In Defense of Schoolyard Gardens
Youth Gardening as a Pathway to Academic Success
by Tessa James, Kalyn Janae Marab, and Sabine Parrish
Caitlin Flanagan’s 2010 article in The Atlantic, Cultivating Failure, ridicules the idea that schoolyard gardens can help children in any way become better educated. Her principal argument is that gardens do not teach students the necessary skill sets to pass the standardized examinations required of most students across the nation:
“Here is the essential question we must ask about the school gardens: What evidence do we have that participation in one of these programs — so enthusiastically supported, so uncritically championed — improves a child’s chances of doing well on the state tests that will determine his or her future (especially the all-important high-school exit exam) and passing Algebra I, which is becoming the make-or-break class for California high-school students?”
Contrary to this statement, there is growing evidence that gardening cultivates not just crops but young minds. This includes teaching environmental consciousness — but gardening can also teach practical and applied lessons in science and math and is an engaging and creative way to explore natural and cultural history. The question should not be, “Will our students pass these tests?†Instead, we might ask: “Why have we developed a system in which standardized tests determine our children’s future?†(more…)






