. Other in a different period and can be discuss their choice of object, questions should be open-ended, placed alongside other evidence explain how it was used and short and simple, clearly to provide a fuller picture of the describe its texture, smell and the articulated and used flexibly. past. As recordings or as noise it made. A story provides Flexible use includes interspersing transcribed extracts, plenty of leads for comparison of questions with cues designed to reminiscences might be the past and present and for elicit a fuller description and with incorporated in a video film, discussion on ways to find out memory joggers such as tape-slide presentation, I.T. more. photographs, garden artefacts andprogram, wall display, album or extracts from newspaper articles. book on the site. They could be ARCHAEOLOGICAL Cues could include questions suchlinked to photographs and EVIDENCE as 'Please can you tell me: why objects to form an exhibition. A number of electronic methods that happened?"Who was that These activities could be can test the ground for evidence of person?"How did people react to solutions to set problems or what lies beneath, such as flower that?' could be part of an effort to beds, paths, buried walls and increase public interest in and ditches. They are non-destructive, Approach appreciation of a particular park and inform without the need for Pupils should be very courteous or garden. excavation. A resitivity survey tests the soil's resistance to a small electrical current conducted Using objects with pupils questions about its physial through disolved ions in moisture In order to understand more fully features, construction, design and retentive areas of the ground. High how an object was made and used, function. Structured investigation resistance anomalies occur when pupils should be encouraged to should not only be applied to the earth is compacted or contains observe it closely and to ask historic artefacts. Modern artefacts a non-moisture retentive structure such as a stone wall or gravel path, but when the earth is softer and damper a low resistance anomaly is recorded. Archaeological surveys and excavation reports for gardens are rare, but the site's owner or manager will know if one has been made, and who conducted it, and can tell you who you should contact for permission to use it.

Resistivity survey of the Elysian Garden 0 0 0 0 0 Scale at Audley End. The more compact soil of prohalik course of lamer 010 30 90m pathways through Elysian the pathways through the garden show up Gondola Il 00 121 141 as lighter features on the computer Oh= printout.

32 USING ITIHSIFORIC PARKS AND GARDENS PARKS AND GARDENS ACROSS THE CURRICULUM A project based on an historic many opportunities for data HISTORY park or garden can provide handling: for instance, making Historic parks and gardens are opportunities for developing skills,visitor surveys and using important primary sources of understanding and knowledge in spreadsheets to work out total evidence for the life styles and many curriculum areas other than entrance fees for a day, month, outlooks of people in the past. history. year, then calculating means and Their investigation benefits local averages. and national study units in the ENGLISH National Curriculum and many The study of parks and gardens SCIENCE examination courses. Research into encourages pupils to formulate, Visit parks and gardens to study a nineteenth-century urban park, clarify and express their ideas the life processes of living things, for example, is important to the orally and in writing to suit a especially of plants, and their understanding of the lives of people variety of purposes. Both specialistrelationship to their environment. in towns in the Victorian era. The and descriptive vocabulary are Investigate boundaries, surfacing, enquiry can involve a wide range of developed and the analysis of plantornaments and furniture to historical sources and heighten names can help develop an interestillustrate the uses and properties ofpupils' skills of observation, in words. Sites can be used to materials and the effects of recording, questioning, deduction bring literature to life: for example,weathering and erosion. and research. Site study together works by Jane Austen with garden Demonstrate forces and motion with oral and pictorial sources can designer references, or poems by with slides, swings, roundabouts be used to good effect with Key Marvell, Tennyson and Milton, and racquet and ball games. For Stage 1 pupils investigating events Greek myths and legends or Key Stage 1 pupils, parks and within and beyond living memory. fiction written for children. They gardens may also be used to can also be used as a stimulus for develop concepts of what is living GEOGRAPHY writing. Pupils could write about aand non-living and for grouping An historic park or garden gives park or garden from the points of materials. opportunities for the study of view of the designer, the past or physical and human geography and present owner, a gardener, or a DESIGN AND is an ideal location for considering visitor today. They might composeTECHNOLOGY issues of conservation, change and riddles identifying garden features.Problem solving activities (see pp conflicts of interest in the Compositions can be co-operative,21-23) provide contexts for environment. Conflicts include the class efforts or individual ones. designing, planning and making. consequences of tourism on an Part of a garden re-creation historic landscape. The site can be MATHEMATICS scheme could involve simulating part of a local study. Investigating, Park and garden studies provide watering systems or designing newrecording, making and using maps opportunities for the development garden tools. Further design and plans, using compasses, of mathematical language, for opportunities exist, many using IT,following directions and devising sorting, classifying, work on in site interpretation projects. questionnaires all exercise field number, shape and space, Research on plants' uses in a park work skills and develop estimating, measuring and drawingor garden could be a starting pointgeographical language. For Key to scale. These and other activitiesfor a wider study of how plants areStage 1 pupils, identification and can be used in maths trails. There used for food, shelter, clothing anddiscussion of what is attractive and is much scope for looking at decoration for example. Pupils unattractive in a park or garden is a patterns and symmetry: in paving, could, in addition to re-creating a good introduction to the topic of walls, and in parterres for historic garden in the grounds, caring for the environment. example. If pupils are re-creating create a 'Really Useful Garden'. a garden at school the project can Vegetables, perhaps old varieties ART include working out quantities of and plants such as rape, flax and Historic parks and gardens contain soil, the numbers of plants neededwheat could be grown. There both natural and human design and and the costs involved. Tourism incould also be a section for so are particularly rewarding parks and gardens also provides medicinal plants. sources to help pupils explore the

33 Ad 31 PARKS AND GARDIENS ACROSS THIE CURRI[CULUM elements of art and experiment with researching the origins of plants in different materials and techniques. A selection of works by a garden, pupils might design a Designed landscapes are works of established composers garden in the school grounds with art in themselves. Contextual appropriate to the subject of plants which are representative of studies can involve study of one parks and gardens. different continents as an park or garden or comparison Dowland (15631626) The alternative to a period garden re- between landscapes of the same Lowest Trees have Tops' and creation. period, across centuries or across Lawes (16021645) 'Gather ye cultures. Alternatively, features such Rosebuds' (both contemplative Gender and career as fountains and cascades or songs) opportunities statuary, may be recorded and Van Eyck (1589 -1657) 'The The achievements of women as well researched. Following on from this English Nightingale' and other as of men are more apparent in study, pupils could investigate pieces for solo recorder garden history than in many other artists' different styles and traditions Vivaldi (16561741) Pastor areas of study. Famous women when depicting designed Fido' and The Four Seasons' gardeners who played a leading role landscapes, their features or their Beethoven (1770 to 1827) in garden creation and sometimes plants. They could also explore the 'Pastoral Symphony' in the acquisition of new species symbolism of gardens and plants in Rimsky Korsakoff (1844 to include Eleanor of Aquitaine, art, especially in portraits. 1908) The Flight of the Philippa of Hainault, Henrietta Another project could involve Bumblebee' Maria, Queen Mary II, Mary, tracing inter-relationships between Debussy (1862 to 1918) Duchess of Beaufort, Augusta, the design and planting of parks 'Nocturnes', 'Estampes', 'Reflet Princess of Wales, Queen Charlotte, and gardens and the design and dans l'Eau' (for weather and Gertrude Jekyll and Vita Sackville decoration of buildings, interiors, elements) West. It is recorded that many furniture, ceramics and in the Delius (1862 to 1934) 'In a women, less famous, managed, eighteenth century, table settings. Summer Garden' worked in and used gardens. Parks Holst (1872 to 1934) 'Planet and gardens therefore give pupils MUSIC Suite: Uranus' (for mood) the opportunity to study the history Pupils could compose, sing and Ravel (1875 to 1937) The of women as well as men. play music appropriate to the site's Enchanted Garden' (for mood) The Institute of Horticulture can mood, past and present uses, to provide information on careers made features found there such as a related to parks and gardens. (See fountain or Chinese bridge, or to DANCE Bibliography and Resources section.) natural details such as ripples on Different types of plants, especially the lake or birdsong. Also consider trees, activities of people in the parkEconomic awareness and music appropriate to the seasons orand also gardening tools are industrial understanding to the weather. Pupils' own work suitable stimuli for pupils' own The activities suggested for might be improvised on site or dance creations. Younger pupils involving pupils in conservation, the could use the IT program might like to perform an 'under the problem solving activity Project 'Compose'. For imitation of birdsongground' dance, moving as water Enterprise, studies involving introduce the sopranino recorder seeping through soil particles, rootstourism, the creation and costing of which was once used to train spreading out, foundations a school garden, suggestions on singing birds and which is a firm supporting buildings and as worms how its creation might be funded favourite with children. or centipedes. They could also and investigation of plants' dance to music they have commercial uses, will all raise composed or selected as appro- pupils' economic awareness. Pupils ADVENTUROUS priate to the site. Traditional, can also be introduced to the ACTIVITIES period dance also reflects garden horticultural industry including The National Curriculum for design and content. The easy-to aspects such as mechanization and physical education requires pupils learn Tudor country dance called the economics' of plant production. to engage in outdoor and 'Peas Branle', for instance, requires adventurous activities. Public parks pupils to be peas popping out fromHealth and safety and larger, landscape gardens can their shells. More stately baroque Pupils can compare levels of be ideal locations. They may have dance have similar patterns to pollution in parks and gardens in an adventure playground or a river parterres. comparison with the surrounding for canoeing. They are certainly environment.They can also discuss suitable for orienteering courses. A CROSS-CURRICULAR the contributions parks and gardens course may be devised by the ELEMENTS make to people's well-being, for teacher, or by pupils working in Multicultural Perspectives example their use for passive and groups. Remember to check with Parks and gardens are multi- active recreation and the social use the site manager that your proposedcultural in their designs and in the of public landscapes and the use of activities are appropriate. plants they contain. After plants for medicines.

34 USING HESTORIC PARKS AND GARDENS BIBLIOGRAPHY AND RESOURCES

BOOKS FOR Batsford 1983, ISBN 0-713-43476- 2. Thorough history of the English TEACHERS landscape garden, with useful General reference sources. Desmond, R, Bibliography of Batey, M, Regency Gardens, British and Irish Gardens, St Shire Publications Ltd, 1995, ISBN Paul's Bibliographies, 1996, ISBN 0-7478-0289-0. Lively and 1-8730-4041-5. A guide to sources interesting. on gardens. Williamson, T, Polite landscapes, Dingwall, C, and Lambert, D, Alan Sutton Publishing Ltd, 1995, Historic Parks and Gardens in ISBN 0-801-85205-6. Stresses the the Planning System: A social, economic and political handbook, The Landscape Design implications of eighteenth-century Trust, 1997, ISBN 0-9518-3772-9 landscapes and their variety. Hall, J, Dictionary of Subjects Elliott, B, Victorian Gardens, and Symbols in Art, John Batsford, 1990, ISBN 0-713- Murray, 1989, ISBN 0-719-54147- 44768-8. An excellent, well- 6. Helpful for the study of plants illustrated history of nineteenth- and gardens as symbols in art, and Publications Ltd, Cromwell House, century parks and gardens. for identifying and providing Church Street, Prince's Ottewill, D, The Edwardian information on characters Risborough, HP27 9AA. Garden, Yale University, 1989, portrayed in statuary. Telephone 01844 344301. ISBN 0-300-04338-4. A lavishly Goode, P, Ed, The Oxford illustrated account of some of the Companion to Gardens, OxfordGarden history finest gardens of the period. University Press, 1986, ISBN 0- Hadfield, M, A History of 1986-6123-1. International British Gardening, Penguin Urban parks coverage. 1985, ISBN 0-140-07256-X. The Conway, H, People's Parks: the Kellaway, D, The Virago Book paperback classic of garden history.design and development of of Women Gardeners, Virago, Taigel,A, and Williamson,T, Victorian parks in Britain, 1996, ISBN 1-8604-9153-7. Parks and Gardens, Batsford, Cambridge University Press, 1991, Lambert, D, Goodchild, P, and 1993, ISBN 0-7134-6728-2. A ISBN 0-521-39078-2. A detailed Roberts, J, Researching a thought-provoking book outlining work on the development of British Garden's History: a guide to the history and uses of the public parks. documentary and published designed landscape. Conway, H, and Lambert, D, sources, Landscape Design Trust, Public Prospects: historic 1995, ISBN 0-951-83770-2. An Gardens of a specific period urban parks under threat, invaluable guide for detailed (In chronological order) Garden History Society and research. Harvey, J, Medieval Gardens, Victorian Society, 1993, ISBN 0- Renfrew, J, et al, A Taste of Batsford, 1981, ISBN 0-713- 901-65726-3. A report which History, English Heritage/British 42396-X. A well-illustrated, stresses the historic interest of urban Museum Press, 1993, ISBN 0- scholarly book. parks and outlines the threats which 7141-1732-2. Provides historic Jacques, D, and van der Horst, they face. recipes which can be used for A.J, The Gardens of William period events and shows the and Mary, Christopher Helm, Plant identification culinary uses of park and garden ISBN 0-747-01608-9. Celebrates The Pan Books division of produce. the gardens of William and Mary Macmillan publishes a paperback Symes, M, A Glossary of in Britain. series on vegetables, herbs, bulbs, Garden History, (Shire Garden Strong, R, The Renaissance trees and other plants, with History 6), Shire Publications Ltd, Garden in England, Thames andinformative text and superb 1993, ISBN 0-7780-223-8. This is Hudson, 1979, ISBN 0-500- photographs by Roger Phillips. one of a useful series on garden 27214-X. Enthusiastic account of Steam, W, J, Stearn's history and other garden-related Tudor and Stuart formal gardens. Dictionary of Plant Names for topics. For a full list of Jacques, D, Georgian Gardeners, Cassell, 1992, ISBN publications, contact Shire Gardens:The Reign of Nature, 0-304-34149-8. \ 33 35 11"II LHOGRAPHY AND RESOURCES The educational use of the English Heritage has a gardens andThe National Trust historic environment landscape section which provides Opens 190 sites to the public, The English Heritage Education on information on the Register of Parks many of which have fine historic Site series provides ideas for and Gardens of Special Historic gardens. There is a corporate structured investigation of the Interest in England. membership scheme for schools. historic environment across all The organisation also has a Contact: The Education Manager, curriculum areas. A full list is photographic library which keeps a National Trust, 36 Queen Anne's available, and those most relevant tophotographic record of its own Gate, London SW1H 9AS, the topic of parks and gardens are sites, and deals with postal and Telephone: 0171 222 9251. listed below. telephone enquiries as well as Copeland, T, A Maths and the personal visits, for which an Maps and aerial historic environment, English appointment should be made. photography Heritage, 1992, ISBN 0-85074- Contact: English Heritage, 23 Aerofilms Ltd, Gate Studios, 329-0. Savile Row, London W1X 1 AB, Station Road, Borehamwood, Copeland, T, Geography and Telephone: 0171 973 3000. Herts, WD6 1 EJ (Telephone: 0181 the historic environment, 207 0666) is a main source for English Heritage, 1993, ISBN 0- The Royal Commission on the aerial photographs. 85074-332-0. Historical Monuments of The Ordnance Survey, Davies, I, Webb, C, Using England This has a large Information Branch, Romsey Documents, English Heritage, photographic collection covering Road, Maybush, Southampton 1996, ISBN 0-85074-492-0 the whole of England and arranged SO9 4DH (Telephone: 01703 Durbin, G, Using historic by county and civil parish. 792338) can advise you where to houses, English Heritage, 1993, Contact: National Monuments find your local O.S. agent. ISBN 0-85074-390-8. Record Centre, Kemble Drive, David and Charles, Brunel House, Durbin, G, Morris, S, and Swindon, SN2 2GZ Newton Abbot, Devon, Wilkinson, S, Learning from Telephone: 01793 414600. (Telephone: 01626 61121) supplies objects, English Heritage, 1990, old Ordnance Survey maps. ISBN 0-85074-259-6. The Association of Gardens Keith, C, Using listed buildings,Trust Acknowledgements English Heritage, 1991, ISBN 0- The association can provide the Thanks to Mavis Batey; Margaret 85074-073-9. name and address of your local or Still; Michael Symes; Jan Woudstra. Pownall, J, and Hutson, N, county Garden Trust, which can Science and the historic often provide advice and materials OPPOSITE: The gazebo at Witley Court, Worcestershire. (Liz Hollinshead) environment, English Heritage, on sites and visits. Contact: The 1992, ISBN 0-85974-331-2. Secretary, AGT, 77 Cowcross Our Education Service aims to help Street, London EC1M 6DP teachers at all levels to make better BOOKS FOR Telephone: 0171 251 2610 CHILDREN use of the resource of the historic Boston, L, The Children at The Royal Horticultural environment. Educational groups Green Knowe, Puffin, 1994, Society can make free visits to over 400 ISBN 0-140-36461-7. The society has the most historic properties in the care of Dahl, R, James and the Giant comprehensive horticultural library English Heritage. The following Peach, Puffm, 1990, ISBN 0-140- in the country. Contact: The booklets are free on request. Using 34269-9. Lindley Library, The Royal Historic Sites and Buildings Hodgson-Burnet, F, The Secret Horticultural Society, Vincent contains a full list of all our sites, Garden, Puffin, 1994, ISBN 0- Square, London, SW1 2PE, details of how to book a visit and lots 140-36666-0. Telephone: 0171 834 4323. of ideas and activities for National Lively, P, The Revenge of Curriculum work on site. Our Samuel Stokes, Mammoth, 1996,The Institute of Horticulture magazine, Heritage Learning, is ISBN 0-74 970601-5 14/15 Belgrave Square, London published three times a year. Pearce, P, Tom's Midnight SW1X 8PS, (Telephone: 0171 245 Resources, our catalogue, lists all Garden, Puffin, 1996, ISBN 0- 6934) is able to offer careers advice. our educational books, videos, 140-36454-4. posters and slide packs. Please The Garden History Society contact: USEFUL CONTACTS The national organisation for English Heritage everyone interested in garden English Heritage The government-sponsored agency history. Education Service responsible for looking after many Contact: Information Officer, The 429 Oxford Street of the country's most important Garden History Society, 77 historic sites. Many of these sites Cowcross Street, London EC1M London W1R 21ID contain historic landscapes, parks 6DP Tel: 0171 973 3442 and gardens. Telephone: 0171 608 2409 Fax: 0171 973 3443 36 39 falir" i'LVEL

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144e'ilf Historic parks and gardens are important evidence of how people lived in the past - from medieval hunting parks to post-war public gardens. They are integral parts of the historic fabric of this country. A designed landscape is also a work of art set in and using the natural environment. This book contains ideas for their effective use which teachers may select and adapt to suit the needs of different age groups and abilities across the whole curriculum.

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NW' Written by Susanna Marcus, ;?, consultant in historic parks and gardens, town planning and horticulture, formerly a planner with the English Heritage Historic Parks and Gardens team and Rosie Barker, formerly a teacher and Head of Education of the Historic Royal Palaces Agency, now a consultant. This book is one of our Education on Site series, suggesting educational strategies for the use of historic landscapes, sites and buildings. ISBN 1-85074-510-2

ENGLISH HERITAGE --c--maggsminisimmerfr-

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