Early in the 20th century, professional schools were established at both college and university levels. Students also started to receive educational programmes addressing a range of technical and scientific subjects, each with its own paradigm and vocabulary The expansion of language of landscape was truly under way.
At the same time, by undertaking assignments of varying scale and complexity professional practice underwent further expansion with projects addressing the private domain public space, and the landscape as a whole, thereby covering all levels of scale. ‘Landscape architecture is simply the design and planning of physical environments’. (Olin 1997).
Somewhat strikingly the ambition of Dutch landscape architects to move to larger-scale work was slow to develop. It was only after the Second World War that this challenge was taken up, by a new generation of designers led by Jan Bijhouwer (van der Wal 1997).
It was thus some time before the growing demand for designers of large-scale rural development was met by an adequate number of trained landscape architects. Initially their contribution was limited to roadside planting and shelterbelts– in other words, to embellishing the works of others. In the 1960s, an expanding theoretical basis helped underpin a methodical approach to the planning and design approach of landscape plans and master-plans.