For urban citizens it is not always given that they know about the life of livestock animals and crops in concrete experience. They may not realize where eggs and meat originate from. They might not know the satisfying feeling after picking ripe wool from a sheep. They may not have the opportunity to read about the big multitude of flower species in books for children let alone experience it personally. In short they are deprived from one of the earliest, most direct experiences: the connection of livestock animals, crops,
and plants with the environment and its importance for society. But they may read about it in books on farming for children. By providing city children with the opportunity to learn about farming and all its facets as part of their general education this deficiency, and it is indeed a deficiency , should be countered. By providing them with understand and appreciate the situation of livestock animals and plants and understand their position in society. One to many school gardens have been created in urban areas in order to give children the opportunity to experience in physical world what they read in books and realize the benefits that arise from that. This paper will use the results of a dutch study in order to exam in in what way primary school school garden teaching program contributes to the appreciation of the pupils for both environmental aspects and farming. It will distinguish between school - gardening activities in the curriculum and school - garden - tended activities and refers to theoretical concepts to explain the results of the program