(Continued from Schools 1)
For example: Let's say the whole park was devoted to the Middle Ages. Each garden area would relate to a different aspect of the medieval experience. The plants would be those that were popular during medieval times; the imagery of the artworks would be medieval in flavor. The Literature Garden would show the plants as they appeared in popular poetry and prose, and there would be poetry readings from that period. The Religion

Garden would display plants with religious significance and feature events commemorating typical medieval holidays. The planting patterns too would feature symbolic patterns. Traditionally, the medieval garden was a place of learning.

Because the perspective of A Living Library is global, there would be an opportunity to experience analogies from all cultures. There would also be International Garden Beds demonstrating styles and methodologies from different cultures around the world. And the History and Geography Garden might, for example, show the medieval world view as it appeared to the Chinese, Indians, Europeans, and others. Additionally, during this period, science, religion, art, and philosophy were very close, if not identical, so the display materials and databases in each of these gardens could overlap, as well as the lectures, performances, workshops and demonstrations. There would also be music, food, and costumes from the period. The whole environment would have a medieval flavor in its diversity of images, sounds, smells, information, and programs.

Let's say the next seasonal theme for the park would be devoted to the Renaissance. While the medieval experience was in effect, the Research Institute, with its professional staff working in concert with the schools and other organization (cultural, environmental, historical, religious), the many students of all ages, local and international artists, and horticulturists, would be researching and developing the information, programs, visual forms, and plants for the park. This would be going on in other locations - schools, libraries, churches, studios, and greenhouses. The students and others would experience learning as exciting and practical because it would be transformed into functional uses for the park. Plus, the students would literally be able to see how ideas and events from different times and places are connected. It would also generate community-wide involvement and interest more people in coming to and caring for the park.

Because of the many public sectors it can serve directly, A Living Library has a much wider range of funding possibilities available than most city parks, thus removing most of the burden from municipal resources. Merging portions of school budgets with grant monies solicited from public and private, local, national, and international sources under the educational, scientific, cultural, new technologies, urban studies, international relations, and environmental headings would generate a lot of support. In addition to sales of displayed artworks, computer software, video and audio cassettes of events, the licensing of the name “A Living Library” and the rental of the various environments could bring in a sizable income. Furthermore, there could be many product spin-offs from books and curriculum materials to foods, plants, and international objects.
Each locale is unique - site and situation specific, having its own special features to offer. Imagine a network of these environments linked electronically, in which the public open space could function as a site for live, interactive broadcast, with information and culture shared and communicated on a person to person, city to city, and global scale! The potential is enormous for creating in each locale in integration of diversity and an appreciation for global unity and harmony, and then connecting these wonderful places together!

Last spring (1986), a mini-demonstration for A Living Library was produced, a travelling environmental installation called A Garden Of Knowledge. The exhibit was in a gallery in SoHo,