During this time, the syllabus for first-year landscapearchitecture students included a survey of historical periods. It was not simply achronological run-through, but attempted to show the interrelationship betweenthe different curriculum studies, specifically how the principles of good landscapedesign can be traced f rom examples drawn f rom history. An essential ingredientin the programme was a study tour undertaken at the start of the third term ofthe first year, usually around the second week in May when spring had givenessential body and depth to some of the places visited.
The plan required staff toorganise and lead a rational tour of British largely english sites of significantlandscape importance, most of which would have been introduced to the studentsduring the first two terms. The philosophy behind the itinerary was to visit sitesin the order of their creation, as far as this was possible. It seemed sensible topresent information in this way, to reinforce the development thread and toavoid unnecessary confusion.