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As its title implies, this work concerns an examination of extensive ornamental gardening at three notable Highland estates. The Introduction sets the context for extensive gardening in Scotland by highlighting some eighteenth century perceptions of the 'English Garden' in Britain and in Europe before considering what, for some sections of the aristocracy, may well have been an acceptable approach to laying-out grounds in Scotland during the early part of the century. The first chapter outlines the contribution made by notable Scots to an age remembered for its significant advances in agriculture, architecture and the related arts. Chapter Two records the development of the grounds and gardens at Inveraray from the 1720's until the time of the third Duke of Argyll. The third and fourth chapters examine the development of the second Duke of Atholl's pleasure grounds at Blair and Dunkeld. Chapter Five outlines the evolution of the gardens and grounds at Taymouth from about 1720 until the later years of the third Earl of Breadalbane. The Epilogue provides a brief summary of the gardening achievements of these magnates and records the unexpected significance of exotic expression in their garden art.

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (Ph.D.)--Washington University in St. Louis, 1993. / Co-chairpersons: Robert H. Hegel, William Matheson. Includes bibliographical references.

Thesis (M.S.)--University of Delaware, 2008. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 2005. / Includes special report study entitled: How Chinese garden concepts used in Hong Kong parks?

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

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As more schools incorporate learning gardens into their campuses to help educate school children on nutrition (Parmer and Stuempler, 2009), connect students to nature (Bucher, 2017), and grow healthy food; there is a need to better understand how the physical design and components of the garden facilitate the use and programming of the gardens for teaching. There is little research on how the physical characteristics of a garden influence those benefits and challenges. This study seeks to assess the usefulness of an intentionally designed garden typology that has been implemented at three different school sites. By documenting the differences between the three gardens and surveying faculty and staff, the study identifies how the gardens and their components are used by teachers. The results indicate that the intentionally designed gardens are used for many purposes, have successful seating components, and reduce overall maintenance for teachers responsible for the gardens.

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