Teacher’s book

Created by the European Council of With the support of

Young Farmers the European Commission
CEJA would like to thank all the partners who were involved in the creation of the Tellus pack:

European Commission:
Directory General for Agriculture and Fishery
Directory General for Education & Culture

European organisations:
CIBE International Association of the sugar beet growers
EFMA European Fertiliser Manufacturers Association
ECPA European Crop Protection Association
ESA European Space Agency
Europabio European Association for Bioindustries
EUFIC European Food Information Council
FEDESA European Federation for animal health
FEFAC European Federation for livestock feed

Ministries:
Austria Federal Ministry for agriculture, forestry and environment
Belgium Agriinfo
Wallon Ministry for agriculture
Finland Ministry of Agriculture and forestry
Ministry of Education
Germany Federal Ministry for the consumer, the food and the agriculture
Greece Ministry of Agriculture
Demetra (organisation for education and training in agriculture)
Ireland Department of Education and Science
Luxembourg Ministry of Education
Ministry of Agriculture and rural development
The Netherlands Ministry of Agriculture, nature management and fisheries

Others : Syngenta (crop seeds and protection)

Editorial Manager : Elisabeth Vallet

Editorial team: Anne Delauney, Michel Huber, Joëlle Millière, Jean-Claude Parot.
Illustrator: Jean-Marc Dubois.

Copyright © CEJA – February 2002

D/2002/9406/2
The source must be acknowledged on all photocopies.

This document is published by CEJA.

The European Commission accepts no responsibility for the use made of the information contained therein.
Teacher’s book
CONTENTS

I. The Tellus pack pages

1) Why Tellus ? 5

2) The materials used to help the pupils discover European agriculture 7

3) Tips on how to use the pack 7

– the cartoon strip 7

– the information booklets 8

– the educational worksheets 9

II. Art activities

1) Works of art 16
«The Sower » – Vincent Van Gogh 17
«The Gleaners » – Jean-François Millet 18
«Ploughing in the Nivernais Region » – Rosa Bonheur 20
«Autumn » – Giuseppe Arcimboldo 21
«The Haywain » – John Constable 22
«The Dark Day » – Pieter Bruegel 24
«Still life with figs » – Luis Eugénio Mélendez 26
«Ancient ploughing scene » – Greek antiquity 28
«Landscape of Garden » – Gustav Klimt 29
«The Surprise » – Ferdinand von Wright 31

2) European poems 32
Belgium : « The chicken rap» 32
«A hen on a wall » – Maurice Carême 32
Denmark : « The woman with the eggs » – H.C. Andersen 33
Germany : « The butterfly is in love with the rose » – Heinrich Heine 34
Spain : « Poem » – Manuel Machado 35
Ireland : « The cows’ song » – Tomas McKeoghan 36
Italy : « San Martino » – Giosue Carducci 37
«October evening » – Giovanni Pascoli 37
Luxembourg : « Ketti the mouse » – Auguste Liesch 38
The Netherlands : « The people of the country I » – Theun De Vries 39
Austria : « The Field » – Toni Riser 40
Portugal : « Who would have known ? » – Luis de Camões 41
Finland : « Saku, my little pig» 42
The United Kingdom : « The Apples » – Laurie Lee 43
III. The countries of the European Union and pages
their agriculture
44
Belgium
45
Denmark
46
Germany
47
Greece
48
Spain
49
France
50
Ireland
51
Italy
52
Luxembourg
53
Netherlands
54
Austria
55
Portugal
56
Finland
57
Sweden
58
United Kingdom

IV. European Council of young farmers (CEJA) 59

V. Useful contact details 62

VII. The European School Partnerships 67

 I. THE TELLUS PACK

I.1) WHY TELLUS?

A century ago in almost all of the countries of Europe, the great majority of primary school children
lived in rural areas and were familiar with the activities and lifestyle of the countryside. Teachers used
the children’s daily experiences to teach them about the living world, about different areas and soci-
eties. Often, the teachers themselves came from a rural background.

The context into which teaching has been placed today is quite different. We increasingly live
and work in large towns and cities. In rural areas, farmers are now almost never the majority
group. A great many families no longer have any real rural roots to speak of. And at the same
time, the inhabitants of our towns and cities, despite being the end consumers of the products
of agriculture, have only a very vague idea of what the living and working conditions of that sec-
tor really are.

The following essential changes have occurred:

■ In the past, most people produced their own food, i.e. farming was based on subsistence agri-
culture. This is no longer the case.
■ The distances between the areas where food is produced and where it is sold and eaten are
becoming ever greater.
■ Agricultural produce is subjected to a great many more industrial or other processes before
being placed on the market.

These factors have lead to ignorance by producers and consumers of one another’s role.
Unrestricted trust is no longer placed in farmers. New considerations have appeared, such as the
preservation of the environment. Following the recent crises suffered by the agricultural sector,
such as BSE and foot-and-mouth disease, society is increasingly demanding traceability of food
produce.
This is the general backdrop against which the TELLUS project was created. This project is tar-
geted at primary school children and its aim is to bring mutual respect back into the relation-
ship between two groups of society that do not know enough about one another, in spite of
their inevitable mutual dependency.

5.
 Allowing primary school children to discover European agriculture
is the overarching educational aim of this project and one which is
of great interest for a number of reasons.

■ It involves a wide range of skills. The TELLUS educational pack uses the topic area of “dis-
covering agriculture” to create a great many opportunities to learn new skills in a wide range of
subjects, such as maths, language, history, geography, life sciences, biology, an introduction to
technology, good citizenship, art and more. All of the exercises contained within the TELLUS
worksheets are designed to fit in with existing curricula.
By encouraging young pupils to meet farmers in their own country or from other European
countries and by promoting exchanges between schools, this project will strengthen the link
between any individual primary school and the area in which it is located, a factor which will be
of benefit to society as a whole.
■ It sustains the attention of the pupils. It raises their interest in nature and all living things,
providing concrete information on the earth and its produce. Thanks to Tellus, the children may
discover new professions, such as agricultural consultant, agricultural engineer, vet and so on.
Nowadays, primary school age children come into contact with the countryside in a sporadic
manner only. Very few have had the opportunity to live with a farming family and their percep-
tion of agriculture is often based on television programmes, some reading and memories from
journeys between their home and a holiday location. This is why visits to farms are of great inter-
est and great benefit to primary school children.
The material contained within this pack aims to teach children about both the food and non-
food products provided by agriculture, including textile plants, rapeseed for fuel, leather and
more. The children will learn that special, often fascinating equipment is needed for agriculture,
that different farmers have different specialist skills, that often foodstuffs and other products are
processed before sale and so on. They will discover that farmers do not only provide us with
food, rather are essential players in ensuring the dynamism of the countryside as a whole, in par-
ticular in terms of the services they require for their farming activities and of the other services
they offer, such as tourist accommodation and educational visits. Pupils will gain greater aware-
ness of the role farmers play in preserving our countryside and will understand that agriculture
creates certain landscapes and contributes to shaping regional identities. Finally, this project
aims to answer any questions the media might raise concerning the environment, consumer
health and the “quality” of agriculture in general.
■ Discovering European agriculture will lead the children to reconsider their role as “citi-
zens of Europe”.
Despite our great need for basic food security to ensure our development, we often forget just
how important agriculture is. The agriculture, fishing and forestry sectors are responsible for pro-
viding us with our basic foods. The difficult situations in some developing countries remind us
of the grave repercussions of any failure by the primary sector to provide.
The TELLUS pack brings two important issues in modern Europe together: agriculture in relation
to the living world and to society, and European construction. Within the framework of European
construction, it is necessary to consider other major policies such as the economic, monetary or
social policies. The construction of an ever closer union of the countries of Europe reflects the
solidarity of the European people who, in spite of past divisions and even conflicts, have a great
many reasons to promote what brings them together. Our common culture and level of devel-
opment must not lead us to become inward-looking, rather should encourage us to become
aware of the situations faced by the other peoples of the world and to learn to co-operate whilst
respecting the identities of others. The Tellus project provides an excellent opportunity to teach
good citizenship to primary school pupils at all levels from local to global.

6.
I.2) THE MATERIALS USED TO HELP THE PUPILS
DISCOVER EUROPEAN AGRICULTURE

The TELLUS pack contains a set of educational documents which aim to present the agricultural sector
within the European Union to children aged between 9 and 11 years of age, i.e. who are in their final
years of primary school education.

It includes :
● a comic strip entitled « The Tellus Mission» ;
● six information booklets on agricultural production, the forestry sector and fishing and aqua-
culture, for the pupils to read ;
● educational worksheets ;
● a teacher’s booklet comprising a presentation of the Tellus project as a whole and offering
tips on how to use the pack as well as information on the different countries of the European
Union and a collection of works of art and poems from each ;
● a website offering an alternative approach to discovering European agriculture and enabling

teachers to update their TELLUS documentation (website address : www.ceja.educagri.fr).

I.3) TIPS ON
HOW TO USE THE PACK

3.1. « The Tellus Mission » cartoon strip

This cartoon strip explains in detail the mission with which the four young European astronauts in the
project have been entrusted and which essentially involves setting up a farm on a recently discovered
plant that has thus far never been cultivated. The strip should initially be read to inform the pupils of
the objective of the Tellus mission. Following this, the pupils can be reminded that agriculture on earth
itself arose from certain specific regions and that it only became a general global activity following
waves of migration by different population groups.
The cartoon strip contains a mixture of both fiction and reality and is fun to read. Its aim is to demon-
strate that the production of plants or livestock is no simple matter and should not be taken for grant-
ed.
At first sight, the materials contained within the three-storey hold, such as crates of seeds from well-
known plants, agricultural tools and some farm animals, seem highly simplistic in contrast to the hi-
tech instruments in the rocket control room, but LED, the friendly robot dog whose antics worry both
the heads of the space station (p 1, 2nd image) as well as the astronauts when he creates a commo-
tion within the rocket, regularly explains how difficult it is to manage living things in order to produce
food.
Over and above the story told, the initial reference to a previous mission (text box within the first
image) and the final panoramic view of the domes are intended to remind the pupils that farmers must
be capable of maintaining the delicate balance between soil, climate (light, heat, water) and plants,
without which food production would be impossible.
The « time » dimension which is inextricably linked to all agricultural production is also included. The
domes were built and the surrounding area prepared by a previous mission, the four astronauts in the
strip are the first real settlement on Tellus and a later episode could depict the harvesting of the plants
and uses made of the livestock.

The characters used in the Tellus mission comic strip appear in all 6 booklets (LED in particular) and in the
educational worksheets where they suggest activities that could be carried out using the information in
the booklets.

7..
 3.2. The agricultural production information booklets

Six different booklets introduce the children to the activities and concerns of crop and livestock
farmers, forestry workers, fishermen and fish farmers in Europe.
● Booklet 1 Agriculture in Europe
● Booklet 2 Arable Farming
● Booklet 3 Horticulture, viticulture and specialised crops
● Booklet 4 Livestock farming in Europe
● Booklet 5 The forests of Europe
● Booklet 6 Fishing and aquaculture in Europe

Each booklet follows the same structure, i.e. each individual subject matter is dealt with over two
sides. The project as a whole is highly coherent. The structure of each booklet is provided in the
contents page which lists each subject matter. At the top of each double page indications are
provided to the pupils to ensure they can find the right chapter for the right topic. At the end
of each booklet useful documentation is provided in the form of maps illustrating the areas in
which the majority of farms are to be found in Europe and a list of « Difficult words » which pro-
vides explanations for some terms used within the text but which may not have been fully out-
lined there.
The text has been written to be read directly by the children. Short paragraphs as well as numer-
ous photographs, diagrams, illustrations and notes, often provided by LED who is a wealthy
source of curious facts and anecdotes, have been used to make the text easy to understand.
Interviewees, such as Sirpa, a farmer in Finland, George, a Scottish livestock breeder, Janny, a
French farmer, and Celestino, a Spanish producer, recount their own experiences of European
agriculture.
The booklets provide scientific and technical information on all types of farming, but without
falling into the trap of using specialist jargon. They have been written to provide pupils with
good general knowledge and are not intended as an encyclopaedia-style reference work, even
though considerable attention was paid to stressing the diversity of European agriculture. The
relationship between agriculture and the environment, the different tasks carried out by agri-
culture over and above food production, the responsibilities borne by farmers and the role they
play within our society as consumers become increasingly demanding are also explained.
The material provided in the booklets can be used as a basis for a number of activities. Here are
a few suggestions :
■ Discovering different aspects of agricultural production and the techniques used to obtain a
specific produce through individual or group reading of the booklets and completing the tasks
on the corresponding worksheets.
■ A targeted thematic approach using the double pages contained within the different booklets
and picked out with reference to general topics, such as farming and water, farming and the
countryside, biological pest control, non-food agricultural production, European farmers and the
Common Agricultural Policy, etc.. For such topic-based work the class could be split into small
groups and asked to gather information using one or two of the double sides provided and then
work together to find the right answer to the question asked.
■ Comparing the more local aspects of crop and livestock farming, with which the pupils may
be relatively familiar, with the more general information provided in the booklet to find any sim-
ilarities and differences.
■ An introduction to reading and to interpreting pictures and diagrams.

8.
■ Searching through all of the booklets for information that will enable a problem that has been raised
in the media to be placed into context and discussing this issue despite limited knowledge thereof.
Other skills required for this type of exercise are using summaries, using glossaries, reading maps,
skimming and scanning text, etc..
■ Preparing and organising mini debates amongst the pupils, for example where one group supports
the farmers’ point of view, the other that of consumers of agricultural produce or people who use the
countryside in other ways. This could also lead to role playing activities.

3.3. The Educational Worksheets

The educational worksheets do not claim to provide an exhaustive list of the activities that could be
carried out on the theme « discovering European agriculture ». Rather, they simply offer some ideas
which can easily be adapted to the geographical and agricultural context familiar to the pupils and to
the educational goals of the teacher.
Teachers must feel free to photocopy the worksheets and hand them out in class. As each sheet is a
separate unit, they need not all be used. The teacher can choose those that correspond best to any
particular project, irrespective of whether this falls within the sphere of « discovering agriculture ».
Essentially, it is assumed that the teacher will decide how and when to use the sheets. For each sheet,
the teacher should present the exercise to be carried out, suggest how the task could be organised
within a time range defined either in terms of individual work or group work and, lastly, assess the
validity and relevance of the answers obtained. But the activities can also be used as homework or as
the basis for field trips.
The Tellus booklets, a simple dictionary and atlas and, in some cases, books borrowed from the class
or school library will be sufficient to complement any information provided by the teacher and will
ensure the pupils are able to complete the exercises satisfactorily.
The TELLUS educational worksheets are highly diverse and are not in any way intended to serve as a
new text book, rather to provide in-depth information on the specific topic of European agriculture
with the aim of assisting pupils in perfecting their skills in almost all of the different subjects already
taught at primary school. Biology and life sciences are an essential part of the topic of agriculture and
indeed this project offers numerous opportunities to enrich the children’s knowledge in these areas and
carry out interesting experiments. However, many other disciplines are also included within the proj-
ect, such as maths, history, geography, written and oral expression (with the acquisition of specialist
vocabulary, in particular) as well as teaching children about taste, about good citizenship on the basis
of exercises relating to the creation of the European Union and the rights and duties of consumers, and
even exercises in creativity through sculpture, for example.
Note : this teacher’s pack also contains a series of poems and works of art inspired by rural life and
which offer a host of stimuli for other educational projects.

9.
 Summary table of the educational worksheets
Work-
sheet Title Aim of the worksheet Related subject Type(s) of activity
no.

1 Europe and the European Union Finding the European Union within Europe GEOGRAPHY Finding places on a map
2 What is the European Union ? Establishing the milestones of the construction of the European Union HISTORY Finding out
3 Europe’s climates Understanding the influence of climate on our way of life GEOGRAPHY Comparing data
4 The weather report Learning how to interpret and analyse a weather report SCIENCE AND TECHNOLOGY Analysing data
5 The origins of cultivated plants Understanding how exchanges between people HISTORY/GEOGRAPHY Finding out
have changed what plants are grown
6 What is a farm ? Setting out the structure of a farm and how it works GEOGRAPHY/LANGUAGE Doing research
7 Jobs in agriculture Appreciating the diversity of agriculture LANGUAGE Finding out
through different specialisations
8 Agriculture and the landscape Understanding the influence of agriculture on our countryside GEOGRAPHY Observing and identifying
9 Working as a farmer Understanding the work of the farmer LANGUAGE Imagining
10 Different ways of preserving foods Appreciating the different preservation techniques used for different products BIOLOGY Doing research
11 Food packaging – packed full of information ! Understanding the information provided on food labelling CONSUMER EDUCATION Observing and analysing

12 Calling all budding artists ! Learning to observe THE VISUAL ARTS Creating
13 The greenhouse Understanding the principle of the greenhouse BIOLOGY Conducting an experiment
14 The water cycle Understanding, by studying the water cycle, SCIENCE Finding out and classifying
that water is a rare and precious substance
15 Which variety of potato makes the best mash ? Gaining awareness of the different varieties of potato BIOLOGY/DEVELOPING TASTES
and their characteristics Conducting an experiment

16 Seed germination Understanding the principle of germination BIOLOGY Conducting an experiment

17 Where do seeds come from ? Understanding the meanings of the terms seed, fertilisation, pollination BIOLOGY Finding out
18 Plants’ needs Understanding photosynthesis BIOLOGY Conducting an experiment
19 Soils Discovering the different types of soil and their suitability SCIENCE Conducting an experiment
for different plants
20 Soils and plants Understanding the role played by minerals in growing plants SCIENCE Analysing data
21 The food groups Gaining awareness of what we eat BIOLOGY Classifying and comparing
22 Eating is not just tasting ! Finding out that all 5 of our senses are in action when we eat BIOLOGY/DEVELOPING TASTES Studying your own behaviour
23 Preserving foods Discovering the concept of « bacteria » BIOLOGY Conducting an experiment
and understanding the need to protect our foods
24 Learn to recognise seeds Learning to recognise different seeds and match them BIOLOGY Observing and conducting
up to the corresponding plant an experiment
25 Let’s do some brainstorming ! Doing sums based on situations drawn from the work of the farmer MATHEMATICS Sums
26 Agriculture in diagrams Drawing graphs using sets of figures MATHEMATICS Drawing diagrams
27 How are cereals cultivated ? Recognising the different phases in the growth of the wheat plant BIOLOGY Classifying data

28 Maize : the plant and its cultivation Getting to know maize GEOGRAPHY/BIOLOGY Finding out
29 Sugar plants Finding out what our essential sources of sugar are BIOLOGY/GEOGRAPHY Testing your knowledge
30 What is a potato tuber ? Understanding what a tuber is BIOLOGY Suggesting and checking
31 Crop and livestock farming in your country Gaining awareness of the agriculture of your own country GEOGRAPHY Showing and comparing
32 World production of cereals Identifying the production zones of the main cereals GEOGRAPHY Drawing a map
33 Visit to a bakery and sampling bread Finding out what the baker’s work consists of and learning to taste foods DEVELOPING TASTES Tasting and cooking
34 A school vegetable garden Understanding how small plantations are organised and grow BIOLOGY Conducting an experiment
35 Fruits and vegetables for all seasons Gaining awareness of the seasonal character of fruit and vegetable production as well BIOLOGY Conducting a study
as the technologies that enable farmers to guarantee year-round production
36 Tasting apples Getting to know different varieties of fruit and their characteristics DEVELOPING TASTES Conducting an experiment

37 Transporting fruits and vegetables Understanding the importance of transport in terms GEOGRAPHY Recognising places
across the whole of Europe of the availability of fruits and vegetables in the shops
38 Know your cows Finding out more about cattle production BIOLOGY Finding out
and different breeding methods
39 Know your chickens Finding out more about chicken production BIOLOGY Finding out
40 Special kinds of breeding Getting to know other types of specialist livestock breeding BIOLOGY/LANGUAGE Finding out
41 What product labels reveal Learning how to interpret information on breeding methods CONSUMER EDUCATION Finding out
from product labels
42 Farming and our countryside Understanding landscapes and how they are laid out GEOGRAPHY Observing
43 A day in the life of a Northern European farmer Learning about other lifestyles LANGUAGE Finding out
44 A day in the life of a Southern European farmer Learning about other lifestyles LANGUAGE Finding out
45 A farmer in Germany Learning about other lifestyles LANGUAGE Finding out
46 A farmer in Denmark Learning about other lifestyles LANGUAGE Finding out
47 Milk : from the cow to the bottle Discovering the different stages in the production of milk GEOGRAPHY Studying and classifying
48 Turning milk into other products Finding out what different products are derived from milk BIOLOGY Conducting an experiment
49 Milk tasting Learning more about milk DEVELOPING TASTES Conducting an experiment
50 Two ways to digest food Recognising digestive systems and understanding how they work BIOLOGY Understanding
51 Europe’s cheeses Appreciating the great diversity of cheeses produced in Europe GEOGRAPHY/DEVELOPING TASTES Understanding
52 From the field to your plate Understanding how beef production is organised LANGUAGE Organising and representing
53 Meat at the butcher’s Learning new vocabulary related to the parts of the cow and how LANGUAGE Doing research
the meat is cooked
54 Recognising trees Recognising different types of tree BIOLOGY Observing
55 Studying the forest Drawing up an identity card for the forest BIOLOGY Observing
56 The cycle of nature in a forest Understanding the natural cycle of plants BIOLOGY Analysing data
57 Questionnaire on the forest, trees and wood Getting to know the forest, its main features and how it is used SCIENCE Understanding
58 How wood is used Understanding the different characteristics of different types of wood LANGUAGE Finding out
59 Fish, crustaceans and shellfish Finding out where fishing products come from GEOGRAPHY Finding places on a map
60 The different fishing techniques Understanding and learning by heart the different fishing techniques LANGUAGE Understanding
61 Aquaculture Understanding the characteristics of aquaculture LANGUAGE/BIOLOGY Understanding
 The last column of the table listing the educational worksheets uses verbs to indicate the more
specific type of activity involved in each sheet. Of course the content of all of the sheets con-
cerns agriculture and rural activities in general, but they all also go beyond this content to con-
tribute to the education of the pupils as a whole. Teachers can make use of individual sheets for
specific activities without necessarily arranging the whole lesson solely around the topic of agri-
culture.
The following additional activities could also be worked into the lessons, enabling teachers to
use the worksheets to the full.

■ Worksheet 1 : Europe and the European Union

Split the class up into smaller groups and ask each one to draw the flag of one of the coun-
tries of Europe. Stick the flags to a large map of Europe and pin it up on the wall.
■ Worksheet 2 : What is the European Union ?
Add more information to the aforementioned map by highlighting the original 6 members
who founded the EU in 1957. Do this by colouring these countries in one colour, then indi-
cate each successive wave of accession using diagonal lines all going in the same direction,
but increasingly wider apart.
■ Worksheet 3 : Europe’s climates
Distinguish between the following climatic zones on the map : the Mediterranean, a mild
ocean climate, a mild inland climate, a cold ocean climate.
■ Worksheet 10 : Different ways of preserving foods
Suggest a visit to a supermarket to find out all the different forms in which any particular food
product is sold and list the different packaging used depending on how the product has been
preserved.
Look at cut and washed salad vegetables, frozen foods, ready meals (tinned or otherwise),
cooked meats, powdered milk and baby milk and more.
■ Worksheet 11 : Food packaging – packed full of information !
This worksheet aims to encourage children to develop two skills :
1. finding and understanding sell by/best before dates, lists of ingredients, storage advice and
perhaps also recycling logos and other indications on packaging such as the geographical ori-
gin of a product, organic labelling, etc..
2. interpreting images, i.e. determining a product’s target group on the basis of its packag-
ing. For this exercise, choose packaging that varies according to target group.
■ Worksheet 15 : Which variety of potato makes the best mash ?
Choose the varieties to be studied carefully, some new and some old potatoes and potatoes
of different colours. Split the class into groups and ask each group to try out a different vari-
ety.
■ Worksheet 16 : Seed germination
Other methods of plant reproduction that could be studied are propagation by cuttings,
bulbs, shoots (raspberry bush), layering (strawberry plant, chlorophyta). Take the class on a
visit to a horticulturist’s greenhouse or to a local garden centre to discover these methods.
The children’s drawings should be labelled as follows :
Seed : integument, germ, cotyledons
Plant : roots, stem, leaves, etc.
Reminder of how a seed forms : the integument is torn open by the germ which grows first
of all into the root, then the stem, then the first two leaves. The cotyledons will then gradu-
ally wilt as the germ uses up all of their resources.
■ Worksheet 17 : Where do seeds come from ?
Discover the different cereals by studying their seeds and plants.
Ask a farmer to give the class some seeds, or buy some from a garden centre.
Choose different varieties which have distinctive stages from flower to fruit, such as meadow

12.
 flowers, shrubs, garden bean plants, etc.. The most important thing to consider is that they should
be easy to study.
Study :
● the bud,

● the flower (sepal, petals, pistil containing the ovules, stamen and pollen),

● the fruit (the pistil once transformed and containing the fertilised ovules that have become seeds).

The blossoming stage of the wheat plant would provide good study material.
The class could go on to study :
● how conifers are produced ;

● different types of fruit, such as fleshy fruits, nuts, stone fruits, pip fruits and more.

■ Worksheet 18 : Plants’ needs

Suggestions for experiments should the children not manage to come up with any ideas of their
own :
Water :
Children know that plants need water. But what do they do with this water ? They absorb it.
1. Place water into jars then add a layer of oil. Place the rootlets of small plants either into the water
or into the oil. This hydroponic method of growing makes it easier to observe the plants’ roots.
2. Place lids on the jars to prevent any evaporation. Create a control jar containing the same
amounts of water and oil, but no plant. Measure the water level.
Minerals :
1. Compare 2 plants grown hydroponically, one in demineralised water and the other in mineral
water. The class will be able to see that water on its own is not enough for a plant to grow. This
is because it needs the minerals contained in both water and the soil.
2. Use fertiliser to grow plants hydroponically. Grow some plants without any fertiliser, others using
the recommended amount and yet another group in too much fertiliser. The class will observe
that a deficiency of minerals will kill the plants, as will excess minerals (the same situation arises
with water).
Light :
1. Place some of the leaves of a plant into darkness. They will turn yellow as their green chlorophyll
is destroyed.
2. Place a plant into a cardboard box with a small slit in it. The plant will grow towards the light –
its source of energy.
■ Worksheet 19 : Soils
Use highly varied samples, including sandy soils, clay soils and soils rich in organic matters. Observe
different layers of this earth with the class, pointing out the large grains of sand at the bottom, the
fine clay particles above, then the liquid water on which plant debris is floating. Point out to the class
that soil is not abiotic.
■ Worksheet 21 : The food groups
Describe the 6 major food groups :
1. meat, fish, eggs
2. milk, cheese, dairy produce
3. butter, oil, nuts, fats
4. bread, pasta, potatoes, rice, etc.
5. fruit and vegetables, etc.
6. water, fruit juices, etc.
Draw up these categories on the basis of the lists made by the children.
Point out any of the meals they have described that contain ingredients from all of the food groups.

13.
 ■ Worksheet 22 : Eating is not just tasting !
Work with a diagram of the tongue.
Ask the class to list different tastes they are aware of : bitter, sweet, salty, acidic, etc.
Additional exercise : telling the difference between sweet and savoury foods. Ask the pupils to
bring a variety of sweet and savoury foods into class, such as fruit, yoghurts with and without
added sugar, cake, milk chocolate, dark chocolate, carrots, bread, radishes, salted biscuits,
etc.. Hold a tasting session.
■ Worksheet 23 : Preserving foods
Continue the theme of the worksheet by asking the question, « Where does mould come
from ? ». Explain that the spores are airborne in the same way as pollen, for example. Study
the growth of a mushroom.
The last part of the worksheet suggests that the children could draw up a questionnaire for
their grandparents.
The following exercises could also be carried out on the basis of this questionnaire.
● The pupils could try out some of the preservation techniques their grandparents told them

about.
● The pupils could write to classes in other European schools to compare their results.

The children will be encouraged to find out exactly what refrigerators do.
● The class could carry out experiments with cold preservation.

● The children could study how mould forms on foods.

● Provide the class with information about how best to use the refrigerator.

■ Worksheet 26
The table showing the change in the number of farmers does not include those persons who
work only part-time in agriculture nor those who work mainly in a sector other than farming.
■ Worksheet 30 : What is a potato tuber ?
On the basis of the children’s hypotheses and experiments, help them find out what the tuber
and the ‘eyes’ of the potato are.
This worksheet requires some knowledge of the different parts of the potato plant, i.e. the
stem, bud, leaf, flower, fruit, root and germ.
Information on the biology of a potato tuber
The tuber is a swollen stem in which the potato plant stores up reserves. The eyes are buds
that are protected by a very small leaf. Stems grow up through the soil from these eyes and
these stems go on to form buds, leaves (which are tiny underground, but the normal size
above the surface), roots and further underground stems of their own. At the end of these
underground stems, new tubers will grow.
Provide the children with ideas for experiments they could conduct to test their hypotheses.
The following are examples.
● The children believe that the tuber is a root. Encourage them to observe the eyes, which are

buds. Buds only grow on stems, not roots. Suggest to them that they make some tubers
sprout in pots, then remove one or two at different stages to see how the potato plant
grows. To study the beginning of the sprouting process only, simply place a tuber on top of
some earth and cover it with some black plastic, then observe it regularly.
● The children believe the tuber to be a seed. Show the children the inside of various other

seeds, then compare these to the potato.

This exercise could be extended to cover the ways in which plants with no seeds reproduce,
i.e. via bulbs, cuttings, etc..
■ Worksheet 31 : Crop and livestock farming in your country
The teacher should help the children to choose the right scale in order to correctly represent
the tonnes of crops or head of livestock produced on their bar graphs. These figures can dif-
fer greatly from one country to another.
■ Worksheet 32 : World cereal production
Combine the 3 maps into one using a combination of plain colour and different coloured
diagonal lines slanting in different directions to represent the different crops.
■ Worksheet 37 : Transporting fruits and vegetables across the whole of Europe
Find out if there are any well-known food wholesale markets in your country and highlight
14. them on the map.
■ Worksheet 38 : Know your cows
Additional exercise : draw up the same type of form for other animals, such as sheep or goats.
■ Worksheet 42 : Farming and our countryside
Key to photographs :
Field landscape : livestock breeding area
Mountain pasture : livestock breeding area
Arable farming : not a livestock breeding area, but provides food for the animals.
■ Worksheet 43 : A day in the life of a Northern European farmer
This worksheet could be used as the basis for a discussion on
● differences in lifestyle according to country, region, climate ;

● isolation.

■ Worksheet 49 : Milk tasting

Tips on how to use the table.
You could add soya milk to the list of milks to be tasted.
Remind the children what milk contains, i.e. :
● the cream, or fatty part, which rises to the surface when the milk is left to settle ;

● the casein, the protein in the milk which separates into flakes and drops to the bottom of the milk

when it turns acidic. It is the casein that makes the milk white.
● the whey.

■ Worksheet 50 : Two ways to digest food

This worksheet could be used to complement a project on how we digest food.
The teacher should use booklet 4 to provide further explanations on how ruminants digest their food.
■ Worksheet 51 : Europe’s cheese
Suggest to the class that they take a look at the different cheeses mentioned in a shop and then
describe them to the rest of the class.
■ Worksheet 55 : Studying the forest
For the visit into the forest, provide the children with documentation to help them recognise the dif-
ferent plants they will see. Take samples to study back in class. Explain the principle of forestry man-
agement to the children, i.e. how uniform, mixed, tall and coppice forests etc. are created.
■ Worksheet 56 : The cycle of nature in a forest
By studying the forest, the children will gain a greater understanding of how plant life decomposes
and will be able to suggest what role is played by the decomposed leaves.
Creatures who decompose the soil
Fungi and bacteria – this pair break the leaves down into small pieces, digesting a part of them.
Moisture is indispensable for this process.
Insects – the ant eats dead animals, whilst the dung-beetle eats other animals’ excrement. The earth
worm and some other insects and acarids eat small fragments of leaves. Furthermore, they mix the
surface earth into the soil further down. Centipedes eat insects.
Crustaceans – the woodlouse eats vegetation.
And there are many more.
The last layer of the soil is known as ‘humus’. This is black soil with no further traces of leaves.
The aim of the drawing to be completed in class is to demonstrate the cycle of nature to the chil-
dren. A comparison can be drawn with a cultivated field, where this cycle is interrupted by the har-
vest and the soil must be enriched by the farmer.
■ Worksheet 58 : How wood is used
The aim of this exercise is for the children to discover the different characteristics of different types
of wood, which are the reason for which they are not all used for the same purpose. Take the class
to meet tradesmen and women who work with wood and who can provide additional information
on this topic. Study the colours, weight, hardness and suppleness of the different woods with the
pupils and draw up a table to compare them.
Use sections of wood to do a little dendrochronology. Study the rings, the heart, the sapwood and
the vessels of the tree.

15.
 II. Art activities

II.1) STUDY OF EUROPEAN PAINTINGS

The teaching topics corresponding to the selected works will all be explained using the same approach:
1. Observing
2. Understanding
3. Constructing

Each of the phases in the work proposed may vary according to the work of art being studied: the tech-
nique (painting, drawing, modelling), the subject, the time of creation, etc.

1. OBSERVING (referring to educating the way we look at a piece):

This is a matter here of ‘getting into’ the work by describing it with a traditional reading (without
any particular order of preference of the various topics set out below):

■ What we see in the different fields (foreground, mid-ground, background, etc.)

■ Finding out the significant elements (the subject, the surroundings, the place, etc.)
■ Expressing oneself by way of reminders on the work being shown: that makes me think of…,
that reminds me of…, or it’s like…
■ Refine this first approach by filling it out with a more detailed reading taking into account the
colours, the forms used (for example) or details that might have escaped the initial reading.

2. UNDERSTANDING (this is a more “active” phase of research where relating the

work to other elements makes it possible to read it in a wider context)

■ Establish relationships with texts : literary, poetic, historical, documentary, etc.

■ Establish relationships with other plastic productions from different periods and cultures

3. CONSTRUCTING
With the many different elements collected during the two previous phases, it will be possible to
separate lines of work for an individual or collective production by the children through tech-
niques suitable for their level: collage, modelling, assembling, painting techniques, drawings of
various kinds, snapshots, etc.

16.
 Vincent Van Gogh (1853 -1890)

Vincent van Gogh was born in 1853 in Groot Zunder in

Brabant in the Netherlands, and died in Auvers sur Oise in
1890. He spent a great part of his life in France in Paris,
Saint Rémy de Provence, and finally in Auvers sur Oise.

The Sower (1888)

oil on canvas 64 x 80.5 cm
Kröller-Müller Museum, Otterlo

OBSERVE UNDERSTAND
The large yellow central circle representing the sun Van Gogh modelled this painting on a painting by the
immediately draws our attention to this painting by artist Jean-François Millet called « A Sower » and dated
Van Gogh dated 1888. 1850.
He greatly admired this French painter who, in his eyes,
The only person in the painting is located in the upper
was a spiritual guide, « the painter of humanity » and «
half of the scene with his back to the sun and is walk-
the essentially modern painter who has opened up
ing towards the right. He is wearing a hat. He is a sower
horizons » (Letter to Theo 429/455).
– in his left arm he is holding a seed-bag full of seeds
Furthermore, the theme of the sower was highly sym-
and from his outstretched right arm he is throwing
bolic for Van Gogh. This character could represent the
seeds onto his ploughed field.
biblical sower in reference to the parable which was at
The field he is sowing takes up two thirds of this land-
that time a popular subject of preaching in Holland. «
scape painting. The man and the ploughed soil are
The sower heralds the new life of the coming spring
painted using the same colour combination of yellow,
and symbolises the eternity of nature as observed in the
ochre, blue and grey. The texture of the soil is high-
countryside. »
lighted using tiny ‘comma’ strokes that are either
Vincent Van Gogh became familiar with Millet’s paint-
painted side by side or superimposed to create the
ing in 1880 through descriptions and engravings. On
impression of real clods of soil. The sower seems almost
the basis of these, he completed no less than thirty
to float across the field. He is wearing blue trousers and
drawings and nine paintings including the one present-
a blue shirt over which he has placed his canvas seed
ed here.
bag. He is also wearing a yellow hat.
His previous ‘Sowers’ remained faithful to the more
Were it not for the horizontal band of yellow upward
sombre palette used in Millet’s own painting, but this
strokes, most probably representing a field of wheat,
one, which he painted in Arles, shows Van Gogh’s con-
above which the round sun emerges, the field he is
cern to use greater colour. In it, he practices the law of
sowing could stretch right out to the horizon.
simultaneous contrast.
Van Gogh has used a succession of small strokes paint-
ed in monochrome yellow/orange/ochre to create the
sun’s rays.
He has balanced out this profusion of yellow light by
placing a house with blue walls to the left and on the
right the tip of a clump of trees also with a hint of blue.

CREATE
■ Colour Study : find the chromatic palette used by Van Gogh (yellow and blue tones).
■ Create a chromatic circle : look for the colours used in Van Gogh’s painting and establish the relationships between
these colours, such as the contrasts between the complementary colours and the contrast between the warm and
cold colours.
■ Studying strokes and materials : try to discover the pictorial styles used by Van Gogh. Use a variety of small and
larger brushes to create the ‘comma’ stroke. Superpose and accumulate these strokes depending on the object to be
painted (clods of earth, the sun’s rays, for example).
■ The composition of the painting : extend the horizon of Van Gogh’s painting, giving greater importance to the sky
by continuing to paint it past the edges of the painting.
■ Mimer : In the same way as for Millet’s ‘The Gleaners’, imitate the Sower’s gestures, the way he walks and moves.
17 .

OBSERVE
In the foreground of this painting, we observe three
people against the background of a bright plain.
These three women are gleaners, bent down and reach-
ing towards the ground in a determined movement.
They are collecting the ears of corn left behind by the
harvesters.
All three women are wearing a blouse, long skirt, apron
and colourful headscarf to cover their hair.
The first gleaner, the one wearing a blue headscarf, is
bent over and is reaching for an ear of corn with her
right hand. Her left arm is bent behind her back. The
gleaner in the middle, wearing a white blouse and red
scarf, is also bending towards the ground to pick up an
ear of corn in her right hand. The gleaner to the far
right has her back turned to us. She is knotting a sheaf
ready to place it into her apron.
We can only see the face of this last gleaner. The others
are so absorbed in their work that they do not have the
time to look up at us, the observers.
Further towards the bright horizon, we see a group
of harvesters preparing sheaves and millstones and
loading up the carts under the watchful eye of a man
perched on a horse to the right of the group. He is the
man in charge. Finally, far in the background, we can
make out the houses of the nearby village and the
green of the trees which round off the painting.
A sky filled with fleecy clouds and lit by the light of dusk
sets the tone for this highly realistic scene of rural
labour. The three peasant women shown in the fore-
ground are detached from the rest of the group, both
in terms of the work they are doing, and as a result of
the techniques employed by the artist. They are much
larger and are situated in the darkest area of the paint-
ing, thus reinforcing the distance between them and
the other harvesters without there being any interme-
diary space to link the two groups. Indeed, Millet has
not made use of a middle distance in this painting at all.
Millet wanted above all to draw our attention to these
most humble women collecting forgotten ears of corn
after harvesting, just before the setting of the sun.
18.
Jean-François Millet (1814 -1875)
Jean-François Millet was born near Cherbourg in France in 1814.
He died in 1875 in Barbizon, France.
The Gleaners (1857)
oil on canvas 83.5 x 111 cm
Musée d’Orsay Paris
UNDERSTAND
In 1846, France, and Europe as a whole, were under-
going a period of crisis. Poor harvests were making the
situation even worse for the working classes and social
issues were becoming the essential topic dealt with by
the press and literature. It is against this background
that Jean-François Millet, after completing numerous
portraits and decorative paintings for an upper-class
clientele, dealt for the first time with a naturalist theme
in his « The Winnower », which portrayed the dignity of
man at work.
Contrary to his contemporaries Troyon or Breton Millet
did not idealise his subjects. « It is the truly human side
which appeals to me », he wrote.
In 1849 he moved to the rural area of Barbizon near the
forest of Fontainebleau. He devoted his mornings to
working his garden and reserved his afternoons for
painting.
But it was not until 1850 with « The Sower » that Millet
attained true fame.
His countryside scenes were likened to a classical ideal,
whilst at the same time showing rural chores as they
really were, as in « Potato Planters », « The Gleaners »,
« Angelus » or « Man with a Hoe ».
These paintings were perceived by the more conserva-
tive as representing social demands, whilst others
attributed a moralising and educational role to this art.
But few valued these paintings simply for the artistic
techniques used.
For Van Gogh, Millet was the « father » of spiritual
painting where the subjects taken from scenes of daily
life acquired a universal, quasi-religious worth.
The Dutch painter collected photographs and etchings
based on the works of Millet and himself carried out
several drawn and painted studies of these.
« The Sower » was the work Van Gogh took as his ref-
erence and of which he himself painted several ver-
sions. The version he created in 1888 is included in the
selection of paintings given here. ■
 Jean-François Millet (1814 -1875)

The Gleaners (1857)

oil on canvas 83.5 x 111 cm
Musée d’Orsay Paris

CREATE
■ In groups of three, mime out the scene shown on the painting, trying to copy the movements of the gleaners.
Sketches could be drawn or photographs taken as part of this activity.
■ Study the clothing of the gleaners in detail (colours, shapes, materials).
■ Photocopy the painting and cut out the characters :
●Change the context by placing the gleaners into a different landscape ;
●Set the group out differently.
■ Imagine a cartoon strip. Here Millet has provided us with one shot from the strip. Try to imagine what scenes
might have preceded and might follow it.
■ Make clay or plasticine models of the gleaners. ■

19.
 Rosa Bonheur (1822 -1899)

Rosa Bonheur was born in 1822 in Bordeaux in

France and died in 1899 in Seine et Marne, also in
France.
Ploughing in the Nivernais region
oil on canvas 1.34 x 2.60
Musée d’Orsay Paris

OBSERVE
Here the main subject of the painting is quite clearly shown in the foreground :
We see a first team of oxen with white and red coats followed by a second team working the soil. They are
accompanied by men who are seen either guiding them (goading) or driving the plough.
The group of men and animals are situated between the freshly ploughed earth in the foreground and the light,
blue sky with gentle hints of pink. In the background to the left, from where the group is coming, we can see
a low hill with green and wooded slopes. This is the only raised element.
The group shown working here appears to be slowly but surely climbing towards the right of the painting. Their
effort is emphasised by the viewpoint chosen by the artist whereby the observer has the impression of looking
up at the scene slightly. The light coming from the left-hand side highlights the animals’ coats, the white shirt
of the worker and the texture of the ploughed soil. ■

UNDERSTAND
At what time of the day or year is the work scene shown here taking place ?
The light and the nature of the task being carried are clues to the answer to this question. Is it the morning ? Is
it autumn time ?
In what country or region is the painting set ?
The teams shown are carrying out the hard work of ‘ploughing’ to prepare tight and hard fallow land for vine
plantations in the region of Nevers.
What were the reasons behind this painting ?
Rosa Bonheur was a well-known lady realist animal painter during the second half of the 19th century. This
painting was commissioned by the French state in 1849. This artist was interested above all in the coats and fur
of the animals she painted and also produced numerous rough sculptures of these coats in order to better repro-
duce all of their characteristics. Rosa Bonheur’s realistic yet sensitive approach has often been likened to the rural
world described by author George Sand in « The Devil’s Pond », « François the Waif » or « Little Fadette ».
This ploughing scene can also be compared to that of the terracotta figures from the first half of the 6th cen-
tury BC. In this second work, the group is composed of one pair of oxen only and the tool being used is the
lighter swing plough as opposed to the heavy plough of Bonheur’s painting.
See also the painter Paulus POTTER for his work on animals (The Bull, 1647, Mauritshuis Museum The Hague)

CREATE
Some ideas for activities :
■ Imagine what the life of this team of ploughers must have been like and think up several episodes of a comic strip
based on this.
■ Think about modern farming methods and take photographs or draw the same task being carried out with today’s
equipment (drawing and painting techniques).
■ Imagine how this scene would look once the vines had been planted. Draw this using the same viewpoint.
■ List the different materials shown in this painting (earth, animals’ coats, leaves, the fabrics of the men’s clothing,
etc.) and describe these. Are they soft, rough, uniform, light, heavy, cold, warm, etc..
Make a collage using similar types of prefabricated materials or recreate them using paint mixed together with glue
or sand, etc. Alternatively use different painting tools to create different effects.
■ Make a 3-D model of this ploughing scene or other farm tasks, just as Rosa Bonheur would have done in prepa-
ration of her painting. ■
 Giuseppe Arcimboldo (1527-1593)

Arcimboldo was born in around 1527 in Milan in Italy. He began his

work as a portrait painter with the court of Maximillian, King of
Bohemia. He remained with the court under the reign of Rudolf II,
leaving it in 1587 to return to Milan. He later died there in 1593.
Autumn (1573)
oil on canvas 76 x 63 cm
Musée National du Louvre Paris

OBSERVE UNDERSTAND
We see a man’s profile looking left against a black back- This work of art is one of a series of four paintings, each
ground. representing one of the seasons of the year.
He is motionless and staring. This is a fantasy character When all four are brought together, Winter and Spring
made up of elements of different plants. The artist has face each other, as do Summer and Autumn.
superposed and combined fruits, vegetables and leaves Four further characters representing the four elements
using their rounded, long, supple or rigid shapes to also form part of this series. For example, Autumn faces
make up the face of this strange creature. Earth, a character composed of wild animals, such as
As the title indicates, this is a representation of the sea- deer, elks, a wild boar, weasels, rabbits and a fox as well
son of Autumn painted by the artist Giuseppe as sheep, a horse, a cow and even an elephant, a lion
Arcimboldo in 1573. and a monkey !
A closer look reveals the presence of plants that are These strange associations need to be placed within the
characteristic of the autumn, such as apples, pears, context of this painter’s life and the era during which he
grapes, melon, plums, figs, pomegranates, chestnuts, worked.
mushrooms, radishes and carrots as well as branches, Giuseppe Arcimboldo came from a family of Milan
leaves and ears of corn. In addition to all of these, he patricians and initially worked with his father Biagio
has used the planks of wood that make up a barrel to producing sketches for stained-glass windows, wall-
symbolise the autumnal wine harvests. coverings and Cathedral ornaments and painting coats
These planks, which are separate, make up the bust of of arms. However, he soon acquired great renown.
the ‘man’ and a soft, knotted branch encircles them In 1562, at the repeated request of Ferdinand I he
holding them together. entered the service of the Prague Court as a portrait
The overall painting is meticulous and the resulting fea- artist, but also participated in the organisation of cele-
tures realistic. brations within the court, thus making use of his rich
Those elements that are easily identifiable have been spirit of resourcefulness.
painted in warm tones, such as red, ochre, yellow and Arcimboldo found an important source of inspiration
orange, but also green. when he met various Princes of the Court who had
The painting as a whole is seeped in a soft light, but started a fashion for collecting unusual objects or oddi-
two points in particular capture the light in a more pro- ties of nature which they kept in ‘curiosity cabinets’.
nounced manner : the white underside of the mush- This led to his wonderfully imaginative portraits of the
room cap which represents the ear ; and the melon at ‘Seasons’ (of which he painted several series), the
the tip of the man’s head. ■ ‘Elements’ and the ‘Librarian’, ‘Lawyer’, ‘Gardner’ and
many more. ■
CREATE
■ Collect plants and vegetables or pictures of these and make a « cabinet of curiosities ».
■ Cut out photographs of plants, flowers and vegetables etc. from magazines and catalogues and place them into
sets according to their shape, colour or category, for example.
■ Use these photographs to create a portrait of an imaginary person or animal by assembling them in a collage copy-
ing Arcimboldo’s style.
Alternatively, use real plants and vegetables, etc. to create a portrait of a person or animal. Take photographs or draw
the final sculpture in order to remember what it looked like.
For the most enthusiastic, these techniques can even be used to create a whole family and make up a portrait gallery
like those created by Arcimboldo himself. ■
21.

OBSERVE
This large-format painting by John Constable invites the
onlooker to enter a luscious rural landscape on the
banks of a soft-flowing river.
In the centre in the foreground, we see a haywain
being drawn across a ford by a team of black horses.
We see two people sitting on the haywain, the first a
man with a light-coloured shirt and the second a child
pointing his right arm straight in front of him. They are
driving the haywain.
A white dog with black and brown spots is casually
watching this scene from the left bank and we can also
see ducks on the surface of the water and a third per-
son emerging from the bushes on the other riverbank
carrying a large pole.
To the left, in the middle distance of the painting,
right on the bank of the river, we see a small white-
walled house that is half-hidden by small trees and is
just in front of a clump of very tall trees growing on
both sides of the river bank.
To the right of this scene we see a long and wide
prairie dotted with large trees. This is an open land-
scape that carries on into the distance.
The sky is full of clouds that are dark to the left, but
lighter on the right and the whole painting is tinged
with contrasting light. The sky takes up a lot of space in
the painting and is also of great importance through
the light and movement it lends to the rest of the
scene.
Constable has made use of several points of light (the
light mirrored on the surface of the water, the light
walls of the house, the white shirt of the central char-
acter) to attract the observer’s attention to different
parts of the painting and thus create an impression of
life and movement.
John Constable has provided us here with a snap-shot
of rural life in the Stour valley during the 19th century.
■ technique Constable applied to his works in which he
22.
John Constable (1776 -1837)
John Constable was born in 1776 in East Bergholt,
Suffolk, England, and died in 1837 in London, also in
the UK.
The Haywain (1821)
oil on canvas 130.2 x 185.4
National Gallery London
UNDERSTAND
John Constable began his professional life as a miller,
following in his father’s footsteps. Indeed, his father was
the owner of several water and windmills. In 1799, in
spite of the reluctance expressed by his family, he opted
for a career in art and left to study at the Royal Academy
in London. He initially tried his hand at portrait and reli-
gious painting before finally finding the genre that was
best suited to him : landscapes.
This was a period during which public tastes were very
much in favour of picturesque landscape paintings and
Constable conformed to this trend in his decision to
study the countryside of the north of England.
But over time, he became increasingly focussed on the
rural scenes of his home valley and produced a great
many drawings and watercolours of them. He also
began to produce oil sketches in which he could really
demonstrate his originality and talent.
Constable now refused to paint landscapes that were
simply picturesque. He preferred to paint scenes from
ordinary rural life. He would observe a particular scene
and study the effects of the light within it in great
detail.
Later he began to concentrate great attention on the
sky, which became the subject of a variety of his studies
towards 1820. « The sky is nature’s source of light and
is the deciding factor for all things. »
In France his work was admired by romantic painters
Géricault and Delacroix whom he inspired by the fresh-
ness and shine of his paintings rendered through his lib-
eral use of varied colour schemes.
In England, Constable was overshadowed by Ruskin
and the success of both Turner and the pre-Raphaelites.
He nevertheless continued to enjoy considerable influ-
ence in France on the Barbizon painters and the impres-
sionists, who attached great importance to the study of
light as a vibrant and changing element. This was a
also demonstrated his great awareness of nature. ■
 John Constable (1776 -1837)

The Haywain (1821)

oil on canvas 130.2 x 185.4
National Gallery London

CREATE
Draw up a list of the different elements from this countryside scene
■ Pick out the various textures Constable has portrayed in his painting, such as water, the sky, earth, grass, leaves,
etc.
Try to paint these different textures using suitable tools and strokes.
Keep each sample to make a whole study book.
■ Observe the sky as John Constable would have done and draw it paying particular attention to :
● the different shapes of cloud

● the changes in the light.

Note down the date and time in order to study the changes in the light and the effect these have on the scene you
have observed.

Organising the various ‘layers’ of a painting

■ Define the various ‘layers’ of this painting, such as the foreground and background.
■ Make as many photocopies of the painting as there are layers and cut out one layer from each. Glue the cut-outs
one on top of the other to another piece of paper or card in the order in which they are layered to obtain a relief ver-
sion of the painting.
Add other ideas from your own imagination to the painting.

Explore the countryside

■ Cut a square window of sides 4 cm from a sheet of stiff black paper. Move it across a copy of Constable’s landscape
to find a favourite part. Make a copy of this ‘mini-landscape’. Create other mini-landscapes, then, either individually
or in groups, recreate Constable’s painting. ■

23.

OBSERVE
We take in this painting from above, observing a coun-
tryside scene that stretches far into the distance with a
heavy, sombre atmosphere in which man and nature
are awakening following a cold and white winter.
This painting is divided into two parts : the first con-
tains the warm colours of earth and ochre ; and the sec-
ond is composed of cold colours, such as greens, blues
and greys.
Breaks in the darkness and bright surfaces capture the
rare light able to break through and draw the observ-
er’s attention to the clothing of the characters, to the
houses and to the mountain peaks.
The bare trees throw their black silhouette onto this
countryside scene composed of earth, water and sky.
In the foreground to the right, we see various people
carrying out different tasks. We see a child wearing a
paper hat and carrying a lantern. This child evokes the
Epiphany, whilst the couple walking with him and eat-
ing waffles portray the Carnival season.
Further to the left we can see a peasant man pruning
a willow tree while his friends pick up the branches.
Behind this group there is a further character perched
on a ladder and busy fixing the wall of his house.
Below this scene, in the middle distance of the painting,
we see a village made up of houses grouped together.
The streets appear to be deserted save for one group of
passers-by returning to the inn to the left.
Boats can be seen battling against the stormy waters of
the river that runs alongside the village. Some of them
have even capsized.
Further into the distance, the dark mountains carry on
to the horizon under a threatening sky.
Nature’s elements do not always favour man who nev-
ertheless accepts them and lives according to the
rhythm of the seasons. ■
24.
Pieter Bruegel (1525 -1569)
Date and place of birth uncertain : between 1525 and 1530 in
Breughel village near Breda in Brabant, the Netherlands.
Breughel died in 1569 in Brussels in Belgium.
The Dark Day (1565)
oil on canvas 118 x 163 cm
Kunsthistorisches Museum Vienna
UNDERSTAND
« The Dark Day » is one of a set of six paintings that
describe the various activities of the year and were
painted for a merchant from Antwerp in 1565.
Five of these paintings are known : « The Dark Day »
where the dominant colours are brown and grey, «
Haymaking » in the light green range, « Harvesters »
which makes use of yellow tones, « Return of the herd
» based on golden shades and « Hunters in the snow »
which uses the white light of the winter.
The missing painting is that which would have concen-
trated on the spring season. We could imagine that
Bruegel would have used the light green range of
colours for this one.
It was during the 16th century that the influence of
Joachim Patinir (1475 – 1524) became evident in land-
scape painting. He used the technique of looking down
on his scene in order to be able to make use of a vast
scope of countryside in his works. Bruegel borrowed
this technique from this older painter and used it for his
paintings of the seasons and the relationship between
man and nature. He showed that man has no other
choice but to live at one with nature in order to survive
in it and live in harmony with it.
Bruegel always infuses his characters from the rural
world with vitality and humour both in his realistic
scenes and allegorical works. This led to his nick-names
« Peter the Witty » and « Bruegel the peasant ». He was
also called » Bruegel the Elder » to differentiate
between himself, his sons and his grandsons. ■
 Pieter Bruegel (1525 -1569)

The Dark Day (1565)

oil on canvas 118 x 163 cm
Kunsthistorisches Museum Vienna

CREATE
How the countryside changes through the year :
■ Paint a rough countryside scene with relief elements, showing some vegetation and houses, for example.
■ Photocopy this scene enough times to correspond to the various stages of the year.
Change the scene according to season through use of light, changes in the vegetation, by representing specific activ-
ities that characterise the period chosen, by using different colours and by adding details (vegetation, animals, peo-
ple).

Living in the countryside

■ Draw or photocopy an image of a ‘deserted’ countryside scene.
Bring this scene to life by adding either characters drawn from the imagination or cut out of photographs in maga-
zines. ■

25.
 Luis Eugénio Mélendez (1716 -1780)

Luis Eugénio Mélendez was born in Madrid in Spain in 1716. He was

the son of painter Francisco Mélendez. He travelled to Italy, visiting
Rome and Naples, then returned to Madrid in 1755 where he later
died in 1780.

Still life with figs

oil on canvas 37 x 49 cm
Musée Du Louvre Paris

OBSERVE UNDERSTAND

This modestly sized painting introduces us to a slice of
daily life from the 18th century.
It is neither a genre scene nor an imaginary composi-
tion, rather the elements which make up this work are
taken from the reality of a simple life, far removed from
the opulent laden tables of Flemish painting of the end
of the 17th century or the exuberant Italian still life
paintings.
In the foreground we see a round loaf of bread and a
plate of figs resting either on a table or wooden board.
Behind these two elements, in the background, we see
a woven basket from which a round wooden box par-
tially covered by a white crimped tea-towel is peering
out. We can also see the handle of a utensil – most
probably a knife – sticking out from the right-hand side
of the basket.
All of these objects have been carefully placed in a spe-
cific manner, according to the classical shape of the tri-
angle.
They are lit by an intense source of light coming from
the left and are set against a dark and uniform back-
ground.
The artist has used a whole range of warm colours
including blondes, ochre and sienna which are subtly
and harmoniously balanced against the contrasting
green tones of the figs.
Luis Eugenio Mélendez has used highly detailed tex-
tures to invite the observer to look closer and penetrate
the elements he has painted :
the loaf of bread with its golden crust ;
the just-ripe green figs with their yellow and sugary
flesh ;
the plump woven basket filled with objects and provi-
sions, such as the knife just ready to be used and the
tea-towel that is just within our reach and covers the
top of the basket.
This is an intimist painting both in terms of its dimen-
sions, as well as through Melendez’ use of objects that
are familiar to all of us. ■
Still life – a less important genre ?
The origins of still life painting are to be found in antiq-
uity when it was used to represent flowers, foods and
the trinkets that decorated ceremonial and feasting
rooms.
This technique asserted itself as a genre in its own right
during the 17th century in Italy, Spain and the countries
of the north.
Still life paintings provide a great deal of detail and with
that satisfy the onlooker’s general curiosity to study
these objects of daily life, but can also result in more
outlandish, fantastical compositions, like those which
were the fruit of Arcimboldo’s imagination.
Country and era were the decisive factors in determin-
ing whether still lifes dealt with luxury or austerity, were
allegoric or realistic, sober or opulent, colourful or
monochrome.
Mélendez, the still life specialist
During his lifetime, Luis Mélendez painted a consider-
able number of still lifes. He was a true specialist in this
decorative genre. Several of them are kept today at the
Prado Museum in Madrid.
He focussed in particular on objects and « all kinds of
comestibles produced in the Spanish climate ».
He made use of very bright light in his paintings – that
of the Mediterranean countries in which he had lived –
which created violent shadows and marked contrasts. ■

26.
 Luis Eugénio Mélendez (1716 -1780)

Still life with figs

oil on canvas 37 x 49 cm
Musée Du Louvre Paris

CREATE
Make a still life
■ Collect various elements, such as fruits, vegetables, kitchen objects and utensils, and make up a still life.
This activity could be done individually or in groups whereby each person adds another element to the whole one
at a time. Rules for the layout of the still life could be adopted, e.g. align the objects, form a triangle or rectangle.
■ Draw this still life from different angles (front, side, from above, from below, close up or from further away, etc.).
Use different techniques to draw the still life, from a simple pencil or charcoal sketch to a more detailed representa-
tion using pastels, poster paints or acrylic paints to add colour.
■ Use a spotlight to vary the light on the still life and highlight different elements.
Photographs could also be taken for these two activities, which would allow all the various perspectives of the still
life to be clearly highlighted.

A still life of today

Make up a still life using objects of today. Compare our modern objects and products with the older, more classical
representations.

A variation on a theme
Vary the types of still life created by choosing different specific elements :
■ Still lifes of flowers, fruits, vegetables, products from the sea, dairy products, etc.
■ Still lifes showing the different seasons with products from the summer, autumn, etc.
■ Still lifes that follow specific dominant colour ranges, such as reds, greens, ochres, etc. ■

27.
 Greek and Etruscan antiquities

Anonymous artist

Ploughing scene : Group in terracotta,

1st half of 6th century BC
Musée du Louvre

OBSERVE UNDERSTAND

This 11 cm tall and 22 cm wide statuette depicts a
ploughing scene from Greek Antiquity. We see two
oxen harnessed to a swing plough with the ploughman
behind.
The scene has been modelled from earth and some
traces of ochre paint can still be seen showing the char-
acteristics of the different elements of the group, such
as the animals’ fur and features of their heads and the
clothing of the ploughman.
The animals are shown to be static. They would seem
to be standing still and are well-balanced. The plough-
man, on the other hand, would appear to be leaning
backwards in order to guide his plough.
In a very rough manner and using the simplest of
sculpting materials (earth modelling, paint), the anony-
mous author of this work has succeeded in producing a
realistic and precious representation of daily life on the
Boeotian plain during the 6th century before Jesus
Christ. ■
The Boeotian plain is landlocked and is located near the
city of Thebes in Greece. It is a fertile plain watered by
two small rivers, the Ismenos and the Dirce, and which
produces abundant cereals used in the breeding of
horses and cattle. This type of agriculture is closely asso-
ciated with the cult of Demeter, Goddess of agriculture,
and her daughter Persephone.
During the 6th century BC, the region of Boeotia was
governed by rich landowners who employed slaves or
agricultural workers to work their land. However, the
plough was not a widespread tool and many of these
workers had to make do with a pick to turn the soil.
This statuette shows a scene from everyday life from
this era. It belongs to what we refer to as ‘archaic’
times. Very few sculptures were created during this peri-
od as Greek art was expressed essentially through the
black and red decoration of the vases that were present
throughout each stage of life and death. ■

CREATE

Modelling
Sculpt people or animals that might be found in agriculture using clay or plasticine.
Inspiration could be taken from Van Gogh’s painting ‘The Sower’ or J. F. Millet’s ‘The Gleaners’, for example.

Alternatively, model the animals or people that might be found within a quite specific context, such as cattle farm-
ing, the forest, a maritime environment, etc.

Once the models have dried, they could be painted and finished off with a matt or shiny varnish. ■

28.

OBSERVE
The scene into which we are absorbed here is shown in
the form of a 1.1 m painting.
The horizon is very high up, thus emphasising the
impression given to the onlooker that he or she is real-
ly part of the scene, surrounded by brightly coloured
wild plants and flowers in reds, yellows and blues.
Klimt has painted abundant and dense vegetation here
using a wide range of greens to depict the plants, the
trees’ leaves and the distant wooded hills, all of which
have been rendered using small and tightly packed
coloured strokes.
The individual elements of this landscape, such as the
meadow, trees, flowers and wood, are contrasted using
a change in colour or stroke direction. None of the ele-
ments have been drawn and no contours have been
used.
The frame of the painting is photographic in nature. It
‘cuts’ the various elements as would the camera’s lens.
Good examples of this are the tree to the left of the
painting as well as that towards the middle.
Two different layers can be picked out from this scene.
The foreground essentially contains a large meadow
and the background is composed of further fields,
trees, wooded hills and some snippets of sky.
The light falling on this peaceful scene is uniform and
there is no sign of any people. ■
Gustav Klimt (1862 -1918)
Gustav Klimt was born in 1862 and died in
1918 in Vienna, Austria.
Landscape of garden
oil on canvas 110 x 110 cm
Carnegie Institute Pittsburgh
UNDERSTAND
In general, Gustav Klimt is better known for his stylised,
idealised and dreamlike characters. However, we should
not forget that no less than one quarter of his works
were landscape paintings.
By overlapping the various elements of wildlife, taking
the observer from the foreground into the background
without any definite break, omitting any contrasting
shade and light to create the effect of being suspended
in time, Klimt has created a scene that gives rise to
meditation and contemplation.
The square format he used for his landscapes, for the
most part 1.1 m_, reinforces the feeling of calm and sta-
bility, that is further emphasised through the absence of
any people or human activity.
Klimt creates a certain distance between man and
nature and paints his landscapes such that they could
be used as decorative surface motifs.
Although no landscape drawings by Klimt have ever
been found, it is known that he worked in nature using
a sketch book and that he made use of photographs to
assist him in completing his paintings in his workshop.
He may even have used binoculars or a telescope to cre-
ate this quite unique and close-range pictorial style
through which he draws the onlooker into his scene. ■
29.
 Gustav Klimt (1862 -1918)

Landscape of garden
oil on canvas 110 x 110 cm
Carnegie Institute Pittsburgh

CREATE

Using strokes : use different strokes to create a pattern.

■ In the same way as Gustav Klimt, use a paintbrush to make many different strokes by varying :
● their quality (light or hard strokes, points, small lines)
● their size
● their direction

Juxtapose, superpose and cross these strokes to obtain different effects, depending on the pattern to be created
(leaves, tree trunk, flowers, etc.).

Framing
■ Cut a square window with sides that are 3 or 4 cm long from a sheet of thick paper or card. Hold this window at
arm’s length and look at the landscape through it :
● choose a particular viewpoint and frame it

● change this viewpoint ; move the window forwards and backwards to change the frame (like the zoom on a camera)

● draw out the chosen viewpoint – copy Gustav Klimt’s technique by using a sketch book – with either drawing or

coloured pencils or felt-tip pens.● La technique utilisée peut être celle du crayon (de papier, de couleur) du stylo feu-
tre.
Alternatively, a camera could be used to create different frames. In this case, a photograph should be taken of the
chosen viewpoint. ■

30.
 Ferdinand von Wright (1822 -1905)

Ferdinand von Wright was born in 1822 in the province of Savo in

Finland.
The surprise (1880)
oil on canvas 85 x 187 cm
Ateneum Art Museum Helsinki

OBSERVE
This scene shows farm animals :
- in the foreground we see a farmyard with three
geese and a young white calf, who is the central ele-
ment of the painting
- in the background in the darkness of a stable we can
make out a black calf watching the scene before it.
Two of the geese are facing the young animal. The third is
sitting on the ground and although not confronted with the
calf, it would seem to be joining in with the others’ protest.
The new-born white calf is standing on all four legs, it
has round eyes, is facing the geese and appears sur-
prised by the uproar.
Behind him, we can see the black calf showing an
expression of wide-eyed fear or astonishment, not
seeming to understand what is going on.
On the ground we see some feathers and a bucket that
has been knocked over, suggesting the young white
calf may have stumbled when taken by surprise at the
aggressive reaction of the geese.
This painting has a very sober setting. We see a hard earth
yard, the log stable wall and, adjoined to this, a wooden
fence. Further beyond this enclosure to the left, we can
make out a landscape scene with trees and a river.
The light falling on this scene is bright and uniform. The
major colours used are beige, brown, grey and white
with the only contrasting element being the dark inte-
rior of the stable. ■
CREATE
Tell a story :
■ Imagine the dialogue that might have taken place between the animals in this scene.
■ Think up a start, middle and end to the story.
■ Draw the story out in cartoon form.
UNDERSTAND
Ferdinand was the youngest of the three von Wright
brothers to take up a career in painting. He was also the
youngest of the fifteen children of his family.
He shared his fascination with nature with his two older
brothers and learned a lot from them :
- Magnus von Wright wanted to become an animal
illustrator and painted all the many different birds he
saw ;
- Wilhelm became a designer at the Academy of
Science.
Their father was far from encouraging towards his sons’
artistic activities and as they lived in the backward
province of Savo, they had great difficulty in obtaining
suitable art materials.
They therefore made the colours they needed using
plants or even coffee. They familiarised themselves with
the technique of watercolour painting long before mov-
ing on to oils.
Ferdinand was a solitary and reclusive painter who was
uninterested in the lives and lifestyles of his contempo-
raries. He preferred to paint scenes of hunters and their
prey to illustrate the eternal battle between the strong
and the weak.
The combination of detailed observation and great
technical skill evident in Ferdinand von Wright’s paint-
ings made many of his scenes highly popular with the
public, although somewhat late on in his career. ■

Using our senses :

■ Collect the various materials to be found in this scene, such as feathers, (fake) fur or animal skins, wood, earth,
straw, etc.
■ Touch and feel these materials to determine their different characteristics. Are they soft, smooth, rough, coarse,
grainy, cold, etc. ?
■ Draw up a table of these materials by sticking them to a piece of paper or card.

How to represent these materials:

■ What techniques could be used to represent the above materials artistically ?
Depending on the ages of the children, graphic, drawing or printing techniques can be used.
■ Varying the materials used : find other pieces of fur, feathers, earth etc. that are of a different colour or texture. ■

31.
 II.2) POEMS FROM EUROPEAN AUTHORS
De kip legt een ei
in de wei,
de koe trapt er op
’t is kapot !
De dooier komt er uit
’t is een spruit !
Wie lust er dat ?
Pat, de kat ! ! ! ■
Une poule sur un mur
A pondu quatorze œufs frais.
Mais pendant qu’elle pondait,
Le soleil d’août les cuisait.
Une poule sur un mur
A couvé quatorze œufs durs.
Il en sortit des poulets
Aussi durs que des galets.
C’est depuis que l’on voit,
Folle encor de désarroi,
Une poule sur un mur
Qui picote du pain dur,
C’est depuis lors que l’on voit
-Picoti et Picota-
Une poule qui cent fois
Grimpe au mur et saute en bas. ■
32.
Belgium
“De Kippenrap”
klas 6A, Gemeentelijke Sportbasisschool uit Heusden
“The Chicken Rap”
Class 6a Public Sport Primary School, Heusden
The hen lays an egg
In the meadow.
The cow tramps it
And it breaks !
The yolk hatches out.
It’s a little sprout !
Who would like that ?
Pat, the farm cat !!! ■
“Une poule sur un mur”
Maurice Carême, A cloche-pied.
“A hen on a wall”
Maurice Carême, A hop.
Fourteen fresh eggs
Were laid on a wall by a hen,
But while she was laying
They were cooked by the August sun!
Fourteen hard-boiled eggs
Were sat on by a hen on a wall
The chicks that hatched out
Were as hard as pebbles!
Ever since you can see,
Or so it is said
That poor, bewildered hen on the wall
Pecking at hard bread.
Ever since you can see,
A peck, peck, pecking,
The hen climb up the wall
Then jump back down a hundred times! ■

Der var en Kone paa Landet,
Hun havde en Høne blandt Andet.
Nu, lægge Æg er Hønens Fag,
Og denne gav eet hver evige Dag ;
Det var et Par Snese, da de blev talt,
See, det fandt Konen ikke saa galt !
Hun dem forsigtig i Kurven fik,
Tog den paa Hovedet og gik.
Til Staden styrede hun sin Gang ;
Men hun var ene og Veien var lang,
Skjøndt hun gik til af alle kræfter.
Nu tænkte hun over og regned’ efter,
Hvor godt hun fik sine Æg betalt,
Og det var jo heller ikke saa galt :
“Ja vist !” saaledes hun gaaer og taler,
“For disse faaer jeg en heel Rigsdaler.
For den vil jeg kjøbe to Hons, lad see !
Med den der hjemme har jeg da tre ;
Hver laegger Æg, og om ikke længe
Kan jeg handle igjen og komme til Penge ;
Jeg kjøber tre Høns, til de tre jeg har ;
See det bliver sex. Deres Æg jeg ta’er ;
Jeg sælger de halve, den anden Rest
Skal ruges til Kyllinger, det er bedst !
Jeg faaer da en Hønsegaard ; tænk Dig bare !
Og den tager til. Det er holdende Vare !
En deel lægger Æg, en deel ruger ud-
Hvor jeg bliver rig, Du søde Gud !
Jeg kjøber to Gæs og et lille Faar,
Og bedre og bedre Handelen gaaer
Med Æg og med Høns og med Fjer og med Uld.
Tilsidst faaer jeg Pengeposen fuld !
Jeg kjøber en Gris, jeg kjøber en Ko,
Hvo veed, maaskee kan jeg kjøbe to ?
See det giver af sig ! og efter et Aar
Har jeg Hus og Folk og Køer og Faar.
Saa kommer en Frier ind i min Stue,
Han kysser min Haand, og jeg bliver Frue !
For han har en Gaard, som er større end min !
Jeg bliver saa fornem, saa stolt og saa fiin,
Jeg taaler ikke den mindste Snakken,
Jo, jeg skal vide at kneise med Nakken !
Og ret som hun sagde det, gjorde hun saa.
Klask ! Æggene der paa Jorden laae !
Med dem den hele Lyksalighed faldt-
Og det var i Grunden ikke saa galt ! ■
Denmark
“Konen med Æggen” - En gammel Historie sat i Rim
“The Woman with the eggs” - An old story set to rhyme
H. C. Andersen
There was a woman in the country,
She had, amongst other things, a hen.
Now, laying eggs is the hen’s trade,
And it provided one each and every day ;
There were a couple of score, when they were counted,
See, the woman found this to be not so bad !
She put them carefully in the basket,
Raised it on her head and went.
To town she strode hurriedly ;
But she was alone and the road was long,
Even though she walked with all her powers.
She now thought about it and reckoned,
How well paid she’d be for her eggs,
And this wasn’t too bad either :
« Right enough » she said as she walked and talked,
« For this I’ll get a whole six dollar.
For this I will buy two hens, let’s say !
Along with that at home I’ll have three ;
Each will lay eggs, and it won’t be so long
Before I can trade again and come to money ;
I’ll buy three hens, along with the three I have ;
See that will be six. Their eggs I’ll take ;
And sell one part, the other part
To hatch to chickens, that is best !
I’ll have a chicken-run : just think !
And it will increase. These are wealthy goods !
One part will be laying, one part hatching -
How wealthy I’ll become, Oh sweet God !
I’ll buy two geese and a little sheep,
And better and better business will go
With eggs and with hens and with feathers and with wool.
At last I’ll have the moneybag full !
I’ll buy a pig, I’ll buy a cow,
Who knows, perhaps I’ll buy two ?
Look how it grows ! And after a year
I’ll have a house and servants and cows and sheep.
And then a suitor will come to my parlour,
He’ll kiss my hand, and I’ll be his wife !
For he has a farm, which is larger than mine !
I’ll be so formal, so proud and so fine,
I’ll not tolerate the least gossip,
Yes, I shall walk with my head held high! »
And right as she said this, she went thus.
Smash ! The eggs on the ground lay !
With them the whole blissful dream fell -
And that in reality wasn’t too bad ! ■
33.
 Germany

“Der Schmetterling ist in die Rose verliebt”

“The Butterfly is in love with the Rose”
Heinrich Heine

Der Schmetterling ist in die Rose verliebt, The butterfly is in love with the rose,
Umflattert sie tausendmal. fluttering around her a thousand times.
Ihn selber aber, goldig zart, But he himself, sweetly tender,
Umflattert der liebende Sonnenstrahl. is fluttered around by the loving ray of sunshine.

Jedoch in wen ist die Rose verliebt ?

However, with whom is the rose in love ?
Das wüsst ich gar zu gern.
That I would like to know.
Ist es die singende Nachtigall ?
Is it the singing nightingale ?
Ist es der schweigende Abendstern ?
Is it the silent evening star ?
Ich weiss nicht, in wen die Rose verliebt :
Ich aber lieb euch all’ :
I don’t know, with whom the rose is in love :
Rose, Schmetterling, Sonnenstrahl,
but I love you all.
Abendstern und Nachtigall ■
Rose, butterfly, ray of sunshine,
evening star and nightingale. ■

34.
 Spain

Manuel Machado

¡Qué hermosos están los cielos! How beautiful the sky !

¡Qué bonita la mañana! How lovely the morning !
¡Cuánta frescura en el campo! What coolness in the countryside !
¡Cuánta alegría en el agua! What joy in the water !

Corre, corre, mí caballo,

Go, go, my horse,
por la veredita blanca,
Along the white path,
que bien sabes el camino
How well you know the way,
donde te guían mis ansias.
Where my yearnings lead you.
No te pares junto al bosque
Don’t stop by the forest
ni en las frescas enramadas,
Nor in the cool tributaries,
hijas del arroyo claro
Daughters of the clear brook
que de la colina baja.
Which from the hill descends.
Sigue, sigue por la senda
que a los dos lados derrama
Follow, follow the path
campos verdes con adornos
Which spills out on both sides
de amapolas coloradas
Green fields adorned with
Ya pasas los olivares.
Red poppies
Ya la vereda se acaba…
Now you’ve left the olive trees behind you.
Y, entre las hojas tejidas,
Now the path has petered out...
de lejos se ve la casa. !
And between the interwoven leaves,
¡Qué hermosos están los cielos!
The house comes into view in the distance !
¡Qué bonita la mañana!
How beautiful the sky !
¡Cuánta frescura en el campo!
How lovely the morning !
¡Cuánta alegría en el agua! ■
What coolth in the countryside !
What joy in the water ! ■

35.
 Ireland

“Amhran na mbo”
The song of the Cows
Tomas McKeoghan

D’eirigh me ar maidin agus chuaigh me ag blean na bo

D’eirigh me ar maigin agus chuaigh me ag blean na bo
O yea, Chuaigh me ag blean na bo

Amhran ar an sean nos a chasaim chuile maidin don bho

Talann si an bainne is bionn si sasta go leor
O yea, Bionn si sasta go leor

Ach ansin thainig athru an aisteach ar an mbo

Thosaigh si ag bleastail, is ni thalfadh si aon bhainne nios mo
O no, ni thalfadh si aon bhainne nios mo

Curfa

He rock and roll, He rock and roll

He rock and roll
O smaoinigh me ar phlean chas me rock and roll
B’fheidir nar thaitin an sean nos lei nios mo
O no nior thaitin an sean nios lei nios mo
O anois bionn an chreaic a’m is me ar blean ne bo
O tosaionn si ag pramsail is talann si an bainne gan stro
O yea talainn si an bainne gan stro ■

I got up in the morning and I went milking the cow

I got up in the morning and I went milking the cow
Oh yes, I went milking the cow.
I sing an old song for the cow every morning
She gives her milk happily indeed.
Oh, yes, she is happy indeed.
But then a change came over the cow
She started to moo and she did not give any milk no more
Oh no, she did not give any milk no more
Verse
Hey rock and roll, Hey rock and roll
Hey rock and roll
I thought of a plan I sang rock and roll
Maybe the old song does not agree with her no more
Oh no the old song does not agree with her no more
Oh but I have the crack when I am milking the cow
She started to sway and she gives milk without hinderance again
Oh yes, she gives milk without hinderance again.

36.
 Italy

“San Martin”
“SAN MARTINO”
Giosue Carducci

La nebbia a gl’irti colli The drizzly mist on the jagged hills is rising
piovigginando sale, And below the Maestral wind shrieks as it whips the
e sotto il maestrale sea to white
urla e biancheggia il mar But in the narrow village streets
ma per le vie del borgo the bitter perfume of fermenting wine in the barrels
dal ribollir de’tini cheers the heart
va l’aspro odor de i vini The meat turns on the spit sizzling on the glowing
l’anime a rallegrar. coals
And the hunter whistles as he stands in the doorway
Gira su’ ceppi accesi
watching the flight of black birds as they fly into the
lo spiedo scoppiettando :
russet clouds
sta il cacciator fischiando
like exiled worries migrating into the evening sky. ■
su l’uscio a rimirar
tra le rossastre nubi
stormi d’uccelli neri,
com’esuli pensieri,
nel vespero migrar. ■

“Sera d’ottobre”
“October evening”
Giovanni Pascoli

Lungo la strada vedi su la siepe
ridere a mazzi le vermiglie bacche :
nei campi arati tornano al presepe
tarde le vacche.
Vien per la strada un povero che il lento
passo tra foglie stridule trascina :
nei campi intuona una fanciulla al vento :
Fiore di spina ! ■
Along the lane the hedgerow is aflame with vermil-
ion berries :
and the cows wander home to the stable through
freshly ploughed fields
The dry leaves screech on the pathway under
the slow dragging steps of a poor rover :
and away in the fields a young girl sings in
the wind.
Thorn bush flowers. ■

37.

D’Maus Ketti sëtzt bei hirem Lach
Zu Biermereng am Feld ;
“Wéi schéin, denkt si, ass d’Liewen dach,
Wéi gutt ass’t op der Welt.
All Stécker, zwou Stonn an der Rond,
Si meng, dat ass gewëss ;
Ech liewen einfach a gesond
Vu Wees an Hieselnëss.
An ass et mir net an der Rei,
Sinn ech zevill puppsat,
Ginn ech am sonndesse Gezei
No Munref an de Bad.”
Op eemol lauschtert se a seet :
“Ech héiren eppes kribblen.
A wat gesinn ech op der Heed
Do uewen esou wibblen ?
Ass dat erlaabt, déi Déiwerei !
Eng friem Maus kënnt hier mausen !”
Mee gläich dropp rifft se : “Heielei !
Meng Kusinn Mim aus Clausen !”
An d’Ketti leeft ewéi de Wand,
Si leie sech am Arem :
“A wou kënns du dann hier, mäi Kand ?
War et dir net ze warem ?
Komm, huel dee klenge Pad elo,
Da gi mer ënner Daach.
Mäin Haische läit, du weess et jo,
Do ënne bei der Baach.” ■
38.
Luxemburg
“D’Maus Ketti” (extract)
“Little Mouse Ketti” (excerpt: part )
Auguste Liesch
Little Mouse Ketti sat by her hole
In Burmerange on the prairie;
“Life is beautiful, that is true,
Living here is quite merry.
All the prairies far and wide,
Belong to me, of that there’s no doubt;
I live simply and healthily
Eating the nuts and grains I find about.
And when I’m feeling unwell
And when I’m feeling down,
I put on my best Sunday clothes
And head off to Mondorf-les-Bains town.”
Suddenly she pricked up her ears and said:
“I hear something scratching.
What do I see over in the heather?
Is it an intruder who needs catching?
It’s not possible, there’s a thief!
A strange mouse who dares to come nosing?”
But then she cried out: “Oh my goodness!”
“It’s no thief, it’s my cousin, Mim de Clausen!”
And Ketti went running like the wind,
And they hugged each other tight:
“Where have you come from, my child?
Did you get too hot in this bright light?
Come, let’s follow this path
And sit in the shade, just look.
As you know, my house is there,
Over by the bubbling brook.” ■
 The Netherlands

“De Boeren I”
“The People of the Country I”
Theun De Vries (born 1907)

Goudig en somber zwijgen heerscht in de verre dampen.

Over den donkeren akker schrijdt langzaam een donker man en zaait.
De hoeven der zware paarden stampen door de walmende voren.
De stilte huivert er van.
Geel en grauw in het rond ontbranden aarzlende lampen.
Weeklagend om het verloren jaar zwerven winden moe.
Zij strooien het laatste zomersche purper tusschen de kerkhofkruisen,
sidderen en vergeten een oogwenk verder te ruischen…
Eensklaps raast een snelle vlucht vogels voorbij.
Dan sluit de dag zich toe. ■

A profound and bleak silence reigns over the distant mist.

A dark man sows the dark field, working slowly.
The hooves of the heavy horses trample through the smoky furrows,
Making the silence tremble.
The hesitant lamps shine yellow and ashen all around.
Tired, roaming winds lament the year past,
Tossing the last red leaves of summer between the graveyard’s stones.
They stutter, forgetting for a moment to rustle on.
Suddenly, a flock of birds tears open the sky
As another day draws to a close. ■

39.
 Austria

“Der Acker” aus dem Buch “Hölzene Späne”

“The Field“ from the book “Hölzene Späne“
Toni Riser

Schwere Traktoren ziehen Eisen Through the churned winter earth

durch die gehackte Wintererd’ Heavy tractors pull their iron.
Eggenzähne und Pflüge reissen Harrow teeth and ploughs
den Boden auf – Saatbeet werd. Tear the soil open ready for sowing.

Trägt im Sommer Staude und Halm In summer come the shrubs and blades
bei Sonnenschein und Regen To make our daily bread.
bringt halt doch der Acker Through sun and rain alike
immer unser Brot zum Leben ■ The field keeps us all well fed. ■

40.
 Portugal

“Quem ora soubesse”

“Who would have known ?”
Luis de Camões

D’Amor e seus danos I was the ploughman

me fiz lavrador ; Of love and its demons ;
semeava amor I sowed love
e colhia enganos. And reaped illusion.
Não vi, em meus anos, I have never seen, in all my days
homem que apanhasse One who reaped
o que semeasse. What he sowed.

Vi terra florida
I have seen blooming meadows
de lindos abrolhos :
With splashes of bright colours ;
lindos para os olhos,
So beautiful to the eyes,
duros para a vida.
So painful in life.
Mas a rês perdida
But the lost sheep
que tal erva pace
Gorging on the grass
em forte hora nace.
Will live again, the time come.
Com quanto perdi,
trabalhava em vão ;
With all that I have lost,
se semeei grão,
All my work was in vain ;
grande dor colhi.
I may have sown grains,
Amor nunca vi
But I reaped only pain.
que muito durasse,
Love everlasting
que não magoasse.■
Bringing only joy,
This I never have seen. ■

41.

Saku sika, Saku sika
eiko sua haittaa lika ?
Painvastoin, painvastoin !
Korvat juuri mutaan kastoin.
Röh, röh, röh ■
42.
Finland
“Saku sika”
Kirjasta Kukkuluuruu mita kuuluu, Kolobri 2000
“Saku sika”
Kirjasta Kukkuluuruu mita kuuluu, Kolobri 2000
Saku, my little pig
Saku, Saku, my little pig
Are you not worried by dirt ?
On the contrary, on the contrary !
I just dipped my ears in the mud.
Snort, snort, snort. ■
 United Kingdom

“Apples”
Laurie Lee

Behold the apples’ rounded worlds :

juice-green of July rain,
the black polestar of flower, the rind
mapped with its crimson stain
The russet, crab and cottage red
burn to the sun’s hot brass
then drop like sweat from every branch
and bubble in the grass
They lie as wanton as they fall,
and where they fall and break,
the stallion clamps his crunching jaws,
and starling stabs his beak
In each plump gourd the cidery bite
of boys’ teeth tears the skin ;
the waltzing wasp consumes his share,
the bent worm enters in
I, with as easy hunger, take
entire my season’s dole ;
welcome the ripe, the sweet, the sour,
the hollow and the whole. ■

43.
 III. THE COUNTRIES OF THE EUROPEAN UNION
AND THEIR AGRICULTURE

NB: The greyed out italic numbers are the European Union totals.

Belgium

■ One country, three communities- ■ A densely populated country

capital city for two peoples
The Kingdom of BELGIUM stretches over an area of 30,519 km . 2
It is bounded by the North Sea and is made up of three
regions :
● Flanders in the north-west where Dutch is spoken ;
● Wallonia in the south-east where French is spoken ;
● BRUSSELS, the capital city (and a region) with one million.
BELGIUM has a population of 10.2 million.
It is one of the most densely populated countries within
EUROPE with some 330 inhabitants per km2. The woodland
ARDENNES are the exception to this rule with only 50 inhab-
itants for every km2.
57 % of the Belgians speak Dutch, 42 % speak French and
1 % speak German.

■ Medium-sized farms ■ More intensive farming to

● 1,400,000 ha of the land within Belgium are used for farm-
ing.
● There are 67,200 farms in total, only 2 % of which are larg-
er than 100 ha.
● The average size of a Belgian farm is 21 ha (EU : 18.5 ha).
● 68 % of the agricultural land used in Belgium is devoted to
tenant farming.
● Belgian agriculture produces 1 % of the country’s wealth
and employs 3 % of the workforce (79,000 workers).
the north-east
In Flanders, sandy plains are combined with polders
reclaimed from the sea. The Flemings focus essentially on
industrial breeding, greenhouse growing and market garden-
ing.
The plateaux in the centre of the country are used for
wheat, barley, potato and sugar beet farming.
The ARDENNES woodland houses some clearings which are
set aside for animal raising, in particular cattle farming.
The East of Belgium (Limburg, the Herve plateau) is a region
that is devoted principally to dairy production.

Major arable crops Industrial breeding

Wheat 1,600,000 tonnes 105 000 000 Cattle 3,000,000 heads 82 000 000
Barley 350,000 tonnes 53 000 000 Pigs 7,000,000 heads 123 000 000
Potatoes 3,000,000 tonnes 50 000 000 Milk 3,600,000 tonnes 124 000 000
Sugar beets 6,000,000 tonnes 117 000 000 Meat 1,800,000 tonnes
Sugar from sugar beets 1,000,000 tonnes 17 000 000 of which poultry 300,000 tonnes
Eggs 200,000 tonnes

Greenhouse cultures and market gardening Wood

Fresh vegetables 1,530,000 tonnes 52 700 000 Rough timber 3,000,000 m3
Fruit 700,000 tonnes 11 940 000

Fishing
44. Fish 34,000 tonnes 5 975 000
 Denmark

■ A peninsula surrounded by islands ■A fifth of the population live

The Kingdom of DENMARK covers a surface area of 43,080 in COPENHAGEN
km2. DENMARK has a population of 5.3 million.
It is made up of the peninsula of JUTLAND and several islands Its average population density is 120 inhabitants per km2.
of many different sizes. The largest of these islands, ZEALAND, 1 million people live in the capital COPENHAGEN.
is home to the capital city COPENHAGEN. Denmark has some
7,000 km of coastline.
This country is in a strategic location between the North Sea to
the west and the Baltic Sea to the east.

■ Danish agriculture ■ Ploughing right up to the sea-side

● Denmark has 2,700,000 ha of agricultural land. DENMARK has good soil. Ploughed fields are present
● There are 57,831 farms in total, of which 10.6 % are larger throughout.
than 100 ha. ● 54.7 % of Denmark’s agricultural land is used for cereal pro-

● The average size of a Danish farm is 47 ha (EU : 18.5 ha). duction,

● 25.2 % of the agricultural land used in Denmark is devoted ● 28.4 % is used for grasses (temporary and wild pastures)

to tenant farming. ● 2.4 % is used for rapeseed and peas

● 8.7 % is used to produce grass seeds for the pastures and

■ A major exporter of agricultural seeds for industry

products ● 4.7 % is taken up by tubers (potatoes and sugar beets).

However, in spite of over-production and falling prices,

DENMARK is one of the world’s major farming nations in
Danish agriculture remains focussed on dairy production and
terms of exports.
pig raising.
Agriculture produces 3 % of the country’s wealth (GDP) and
employs 6 % of its workforce, i.e. 80,000 people, 40 % of
whom are salaried employees.

Crops in first place Plant produce

Wheat 4,432,955 tonnes 105 000 000 Fresh vegetables 220,000 tonnes 52 700 000
Barley 37,790 tonnes 53 000 000 Fruit 51,000 tonnes
Rye 347,782 tonnes
Potatoes 1,502,137 tonnes 50 000 000 Wood
Sugar beets 3,545,178 tonnes 117 000 000
Sugar from sugar beets 1,497,162 tonnes 17 000 000 Rough timber 1,159,000 m3
Energy wood 556,000 m

The world’s leading exporter of pig meats A traditional fishing country

Cattle 2,000,000 heads 82 000 000 Fish 1,400,000 tonnes 5 975 000
Sheep 120,000 heads 95 000 000
Pigs 13,000,000 heads 123 000 000
Poultry meat 205,100 tonnes
Milk 4,657,000 tonnes 121 869 000
Butter 47,900 tonnes
Cheese 290,000 tonnes
Eggs 78,200 tonnes

45.
 Germany

■ The two Germanys are now as one ■ A highly dense population

Since the reunification of the two Germanys in 1990, the
Federal Republic of GERMANY has covered an area of
357,000 km2 at the heart of Europe.
The integration of the former East GERMANY was not all plain
sailing.
GERMANY is now composed of 16 individual states (Länder)
which each has a certain amount of autonomy.
GERMANY has a population of some 83 million and is one
of the most densely populated countries in Europe with 225
inhabitants per km2.
BERLIN, the capital city, currently counts 3.5 million inhabi-
tants.

■ Medium-sized farms ■ Arable farming dominates

● 17,200,000 ha of the land in Germany are used for farming.
● There are 535,000 farms in total of which 5 % cover more
than 100 ha.
● The average size of a German farm is 32 ha (EU : 18.5 ha).
● 63 % of the agricultural land used is devoted to tenant
farming.
● Farming produces 1 % of the country’s wealth and employs
The majority of the agricultural land in Germany is used for
wheat, barley, potato and sugar beet farming.
However, SCHLESWIG-HOLSTEIN in the north, BADEN-WURTEM-
BERG and BAVARIA in the south are developing mixed farming
methods oriented towards raising dairy cows, pigs and poul-
try.

3 % of its workforce (657,000, 28 % of whom are salaried
employees).
The Rhine and Moselle valleys are renowned for their vine-
yards.
The schistose Rhine massif is covered with dense forest and
the Bavarian Alps play host to a well-developed tourist
industry, in particular in the winter.

World-leading producer of barley Fourth global pig producer

Wheat 20,000,000 tonnes 105 000 000 Cattle 14,000,000 heads 82 000 000
(9th in the world) Sheep 2,000,000 heads 95 000 000
Barley 13,500,000 tonnes 53 000 Pigs 26,000,000 heads 123 000 000
(1st in the world) (4th in the world)
Potatoes 13,000,000 tonnes 50 000 Poultry meat 770,000 tonnes
Sugar beets 28,000,000 tonnes 117 000 Eggs 820,000 tonnes
(3rd in the world)
Sugar from sugar beets 4,100,000 tonnes 17 000 000

Seventh global wine producer Fruit and vegetables

Wine 8,500,000 hl (7th in the world) 155 000 000 Fresh vegetables 3,800,000 tonnes 52 700 000
Fruit 3,000,000 tonnes

Fishing Wood
29,000,000 m3
Fish 220,000 tonnes 5 975 000 Rough timber

46.
 Greece

■ A mountainous peninsula ■ The fundamental role of agriculture

The Republic of GREECE is a mountainous peninsula sur- ● Agriculturein Greece produces 21 % of the country’s wealth
rounded by islands. It covers a surface area of 131,990 km2. (in terms of GDP) and employs 23 % of its workforce
Jagged mountains, the highest of which is Mount Olympus (600,000, 14 % of whom are salaried employees).
at 2,917 m, overlook the blue waters of the Mediterranean. ● 3,500,000 ha of the land in Greece are used for farming,

The largest of the Greek islands, CRETE, stretches across some 27 % of which are devoted to tenant farming.
266 km from east to west. ● There are 821,000 farms in total of which 0.1 % cover more

GREECE has 10.5 million inhabitants with a population than 100 ha.
density of 78 per km2. ● The average size of a Greek farm is 4.5 ha (EU : 18.5 ha).

■ Irrigation as a necessity
The inner-most parts of the peninsula and of the major islands
are not cultivated : only 44 % of the land is cultivated whilst 22
% is forest land.
Irrigation allows for intensive agriculture within some of the
inland basins and on the coastal plains.

Typical Mediterranean
produce Sheep-breeders

Rice 220,000 tonnes 2 400 000 Cattle 1,000,000 heads 82 000 000
Olives 2,227,000 tonnes 9 724 000 Sheep 9,000,000 heads 95 000 000
Olive oil 430,000 tonnes Pigs 1,000,000 heads 123 000 000
Wine 4,000 000 hl 155 000 000 Poultry (meat) 170,000 tonnes
Citrus fruits 1,039,000 tonnes 8 710 000 Wool 10,000 tonnes
Fruits (total) 2,500,000 tonnes Eggs 110,000 tonnes
Fresh vegetables 3,980,000 tonnes 52 700 000
Cotton (fibres) 380,000 tonnes
Tobacco 140,000 tonnes

Major crops Wood

Wheat 2,000,000 tonnes 105 000 000 Rough timber 1,600,000 m3

Maize 2,000,000 tonnes 36 000 000
Barley 350,000 tonnes 53 000 000

Fishing

Fish 150,000 tonnes 5 975 000

47.
 Spain

■ One State with 17 autonomous

regions
Almost 5 million people live in the capital Madrid.
The Kingdom of SPAIN covers an area of 504,800 km2.
The Balearic Islands in the Mediterranean and the Canary
It is made up of 17 autonomous regions. Each region has its
Islands in the Atlantic are an integral part of the country.
own government which shares administrative responsibilities
The official language of Spain is Castilian Spanish. There are
with the central government. The regions have a major say in
3 other officially recognised regional languages :
the area of agriculture in particular. Spain has a population of
● Catalan (spoken in Catalonia, the Balearic Islands and in the
40 million with an average population density of 78 inhabi-
Community of Valencia)
tants per km2. The current population trend within Spain is to
● Basque (spoken in the Basque Country)
move out towards the coastal areas. The inland regions, with
● and Galician (spoken in the region of Galicia).
the exception of Madrid and its periphery, are emptying.

■ 54% of Spanish soil is used for ■ Huertas and arable farming

Agriculture
● 54 %, or 25,600,000 ha of the land in Spain are devoted to
agriculture.
● Agriculture produces 3 % of the country’s wealth (GDP) and
employs 6.4 % of its workforce (720,000), 38.5 % of whom
are salaried employees.
● There are 1,210,000 farms in total of which 4 % cover more
than 100 ha.
● The average size of a Spanish farm is 21 ha (EU : 18.5 ha),
although major variations are observed between* :
- the average size of a cereal farm at 40 ha
- and the average size of a vegetable farm at 6 ha
● 27 % of the agricultural land used is devoted to tenant
farming.
● Many regions of Spain are characterised by their woody
olive tree, vine and nut tree landscapes
● In those areas of inland Spain where farming is possible,
such as in CASTILE in the north-west, the agriculture is
based on cereal, potato, oil-producing plant and sugar beet
production.
● The irrigated zones (huertas) of the deep valleys and coastal
plains produce above all citrus fruits and tomatoes. A large
part of this production goes on to be exported, although
some of these fruits are consumed by the domestic market
or sold on to the juices and conserves industry.
● Fruit and vegetable production is Spain’s major agricultural
sector, with over a quarter of end production being situat-
ed in this sector in economic terms. This is also Spain’s most
dynamic sector.
● Spain’s vineyards stretch the furthest in all of the European Union
occupying in excess of one million hectares. Quality vineyards
are establishing themselves as a Spanish agricultural trait.
● Olive groves are also common with Spain the world’s
biggest producer of olives and olive oil

4th global producer of barley Typical Mediterranean produce

Wheat 5,000,000 tonnes 105 000 000 Citrus fruits 5,127,000 tonnes 8 710 000
Maize 4,000,000 tonnes 36 000 000 (4th in the world)
Barley 9,000,000 tonnes 53 000 000 Fruit 9,500,000 tonnes
Rice 797,000 tonnes 2 400 000 (including citrus fruits)
Potatoes 3,000,000 tonnes 50 000 000 Bananas 330,000 tonnes
Olives 3,395,000 tonnes 9 724 000 Cotton (fibres) 115,000 tonnes
Olive oil 900,000 tonnes Fresh vegetables 12,130,000 tonnes 52 700 000
Sugar beets 8,000,000 tonnes 117 000 000
Sugar from sugar beets 1,200,000 tonnes 17000 000
3rd global wine producer

Wine 35,000,000 hl 155 000 000

5th global pig producer

Cattle 6,000,000 heads 82 000 000

Sheep 24,000,000 heads 95 000 000 Wood
Pgs 22,000,000 heads 123 000 000
Eggs 580,000 tonnes Rough timber 10,000,000 m3
Poultry meat 580,000 tonnes
Wood 31,000 tonnes
A fishing tradition

Fish 930,000 tonnes 5 975 000

48.
 France

■ Atthe crossroads between the ■ One in seven of the French popula-

north and south of Europe tion live in the Paris region
The French Republic is bounded by the English Channel to France has a population of 59.1 million with an average pop-
the north, the Mediterranean to the south and the Atlantic ulation density of 108 inhabitants per km2.
Ocean to the west. It covers a total surface area of 544,000 km2 More than 2 million people live in the capital city of PARIS and
its surrounding areas are home to some 8 million residents.
including the island of Corsica. Metropolitan France is divided
into 22 regions and 95 departments and French Guyana,
Guadeloupe, Martinique and Reunion are France’s four
overseas departments.

■ The green giant of the European Union
● France is western Europe’s agricultural giant and, with only
Italy for competition, is the world’s leading wine producer.
● 28,350,000 ha of the land in France are used for agriculture.
● There are 680,000 farms in France in total, of which 10 %
cover more than 100 ha.
● The average size of a French farm is 42 ha (EU : 18.5 ha).
● Agriculture produces 2 % of the country’s wealth (GDP)
and employs 6 % of its workforce (960,000, 24 % of
whom are salaried workers).
● 66 % of the agricultural land used is devoted to tenant
farming.
■ Both arable and specialist farming
The Paris basin focuses its agricultural activities on arable
farming, including such crops as cereals and processing crops.
The regions in the west of France concentrate on animal
breeding, whilst the south-west bases its agriculture on
mixed farming and breeding.
The deep valleys and Midi area towards the Mediterranean
are highly successful in specialist farming (fruits, vegetables,
vines, etc.).
The forests of France cover over a quarter of its overall surface
area. Highland agriculture is still a highly dynamic sector.

All types of breeding 4th global producer of wheat

Cattle 20,000,000 heads 82 000 000 Oats 635,000 tonnes
Sheep 9,000,000 heads 95 000 000 Wheet 37,000,000 tonnes 105 000 000
Pigs 16,000,000 heads 123 000 000 (4th in the world)
Horses 350,000 heads Maize 15,000,000 tonnes 36 000 000
(5th in the world)
Milk 25,000,000 tonnes 124 000 000 Barley 10,000,000 tonnes 53 000 000
Butter 460,000 tonnes (5th in the world)
Cheese 1 600,000 tonnes Rice 107,000 tonnes 2 400 000
Eggq 950,000 tonnes Potatoes 7,000,000 tonnes 50 000 000
Meat 6,500,000 tonnes Rapeseed 4,600,000 tonnes
(of which poultry) 2,300,000 tonnes Sugar beets 31,000,000 tonnes 117 000 000
Wool 22,000 tonnes (1st in the world)
Sugar from sugar beets 4 900 000 tonnes 17 000 000

Wood Fruit and vegetables

Forest land 15,000,000 ha Fresh vegetables 6,300,000 tonnes 52 700 000

Rough timber 36,000,000 m3 Fruit 3,100,000 tonnes

Fishing The world’s leading wine producer

Pêche 580,000 tonnes 5 975 000 Wine 59,000,000 hl (1st in the world) 155 000 000

Fish

Tobacco 26,000 tonnes 49.

Flax 60,000 tonnes
 Ireland / Eire

■ A green island ■ A tradition of emigration

Ireland covers a total area of 70,284 km2 made up of a vast
central limestone plateau ringed by hills and coastal moun-
tains. The highest of these mountains reaches some 1,040 m.
The Shannon is the longest river in Ireland (368 km), a coun-
try which also has a great many lakes. This land mass is divid-
ed into four provinces : Ulster, Munster, Leinster and
Connacht. Each province is further divided into counties. The
Republic of Ireland is made up of 26 different counties while
6 counties within the province of Ulster belong to Northern
Ireland (the United Kingdom).
IRELAND currently has a population of approximately 3.7 mil-
lion, 1 million of whom live in and around Dublin, the capital
city. The population density is 50.4 inhabitants per km2.
Historically, the emigration rate in Ireland was the highest in
Europe. Many people throughout the world, but particularly
in the United States, the United Kingdom and Australia, have
Irish roots.
According to the Irish constitution, Irish Gaeilge is the first
language of Ireland and all official documents are published
both in English and Gaelic. However, English is the mother
tongue of the great majority of the population.

■ An agricultural sector that matters

● Agriculture and food production produce 10.5 % of the
Agriculture occupies a choice position within the Irish econo-
country’s wealth (GDP) and employ 10.5 % of its workforce.
my.
● There are 143,900 farms in total.
● almost 5,000,000 ha of the land in Ireland are used for agri-
● The average size of an Irish farm is 29 ha (EU : 18.5 ha).
culture.
47 % of Irish farms are smaller than 20 ha.
● 90 % of that agricultural land comes in the form of grass-
● Cattle and dairy farming account for 60 % of total agricul-
land.
tural production.

Arable farming is present too Mostly cattle and sheep breeding

Oats 120,000 tonnes Cattle 6,000,000 heads 82 000 000

Wheat 650,000 tonnes 105 000 000 Sheep 5,000,000 heads 95 000 000
Barley 1,000,000 tonnes 53 000 000 Pigs 2,000,000 heads 123 000 000
Potatoes 500,000 tonnes 50 000 000
Sugar beets 2,000,000 tonnes 117 000 000 Milk 5,043,000 tonnes 124 000 000
Sugar from sugar beets 240,000 tonnes 17 000 000 Butter 135,000 tonnes
Fresh vegetables 245,000 tonnes 52 700 000 Cheese 106,000 tonnes
Fruit 17,000 tonnes Eggs 402,000,000 eggs

Meat 1,000,000 tonnes

of which poultry 130,000 tonnes

Wool 13,000,tonnes

Wood Fishing
Rough timber 2,000,000 m3 Fish 280,000 tonnes 5 975 000

50.
 Italy

■ A peninsula and two major islands ■ High density

The Italian Republic (301,270 km ) is composed of a penin-
2
ITALY has a population of almost 58 million and an average
sula, stretching out into the Mediterranean sea south of the density of 189 inhabitants per km2. 2.7 million people live in
Alpine arc, and several islands. The two major islands of Italy the capital ROME.
are Sicily in the south-west and Sardinia in the west.
Italy is split up into twenty different regions, five of which
enjoy considerable autonomy. These are Trentino, Friuli, Valle
d’Aoste, Sardinia and Sicily.

■ The dominance of small-scale ■ Mixed farming at national level

farming The barren backbone of Italy is surrounded by fertile basins
● 14,835,000 ha of the land in Italy are used for agriculture. and coastal plains.
The Po Plain, where irrigation is possible, remains the bastion
● There are 2,315,000 farms in total of which 1 % cover more
of Italian agriculture and in terms of the islands, Sicily offers
than 100 ha.
better farming conditions than Sardinia.
● The average size of an Italian farm is 6.5 ha (EU : 18.5 ha).
● 24 % of the agricultural land used is devoted to tenant
farming.
● Agriculture produces 3 % of the country’s wealth (GDP) and
employs 9 % of the workforce (1,800,000 people, 15 % of
whom are salaried employees).

A rice producer Animal breeding

Wheat 8,000,000 tonnes 105 000 000 Cattle 7,000,000 heads 82 000 000
Maize 10,100,000 tonnes 38 900 000 Sheep 11,000,000 heads 95 000 000
Rice 1,185,000 tonnes 2 400 000 Poultry meat 1,200,000 tonnes
Olives 3,751,000 tonnes 9 724 000 Cheese 1,000,000 tonnes
Olive oil 500,000 tonnes Eggs 620,000 tonnes
Soya 1,200,000 tonnes Wool 11,700 tonnes
Sugar beets 13,000,000 tonnes 117 000 000
(9th in the world)
Sugar 1,700,000 tonnes 17 000 000

2nd global wine producer Wood

Wine 5,700,000 hl 155 000 000 Rough timber 9,500,000 m3
(2nd in the world)
Citrus fruits 2,101,000 tonnes 8 710 000
(6th in the world) Fishing
Fresh vegetables 15,150,000 tonnes 52 700 000
Fruit 10,000,000 tonnes Fish 280,000 tonnes 5 975 000
(including citrus fruits)

51.
 Luxembourg

■ At the heart of Europe

LUXEMBOURG has a population of 430,000 with an average
The Grand-Duchy of LUXEMBOURG is a land-locked coun-
density of 166 inhabitants per km2.
try with a total surface area of 2,586 km2.
Luxemburgish is the language spoken by the local popula-
The Oesling plateau in the north peaks at 559 m. It is part of
tion and became an official language in 1984. French is most
the Ardennes. The Gutland in the south reaches an average
often used by the public services whilst German is the most
height of 250 m. The main rivers in Luxembourg are the
common language to be read in the press.
Moselle, the Our and the Sûre.

■ A discreet agricultural tradition... ■ ... making constant progress

● 127,000 ha of the land in Luxembourg are used for agricul-
ture.
● Agriculture employs 2.2 % of the workforce (15 % of whom
are salaried employees).
● There are 2,461 farms in total of which 47 % cover more
than 50 ha (and 9 % cover more than 100 ha).
● The average size of a farm in Luxembourg is 53 ha (EU :
18.5 ha).
● 54 % of the agricultural land used is devoted to tenant
farming.
A third of the territory of Luxembourg is covered with forest.
The agricultural land is concentrated within the sedimentary
GUTLAND in the south where half of the fields are used for
cereal production. Pasturage is also making progress. The
Oesling in the Ardennes to the north-west is not suited to
agriculture, whilst the Moselle valley houses a vineyard.

Major arable crops Animal breeding

Wheat 61,000 tonnes 105 000 000 Cattle 210,000 heads 82 000 000
Barley 63,000 tonnes 53 000 000 Sheep 7,000 heads 95 000 000
Potatoes 21,000 tonnes 50 000 000 Pigs 85,000 heads 123 000 000

Quality wine

Wine 160,000 hl 155 000 000

52.
 The Netherlands

■ Land stolen back from the sea ■ A high level of density

The NETHERLANDS (540,840 km ) are located on the north-
2
western plains of Europe. They are bounded to the north and
west by the North Sea and a large part of the country lies
below sea-level. Agriculture in the Netherlands is based on
polders, land regained from the sea. The land is dotted with
lakes, rivers and canals. The south-east, a region where
plateau characteristics can be found, is the only region that is
protected from the floods that can occur as a result of dam-
age to the sea walls. The highest point in the Netherlands is
the Vaalserberg in Limburg at 321 metres.
The NETHERLANDS are divided into twelve provinces.
The NETHERLANDS has a population of over 16 million with
an average density of 452 inhabitants per km2. This makes
it the most densely populated country in the European Union
and one of the most densely populated countries in the
world. The population density is at its highest in the Randstad
conurbation which groups together the cities of AMSTER-
DAM, THE HAGUE, ROTTERDAM and UTRECHT.
Dutch is the first official language of the Netherlands. The sec-
ond official language, Frisian is spoken in the north-eastern
province of Friesland.

■ Highly mechanised agriculture ■ Europe’s gardeners

● 2,000,000 ha of the land in the Netherlands are used for The agricultural land of the Netherlands has been wrested
agriculture. from the sea or from the moors and peat bogs of the Rhine,
● There are 108,000 farms in total of which 1.5 % cover more Meuse and Scheldt delta and the sandy hills that surround it.
than 100 ha. This ongoing battle has resulted in the emergence of small
● The average size of a Dutch farm is 19 ha (EU : 18.5 ha). agricultural islands producing excellent yields and not only on
● 28 % of the agricultural land used is devoted to tenant the polders. More traditional agricultural methods are used in
farming. Zealand and Friesland. The Randstad region continues to eat
● Agriculture produces 3 % of the country’s wealth and away at the Dutch countryside.
employs 5 % of the workforce (210,000 workers 27 % of
whom are salaried employees).
● Horticulture accounts for 42 % of the total value of the
Netherlands’ agricultural production.
● Exports of cut flowers are of particular significance (16 % of
total agricultural production value).

Horticulture first Intensive farming

Fresh vegetables 3,700,000 tonnes 52 700 000 Cattle 4,000,000 heads 82 000 000
Fruit 714,000 tonnes Sheep 1,500,000 heads 95 000 000
Pigs 13,000,000 heads 123 000 000

Milk 11,500,000 tonnes 124 000 000

Major crops Butter 150,000 tonnes
Cheese 630,000 tonnes
Wheat 1,100,000 tonnes 105 000 000 Eggs 580,000 tonnes 7 500 000
Barley 240,000 tonnes 53 000 000
Potatoes 8,000,000 tonnes 50 000 000 Meat 2,600,000 tonnes
Sugar beets 7,000,000 tonnes 117 000 000 of which poultry 675,000 tonnes
Sugar from sugar beets 1,100,000 tonnes 17 000 000
Fishing

Fish 510,000 tonnes 5 975 000

Wood
53.
Rough timber 9,000,000 m3
 Austria

■ A mountainous country ■A quarter of all Austrians live

The Republic of AUSTRIA, located in central Europe, is a in the capital
mountainous country in which the Alps occupy two thirds of Austria has a population of 8.1 million.
the ground surface. The highest point in Austria is the More than 1.7 million people live in the capital Vienna.
Grossglockner at 3,797 m.
The total surface area of this country is 83,857 km2. It is made
up of nine federal states (Länder).

■ 40% of the land is used for ■ Piedmont agriculture

agriculture.
● 3,420,000 ha of the land in Austria are used for agriculture.
● There are 210,000 farms in total of which 1.5 % cover more
than 100 ha.
● The average size of an Austrian farm is 16 ha (EU : 18.5 ha).
AUSTRIA combines mountain agriculture focussed on dairy
production with more diversified piedmont farming meth-
ods. The banks of the Danube are home to vineyards which
essentially supply the domestic market.

● 21 % of the agricultural land used is devoted to tenant

farming.
● Agriculture produces 2 % of the country’s wealth (GDP) and

employs 7 % of the workforce (a workforce of 180,000, 10

% of whom are salaried employees).

The most common crops Fruit and vegetables

Wheat 1,200,000 tonnes 105 000 000 Fresh vegetables 530,000 tonnes 52 700 000
Barley 1,200,000 tonnes 53 000 000 Fruit 200,000 tonnes
Maize 1,700,000 tonnes 36 000 000
Potatoes 1,000,000 tonnes 50 000 000
Sugar beets 3,000,000 tonnes 117 000 000

Vines Cattle and pigs lead

Wine 2,800,000 hl 155 000 000 Cattle 2,000,000 heads 82 000 000
Pigs 3,000,000 heads 123 000 000

Milk 3,100,000 tonnes 124 000 000

Butter 45,000 tonnes
Wood Cheese 102,000 tonnes
Poultry meat 107,000 tonnes
Rough timber 11,000,000 m3 Eggs 100,000 tonnes

54.
 Portugal

■ An Atlantic country with ■ A history of emigration

Mediterranean traits PORTUGAL has a population of 10 million. Its average popu-
The Portuguese Republic (91,980 km ) lies along the Atlantic
2 lation density is 107 inhabitants per km2, but is much greater
coast of the Iberian peninsula. The Azores and Madeira are all along the coast to the north of LISBON. Lisbon and Porto
two archipelagos which belong to Portugal, but are are the two largest cities.
autonomous regions. The number of Portuguese people living elsewhere in the
world is estimated at 3 million. France, Germany and
Luxembourg are the preferred destinations of Portuguese
emigrants moving within the European Union.

■ Agriculture produces almost a ■ Mediterranean production but agri-

fifth of the country’s wealth
● 3,800,000 ha of the land in Portugal are used for agricul-
ture.
● There are 420,000 farms in total of which 2 % cover more
than 100 ha.
● The average size of a Portuguese farm is 9 ha (EU : 18.5 ha).
● 29 % of the agricultural land used is devoted to tenant
farming.
● Agriculture produces 17 % of the country’s wealth (GDP)
and employs 17 % of the workforce (520,000 individuals,
18 % of whom are salaried employees).
culture without little irrigation
The nearby ocean means that Portugal, although it deals in
produce of an essentially Mediterranean nature, needs very
little irrigation. Irrigation is used in only very few farms. Over
and above the uncultivated mountainous regions, rain-fed
plantations are the most common. Cork oaks grown for the pro-
duction of bottle corks are a particular Portuguese speciality.

Mediterranean produce A tradition of sheep breeding

Rice 143,000 tonnes 2 400 000 Cattle 1,000,000 heads 82 000 000
Olives 334,000 tonnes 9 724 000 Sheep 3,600,000 heads 95 000 000
Olive oil 40,000 tonnes Pigs 2,000,000 heads 123 000 000
Wine 5,500,000 hl 155 000 000 Poultry meat 270,000 tonnes
Citrus fruits 324,000 tonnes 8 710 000 Eggs 85,000 tonnes
Fruit 712,000 tonnes Cheese 65,000 tonnes
(including citrus fruits) Wool 9,000 tonnes
Fresh vegetables 2,700,000 tonnes 52 700 000

Arable farming Wood

Wheat 360,000 tonnes 105 000 000 Rough timber 47,000,000 m3
Maize 800,000 tonnes 36 000 000
Barley 30,000 tonnes 53 000 000
Potatoes 1,000,000 tonnes 50 000 000
Fishing

Fish 210,000 tonnes 5 975 000

55.
 Finland

■ Surrounded by the Baltic Sea ■ Very low density

The Republic of FINLAND (Suomi in Finnish) stretches across
the northern part of Europe. It is bounded by the Baltic Sea to
the west and to the south. FINLAND covers a surface area of
more than 338,000 km2, including thousands of lakes, the
biggest of which are located in the eastern half of the coun-
try. Agricultural land is to be found in the south only.
FINLAND has a population of 5 million and an average den-
sity of 16 inhabitants per km2. Roughly 60 % of the popula-
tion live in built-up areas.
500,000 people live in HELSINKI.
The Finns are greatly attracted by rural life – there are almost
400,000 summer chalets located throughout the Finnish
countryside.
A small Sami population lives in the north of the country
where it uses its own language and has to a certain extent
preserved its traditional lifestyle.
There are two official languages in FINLAND: 93.4 % of the
population speak Finnish and 5.9 % speak Swedish.

■ Finnish agriculture ■ Forestry first

● 2,200,000 ha of the land in Finland are used for agriculture.
● There are 91,400 farms in total of which 2 % cover more
than 100 ha.
● The average size of a Finnish farm is 24 ha (EU : 18.5 ha).
● 22 % of the agricultural land used is devoted to tenant
farming.
● Agriculture produces 6 % of the country’s wealth (GDP) and
employs 9 % of the workforce (126,000 individuals, 6 % of
whom are salaried employees).
Two thirds of Finland is covered in forest land (boreal conifer
forest to the north with mixed forest further south). The peat
bogs, to be found either under forest land or without any
trees, cover 30 % of the land. The forest and its related indus-
tries, such as the wood pulp and paper sectors, form one of
the major pillars of Finland’s economy.
Farming land is to be found to the south of the forest.
Diary production accounts for 40 % of the total value of
Finnish agricultural production, whilst reindeer breeding rep-
resents less than 5 %, being of any real importance only in
Lapland.

A troop of 196,000 reindeer Leading producer of wood pulp

Cattle 1,000,000 heads 82 000 000 Forests 20,000 000 ha
Pigs 1,000,000 heads 123 000 000 Rough timber 10,000,000 tonnes
Poultry meat 61,000 tonnes (25 % of total world exports)
Reindeer 196,000 heads 400 000 Newspaper 1,500,000 tonnes
Rough timber 30,000,000 m3
Milk 2,500,000 tonnes 124 000 000
Butter 53,000 tonnes
Cheese 90,000 tonnes
Eggs 63,000 tonnes

Fishing Arable farming makes its mark

Fish 145,000 tonnes of fish 5 975 000 Oats 1,588,000 tonnes

Wheat 254,000 tonnes 105 000 000
Barley 1,900,000 tonnes 53 000 000
Rye 24,000 tonnes
Potatoes 1,000,000 tonnes 50 000 000
Sugar beets 1,000,000 tonnes 117 000 000
Sugar from sugar beets 160,000 tonnes 17 000 000
Fresh vegetables 240,000 tonnes 52 700 000
Fruit 13,000 tonnes
56.
 Sweden

■ The largest of the Nordic countries ■ Low population density

Situated in the centre of northern Europe, SWEDEN is not SWEDEN has a population of 9 million, 85 % of whom live in
only the largest (450,000 km2) but also the most heavily the southern half of the country. The average population den-
populated of the Nordic states. Half of its land surface is sity in Sweden is 21 inhabitants per km2.
covered in forest and less than 10 % is used for agriculture. There is a Sami population of 15,000 to 17,000.
Almost a thousand lakes are dotted across its countryside,
which is relatively flat. A long mountain range, the
‘Scandinavian mountains’, stretches along the north-west of
the country reaching a maximum height of 2,123 m.

■ Sizeable farms ■ Two major agricultural zones

● 3,100,000 ha of the land in Sweden are used for agriculture.
● There are 89,600 farms in total of which 8 % cover more
than 100 ha.
● The average size of a Swedish farm is 35 ha (EU : 18.5 ha).
● 48 % of the agricultural surface is devoted to tenant farm-
ing.
● Agriculture produces 2 % of the country’s wealth (GDP) and
employs 3 % of the workforce (82,000 individuals, 24 % of
whom are salaried employees).
The north of Sweden is uncultivated. The boreal conifer forest
to the north and the mixed north-European forest to the
south cover the majority of the country. However, in the
south-eastern half of Sweden, there are two immense agricul-
tural zones around the STOCKHOLM area and further to the
south-west.

Industrial crops Diversified breeding

Oats 1,200,000 tonnes Cattle 2,000,000 heads 82 000 000

Wheat 2,000,000 tonnes 105 000 000 Sheep 440,000 heads 95 000 000
Barley 1,900,000 tonnes 53 000 000 Pigs 2,000,000 heads 123 000 000
Potatoes 1,000,000 tonnes 50 000 000 Reindeer 200,000 heads 400 000
Sugar beets 3,000,000 tonnes 117 000 000 Poultry meat 87,000 heads
Sugar from sugar beets 500,000 tonnes 17 000 000
Fresh vegetables 250,000 tonnes 52 700 000 Milk 3,300,000 tonnes 124 000 000
Fruit 29,000 tonnes Butter 59,000 tonnes
Cheese 128,000 tonnes
Eggs 106,000 tonnes

Europe’s leading rough timber

producer Fishing

Forests 24,500,000 ha Fish 410,000 tonnes of fish 5 975 000

Rough timber produced in 1998 47,000,000 m3

57.
 The United Kingdom (England, Wales, Scotland, Northern Ireland)

■ An archipelago bounded by the ■ A highly dense population

Atlantic, the North Sea and the
Channelisland with annexes
The UNITED KINGDOM of Great Britain and Northern
Ireland covers a surface area of 244,111 km2. It is made up of:
● the island of Great Britain, itself divided into England,
The UNITED KINGDOM has a population of 60 million, with
an average density of 239 inhabitants per km2.
London, the capital city, is home to 7 million inhabitants.

Scotland and Wales and which is by far the largest of the

islands, and
● Northern Ireland (Ulster), located in the north-eastern part

of the island of Ireland.

■ Large farms ■ Increasingly intensive towards the

● 16,170,000 ha of the land in the UK are used for agricul-
ture.
● There are 233,000 farms in total of which 18 % cover more
than 100 ha.
● The average size of a farm in the UK is 70 ha (EU : 18.5 ha).
● 35 % of the agricultural land used is devoted to tenant
farming.
● Agriculture produces 2 % of the country’s wealth (GDP) and
employs 2 % of the workforce (416,000 individuals, 38 %
of whom are salaried employees).
south-east
The agriculture of the UNITED KINGDOM becomes increas-
ingly intensive moving from the north-west to the south-east,
i.e. from the wild Scottish Highlands to the wheat fields of
south-east England. Between these two extremes there is an
area of natural grazing followed by a zone of farms specialised
in grazing and breeding.

8th global producer of barley Europe’s leading shepherd

Wheat 1,500,000 tonnes 105 000 000 Cattle 11,000,000 heads 82 000 000
Barley 7,500,000 tonnes 53 000 000 sheep 28,000,000 heads 95 000 000
(8th in the world) Pigs 6,000,000 heads 123 000 000
Potatoes 7,000,000 tonnes 50 000 000
Sugar beets 10,500,000 tonnes 117 000 000 Milk 15,000,000 tonnes 124 000 000
(10th in the world) Butter 140,000 tonnes
Sugar from sugar beets 1,700,000 tonnes 17 000 000 Cheese 400,000 tonnes 17 000 000
Meat 4,000,000 tonnes
of which poultry 1,500,000 tonnes
Eggs 600,000 tonnes
Wool 70,000 tonnes

Fruit and vegetables

Fresh vegetables 2,850,000 tonnes 52 700 000

Fruit 310,000 tonnes

Wood Fishing
Rough timber 4,700,000 m3 Fish 830,000 tonnes 5 975 000

58.
 IV. European Council of young farmers (CEJA)

Founded in Rome in 1958, CEJA now has 22 member organisations from the 15 EU Member States
and 6 associated members from Cyprus, Poland, Hungary, the Czech Republic, Bulgaria and Slovenia
which together represent the interests of almost one million young farmers.

CEJA’s objectives

 Informing, training, organising and representing young farmers in Europe,

 Facilitate the conditions for young people to establish a career in agriculture,
 Act as a forum for communication and dialogue between young farmers in Europe,
 Promoting the development of agriculture and rural areas within the EU,
 Inform society about the roles of agriculture.

CEJA’s concerns

 Prevailing conditions and economic incentives for agricultural entrepreneurs to start up.
 Turning the ageing of the professional agricultural population.
 Following the development in the CAP closely, especially by trying to lead the debate ahead of the
various Agenda 2000 mid term sectoral reviews planned for 2002/03.
 Encouraging the development of safe and fair trade rather than free trade within the WTO.
 Continuing to be involved in the enlargement process, among others by developing more stable
links with young farmer for the CEECs.
 Continuing to ensure the best possible dialogue with and protection of the consumers.
 Continuing to inform and to encourage dialogue and strengthen the networking between young
farmers in Europe.
 Giving attention to new tools in the agricultural sector.

59.
 Young farmers organisations that are members of CEJA
BELGIUM/ BELGIE / BELGIUM
GROENE KRING (VZW)
Waversebaan 99
B-3050 OUD HEVERLEE
Tél. +32/16/47 99 99
Fax : +32/16/47 99 85
e-mail : info@groenekring.be
JEUNES ALLIANCES PAYSANNES (JAP)
Chaussée de Namur 47
B-5030 GEMBLOUX
Tél. +32/81/60 00 60
Fax +32/81/60 05 27
e-mail : fnjap@skynet.be
DANEMARK / DENMARK
DANMARKS LANDBOUNGDOM
Udkaersvej 15, Skejby
DK-8200 ÅRHUS N
Tél. +45/87/40.50.00
Fax +45/87/40.50.85
e-mail : lnm@lr.dk
ALLEMAGNE / DEUTSCHLAND /
GERMANY
BUND DER DEUTSCHEN LANDJUGEND (BDL)
Ernst-Reuter Platz 3-5
D-10587 Berlin
Tél. +49/30.31.904.253
Fax +49/30.31.904.206
e-mail : info@landjugend.de
GRECE / ELLAS / GREECE
PANHELLENIC FEDERATION OF YOUNG
FARMERS’ ORGANIZATIONS (GESASE)
Kifisias avenue 16,
GR-11526 ATHENS
Tél. +30/1/77 117 11
Fax +30/1/77 101 57
e-mail : KKOSTAS@comline.gr
60.
ESPAGNE / ESPAÑA / SPAIN
JUVENTUDES AGRARIAS DE COAG
c/Agustín de Bethancourt 17, 5°
E-28003 MADRID
Tél. +34/91/534 63 91
Fax : +34/91/534 65 37
e-mail : coag.f@teleline.es
ASOCIACIÓN AGRARIA JÓVENES
AGRICULTORES (ASAJA)
Agustin de Bethancourt 17,
E-28003 MADRID
Tél. +34/91/533 67 64
Fax : +34/91/534 92 86
e-mail : asaja@asaja.com
FRANCE
JEUNES AGRICULTEURS (JA)
14, rue La Boétie
F-75 382 PARIS cedex 08
Tél. +33/1/42 65 17 51
Fax +33/1/47 42 62 84
e-mail : jeunes.agriculteurs@wanadoo.fr
IRLANDE / EIRE / IRELAND
MACRA NA FEIRME
Irish Farm Centre, Bluebell
IRL-DUBLIN 12
Tél. +33/1/42 65 17 51
Fax +33/1/47 42 62 84
ITALIE / ITALIA / ITALY
ASSOCIAZIONE NAZIONALE GIOVANI
AGRICOLTORI (ANGA)
Corso Vittorio Emanuele 101
I-00186 ROMA
Tél. +39/06/686 98 50
Fax +39/06/686 49 49
e-mail : anga@mail.confagricoltura.it
MOVIMENTO GIOVANILE-CONFEDERAZIONE
NAZIONALE COLTIVATORI DIRETTI (CNCD)
Via XXIV Maggio 43,
I-00187 ROMA
Tél. +39/06 46 82 394 - 48 24 371
Fax +39/06 46 82 393
e-mail : ciotta@coldiretti.it
ASSOCIAZIONE GIOVANI IMPRENDITORI
AGRICOLI (AGIA-CIA)
Via Flaminia 56
I-00196 ROMA
Tél. +39/06 32 03 564
Fax +39/06 32 03 566
e-mail : R.Zambelli@cia.it
LUXEMBOURG
LETZEBUEGER JONGBAUEREN A JONGWENZER
5 Avenue Marie-Thérèse
L-2132 LUXEMBOURG
Tél. +352/447 43 252
Fax +352/447 45 1
CENTRALE PAYSANNE - Service jeunesse -
Lëtzebuerger Bauerejugend
Bd. d’Avranches 16
L-2980 LUXEMBOURG
Tél. +352/48 81 61-1
Fax +352/40 03 75
e-mail : letzeburger.bauer@netline.lu
PAYS-BAS / NEDERLAND
NEDERLANDS AGRARISCH JONGEREN
KONTAKT (NAJK)
Postbus 816
NL-3500 AV UTRECHT
Tél. +31/30/27 69 869
Fax +31/30/27 10 577
e-mail : post@najk.nl
AUTRICHE / AUSTRIA
ÖSTERREICHISCHE LANDJUGEND
Löwelstraße 12
A-1014 WIEN
Tél. +43/1 53 441 306
Fax +43/1 53 441 328
e-mail : pkfoerd@pklwk.at
PORTUGAL
ASSOCIAÇAO DOS JOVENS AGRICULTORES
DE PORTUGAL (AJAP)
Rua D. Pedro, V, 108-2°
P-1250 LISBOA
Tél. +351/213 431 485/6/7/8
Fax +351/213 431 490
e-mail : ajap@ajap.pt
FINLANDE / FINLAND
CENTRAL UNION OF AGRICULTURAL
PRODUCERS AND FOREST OWNERS (MTK)
P.O. Box 510
SF-00101 HELSINKI
Tél. +358/9/13 11 51
Fax +358/9/13 11 5408
e-mail : marjatta.boman@mtk.fi
SUEDE / SWEDEN
LRF-Ungdomen
Klara Östra Kyrkogata 12
S-105 33 STOCKHOLM
Tél. +46/8 787 5000 - 787 5482
Fax +46/8 200 832
e-mail : lrf.ungdomen@lrf.se
ROYAUME-UNI / UNITED KINGDOM
THE YOUNG FARMERS’CLUBS OF ULSTER (YFC)
475 Antrim Road
UK-BELFAST BT15 3BD, Northern Ireland
Tél. +44/1232 37 07 13
Fax +44/1232 77 79 46
e-mail : yfc@dnet.co.uk
SCOTTISH ASSOCIATION OF YOUNG
FARMERS’CLUBS (SAYFC)
Ingliston, Newbridge
UK-MIDLOTHIAN EH28 8NE, Scotland
Tél. +44/131 333 24 45
Fax +44/131 333 24 88
e-mail : finlay@cm-systems.co.uk
NATIONAL FEDERATION OF YOUNG FARMERS’
CLUBS (NFYFC)
National Agricultural Centre, Kenilworth,
UK-WARWICKSHIRE CV8 2LG
Tél. +44/1247 6857 200
Fax +44/1247 6857 229
e-mail : post@nfyfc.org.uk
61.
 V. USEFUL CONTACT DETAILS
BELGIUM
 Plattelandsklassen
Leemweg 24
B-9980 Sint-Laureins
Tél. + 32/9/379 74 77
Fax + 32/9/379 74 78
E-mail : info@plattelandsklassen.be
Web site : http://plattelandsklassen.be
A Flemish organization aiming at promoting country
life and regional environment through visits to farms
and education materials.
DENMARK
 Danmarks Landboungdom / Danish Young
Farmers Organization :
Udkærsvej 15, Skejby
8200 Århus N.
Tél. + 45/8740 5000
Web site :www.Landboungdom.dk
The Danish Young Farmers organization is a national
democratic organisation with 84 local unions distribu-
ted by 14 regional organizations. The organization
has about 6600 members between 16 and 35 years.
All young people interested in rural life or agriculture
can be a member of The Danish Young Farmers.
The objective of the Danish Young Farmers
Organization is to promote the general purpose of the
farm youth work, which is :
- To inform young people on agricultural conditions
and to give advice on the content and extend of the
agricultural education.
- To offer young people participation to the agricultu-
ral education and in arrangements of general and
social character.
- To offer them a background for attending in the
democratic management of the agricultural unions
work.
- To contribute to greater independence, sense of res-
ponsibility and interest in the social conditions among
young people in rural areas.
- To be industrial political spokesmen for young far-
mers.
 Landbrugets Samfundskontakt / Public
relations service of the Danish farmers
Axeltorv 3
1609 København V
Tél. + 45/3314 5672
Web site : www.Samfundskontakt.net/
62.
Landbrugets Samfundskontakt is a department of
Danish Agricultural Council. The purpose of
“Landbrugets Samfundskontakt” (public relation ser-
vice of the Danish farmers) -is to increase understan-
ding between townspeople and farmers. We improve
the contact between them- by providing towns-
people- with information about farming and also by
inviting as many of them as possible to see and expe-
rience farming.
Experiences
Farm visits are organised for both adults and children.
Come and see how your food is produced - and how
the farmer is managing the environment of the open
country.
Information
Exhibitions, debates, lectures and information about
farming, livestock, food, consumption etc.
If you need a visiting teacher, a lecturer, a panellist or
a co-organiser for an event about farming or food, we
would be pleased to help you find the right person.
 Landbrugsrådet / Danish Agricultural
Council
Axelborg
Axeltorv 3
1609 København V
Tél. +45/3314 5672
Web site : www.Landbrugsrådet.dk
Danish Agricultural Council is a joint committee of the
main agricultural organizations in Denmark. They
represent farmers’ unions, co-operatives and other
agricultural relations.
 Danmarks 4H / Danish 4H
Udkærsvej 15, Skejby
8200 Århus N
Tél. + 45/8740 5000
Web site : www.Danmarks4H.dk
The Danish 4H organization is arranging practical acti-
vities for children and young people. They can make
individual or group projects in relation to animals,
nature, gardening and household. Around Denmark
there are also a number of 4H-farms.
 Landbrugets Rådgivningscenter / The
Danish Agricultural Advisory Centre
Udkærsvej 15, Skejby
8200 Århus N
Tél. + 45/8740 5000
Web site : www.lr.dk
The Danish Agricultural Advisory Centre (DAAC) is
organized and owned by The Danish Farmers’’ Unions
and The Danish Family Farmers’’ Associations. DAAC’’s
International Department is offering to other countries
its assistance in core activities closely linked to exper-
tise put into practise in Denmark like :
- Development of agricultural advisory systems based
on user influence - in co-operation with farmers’ orga-
nizations
- Development of links between the agricultural advi-
sory service and the agricultural schools for future far-
mers
- Development of links between the agricultural advi-
sory service and the agricultural research institutes
and universities.
 Arla Foods amba
Skanderborgvej 277
P. O. Box 2400
DK-8260 Viby J
Tél. +45/89 38 10 00
Fax +45/86 28 16 91
E-mail : arla@arlafoods.com
Arla Foods’ objective is to be the consumers’ and cus-
tomers’ preferred dairy. In Northern Europe - with a
wide range of dairy products.
In Southern Europe - with selected ranges of cheese
and butter.
Outside Europe - with a product range adapted to the
individual markets.
Moreover, Arla Foods intends to maintain and develop
its position as an innovative global supplier of added
value, milk-based ingredients for leading food produ-
cers throughout the world.
Other links (web sites) where to find facts about
Danish agriculture :
www.landbrug.dk
www.agrofact.dk
 The Danish Outdoor Council
The Council is an umbrella organisation for more than
90 Danish NGOs, who are all involved in outdoor acti-
vities. The primary purpose of the Council is to pro-
mote the access to outdoor recreation for NGOs and
the general public, while also taking environmental
and nature protection issues under consideration. The
Danish Outdoor Council is the Danish member of the
Foundation for Environmental Education in Europe,
and hosts the European Co-ordinations for both the
Learning About Forests and the Blue Flag pro-
grammes. More information on the Council can be
found at : www.friluftsraadet.dk
 The Foundation for Environmental
Education in Europe
The Foundation for Environmental Education in
Europe is a truly European organisation, which is
rapidly becoming Global. Its founding fathers were
experts of a group on environmental education of the
Council of Europe. Representatives of France, Spain,
Germany and Denmark signed the founding charter in
1981 in the Netherlands.
The aim of the Foundation for Environmental
Education in Europe is to foster environmental educa-
tion. This aim is fulfilled through both environmental
education actions, lobbying and awareness raising at
national and European level. The Foundation is, howe-
ver, first and foremost a pragmatic and action-orien-
ted organisation.
Presently, the organisation includes members from
more than 20 European countries. They represent all
corners of Europe : North, South, East and West.
You can learn more about the Foundation for
Environmental Education in Europe and its pro-
grammes at :
www.feee.org
www.blueflag.org
www.eco-schools.org
www.youngreporters.org
www.learning-about-forests.org
 Learning About Forests
The Learning About Forests programme is the fourth
programme of the Foundation for Environmental
Education in Europe. The goal of the Learning About
Forests programme is to inspire the participating
countries to help pupils and teachers of primary
schools to use the forests as an outdoor learning faci-
lity. Pupils and teachers will be introduced to life in the
forests, and learn to appreciate the forests as part of
modern society. The programme focus on the values
that the forest represents to us all, both for outdoor
enjoyment and as a renewable and sustainable resour-
ce that can be used and re-used. The programme thus
helps to increase young peoples’ knowledge of forests
and the use of forests.
You can learn more about the programme at :
Learning About Forests European Co-ordination
The Danish Outdoor Council
Scandiagade 13
DK - 2450 Copenhagen SV
Denmark
Tél. +45/ 33 79 00 79
Fax +45/ 33 79 01 79
E-mail : kam@friluftsraadet.dk
Homepage : www.learning-about-forests.org
63.
 GERMANY SPAIN
 IMA - Information. Medien. Agrar  www.redr.es
Auerberger Allee 1
D-53117 Bonn The Spanish Rural Development Network is an associa-
Tél. +49/228/ 55 979 0 tion made up of 164 local action groups working
Fax +49/228/ 55 979 20 throughout Spain to promote rural development.
Web site : www.ima-agrar.de 99 of these groups are responsible for managing the
“Leader” project and the remaining 65 are involved in
Informations and teaching medias about/for “school the national “Proder” programme.
and agriculture”. www.infoagro.com provides information on agricul-
tural training courses and centres of education.
 Centrale Marketing-Gesellschaft der The following websites provide news on agriculture
deutschen Agrarwirtschaft and agriculture and environment policy :
Web site : www.cma.de www.agroterra.com ;
www.agroguia.com ;
Information about food www.europaagraria.com ;
www.elagricultor.com ;
 Auswertungs- und Informationsdienst für www.agricultura.com ;
Ernährung, Landwirtschaft und Forsten www.lagacetarural.com ;
(aid) www.agrodigital.com
Friedrich-Ebert-Str. 3
D-53177 Bonn  Spanish Teachers’Association
Tél. +49/228/ 84 99 0 Web sites : www.aede.org
Fax +49/228/ 84 99 177 www.aede.org/espana
E-mail : aid@aid.de
Web site : www.aid.de IRELAND
Teaching medias for food agriculture, environment  Agri Aware
Waverley Office Park
 Agranet IRL-Dublin 12
Web site : www.agranet.de Tél. +353/1/ 460 11 03/05
Fax + 353/1/450 89 12
Portal-site for facts about German agriculture (various Web site : www.agriaware.ie
institutions)
Teaching mediums for food agriculture and the
GREECE environment

 OGEEKA DEMETRA  Bord Glas

29 Acharnon Web site : www.bordglas.ie
10432 Athènes
The horticultural Development Board in Ireland. Bord
Glas promotes increased consumption of all quality
 Ministère de l’agriculture horticultural produce.
2 Acharnon
10432 Athènes LUXEMBOURG
 Administration des Services Techniques de
l’Agriculture
Web site : http://www.asta.etat.lu/

 Institut Viti-vinicole
Web site :
http://www.meridian.lu/vin/de/index.htm

 Office national du remembrememt

Web site : http://www.etat.lu/ONR/

64.
THE NETHERLANDS  Gabinete de Planeamento e Política
Agro-Alimentar - GPPAA
 NAJK Rua Padre António Vieira, 1
Postbus 816 P – 1070 Lisboa
2500 AV Utrecht Tél. + 351 213819300
Tél. +31 30 2769869 Fax + 351 213876635
Fax +31 30 2710577
E-mail : post@nakj.nl  Instituto Financeiro de Apoio ao
Web site : www.najk.nl Desenvolvimento da Agricultura e Pescas –
IFADAP
 Agriterra Av. João Crisóstomo, 11
Willemsplein 43-ii P – 1000 Lisboa
6811 KD Arnhem Tél. + 351 213116200
Tél. + 31 264455445 Fax + 351 213528030
Fax +31 264455978 www.ifadap.min-agricultura.pt
E-mail : agriterra@agriterra.nl
Web site : www.agriterra.org  Instituto Nacional de Garantia Agrícola –
INGA
AUSTRIA Rua Fernando Curado Ribeiro, 4 – G
P – 1600 Lisboa
 Österreichische Landjugend Tél. + 351 21 7518500
Löwelstrasse 12, 1010 Wien Fax + 351 217518600
Tél. 01/53441-0 www.inga.min-agricultura.pt
www.landjugend.at
aktuelle Veranstaltungen  Ministério da Agricultura,
Desenvolvimento Rural e das Pescas
 Österreichische Jungbauernschaft Praça do Comércio
Brucknerstrasse 6, 1040 Wien P – 1149-010 Lisboa
Tél. 01/5058173-0 Tél. + 351 21 3234600
www.jungbauern.at Fax + 351 213234601
über 600 Agrarlinks www.min-agricultura.pt

 Aktuelle Agrarinformation FINLAND

www.agrar-net.at
 Finfood
PORTUGAL Vernissakatu 8A
SF-01300 Vantaa
 Associação dos Jovens Agricultores de Tél. +358/9/61 55 45 01
Portugal Fax +358/9/61 55 45 05
Rua D. Pedro V, 108 – 2.º Finland´s Food Information Association is a govern-
P - 1269-128 Lisboa ment funded but functionally independent associa-
tion, the aim of which is to provide accurate and up-
 Direcção Geral do Desenvolvimento Rural to-date information about Finnish agriculture and
Av. Defensores de Chaves, 6 food production to consumers and the media. Our
P – 1000 Lisboa main channels of distribution are the Internet and e-
Tél. + 351 213579276 mail, but the we also publish some printed material
Fax + 351 213535872
www.dgdrural.pt  MTK
Simonkatu 6
 Direcção Geral de Veterinária P.O.Box 510
Largo da Academia das Belas Artes, 2 FIN-00101 HELSINKI
P – 1200 Lisboa Tél. +358/9/1311 5316
Tél. + 351 213239500 Fax +358/9/1311 5409
Fax + 351 213463518 Web site : www.mtk.fi
www.dgv.min-agricultura.pt A central union of agricultural producers and forest
owners in Finland. It represents farming families, other
rural entrepreneurs and families owning forests.

65.
  MKL
Urheilutie 6
FIN-01300 VANTAA
Tél. +358/9/4174 000
Fax +358/9/4174 0400
Web site : www.agronet.fi/mkl

MKL is an advisory organisation for farmers and rural

entrepreneurs.

 SLC
Fredriksgatan 61 A 34
FIN-00100 HELSINGFORS
Tél. +358/9/586 0460
Fax +358/9/694 1358

Central Union of Swedish speaking agricultural produ-

cers (SCL) is covering the interests of agriculture,
forestery, horticulture and the whole countryside.SLC
has 18 000 members and is active in the Swedish
speaking areas along the southern and western coast
of Finland.

 National Board of Education

Web site : www.edu.fi

Their web site gives information about Finnish educa-

tion system.

UNITED KINGDOM
 Royal Agricultural Society of England
National Agricultural Centre
Stoneleigh Park
UK-Warwickshire CV8 2LZ
Tél. +44/2476 696969
Fax +44/2476 696900
Web site : www.rase.org.uk

 Scottish Farm and Countryside

Educational Trust
Royal Highland Centre
UK-Ingliston - Edinburgh EH 29 8NF

66.
 VI. EUROPEAN SCHOOL PARTNERSHIPS

The aim of European school partnerships is to enable exchanges between schools in different countries of
the European Union.

The Socrates programme

In the Treaty of Amsterdam, the Member States of the European Union undertook “to promote the
development of the highest possible level of knowledge … through a wide access to education and
through its continuous updating”.
The Socrates programme is an important part of the European Commission’s policy in this field. That sec-
tion of the Socrates programme that deals with school level education is called “Comenius”.

The aim of the Comenius programme is to enhance the quality and reinforce the European dimension of
school education, including at primary level.
The Comenius programme is divided into three sections. The European Union promotes transnational co-
operation between schools through Comenius 1, which deals with multilateral school partnerships,
known as “projects”.

Partnerships and school projects:

The essential condition for a partnership is that it should bring together educational institutions from at
least three eligible countries that are represented in the partnership equally. A school may participate in
several partnerships at once.
One of the participating schools is entrusted with co-ordinating the partnership. This involves, amongst
other things, setting up the project and ensuring its educational value.
Various major subject groups can be taken as a basis for a project. Cross-curricular projects and projects
that involve interesting teaching methods, information technologies and innovative communication sys-
tems are of particular interest.
Each school project should aim to delve deeper into one or several specific topics through educational
activities that must:
- form part of the usual activities of the school;
- fit in well with the regular school curriculum;
- involve one or several groups/classes;
- cover as many curricular subjects as possible.

Financial support
Subsidies can be awarded to the schools involved in such partnerships for a duration of maximum 3
years, whereby the project is reviewed on an annual basis.
Grants are also awarded to enable the staff of the eligible institutions to undertake preparatory visits of
maximum one week to another of the participating countries with the aim of laying the foundations for
a future school project.
Other types of grants are awarded to teaching staff and school management to enable teacher
exchanges lasting between 1 and 4 weeks, teaching staff work experience placements within businesses
also lasting between 1 and 4 weeks, and study visits that may last for a maximum of 1 week.

Contacts:
Any school wishing to participate in a school partnership should go through its national Comenius
Agency to be put in touch with schools in other countries. Alternatively, information is available on the
website http://europa.eu.int/comm/education/socrates/comenius/index.html.

67.
 Conseil Européen des Jeunes Agriculteurs
23-25 Rue de la science Bte 11 • B-1040 Bruxelles • tel : + 32.2.230.42.10 • fax : + 32.2.280.18.05
Email : ceja@ceja.be • http://www.ceja.org