22 BROOKLYN
2 EOTANIC GARDEN
RECORD
Vor. VIII Bee JANUARY, 191g
* No. x
EDITED BY :
| C. STUART GAGER
CONTENTS
Pace
Prospectus of Courses Offered by the Brooklyn Botanic Garden, 1919 .......
Effects of Low Temperatures on Greenhouse Plants .................. Mis Tee a4
Presentation of Gold Medal ................... ain ¥ pecs Bk GBS RR ar eee oe OE
Graduation of Garden Teachers .................. calvin Guava eeee wp pags SSeS Rats
WWOLGS Snr By ORES festa apc opsy Rie Se aes Ber pee eee, Sees |
PUBLISHED QUARTERLY
AT 4I NORTH QUEEN STREET
: LANCASTER, PA.
BY THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
in the Post-office at Lancaster, Pa.,
under Act ot August 24, 1912.
net d d-cla matt.
BOTANIC GARDEN STAFF
Dr. C. STUART GAGER, Director
Mr. NORMAN TAYLOR, Curator of Plants
Dr EDGAR W. OLIVE, Curator of Public Instruction
Dr. O. E. WHITE, Curator of Plant Breeding
Miss ELLEN EDDY SHAW, Curator of Elementary Instruction
MISS RAY SIMPSON, Librarian
Dr. ALFRED GUNDERSEN, Assistant Curator of the Herbarium
Miss JEAN A. CROSS, Assistant Curator of Elementary Instruction
Miss BERTHA M. EVES, Secretary
Mr. HAROLD A. CAPARN, Consulting Landscape Architect
Mr. MONTAGUE FREE, Head Gardener
Mr. FRANK STOLL, Registrar and Custodian of Buildings
, Laboratory Assistant
Mr. LOUIS BUHLE, Photographer
, Garden Aid
Mr. HERMAN KOLSH, Foreman
THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
BROOKLYN BOTANIC GARDEN
RECORD
VoL. VIII January, 1919 No. I
PROSPECTUS OF COURSES OFFERED BY THE
BROOKLYN BOTANIC GARDEN, 1919
A. CHILDREN’S GARDENS AND NATURE STUDY
Courses for Children
At. The Beginner’s Garden.—A course in outdoor work for
boys and girls who have never had instruction in gardening.
This course takes up the small garden, what to plant, how to plant
it, care, replantings, etc. Open to a limited number of boys and
girls. Size of plots 8 ft. by 10 ft. Fee, twenty-five cents. All
crops belong to the individual. Satwrday mornings 9-11, April
19 to September 27. Miss Shaw, Miss Blank.
A2. War Gardens.—Open to older boys and girls, or to those
who have mastered Course Ar. Sizeofplotioft.by 20ft. Fee,
fifty cents. These gardens are for the raising of vegetables.
The work is stated as a problem: “ How much can one raise on
a plot ro ft. by 20 ft.?” Hours to be arranged. The student
must put in at least two periods a week during the summer vaca-
tion and if possible three. Registration date: April 12.
Miss Shaw.
A3. Nature Study with Plants.—Planned for a better under-
standing of the outdoor garden. Subjects: germination, parts of
a plant, relation of the plant to air, soil, water, and light. Real
things are studied. The knowledge is obtained at first hand.
2
Each class is limited to fifteen, the ideal number for individual
work. Fee, fifteen cents, to cover cost of material.
Boys’ Spring Course-——Saturday mornings 9-10, March 8 to
April 12.
Girls’ Spring Course-——Saturday mornings 9-10, March 8 to
April 12.
Boys’ Fall Course-—Saturday mornings 9-10, October 18 to
December 6.
Girls’ Fall Course——Saturday mornings 9-10, October 18 to
December 6. Miss Shaw.
A4. Greenhouse Work. Plant Propagation—How to raise
plants, mix soils, transplant, start seedlings for outdoor gardens,
etc. Open to a limited number of older boys and girls. Fee,
twenty cents. Each student may take home his plants and seed-
lings. Courses are given each spring and fall.
Girls’ Spring Course.—Saturday mornings 10-11, March 8 to
April 12.
Boys’ Spring Course—Saturday mornings 10-11, March 8 to
April 12.
Girls’ Fall Course.—Saturday mornings 10-11, October 18 to
December 6.
Boys’ Fall Course-—Saturday mornings 10-11, October 18 to
December 6. Miss Shaw.
A5. Advanced Nature Study.—A course designed for those
older boys and girls who have taken course Ar—-A4. Plant col-
lections will be made, and the simpler principles of classification
studied. Special problems will be assigned to individuals, and
larger garden plots will be set aside for the further working out
of these problems. Open only to pupil assistants of the Garden
who are working for their silver pins. Hours to be arranged.
A6. Junior Gardener’s Course.—A course for boys 14-17 years
of age. Lessons given in the care of border and other flower
beds, in the weeding and care of small vegetable gardens, in mow-
ing and watering lawns, repotting plants, etc. This is planned to
fit boys for summer work, and to enable them to obtain positions.
Hours to be arranged. Fee, fifty cents. Practical work with the
gardeners and foreman, under the supervision of Miss Shaw.
3
Av. Nature Study for Boy Scouts, Camp Fire Girls and Others.
—Short courses of at least four hours each, with talks, demon-
strations, and field trips in the Botanic Garden and Prospect Park
to study trees, shrubs, etc. The instruction will be adapted to
meet the needs of the various groups who apply. Open only to
groups of at least ten persons. Wours to be arranged.
Mr. Stoll.
A8. Special Work for High School Pupils—A course in gar-
dening or greenhouse work adapted for high school pupils.
Classes to be arranged for by the high school teacher.
Miss Shaw.
SATURDAY AFTERNOON LECTURES FOR CHILDREN AND ADULTS
Stories About Plants. Illustrated by Motion Pictures
For the General Public. Admission without Ticket
April 5. Plants with Nerves; Industries of Jamaica.
April 12. Do Plants Think? The Banana Plantation.
April 19. The Birth of a Flower ; Making Rope.
For children of members of the Brooklyn Botanic Garden and
their friends. Admission by ticket
April 26. The Century Plant; Floating Gardens.
These talks will be given at three o’clock in the lecture hall.
Parents are invited to accompany their children.
Courses for Teachers
A21. Greenhouse Work for Teachers.—This course is planned
to be of assistance to teachers in garden work with children, and
to correlate with the class work of our city schools.
ass and teacher from Bushwick High School
Gl
y
4. Biolog
Fic.
of a Garden docent.
40
ber of visiting classes falling to zero during the week of October
14.
Fifth Annual Children’s Garden Exhibit—The Fifth Annual
Children’s Garden Exhibit was held at the Garden, September
13 and 14, the judges being Mr. Henry Hicks, Westbury, L. LI.,
Mr. Edward Mahoney, of the Fairview Children’s Gardens,
Yonkers, and Mr. Montague Free, our head gardener. The
prizes awarded, including a total of $120.00 (face value)
Thrift Stamps and War Savings Stamps, besides trophies, silver
cups, bronze and silver medals, and certificates of honorable men-
tion, were presented at formal exercises held in the lecture hall
on Saturday afternoon, September 28. :
On the following Saturday morning, October 5, at ro o’clock,
‘ occurred the third annual ice-cream party of the boys and girls
of our children’s gardens, and at 11 o’clock occurred the first
public exhibition at the Botanic Garden of motion pictures of
plant life, referred to above.
Graduation of Garden Teachers—On November 23 occurred
the fifth annual exercises in connection with the conferring of
Certificates in Children’s Gardening on those who have com-
pleted our year’s course and the summer course forthe prepara-
tion of teachers of children’s gardening. Eight certificates were
conferred. The address was given by Prof. Maurice A. Bige-
low, director of the School of Practical Arts, Columbia Univer-
sity, on “Children’s Gardening in the Coming Education.” The
certificates were conferred by the chairman of the Botanic Gar-
den Governing Committee, Mr. White.
Presentation of Medal—One of the best evidences of a lively
sense of appreciation by the boys and girls of Brooklyn of the
advantages they enjoy at the Botanic Garden was their pr esenta-
tion, on November 23, 1918, of a gold medal to Mr. Alfre
White, Chairman of the Botanic Garden Governing Committee
of the Brooklyn Institute Trustees, in recognition of all that he
has done to make these advantages possible. The medal was a
replica of the silver and bronze medals awarded to the boys and
girls for excellence in their exhibits at the annual garden exhibit.
Children’s Room.—In my preceding report I called attention
to the desirability of fitting up the children’s room for the boys
41
and girls who are coming to the Garden in ever-increasing num-
bers. Some 800 of them are enrolled as members of our Boys’
Club and Girls’ Club, and during the past five years the children’s
room, unfinished and unfurnished, has been the meeting place
for several thousand boys and girls. It ought to be made as
attractive and interesting as possible.
Woman’s Auxiliary
The absorption of women in Red Cross work and other activi-
ties connected with the war, has rightfully excluded almost every
other interest during the past year, and social interests, here as
elsewhere, have been at very low ebb. In view of this general
situation the Garden especially appreciates the contribution of
the Woman’s Auxiliary toward the success of the annual spring
inspection, on May 28.
Annual Spring Inspection
The sixth annual Spring Inspection of the Garden by trustees,
members and their friends, was held on the afternoon of May 28.
On account of a severe thunder shower the visit to the planta-
tions followed the serving of tea in the rotunda of the laboratory
building. During the assembling of guests in the lecture hall,
colored lantern slides of native spring wild flowers were exhibited.
Employees
Number of Monthly Employees—-The monthly pay-roll for
December comprised 31 persons, of whom 19 received all their
salaries from the tax budget appropriation of the City, 2 from
private funds alone, and 10 from both funds. The position of
library assistant was filled only at irregular intervals for reasons
indicated elsewhere (p. 72).
Per Diem Labor.—The number of day laborers varied from a
maximum of 19 on March 29 to a minimum of 3 at the close of
the season (November 22), as compared with 18 and 11, re-
spectively, for 1917. The total number of labor days was 3,030,
as against 2,956 in 1917. As the curator of plants points out in
his report, this slight increase is only apparent, since the eight
42
hour day (vs. nine hours heretofore) became effective on May
27. The disturbed conditions of the labor market also made it
impossible to secure as efficient and steady labor as in former
years, although the rate was $2.75 a day until August 2, and $3.00
thereafter, as compared with 1917, when the rates were $2.25
until May rr, and $2.50 for the remainder of the year.
Publications
Record—Volume VII of the Brooklyn Botanic Garden Rec-
ORD, quarterly, contained only 128 pages and eight illustrations,
as against 174 pages and thirteen illustrations in volume VI. An
attempt was made to reduce the bulk of all publications in har-
mony with the request of the Pulp and Paper Section of the
War Industries Board, for the purpose of conserving the limited
supply of pulp and print paper.
Leaflets—For reasons just mentioned, Series VI of the Leaf-
lets were reduced from fourteen to eight numbers, with two of
double size, and, as last year, the series was isay devoted to
topics related to war gardening.
Contributions —Only one number of the Contributions was
published, as against four in 1917.
American Journal of Botany.—Volume V of the Journal con-
tained 555 pages, 37 text figures, and 36 plates, as compared with
641 pages, 94 text figures, and 31 plates in 1917—a decrease of
81 pages, again reflecting the endeavor to reduce the consumption
of print paper.
Memoirs.—Volume I of this new series, containing scientific
papers presented at the dedication exercises, April 20-21, 1917,
was issued on July 6, comprising 33 contributions, 521 pages, 28
plates, and 41 figures in the text. The edition was 500 copies.
Numerous letters in commendation of the general character of
this publication and especially of its appearance at that time,
were received from directors of other institutions, and from
botanists in various universities. The ideal of the Botanic Gar-
den is to be able to issue a volume of the Memoirs annually
Prospectus.—Vhe Prospectus of courses, lectures, and other
educational advantages offered to members and to the general
43
public was issued for the first time with a cover, as an advance
reprint of pages 1-14 of the Recorp for January, 1919.
Miscellaneous—Forty-nine publications by members of staff
appeared during the year, as compared with 34 the year previous.
These include scientific papers, articles, reports, reviews, and
one book, on War Gardens, prepared by the head gardener, Mr.
Free, at the request of the publishers, and issued by Harper and
Brothers in May.
Financial Matters
City Appropriation for Maintenance-—The tax budget appro-
priation for maintenance for 1918 was $53,229.00, as against
$43,258.94 available in 1917—an increase of $9,970.06. This in- °
crease was made necessary by the occupation of our completed
buildings, the normal expansion of our plantations and of our
educational and scientific work, and by the increased cost of
personal service and other items of maintenance. The amount
appropriated, which was $6,575.80 less than the amount re-
quested, proved quite inadequate. The total deficit on all accounts
was $4,562.73, including partial salaries of two positions ($1,845)
for which a City appropriation was asked but not granted. aire
deficit was met by special contributions, again diverting funds
sorely needed for the educational and scientific work for which
the Garden was established.
In addition, private funds were required for the following
items of repairs, replacements, and permanent improvements,
properly chargeable to City appropriations:
Repairing concrete floors ......-.--+2seeseeeee erste tees $ 342.00
VEIT SO WRAITNAYES © 6.5) 6G Ee eee RO Cera a a care 552.50
Weatherstripping windows and doors.........-.+.++++-- 484.75
AORHEUL cies «ecm Bes CS ee ee ceca $1,379.25
Private Funds Income.—The appended Financial Statement
shows that the total income from endowment, membership dues,
collections fund, special subscriptions, tuitions and sales, and
other sources was $24,355.03 as against $18,210.69 for 1917, an
increase of $6,144.34. Of this increase $4,526.41 represents the
amount credited to the Botanic Garden from the General Indow-
ment income of the Institute.
44
The private funds monthly pay-roll totaled for the year
$4,650.50. This included the salaries of the two positions for
which appropriations were requested from the City, but not
granted, bonuses of $2,085.50 voted to members of staff in con-
sideration of the unusual conditions incident to the war, and the
part time salary of one position properly chargeable to private
funds ($720.00). A deficit of $375.30 on wages of per diem
laborers was also met from private funds.
Of the total private funds income, there was available for the
increase of collections and other educational and scientific pur-
poses, $19,792.30. If to this figure we add the salaries of the
professional staff ($19,100.00), including the full salaries of the
director and other staff members whose duties are largely. or
partly administrative, it appears that we have maintained a plant
at a cost of $38,691.73 for the purpose of educational and scien-
tific work, for which purpose we have expended directly barely
$38,892.30. As time passes the latter figure should be greatly
increased in proportion to the former.
Recommendations
New Positions. (a) Honorary Curator of Japanese Garden-
ing and Floral Art—The Japanese garden should have the con-
stant supervision of a curator, thoroughly conversant with that
branch of landscape architecture, and competent to advise the
Garden on matters of Japanese floral art, and on books and other
collections related to and growing out of our having the Japanese
garden.
(b) Curatorial Assistants—The physical labor of caring for
scientific collections and conducting laboratory and field worl: is
always heavy, and increases yearly as our collections and activi-
ties enlarge. There is urgent need for an assistant in the labo-
ratories and cryptogamic herbarium, and for a mounter in the
phanerogamic herbarium. If funds become available I recom-
mend the creation and filling of these three positions in 1919.
Rose Garden.—lt is desirable as soon as possible, to develop
the unimproved area of about one quarter of an acre, imme-
diately north of the laboratory building. The consulting land-
scape architect, Mr. H. A. Caparn, has prepared a preliminary
45
plan for a rose garden on this area. The plot is admirably suited
for such an exhibit, and | would recommend the adoption of this
site, and the laying out of the rose garden as soon as funds can
be secured for such a purpose, and for its annual up-keep. The
director will be pleased to show the plans, and discuss the project
further with any one interested.
Building and Conservatory Plaza—We have now been in our
completed laboratory building and conservatories nearly two
years, but the approaches have not yet been developed in accord-
ance with final plans. This leaves the building without proper
setting, and the condition should be remedied during 1919, if
possible.
Preparation and Publication of Plans —Things we should ob-
viously accomplish include, of course, the completion of the
development and planting of our grounds ; grading (especially at
the northern end), planting, the construction of water basins,
fountains, and stone steps, the erection of a new fence, and espe-
cially the provision of five or six entrances (and notably the one
on Eastern Parkway ). Most of these things will doubtless re-
quire appropriations of corporate stock of the City of New York.
Careful studies should be made by architects and landscape
architects so that the larger projects for structures may be placed
before us in concrete form, and in some detail. I believe that
the preparation and especially the publication of such studies
would not only react in a desirable way upon ourselves, but that
there would be a distinct advantage in presenting such plans to
the public. It would give to those who are and to those who
might like to be interested in the Botanic Garden a definite con-
ception of some of the ideals we are aiming at; and I have even
cherished the hope that an artistic presentation and wide publi-
cation of these plans might operate to bring home to one or more
of our public-spirited citizens a civic need and a splendid oppor-
tunity to contribute toward “the city beautiful,” and to do some-
thing personally to advance the cause of public education and
culture in Brooklyn.
Needs of the Garden
Provision for Research—In my preceding report I referred to
the great opportunity for leadership that has come to America as
46
a result of the world war, and added that science in general, and
botanical science in particular, share in this opportunity, and that
the close of the war should find such institutions as ours with
plans matured to meet it. The end of the war came sooner than
was then anticipated and, while most scientific and educational
institutions have their plans matured, or well under way, in
many cases funds are inadequate to carry such plans into effect.
Such is the case with the Brooklyn Botanic Garden, and I fee
that nothing is now more important for us than to bend every
effort to realize these plans, which include the increase as well as
the diffusion of a knowledge of plant life. As the vice-president
and chairman of the section of zoology of the American Asso-
ciation for the Advancement of Science in his retiring address of
1918 well said:
“We may sometimes discover quite munificent provision for
education in a too narrow sense, with little apparent recognition
that the subjects covered are still little known or crudely assem-
bled. Extended and careful investigation should be the first
effort in order that accurate and useful knowledge may be avail-
—
able for instruction.”
The indispensable service rendered by botany and botanists in
the world war, and the extent to which the results of research
in pure botany found practical application in innumerable ways,
ranging from the supply of sphagnum moss for surgical dress-
ings to the larger problems of forestry, agriculture, and food
production, has been a revelation not only to the layman, but, in
a less degree, to botanists themselves,
But the vital necessity of scientific research is not to be argued
solely, nor even chiefly, on the ground that somebody may some-
ica-
—
time discover a fact or a principle capable of economic app
tion. The improvement of natural knowledge has always been
recognized as an end sufficient in itself, and the importance of
organized effort to this end has won increasing recognition since
the foundation in 1666 of the Royal Society for the Iimprove-
ment of Natural Knowledge.
The matter could not have been better stated than in the fol-
lowing words of Elihu Root, at the initial meeting of the Advi-
47
sory Committee on Industrial Research of the National Research
Commoll held in New York last May:
. the real work of organization and research must be
done iy men who make it the whole business of their lives. It
cannot be successful if parceled out among a lot of universities
and colleges to be done by teachers however eminent and stu-
dents however zealous in their leisure hours. The other thing
is that while the solution of specific industrial problems and the
attainment of specific industrial objects will be of immense value,
the whole system will dry up, and fail unless research in pure
science be included with its scope. That is the source and the
chief source of the vision which incidentally solves the practical
problems.”
One can hardly overestimate the importance of promoting bot-
anical investigation by the endowment of research positions, and
by providing for publishing, disseminating, and popularizing the
results of research. I feel that the Brooklyn Botanic Garden is
now at a critical stage of its development with reference to this
particular work. Steps should be taken as soon as possible for
the establishment of several research curatorships, with the nec-
essary assistants and equipment, and provisions for publishing
the results of research.
Among the positions that should be created and filled are the
following :
1. Curator of plant pathology,
2. Curator of the herbarium,
3. Curator of plant physiology,
4. Curator of soils.
The study of plant pathology would be greatly facilitated if
there existed, in this country, a central supply bureau for pure
cultures of the organisms (fungi and bacteria) that cause plant
diseases. Such centers for organisms causing human disease
are now in existence in this and other countries, and have been
of very great service. By undertaking a work of this sort the
Botanic Garden would not only benefit personally, but would
render a valuable service to botanical science throughout the
United States. The work could be carried on in connection with
a curatorship of bacteriology or of plant diseases. The cost
48
might appropriately be met from municipal appropriation, but
there is little likelihood of this; there is every advantage in having
it met from private funds, and preferably in the form of income
from endowment. The salaries offered to curators should be
sufficient to enable us to command the very best talent available—
to meet the salaries of full professorships in our best universities.
In other words, an endowment of not less than $500,000 is ur-
gently needed for this purpose; ultimately, the amount should be
increased. Our laboratory building was planned with the idea of
housing precisely this kind of work. The bulk of the necessary
equipment we now have; it remains for us merely to utilize our
plant to its full capacity.
Many of the above items were included in Appendix I to the
Sixth Annual Report of the Garden, for 1916, entitled, “ Aims
and a Program for the Second Five Years.’ The plan of devel-
opment for the first five years of the Garden was accomplished
substantially as outlined. Three of the second five years have
now passed, but we have not accomplished three fifths of the
program.
Material Needs—Among the innumerable material needs at-
tention should especially be called to the following four:
1, A new, unclimbable iron fence to surround the entire prop-
erty. We shall never be able to control access to the grounds
until this fence is built. Closely connected with this is the mat-
ter of suitable entrances, with baffle gates for exit.
2. Permanent stone steps and bridges to replace several tem-
porary wooden structures erected in 1914 and now beginning to
deteriorate.
3. Park benches. Attention has been called to this item in
preceding reports. The City has declined, for several years, to
make an appropriation for this purpose. The urgency of the
need may be inferred from the fact that visitors to the Garden,
in increasing numbers each season, bring folding chairs as the
only alternative to standing or walking.
4. The necessity of providing a plot for a nursery and experi-
mental garden, outside of but readily accessible to the Garden
proper, should not be lost sight of. ‘Ultimately such a plot will
become absolutely necessary.
49
Acknowledgments
It is a pleasure to make public acknowledgment, with thanks,
to the boys and girls of our 1918 Children’s Gardens, for the gift
of $36.50, in memory of a deceased member of the Boys’ Club,
for the support of a French war orphan. Also for four dozen
drinking glasses from Mrs. Steves, 274 St. Johns Place, Brook-
lyn, whose son has, for several years (since he was five years
old), been in our children’s gardens and other classes for chil-
dren. On his seventh birthday the son presented the Garden
with five dollars to be used, as needed, for our children’s room.
A list of gifts received during the year is given in Appendix
2 (p. 81). Grateful acknowledgment is hereby made, with
thanks, to the donors of these gifts. The contributions to the
annual collections funds were especially welcome in 1918.
The director and members of staff also wish to express here
their personal appreciation to the donors of additions to the en-
dowment fund and to the account of special contributions (in-
cluding salary bonuses), made to the trustees for Botanic Gar-
den purposes. These gifts not only make possible larger and
better accomplishement, but are also a stimulus and encourage-
ment to those in immediate charge of the Garden’s activities.
Accompanying Papers
The following papers and statements are appended as a part of
this report:
. Annual report of the curator of plants.
2. Annual report of the curator of public instruction.
3. Annual report of the librarian.
H
. Financial statements of municipal appropriations and _ pri-
vate funds accounts.
5. Appendices 1-5.
a
Respectfully submitted,
TUART GAGER,
Director of the Garden.
north-west.
iew facing
arden.
J
The Rock-(
Je
4
Fic
ate Fo ele RERUN ce ee ose ye
51
REPORT OF THE CURATOR OF PLANTS FOR 1918
Dr. C. STUART GAGER, DIRECTOR:
Sir: I take pleasure in submitting herewith my report for the
year ending 31 December, 1918.
General Maintenance and Construction Force
The greatest number of men working in this force during the
season, which lasted from March 18 to November 22, was 18-19
for three weeks in the spring. During most of the balance of
the season 11-17 men were employed, and the total labor days
were 3,030 as compared to 2,956 during 1917. This slight in-
crease, however, is apparent rather than real, as, for the first
time in the history of the Garden, this force now works eight
hours instead of nine. This eight-hour day became effective
beginning May 27.
Besides purely maintenance work, this force has accomplished
the following during the year: Partial grading of the area be-
tween the building and Washington Avenue, uncompleted be-
cause war-time conditions made it impossible to get top-soil to
finish the job; a good deal of excavation and digging of holes
for the planting at and near Malbone Street gate; lawn west of
the building on land hitherto occupied by war gardens, put down
in October.
In addition to this, general maintenance becomes more pressing
each year as new sections of the Garden are put in condition re-
quiring perennial upkeep. Such work is necessary, but not im-
pressive from the point of view of new accomplishment, and is
a regular and steady drain on our appropriations for labor. Be-
cause the amount of this labor is still insufficient, the grounds
have not been kept in the condition which the authorities of the
Garden or the public have the right to expect. Not less than
eighteen men throughout the season can bring the Garden up to
the state in which it can be a real credit to the city. This in
addition to extra men in the planting season of spring and fall.
The foreman of this force, Mr. Herman Kolsh, in addition to
his other duties, also raised sixty bushels of potatoes as part of
52
our war garden activities, besides putting in shape for garden
plots the children’s garden, Museum employees’ tract, and some
of the area between the Museum and the Reservoir.
Gardening Force
Each year the Garden becomes more and more fit for the pur-
poses for which the institution was started, as new parts of it
are graded, top-soiled, and turned over from the laborers to the
gardening force. Not only have new parts of the grounds been
opened up annually, but existing collections have been increased
and additional greenhouse space provided from time to time, the
results of which have brought increased pressure upon the gar-
deners. As an illustration of what this has meant since the be-
ginning of the garden development in 1911, I submit the follow-
ing Summary of Gardening Work, rgti-1g18. It shows the
Summary of Gardening Work, I9II-1918
Number ab iia es to Care
Year Collections to be Cared for r Ther
IQII
1. Local Flora , ; care F
2. Morphological ae spareet tip ako
4 laborers
a ae Sectio
4. Nurs
IQi2
1. Local Flora
i j 4 = .
2. Morphological Section (14 removed to By a Sonate citer or
nursery on acco of grading)?
1 laborer
3. Economic Secti
4. Contferous See and Trees?
5. Nurser
1913
1. Local Flora
2. Coniferous Shrubs and Trees peeractoall
3. General Systematic Collection (Herbs only) Ne A
whole time of
4. eee! Section on
2 laborers
iervator ies, Houses 1-4 (3 months only)
1 Both these collections were wholly removed during 1913 because of
grading work; they have not since been restored.
New work for each year is in italic type.
6. Experimental Garden
Whe
IQI4
1. Local Flora
2. Coniferous Shrubs and Trees
3. General Systematic Collection (Herbs and
Woody Plants)
4. Ecological Section
5. Conservatories, Houses 1-5
6. Experimental Garden
7. Seed List
8. Nursery
IQI5 :
1. Local Flora
2. Coniferous Shrubs and Trees
3. General Systematic Collection
4. Ecological Section.
5. Conservatories, Houses 1-5
8. Experimental Garden
g. Seed List
10. Nursery
I
1. Local Flora
2. Coniferous Shrubs and Trees
3. General Systematic Collection
4. Ecological Section
5. Conservatories, Houses I-7
6. Esplanade Trees
7. Japanese Garden
8 Rock Garden
9. Hardy Fern Garden
10. Experimental Garden
11. Seed List
12. Nursery
13. Lilac Collection
1917
1. Local Flora
2. Coniferous Shrubs and Trees
3. General Systematic Collection
4. Ecological Section
4 +. scattered
help from la-
borers
4 +. scattered
help from la-
borers
5 + scattered
help from la-
borer
54
5. eines Houses r-12 + Instruc-
SNA ae and Research Houses
ee
6. net Trees tines
7. Japanese Garden ge aaa
8 Rock Garde
9. Hardy i Garden
10, [ris Garde
Ts Be ental Garden
12. Seed a st
13. Nurs
14. ee Gaiteeees
1918
1. Local Flora
2. Coniferous Shrubs and Trees
3. General Systematic Collection
4. Ecological Section (Completely revised t full time,
and relabelled in 1918) 1 for 8 months,
5. Conservatories (Complete as shown 3 for 7 months,
Brooklyn Botanic Garden Recorp 8: 60) 2 for 5 months,
6. Esplanade Trees 1 for 4 months,
7. Japanese Garden 1 for 2 months,
8. Rock Garden 1 for I month.
9. Hardy Fern Garden This is nearly
10. Iris Garden equivalent tows 5
11. Malbone Street Gate Planting (about 14 men’s time, but less
installed ) satisfactory.
12. Experimental Garden
13. ea List
14, Nur
15. Lilac Collection
collections opened up and the number of gardeners available for
taking care of them during each year, not counting the head gar-
dener, whose time is mostly taken up with supervision of the
work. It does not, also, take into consideration the children’s
garden, which is cared for by a gardener under the department
of public instruction. Neither has care of trees already in the
grounds nor the border mound planting been figured, as they
comprise planting that did not initiate with us. Most of the
border mound planting, and all the larger trees were planted some
years before we took control of the grounds. The summary,
59
then, shows only collections actually started by us. It is inter-
esting as a record of accomplishment, but particularly significant
with your prospectus in the First Annual Report of the Garden
(Recorp, April, 1912) in mind.
The foregoing emphasizes also what has become obvious for
some time past, the inadequate number of gardeners to keep our
collections in proper condition. Until that situation can be very
materially improved, I would suggest that no new collections be
opened up, but that all our time and effort go to existing ones,
their replacement, improvement and general upkeep. It would
seem better to have what collections are already installed kept in
first-rate condition rather than diffuse our efforts and get decid-
edly second-rate results. Of course, the poor service from gar-
deners during the year 1918 was due to the draft, and during
1919 the condition should become easier, but seven full time,
experienced gardeners should be our minimum. Some of those
in the above schedule now classed as gardeners are so classified
for administrative rather than professional reasons.
Actual new work done during the year comprised about one
third of the decorative planting at the Malbone Street gate.
This is mostly a broad-leaved evergreen group with a ground-
cover of Arctostaphylos Uva-Ursi now, for the first time, thor-
oughly established at the Garden.
There has been a good deal of replacement work. The espla-
nade trees, originally flowering dogwood which proved unsatis-
factory, were replaced by specimens of Schwedler’s Maple, 80
in all. Thousands of plants were added to groups along the
wild-flower path, but here one lot of 500 Trillium grandiflorum,
just in full bloom, was more than half destroyed by vandals.
To make room for the general systematic collection, the old
nursery has been shifted from an area near the original southern
boundary of the Garden to north of the laboratory building, and
certain of the cold frames from there to the service yard. Over
fifty birch trees on the place were cut down because of the rav-
ages of the birch tree borer, and subsequent decay. From such
a cause this has been our most serious loss. I have already
reported in the Recorp for July the loss to our collections of
woody plants due to the extremely severe winter 1917-1918.
56
There have been considerable additions to existing collections,
notably among the Iris Garden and Japanese Garden, the latter
under the supervision of Miss Averill.
The greenhouse collections have suffered from shortage of
coal which necessitated closing up more than half of the houses
and crowding the plants into the remainder. While few died
as a result of the crowding, the collection is by no means in the
condition it was during 1917. The houses have been closed to
the public since January ro, r918. During warm weather the
Fic. 6. Mossy Saxifrage (S. caespitosa) in the rock-garden.
plants were shifted back to their old positions, crowded together
again in October, and put again in their permanent places in
December preparatory to opening the houses to the public early
in 1919.
For the first time in the history of the Garden we staged an
exhibition at the Spring Flower Show at Grand Central Palace.
57
This consisted of greenhouse plants rare or otherwise interest-
ing. It aroused favorable comment because the plants were all
distinctly labelled, and because most of the plants shown were
unknown to the general public.
Mr. Montague Free, who has been in immediate charge of the
men in this force, besides giving many talks, demonstrations,
etc., in connection with war garden work, has visited 37 war
gardens in Brooklyn, as against 139 during 1917.
As before, he has superintended the collection of seeds and
preparation of the seed list, this year issued as a supplement to
the 1916 collections. In all, 1,980 packages of seed were dis-
tributed, and 697 received as an exchange from other institutions.
Labelling and Other Clerical Work
Beginning in 1918, loose-leaf lists have been adopted instead
of a card catalog. Individual accession numbers have been
replaced by consignment numbers as the plants are received.
Numbers 18-1 to 18-48 were assigned during 1918, the first
figure representing the year. Dr. Alfred Gundersen, who de-
vised the new system, has also made location maps for out-door
herbaceous and woody plants in the garden so that records on the
labels are now for the first time thoroughly safeguarded. The
number of labels pulled up each year has been a discouraging
feature of the administration of the grounds, and these maps
help materially in accurately repairing such vandalism. During
the year 622 show labels were made by the labelling department.
Gifts to the collection of living plants during the year are as
follows: Miss Agnes V. Luther (1 plant and 1oo bulbs of Iris
Hispanica var. Baroness von Humboldt) ; Miss Louise Doremus
(7) ; Isaac Hicks & Son (15); H. C. Foster, Esq. (Gy) sealired TL.
White, Esq. (4); Mrs. Alfred T. White (1); George P. Engel-
hardt, Esq. (1); A. E. Hyde, Esq. (1); Mrs. J. Sanford (Ga)
Miss Maud Purdy (1); Miss Ellen Eddy Shaw (2); Mr. San-
born (1); Dr. H. B. Shaw (1); Mrs. Benjamin Prince (44) ;
K. Strahan, Esq. (1); T. L. Van Norden, Esq. (1); Miss R. N.
Reeves (1), and Professor T. D. A. Cockerell (6).
58
Phanerogamic Herbarium
An estimate of the number of specimens in the collection,
counting flowering plants, ferns and fern allies only, based on
actual counts of many pigeonholes in the herbarium and aver-
aging the balance, shows the following :
Long Island specimens, which were kept separate, about... 12,000
rem ara Mele DateUNT 4.2 v4; bai shige ue acta, ee ee 66,500
Cultivated Het bahiry which is kept separate............. 3,100
81,600
The chief additions, beyond my own collections on Long Is-
land, Slide Mountain and at Mt. Washington, were as follows:
Roland M. Harper—57 specimens from Long Island as a gift ;
Canton Christian College—638 specimens from China, pur-
chased; Walter Fischer—284 specimens from the Argentine,
Adeehasede C. A. Schwarze—78 specimens of Hadsted’s North
American Weeds as a gift; Miss Daisy Levy—8oo miscellaneous
specimens as a gift. During the year 2,417 specimens were
mounted and these are included in the count of the collections
summarized above.
Personal Activities
A visit, for the first time, to Gardiner’s Island, during my field
work on Long Island shows that any account of the vegetation
of Long Island will be incomplete without further study of it.
This unique island, large parts of which have been undisturbed
since about 1650, has such primeval forests upon it that without
careful study of them one can get no true idea of the vegetation
or its development on Long Island. At least one more season’s
work at the eastern end of Long Island is, therefore, necessary
before the volume on the vegetation of Long Island can be ready
for the press.
Collections during the season of 1918 at the summit of Mt.
Washington and the Slide Mountain in the Catskills, have sug-
gested a continuation of such collections, with the addition of
Mt. Marcy in the Adirondacks. The correlation of these studies
with problems in. ecology, and with the advantage of collecting
Fic. 7. Classes from a public school assembling for an illustrated lecture, to be followed by a visit to the con-
servatories and plantations. (War-gardens in front of the building.)
60
living plants for the Rock Garden and specimens for the her-
barium seem to warrant the continuation of trips such as I here
propose,
The identification of specimens has not been as heavy as dur-
ing past years, totalling probably not over 400 specimens. My
outside activities have been the same as in IQI7.
Respectfully submitted,
NorMAN TAYLOR,
Curator of Plants.
REPORT OF THE CURATOR OF PUBLIC INSTRUC-
TION FOR 1018
Dr. C. StuART GAGER, DIRECTOR.
Sir: I have the honor to submit herewith my report as curator
of public instruction for the year ending December 31, 1918.
Courses of Instruction
As heretofore, the courses of instruction offered at the Garden
were divided into four groups, as follows:
A. Gardening and nature study courses for children (7
(courses) and for teachers (4 courses).
B. A group of 11 courses in Children’s Gardening, designed
especially for those who wish to qualify as teachers in the subject.
C. Courses specially adapted for the general public.
DP. Courses in pure and applied botany and in botanical inves-
tigation.
Owing in part to adverse conditions imposed by the war, and
in part to a change in plan, providing for intensive rather than
extensive work, the registration in these courses, mostly in group
A, fell somewhat below the number of last year. However,
3.386 were recorded, with a total attendance at the Garden of
24,483. Adding to this the 4,381 visiting pupils who came to the
Garden for special work or lectures by Miss Shaw and Miss
Cross, as well as the 10,000 more or less in attendance at various
lectures and talks given outside the Garden by the staff during
the year, we may conservatively estimate that at least 40,000
61
people were more or less directly reached by the divers kinds of
educational work undertaken by the Garden.
The following table shows the attendance at the Garden by
months and the annual totals. 3
TABLE I
ATTENDANCE DURING ones
———— _ _ ETS PT ATES — =
Jan. | Feb. | Mar. re x. | M ‘ties y. | June. Re aise
af
1016... eee $ 5,826.41
Summary of Private Funds Accounts:
Balancer waniatyeT,alOTG= 4. ss .o:. ce at <5 eee cae $ 1,344.55
MC OM a OTOP eres ert ok runes ae ones Lo ane " 25,691.91
$27,030.46
Contributed to maintenance accounts...... $ 5,415.74
FSIS CIN CC mrryneani ys hau ass ya, seat re eae ee ae 10,982.69 16,398.43
Balance, December 31, 1918 .......... 8 ae Siro
APPROPRIATIONS OF CORPORATE STOCK OF THE CITY OF
NEW YORK FOR PERMANENT IMPROVEMENTS, AND
EXPENDITURES THEREFROM DURING 10918
C.D.P. 200-M. ($100,c00.00) For Improvement of the
Brooklyn Botanic Garden
Balance, cea TPUATO TES rcs sys 2 ag eS GUN pee ie ee $1,422.13
Lalas oY Ss nite UX ales cley ers caer A A ene a A Rrra 2/640 oes 1,311.62
Be December g0 TOLS 2c se Aaya Were iar een ier oo $ 10.51
8.-566, ($700,000.00) Suspense Account, Contributions for
Brooklyn Botanic Garden Improvement Fun
Blan Gera anatyeels Ol cs .cAc Gacy = vipa ty es ole ne ee $1,845.04
ESTE UU? erg ter te hee cag cic av pia: ova. onslay bon oe oe Sieth, 5 eRe SRT eT coe 1,598.12
Balances ecembers3k,, LOLG. 22.1. oe sas Coreen niet $ 247.22
APPENDIX 1
ADDITION TO THE ENDOWMENT FUND
On June 3, 1918, the Treasurer of the Institute received from
a friend of the Garden a letter of gift, from two anonymous
donors, containing certificates of stock of the par value of
$10,coo to be added to the Endowment Fund of the Brooklyn
8]
Botanic Garden, the income to be expended in connection with
its scientific and educational work. The letter was in part as
follows:
TREASURER, BROOKLYN INSTITUTE OF ARTS AND SCIENCES,
my of Music Building,
Lafayette Ave., Brooklyn, N. Y.
Dear Sir: I hand you herewith certificates of stock in the American
Telephone & Telegraph Company for one hundred (100) shares, to be
added to the Endowment Fund of the Institute for the benefit of the
Botanic Garden and to be known permanently as The Benjamin Stuart
Gager Memorial Fund.
* * a * *
The income from this Fund may be added to other Endowment income
for the Botanic Garden, but a separate account of ‘the income derived
from this Fund shall be kept at the Garden. This income shall not be
applied to the general maintenance of the Garden, but shall be set apart
and applied to the purchase of books to bear a suitable memorial book-
plate, or other material for the Botanic Garden Library, except as here-
inafter provided. During the incumbency of Dr. C. Stuart Gager as Di-
rector of the Garden he shall be free to apply the income from this Fund,
in whole or in part, in such other way as he may think best. Dr. Gager
may also, during his incumbency as Director of the Garden, recommend
to the Trustees any modification governing the permanent use of the
income from this Fund which he may desire to submit, and the Trustees
may, at their discretion, adopt such modification. Failing any such recom-
mendation by Dr. Gager and its acceptance by the Trustees, the income
shall be used exclusively for the benefit of the Library, as first above
provided,
APPENDIX 2
GIFTS RECEIVED DURING 1918
Endowment
Anonymous. The Benjamin Stuart Gager Memorial Fund...... $10, 000.00
Mr. Herman Stutzer. The Martha Woodward Stutzer Me-
novne | I SnbTIKG MAES Rahn oo ado dco coc cobucosnooouUNOpegeue 2,500.00
41 iyo} 1-0 ee ee Sc ico) oho o,c.0.0 5 16 eo CRE $12,500.00
82
CoLLections Funp
Mr. John Anderson Miss Florence E, Longstreet
Miss E. Addie Austin Mrs. John B. Lord
Mr. Samuel P. Avery Mrs. Margaret Marx
Mr. Frank L. Babbott Mr. Frank C. Munson
Miss Mary Benson | Mrs. W. D. Munson
Mr. Edw. C. Blum Mr. Henry F. Noyes
Mr. William Brown Mr. George D. Pratt
Dr. Glenworth R. Butler Mr. William A. Putnam
Mr. Walter H. Crittenden Mr. Harold Somers
Mr. Albert DeSilver Mr. Herman Stutzer
Mr. John Enequist Mr. Clifford S. Trotter
Mr. John W. Frothingham Miss Mary Van Norden
Mr. A. Augustus Healy The Misses White
Mr. Samuel C. Hooker Mr. Alfred T. White
Mr. Martin Joost Mrs. F, Willenbrock
Miss Mary B. Woodward
DOtale SUGSHDECIIDLIONE: 0s s, ci gbes oa. ae ee $10,714.00
Prizes
Mr. Alfred T. White, as follows:
NViansoatin Pa sotanips (TA) eink ae we oe! A ce tenes $ 58.38
natate Stamipsan(200)ee ok ees oyster oad lec eens 50.00
SU OIR CDS 1040s eee ston per as alk * Sammon Oe SNe 45.50
plyeneied ale: (GO) sare heresies anata och el oe 64.00
Bronze. medalswseo tas Meh e neta ae ene... 12 er te 45.00
soy col Carrer Soc rec ot tery ne te me I ak es rections a peeps
Plants, Seeds, and Bulbs
Mrs. a ati Prince (44) Miss R. N. Reeves (1)
Prof. T. D. A. Cockerell (6) a Sanborn (1)
Miss Louise sane (7) s. J. Sanford (1)
Mr. George P. a aaa (1) ie Ellen Eddy Shaw (2)
Mr. H. C. Foster (1) Dr Ba shaw (1)
ay Isaac Hicks & Son (15) Mr. K, Strahan (1)
. A, E. Hyde (1) Mrs. Alfred T. White (1)
ae Agnes V. Luther (101) Mr. Alfred T. White (1)
Miss Maud Purdy (1) Mr. T. L. Van Norden (1)
Total, 190
Herbarium
PHANEROGAMIC RYPTOGAMIC
Mr. Roland M. Harper (57) Mrs. Annie Morrill Smith (15)
Miss Daisy Levy (800) Mr. C. A. Schwarze (45)
Mr. C. A. Schwarze (78) Mr, F. C. Stechert (89)
Total, 1,084
B
83
Library
ooks:
American Fern Society (2)
American Scenic and Historic
Preservation Society (1)
Mr. Leonard Barron (26)
Boston Public Library (1)
Mrs. Joseph Epés Brown (25)
Brooklyn Museum Library (3)
Carnegie Institution of Washing-
Dr. F. G. Cafiizares (1)
Mrs. M. A. Dick (54)
Mr. Montague Free (1)
Dr. C. S. Gager (15)
Mrs. C. R. Hyde (1)
L. I. Historical Society (56)
N. J. Dept. of Conservation and
Development (1
Dr. E. W. Olive (6)
Mr. F. C. Stechert (1)
Mr. G. H. Sherwood (1)
Mr. Alfred T. White (3)
Total, 199
Pamphlets:
Dr. Ernest Bessey (27)
Prince Bonaparte, Paris (4)
Mrs. E. G. Britton (4)
Brooklyn Museum (2)
. O. A. Farwell (1)
Dr. H. M. Fitzpatrick (3)
. C. S. Gager (49)
Dr. R: M. Harper
L. I. Historical Society (13)
Dr. E. D. Merrill (56)
N.Y.City, Dept. of Education (1)
Dr. P. J. O’Gara (5)
Purdue University, Botanical De-
partment (8)
Dr. O. E. White (2)
Total, 142
Parts of publications, exclusive of
government publications: .
Mr. Leonard Barron (644)
Prince Bonaparte, Paris (5)
Brooklyn Museum Library (28)
Mrs. Joseph Epés Brown (136)
Mr. Montague Free (12)
Dr. C. S. Gager (98)
L. I. Historical Society (27)
Prof. Daniel S. Martin (3)
Miss Ellen Eddy Shaw (3)
Mrs. Annie Morrill Smith (133)
Mr. Alfred T. White (2)
Dr. O. E. White (2)
Total, 1,003
APPENDIX 3
PUBLICATIONS OF MEMBERS OF STAFF DURING
1918
Caparn, Harold A.
Public regulation of private buildings. Landscape Archi-
tecture 9: 133-140, April.
— City lawns. The Independent 94: 212, 224-225. May 4.
—— A design for an outdoor theatre. Journal of The Inter-
national Garden Club 2: 253-255. June.
84
Free, Montague
The small vegetable garden. Brooklyn Botanic Garden
Leaflets, VI', April 3.
—— WarGardens. Pp.114. New York, Harper and Brothers.
—— [|veryman’s garden in wartime. (Review.) Journ. In-
ternat. Garden Club 2: 295. June.
—— Fertilizers for city gardens. Brooklyn Botanic Garden
Leaflets, VI®, Oct. 20.
—— Effects of low temperatures on greenhouse plants. Flor-
ists’ Exchange 46: 729. Nov. 9.
——— ‘dlibiseus- Symacus, The Garden (Mondom), 82. 4,0:
Dec. 7.
—— The food-producing garden. (Review.) Journ. Inter-
nat. Garden Club 2: 608-609. December.
Gager, C. Stuart
—— The Ames bequest. Brooklyn Bot. Gard. Record 7: 23-
24. Jan.
—— The near future of botany in America. Science N. S.
47: IOI-I15. 1 Feb.
—— Robbins’s Botany of crop plants. (Review.) Torreva
56-57. Mch. .
—— Seventh Annual Report of the Brooklyn Botanic Garden,
1917. Report of the Director. Brooklyn Bot. Gard.
Record 7: 33-54. April.
—— Sciencein peace and war. Brooklyn Bot. Gard. Record
7: 89-92. July.
A brief history of the botanic eaciee idea in Brooklyn.
Brooklyn Bot. Gard. Record 7:,99-112. Oct.
Gundersen, Alfred
—— A sketch of plant classification from Theophrastus to the
present. Torreya 18: 212-219, 231-239. Nov.—Dec.
Olive, Edgar W.
Chapter on blue-green algae in Ward and Whipple’s
Fresh-water biology. January.
— Report of the Curator of Public Instruction for tor7.
Brooklyn Bot. Gard. Record 7: 59-67. Ap.
—— Ward and ie Fresh-water Biology. (Review.)
Torreya 18: 74-75. Ap.
é
89
—— Potato diseases. Brooklyn Bot. Gard. Leaflets VI‘. May
20.
—— Murrill’s and Saccardo’s Names of Polypores compared.
(Review.) Torreya 18: 122-123. June.
—— Taubenhaus’s Culture and diseases of the sweet pea.
. (Review.) Journ. Internat. Garden Club 2: 296. June.
—— The cytological structure of Botryorhiza Hippocrateae.
Brooklyn Bot. Gard. Memoirs 1: 337-341. July.
—— Taubenhaus’s Diseases of truck crops and their control.
(Review.) Journ. Internat. Garden Club 2: 610. De-
cember.
Shaw, Ellen Eddy
—— Report of the Curator of Elementary Instruction for 1917.
Brooklyn Bot. Gard. Record 7: April.
—— Fifth annual garden exhibit for Brooklyn boys and girls.
Brooklyn Bot. Gard. Leaflets VY. June 12.
—— Cooperation of the Brooklyn Botanic Garden with the
Elementary schools. Brooklyn Bot. Gard. Leafiet VI’.
Sept: 25.
—— Fifth Annual Children’s Garden Exhibit. Brooklyn Bot.
Gard. Record 7: Oct.
—— Children’s garden work plus the dollar sign. How the
war affects children’s gardening. Brooklyn Bot. Gard.
Leaflets VI’. Oct. 9.
Simpson, Ra
—— Report of the Librarian. Brooklyn Bot. Garden Record
7: 67-73. April.
Taylor, N.
—__ Plant materials of decorative gardening. (Review.) Jour.
Internat. Garden Club 1: 545. 10 Jan.
— My growing garden. (Review.) Loc. cit. 551.
—— Flower lore and legend. (Review.) Loc. cit. 552.
—— Twoecological papers. (Review.) Torreya 18: 58. March,
1918.
— Report of the curator of plants. Brooklyn Bot. Gard.
Record 7: 54-60. April.
86
—— Quantitative study of Raunkiaer’s Growth-Forms as illus-
trated by the 400 commonest species of Long Island,
N.Y. Brooklyn Bot. Gard. Memoirs 1: 486-491. June
Tor.
—— How to lay out suburban home grounds. (Review.)
Journ, Internat. Gar. Club 2: 294, 295. June.
—— The American rosé annual. (Review.) Loc. cit. 297,
208.
—— Effects of the severe winter on the woody plants in the
Garden. Brooklyn Bot. Gar. Record 7: 83-88. June.
—— Flora of Bermuda. (Review.) Torreya 18: 153, 154.
July.
—— Billy, the boy naturalist. (Review.) Torreya 18: 2209- .
230. November.
—— An introduction to the study of landscape design. (Re-
view.) Journ. Internat. Garden Club 2: 607. De-
' cember.
—— Winter Botany. (Review.) Loc. cit. 600.
White, Orland E.
Inheritance studies in Pisum—III: The inheritance of
height in peas. Mem. Torrey Bot. Club 17: 316-322
yates.
—— Inheritance studies on castor beans. Brooklyn Bot. Gard.
Mem. I: 513-521. 6 plates. June.
—— Breeding new castor beans. Journ. Heredity 9: 195-200.
5 figures. May—June.
—— Our common garden vegetables, their history and their
origin. Brooklyn Bot. Gard. Leaflets VI?: 1-20. May 1.
—— Environment, variation and the laws of heredity. Brook-
lyn Bot. Gard. Leaflets VI: 1-16. Figs. 1-9. April 17.
87
APPENDIX 4
PUBLIC LECTURES, ADDRESSES, AND PAPERS
GIVEN BY MEMBERS OF STAFF DURING 1918
By the Director of the Garden:
May 23. Development and organization of the Brooklyn Bo-
tanic Garden. Before the Women’s National Farm and
Garden Association, at the Garden.
October 10. Scientific and educational work of the Brooklyn
Botanic Garden. Before the New York Library Club, at
the Garden.
December 5. War garden work at the Brooklyn Botanic Gar-
den during 1918. At the Conferonce on Garden and Gar-
den Clubs, arranged by the Art Committee of the New
York Federation of Women’s Clubs. New York Public
Library, Manhattan.
December 13. Horticulture as a profession. Commencement
address. School of Horticulture for Women. Ambler,
Pa.
By the Curator of Plants:
March 6. Cultivation of native American sine School of
Horticulture for Women, Ambler, Pa.
March 20. Shrub collections at the Arnold Arboretum. In-
ternational Garden Club, New York.
April 9. Patriotic address for American Defence Society.
Lyric Theatre, New York.
May 22. Cultivation of native American plants. Plainfield
(N. J.) Garden Club.
May 23. Patriotic Address for American- British-French-
Belgian Permanent Blind Relief Fund, under auspices of
American Defence Society. Anderson Gallery, New York.
June 19. Ditto at Englewood, New Jersey.
August 8. Cultivation of native American plants. Newport
- Garden Club.
September 27. Flora of the vicinity of New York. New
York Botanical Garden,
88
By the Curator of Public Instruction:
January 11. Plant doctors and human doctors. The Garden
Teacher’s Association, Brooklyn Botanic Garden.
January 30. The scientific meetings at Pittsburgh. Torrey
Botanical Club, at the New York Botanical Garden.
April 1. School Gardens. Teachers of Public School 139,
April 25. Plant diseases and the wheat problem. The Brook-
lyn Institute of Arts and Sciences, Department of Educa-
tion. Academy of Music, Brooklyn.
October 26. Some plant diseases of New York and Virginia.
Public lecture at the New York Botanical Garden.
By the Curator of Plant Breeding:
April 16. What plant breeding is doing for agriculture and
horticulture. Biology teachers. Erasmus High School,
Flatbush.
May 5. Plant breeding and increased food production. Win-
the-war garden public lectures. Brooklyn Botanic Garden.
August 24. Castor bean seed selection for 1919. Conference
of U. S.:government contractors. Memphis, Tenn.
November 1. The castor bean situation for 191g from an
agricultural standpoint. Conference with officers of Cas-
tor Bean Section, Aircraft Production, War Dept., and
interested agricultural officials. Washington, D. C.
November 5. The castor bean situation for rorg. Confer-
ence of Experiment Station and Extension Staff. State
Agricultural College, Manhattan, Kan.
By the Curator of Elementary Instruction:
April 24. Gardening for Women. Wellesley College, Wel-
lesley, Mass.
June 19. Gardening for Girls. Bay Ridge High School at
Brooklyn Botanic Garden.
June 26. Graduation Address. Public School 140, Brooklyn.
July 26. Children’s Work at the Brooklyn Botanic Garden.
Before a class from Teachers’ College (Columbia Uni-
versity), at the Brooklyn Botanic Garden.
October 3. Bulb Culture. Mothers’ Club of the Hoagland
89
Kindergarten. Mission House, St. Mary’s Church,
Brooklyn.
October 10. Children’s Work at the Brooklyn Botanic Gar-
den. Before the New York Library Club meeting, at the
Brooklyn Botanic Garden.
October 18. Food Conservation. Ethical Culture School,
New York City.
November 8. Useful Plants. Ethical Culture School, New
York City.
November 19. Cooperation of the Brooklyn Botanic Garden
with the Elementary Schools. District Superintendents’
Meeting. Public School 63, Brooklyn.
November 27. Thanksgiving Address. Public School 26;
December 5. Children’s Gardens. Women’s Club Confer-
ence, New York City Public Library.
December 18. Nature Study. Nature Club, Brooklyn City
Training School.
By the Assistant Curator of Elementary Instruction:
February 5. Children’s Gardens. Rumsey Road Garden
Club, New York City.
March 12. War Gardens. Board of Education Lecture
Centre, Public School 153, Brooklyn.
March 13. Garden Opportunities for Women. Vassar Col-
lege, Poughkeepsie, N. Y.
March 18. Win-the-War Gardens. Public School 170,
Brooklyn.
March 19. Win-the-War Gardens. Board of Education Lec-
ture Centre, Public School 152, Brooklyn.
March 20. Wéin-the-War Gardens. Board of Education Lec-
ture Centre, Public School 89, Brooklyn.
April 2. Win-the-War Gardens. Public School 2, Brooklyn.
April 2. Win-the-War Gardens. Board of Education Lec-
ture Centre, Public School 92, Brooklyn.
April 5. War Gardens. Public School 149, Brooklyn.
April 5. Win-the-War Gardens, Board of Education bec:
ture Centre, Public School 89, Brooklyn.
April 9. Gardening. Hollis Woman’s Club, Hollis, Teealk
90
April 24. War Gardens. Erasmus Hall High School, Brook-
lyn.
May 9. War Gardens. Public School 152, Brooklyn.
May 13. Win-the-War Gardens. Lutheran Church, Brook-
lyn.
May 15. War Gardens. Board of Education Lecture Centre,
Public School 126, Brooklyn.
May 27. Children’s Gardens. Public School 162, Brooklyn.
May 27. War Gardens. Mission Church, Pacific St., Brook-
lyn.
By the Assistant Curator of the Herbarium:
March 2. Spring Wild Flowers. Children’s Museum, Bos-
ton, Mass.
April 27. Trees of the City Parks. Flatbush Garden League,
Brooklyn Botanic Garden.
May 14. A Brief History of the Classification of Flowering
Plants. Torrey Botanical Club, American Museum of
Natural History, New York.
December 1. Evidences of Plant Evolution. Brooklyn Ethi-
cal Culture Society.
December 26. The Desirability of an International Numbered
List of Families of Vascular Plants. Botanical Society
of America, Baltimore, Md.
By the Librarian:
June 4. Problems in a botanical library. Before the Senior
Class, New York Public Library School, New York.
October 10. The Brooklyn Botanic Garden Library. Before
the New York Library Club, Fall Meeting, at the Brook-
lyn Botanic Garden.
By the Consulting Landscape Architect:
March 9. Garden Sculpture and Architecture. The Metro-
politan Museum of Art.
December 24. The Impending Epidemic of War Memorials.
Before the New York Chapter, American Society of Land-
scape Architects.
By the Head Gardener:
February 6. Management of soils. New Canaan Garden
Club.
91
March 6. Vegetable growing. 1. “Getting ready.” Brook-
lyn Botanic Garden.
March 8. Varieties of vegetables. Greenwich Garden Club.
March 10. Vegetable growing. 1. “Getting ready.” Brook-
lyn Botanic Garden.
March 13. Vegetable growing. 2. “ Keeping busy.” Brook-
lyn Botanic Garden.
March 14. Vacant lot gardens. Public School 48, Brooklyn.
March 15. Vacant lot gardens. Public School 128, Brooklyn.
March 17. Vegetable growing. 2. “Keeping busy.” Brook-
lyn Botanic Garden.
March 18. Vacant lot gardens. Public School 72, Brooklyn.
March 20. Vegetable growing. 3. “The reward.” Brook-
lyn Botanic Garden.
March 21. Vacant lot gardens. Public School 160, Brooklyn. |
March 24. Vegetable growing. 3. “The reward,” Brook-
lyn Botanic Garden.
March 26. Vacant lot gardens. Public School 163, Brooklyn.
March 30. Vacant lot gardens. Public School 165, Brooklyn.
April 3. Vacant lot gardens. Public School 175, Brooklyn.
April 4. Vacant lot gardens. Public School 179, Brooklyn.
April 16. The home vegetable garden. City Employees.
Municipal Building, N. Y.
April 24. War gardens. Mens’ Club, Episcopal Church,
Ridgewood, N. J.
May 5. Hints on vegetable growing. Montclair War Garden
Association, Montclair, N. J.
May 14. How to make a vegetable garden. Y. M. H. A.,
Bath Beach, Brooklyn.
APPENDIX 5
MEETINGS OF ORGANIZATIONS AND SOCIETIES AT
THE GARDEN, 1918
March 22. Flatbush Garden League (and monthly to Septem-
ber).
May 20. Brooklyn Heights Seminary Club. Spring meeting.
92
May 23. Woman’s National Farm and Garden Association.
Annual meeting.
May 28. Sixth Annual Spring Inspection by Trustees, members
and friends.
June 22. Eugenics Research Association. Session of Sixth An-
nual Meeting (Field Workers’ Conference).
July 15. Federal Food Administration, New York Branch, with
lecture by Mrs. August Dreyer, assistant director of the
ranch.
July 26. Students of gardening and nature study, Summer Ses-
sion, Columbia University. (lor exchange lecture by the
Curator of Elementary Instruction. )
August 7. The supervisors and teachers of the Board of Idu-
cation war gardens of Greater New York.
October 10. October meeting of the New York Library Club.
95
FORMS OF BEQUEST TO THE BROOKLYN BOTANIC
GARD.
Form of Bequest for General Purposes
I hereby give, devise, and bequeath to The Brooklyn Institute of Arts
and Sciences, Brooklyn, N. Y., the sum of..........eeeeeee eee Dollars,
the income from which said sum to be used for the educational and scien-
tific work of the Brooklyn Botanic Garden.
Form of Bequest for a Curatorship
I hereby give, devise, and bequeath to The Brooklyn Institute of Arts
and Sciences, Brooklyn, N. Y., the sum of............eeee eee eee Dollars,
as an endowment for a Wh orenin in the Brooklyn Botanic Garden, the
income from which sum is to be used each year towards the payment of
the salary of a curator in said Botanic Garden, to be known as the (here
may be inserted the name of the donor or other person) curatorship.
Form of Bequest for a Fellowship
I hereby give, devise, and bequeath to The Brooklyn Institute of Arts
and Sciences, Brooklyn, N. Y., the sum of.............e.eeeeeeee Dollars,
the income from which sum is to be used in the payment of a fellowship
for advanced botanical investigation in the Brooklyn Botanic Garden, to
betknowm as thes: ......:e ee eerie oe «ols fellowship.
Form of Bequest for other particular purposes designated by
the testator
I hereby give, devise, and moet to The Brooklyn Institute of Arts
and Sciences, Brooklyn, N. Y., the sum of................+.+---- Dollars,
to be used (or the income fron iGheah to be used) for the Brooklyn
Botanic. Garden*®:.... ons. ccctee octet ee CPt afer ste ne cn. ¢ie'ois olaFsisie ehele
ahelane sca e ecave 4a 6 6 @ © © € 0 t 0 0 0) ¢ ¢:0/ 0 6 64 5 615) oledecele epetenemaherecensmerise 60420478) 66581016) 0) 9/0) 4 68,0) 8140 6.8
* The following additional purposes are suggested for which endowment
is needed:
. The beautifying of the grounds.
The purchase of publications for the library.
Publishing the results of botanical investigations.
Popular botanical publication.
The endowment of a lectureship, or a lecture course.
Botanical illustration for publications and lectures.
The purchase or collection of plants.
Ll
iN)
VANES
es BO te
Sw
s
Pie:
eee
ee
PS
F. ik M. BURRELL
WALTER H, CRITTENDEN ©
te GATES: D. FAHNESTOCK —
~The Brooklyn lustitute of Arts and Sciences
OFFICERS OF THE BOARD
see oF TRUSTEES
eee AUGUSTUS HBALY: 3
First Vice-PresipbENT—FRANK ise BABBOTT.
_ Seconp Vick-Preswent—WALTER H. CRITTENDEN
_ THIRD Vice-PresENtT—EDWARD c BLUM
TREASURER—G. FOSTER SMITH a
i eee es STUTZER :
GOVERNING CommitrTer oF THE BoTANIC
. GA
: 2 ALFRED ae Waite
- EDWIN P. MAYNARD
WILLIAM A. PUTNAM
HERMAN STUTZER !
A. AUGUSTUS HEALY, Ee pice
Bx OFFICIO Mimenes OF THE BOARD
THE MAYOR OF THE CITY OF NEW YORK
THE. PRESIDENT OF THE BOROUGH OF BROOKLYN
THE | COMMISSIONER OF ra BORO ie OF BROOKLYN
JULY, 1919
: EDITED BY
. STUART GAGER-
ee
PUBLISHED QUARTERLY
AT 41 NORTH QUEEN STREET
LANCASTER, PA,
BY THE EE eae INSTITUTE OF ARTS AND SCIENCES
: a ate d d-cl Post-office t Lancaster, Pa.,
ee See ne : under Act ot Ae 24,1912, :
BOTANIC GARDEN STAFF
Dr. C. STUART GAGER, Director
Mr. NORMAN TAYLOR, Curator of Plants
Dr. EDGAR W. OLIVE, Curator of Public Instruction
Dr. O. E. WHITE, Curator of Plant Breeding
Miss ELLEN EDDY SHAW, Curator of Elementary Instruction
Miss RAY SIMPSON, Librarian
Dr. ALFRED GUNDERSEN, Assistant Curator of the Herbarium
Mrs. JEAN A. CROSS WEIS,* Assistant Curator of Elementary
Instruction
Miss BERTHA M, EVES,+ Secretary
Miss PHILURA H. BROWER, Acting Secretary
Mr. HAROLD A. CAPARN, Consulting Landscape Architect
Miss MARY AVERILL, Honorary Curator of Japanese Gardening and
Floral Art
Mr. MONTAGUE FREE, Head Gardener
Mr. FRANK STOLL, Registrar and Custodian of Buildings
Mrs. MARGARET BURDICK, Herbarium Assistant
Miss NAOMI HOWELLS, Laboratory Assistant
Miss HELEN M. SMITH, Library Assistant
‘Mr. LOUIS BUHLE, Photographer
, Garden Aid
Mr. HERMAN KOLSH, Foreman
* On leave of absence during ro1g9, for reconstruction work in France.
+ Deceased, June 4, 1910.
THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
BROOKLYN BOTANIC GARDEN
RECORD
VoL. VIII July, 1919 No. 3
EDUCATIONAL CONFERENCE ON BIOLOGY IN NEW
VWORTSCILY HIGH SCHOOLS
An Educational Conference on Biology in the New York City
High Schools was held under the auspices of the Brooklyn
Botanic Garden at the Laboratory Building, on Friday evening,
April 4, 1919, Dr. C. Stuart Gager, director of the Botanic Gar-
den, presiding. The meeting was the outcome of a symposium
and conference on botanical education in secondary schools on
March 11, under the auspices of the Torrey Botanical Club at
the American Museum of Natural History. The conference was
composed of members of the faculties of Columbia University,
Barnard College, Brooklyn Training School, The Lincoln School
of Teachers’ College, and the scientific staffs of New York
Botanical Garden and Brooklyn Botanic Garden. The speakers
of the evening included Dr. R. A. Rexford, representing Dr. John
L. Tildsley, Associate Superintendent of Schools, in charge of
high schools in New York City, Principals Bogart of Morris
High School (Bronx), Janes of Boys’ High School (Brooklyn),
Low of Erasmus Hall High School (Brooklyn), and Zabriskie
of Washington Irving High School (Manhattan), Principal Den-
bigh of Packer Collegiate Institute (Brooklyn), Dr. Edward A.
Bedford, Teacher of Biology in Stuyvesant High School (Man-
hattan), in charge of a class in method in general science at
Hunter College, Dr. George C. Wood, President, New York As-
95
96
sociation of Biology Teachers, Dr. James E. Peabody, Chair-
man, Committee on Biology, National Educational Association,
Prof. R. A. Harper, Torrey Professor of Botany, Columbia Uni-
versity, and Dr. Otis W. Caldwell, Director of the Lincoln School
of Teachers’ College.
The purpose of the meeting was to secure an expression of
opinion primarily from administrative officials of New York City
High Schools as to the actual and possible value of elementary
biology as a high school subject. The proposed introduction of
courses in general science and community civics in the first year
of New York City High Schools created the possibility of the
elimination or serious curtailment of biolo
It was the unanimous opinion of every speaker that biology,
both in content and in educational discipline, contributes some-
thing essential in the preparation of young men and young women
for citizenship and which is not afforded by any other subject,
and it was the expressed opinion of all of the principals that the
elimination of general biology from the high school course of
study, or its curtailment, would be an educational mistake. All of
the speakers emphasized the necessity of planning a content of
the course so as to make a very intimate and obvious co-relation
with the every-day life of the individual.
The conference is considered by many as the most important
meeting for the consideration of this question that has ever been
held in New York City, and the result was especially significant
in view of a commonly expressed opinion—shown by this confer-
ence to be wholly erroneous—that many if not all of the high
school principals were opposed to the subject of elementary biol-
ogy. The substance of the remarks of the various speakers, based
upon stenographic notes, is given below.
he Chairman: I am very glad indeed to extend a welcome to
each one of you on behalf of the Brooklyn Botanic Garden. I
am not able to extend a welcome to you as an organization, for
we are not met here as an organization, but as a group of indi-
viduals whose common interest is secondary education, and par-
ticularly the place and function, or possible place and function of
otany and general biology in secondary education. Moreover, I
can say nothing in addition to the statement which is on the an-
97
nouncement of the meeting, as to what it is which has brought us
together. We are at the beginning of a new era of reconstruction.
One of the questions for us to consider is: Does biology, espe-
cially as a subject of secondary education in public and private
schools, need reconstruction in any way because of the war?
Has the war brought to light any things which were not brought
to light before the war? That is the problem before us.
The meeting which was held two or three weeks ago, under the
auspices of the Torrey Botanical Club, was for the purpose of
finding out whether biology did need reconstruction. As a result
of the discussion at that meeting, many things were brought to
light. One was that there is a feeling among many teachers, as
well as among those outside the teaching profession, that biology
does need reconstruction as a part of the high school course of
study. The second was that there is considerable pressure brought
to bear to introduce new subjects into the city high schools, and
two subjects were mentioned, namely, general science and com-
munity civics. Then a third thing was brought out, namely, that
these subjects are proposed for the first year of the high school,
and that the first year of the high school has already a full
schedule, and that no more could be introduced unless we elim-
inated, or very greatly curtailed, some subjects there already.
And then, of course, another fact came to light, and that was that
there are a number of persons, some of them in the administra-
tive department of the public school system, who are actually op-
posed to biology in the high school, and have so stated. This, I
think, was a real revelation to many people. And further, there
was a feeling that it would be an advantage to have a discussion,
particularly with those who are in doubt as to whether biology, as
now taught in the high schools, is accomplishing all that it might
accomplish—as much as other subjects are accomplishing. With
that object in mind, it was voted that the Director of the Brook-
lyn Botanic Garden be asked to call a conference for that purpose.
The date of this meeting was set only after an exchange of
letters with Dr. Tildsley, Associate Superintendent of Schools of
New York City, for the purpose of getting a date on which Dr.
Tildsley could be present, as everybody felt that he would un-
doubtedly have something to say which would not only interest
98
us all, but would throw considerable light upon the questions we
are called together to discuss. But I have received a letter from
Dr. Tildsley, at the last moment, in which he states that there is a
business engagement in connection with the Board of Education
which absolutely requires his presence this evening, and he can-
not possibly be here. I therefore take the liberty of reading a
paragraph from his letter to me: ;
“T am not especially for or against’ high school biology. I have seen
some work that impressed me as having great value; I have seen some
work that impressed me as having little value. I think there is no subject
in the high schools taught with such inequality of results.”
That, perhaps, might be a guiding thought in some of the re-
marks of those who are to speak. Dr. Tildsley has asked Mr.
Rexford to speak in his place.
Mr. Rexford: Mr. Chairman. Iam glad to represent Dr. Tilds-
ley. Allow me to read what I have written down. This is what
I think he would say if he were here:
“T do not want to see either biology or general science a ‘required sub-
ject’ at the expense of the other—and | have no fear that such a situation
will exist. Each of these subjects, I believe, should stand on its own feet,
so to speak, as an elective, and should be ‘te tified or condemned by its
accomplishment in giving the child such scientific knowledge as he needs
to know, wants to know, and has a right to know.’*
It is rather an embarrassing position to put a person in, to try
to say, perhaps, what the other man would say. I shall hand Dr.
Tildsley this in the morning, and tell him he said it. I thank
you.
The Chairman: [ think we will agree with Mr. Rexford that
this is a difficult position to put him in. Principal Bogart, or
Morris High School, was one of the first men to agree to be pres-
ent and give us his ideas. Principal Bogart.
Principal Bogart: Mr. Chairman. I have been principal of a
school about sixty-nine days; I have visited a great many classes,
and this is the first thought I formed, and which I want to ex-
press here: In going about among the classes (community civics,
* Note: Mr. Rexford read a statement covering several pages of manu-
script. Matter read was not taken down by the stenographer, and at the
close of the conference Mr. Rexford would leave with the Chairman only
the last paragraph of his statement, as quoted a
99
biology, general science, and hygiene), I have been unable to tell
which subject I was in until I asked (unless I had it on my card),
as I found the teachers and pupils all doing about the same thing.
I came to the conclusion that biology, in our own school, is, in
part, a misnomer, because there is a great deal of civics in it, and
I have come to the conclusion, too, that general science, as far as
I can discover, is not a science at all. I find that general science
seems to be a conglomeration of information, interesting and
amusing, very much like Steele’s “ Fourteen Weeks,” in very in-
teresting form, in very interesting books; I have enjoyed looking
through some eight or ten of these books, and I find them most
attractive, and I know they are attractive to students. Now as
to the value of general science. J am open minded. I have no
prejudices. JI can endorse exactly what Mr. Rexford just said.
I think if I had my way, I should place general science in the last
year of the grammar school. I realize that it is attractive, and
covers the points that the boy is directly interested in, but the
topics are not connected; it does not begin to have the unity that
the biology course has, and, in my opinion, the situation calls not
for the displacement of biology, but for the readjustment of it.
I feel that these four subjects have much matter in common, and
they should be merged and presented in first year science.
know the biology courses differ very much in schools, and still I
think that biology has surely a claim to continue; I, for one, would
vote for its continuation, with some modification.
The Chairman: We are glad to welcome Principal Denbigh, of
the Packer Collegiate Institute, formerly principal of Morris
High School.
Principal Denbigh: Mr. Chairman, Ladies and Gentlemen: The
subject of this evening’s conference really makes me feel young
again, because I can remember fifteen years ago when we threshed
out this same question. The subject of biology was very near
being banished from the New York public schools about that
time, how near, I think, some of us did not know. But it was
finally decided to retain it, and it is my opinion that it is growing
to be a more and more practically taught subject all the time.
Now I think of it to-night in its general relation to education, and
I want to ask you whether I am right or not in believing that,
100
somewhere along the line, in educating children, we lose what is
their naive curiosity when they are little. If you think of them
in their first years, they learn a large number of things. They
want to learn, artd by and by, shortly after they reach us in high
school, that curiosity seems to evaporate, and it becomes very nec-
essary to use a method almost of compulsion. Something is
wrong, and I think we might well learn from the child himself in
this matter of teaching. A good teacher invariably does, and he
works along lines that would interest children. Do not mistake
me in my use of the word “interest.” I do not mean to make the
work soft, and avoid those things which a child ought to do. But
I mean to say that there is a way of teaching that will preserve
the curiosity and interest of a boy or girl, and I think that that
interest and curiosity must be preserved if we are to secure the
best results in our teaching. Ifa student is to enter into his edu-
cational inheritance, as Dr. Butler would put it, he must, of
course, have a training in languages, especially in his own lan-
guage, and as much more as he can get. He must have some
esthetic training. It is only right that his parents should give
him some religious training, and, if his eyes are to be opened, he
must have some scientific training. Huxley said a man without
scientific training was like a man who walks through a picture
gallery, where most of the pictures are turned to the wall. Unless
a man has had some scientific training, he will never know which
of the pictures should be turned the other way. Now to insure
this scientific inheritance, to enable the student to open his eyes
to the world about him, it seems to me there are two or three
fundamental things he should have. In the first place, he must
have an amount of actual knowledge of facts; in the next place,
he must have carefully cultivated a power of observation, and in
the third place, he must have been taught how to draw conclu-
sions from the observations made. These are the three requisites
of any training in science. Now, when I think of the subjects
that we can offer to our students, I can think of no subject
that will enable us to give these fundamentals in as useful, prac-
tical, interesting, and lively a manner as will the subject of ele-
mentary biology, properly taught. And let me say that I think no
subject has been more abused than elementary biology for some
101
reason or other. I believe it is because most of the teachers of
biology have been largely interested in original research, and they
have dissected dog, fish, or what not, for the best part of the
year, so that they come to school with a greater tendency than
other teachers to teach as if they were teaching college students.
This must be most carefully guarded against. Again, I think it
is important where you place the emphasis in teaching biology.
Biology is the science of life—of living things, and you ought,
therefore, to restrict the study of structure to what is absolutely
necessary in order to understand function, placing the emphasis
on function. You ought not to have your students drawing things.
that take them hours and hours to draw. You ought not to have
them peering through the high-powered microscope. I remember
hearing a man from Charleston speak about this course. He
heard two students talking together. ‘How many times a week
do you have biology?” “Well, we have biology three times a
week and laboratory twice.’ Now that description makes exactly
clear what I mean. If the laboratory work has become a drawing
lesson, more than a biology lesson, then its purpose is lost. So
that I say it is the interpretation that is important. It is where
you place the emphasis. I think that elementary biology should
be taught so that it gives a student a chance to understand the
most familiar phenomena in the group of plants. I think it should
lead on to an understanding of the most familiar functions of
animal life, with a slightly more intensive understanding of two
or three type-forms of animals, all with the purpose of leading
up to some very practical, useful work in physiology and hygiene.
And then I think you should teach the subject so as to give all
possible elementary scientific training. The power of observation
should be cultivated, and what is just as important, the power of
interpretation, and the power of expression, both oral and written.
If there is one subject more than another that will tend to exact
descriptions, surely that subject must be science. If there is one
subject in which a description should be clear, surely that sub-
ject is science. If thought is clear, description will be clear, and
if description is not clear, it is almost certain that the thought is
not clear. But why elementary biology? I should say because it
gives us vitally important information, combined with what is
102
best in science training. General science will not carry over into
the life of the student so much that is practical and related to
everyday life as elementary biology will. I am rejoiced to hear
Mr. Bogart say that he cannot tell which subject they are teach-
ing in the different classes. That shows that something has been
found that is extremely useful. It is useful that the student
should have some knowledge of himself; it is useful that he
should have an elementary knowledge of what constitutes a dan-
ger when a wound is not properly dressed; that he should have a
little knowledge of the commonest kind of first aid; that he should
understand the danger of flies and mosquitoes; that he should
know how to find out whether water is impure, or whether milk
has dangerous bacteria in it. He ought to know something about
ventilation. We see that this subject of biology has a very prac-
tical value. I think that if the war has taught us anything, it
surely has taught us that we ought to make practical the work of
the public schools, and all other schools, and if there is a subject
that is more closely related to the life of men and women of to-day
than elementary biology, I do not know what it is; if there is a
subject that is more important to the American people to-day
than the preservation of good health, I do not know what it is.
And those statistics that we read with so much astonishment, of
the men rejected under the provisions of the late draft, are con-
firmation of its importance. Let your algebra go, if need be, but
keep your elementary biology. Keep your elementary biology
the first year, if possible; if not, keep it for the second, but do
not let it be postponed later than that, for in these two years the
bulk of your students come and
The Chairman: | cannot refrain from calling attention to one
point which Mr. Denbigh made; I think it is of vital importance,
and that is the necessity, in preparation for teaching in secondary
schools, of knowing something besides the subject which one is
going to teach. Mr. Denbigh also touched upon another point
which could be expanded with great profit, and that is that this
problem can never be settled solely on the basis of personal opin-
ion, but only in the light of general principles of education, of
which this problem of biology is only one small phase.
The next speaker is Principal Janes, of Boys’ High School,
Brooklyn.
103
Principal Janes: Mr. Chairman: Biology has value on several
grounds. We might speak of its cultural value, its economic
value, and its disciplinary value, but I will confine myself to one,
that is to say its physiological value.
There has been much talk recently of reconstruction, not only
of cities, towns and homes, but also of industry, government,
church and education. While it is no doubt necessary that this
reconstruction take place, and while it is essential that there be a
rebuilding along all lines, it by no means follows that all that has
been done in the past has been of no avail. Change there must
be in order to meet present and future requirements, but that
change does not necessarily call for “scrapping” all that has
been done in the past. It seems to be the thought of many that
whatever has been is, on that account, wrong. e should pre-
pare ourselves for changes, but let us have no hysteria about it.
Let us save out of the past that which has been good, and make
better that which is capable of improvement. But in general it
is agreed that our school work must be made more immediately
and ultimately practical, and must touch the pupil’s life closely.
It must appeal to his interest. In my estimation biology has ac-
complished just this thing.
A questionnaire was recently filled out by several hundred third
term boys in Boys’ High School, in which the question was asked,
“Which first year subject did you like best?”’; the answer in the
majority of cases was “ Biology.” Another question was, “ What
part of Biology did you like best?”, and again the answer was,
“That part which deals with the human body.” If this question-
naire tells us the truth of the case, and I believe it does, it be-
comes evidence which is strongly in favor of biology. It appeals
to, and has its interest for, the pupil.
As to the practical need for the study of physiology, you
hardly need be reminded of the thirty per cent. of drafted men
who were rejected, and of the fact that eighty per cent. of pupils
in public schools suffer from eye, ear, or throat trouble. To offset
this condition is a duty which the public schools cannot escape.
The young of our nation must have a knowledge of the relation
of foods to physical efficiency, of the necessity for the regulation
of personal habits, causes and prevention of disease, and of the
104
importance of foods that are pure and medicines that are safe. |
Pure food laws on our statute books will have no value unless
they are backed by public opinion. This can be brought about
best through the schools. Propaganda for cleanliness of homes
and city is best promulgated through the medium of our school
children. If Biology taught nothing else than physiology, it would
amply justify itself.
The Chairman: It begins to look almost as though some ex-
planation were necessary from the Chairman of the meeting. It
looks as though the cards were stacked. I wish to state that these
gentlemen on the program were asked to speak, without the
slightest knowledge of whether they were for, or against, biology.
The next speaker will be Principal Low, of Erasmus Hall High
School, Brooklyn.
Principal Low: Mr. Chairman: Like some of the gentlemen
who have spoken before me, I claim to know nothing of biology.
I could continue that confession of ignorance beyond where they
did, but it is sufficient to limit it to biology. However, I feel in
Erasmus Hall that I know what subject is being taught in the
class that I go into. I did not come down here to-night to give
my own personal view of biology. It seemed to me that it was
wiser to present to you the results of similar conferences I have
attended, and perhaps to discuss some of the points I have learned
from others. I considered that if I asked the students of the first
year whether they liked biology or not I would get genuine an-
swers, but, in many cases, the liking would depend on the teacher
more than on the subject, and more than that, a popular teacher
might not be the best teacher. I asked it of the senior class, four
years beyond the time where they had taken biology, and this
answer is, I think, rather interesting: Out of 170 students, there
were 61 boys and 109 girls. Now of the boys, looking back over
their four years to find out whether they thought biology of value,
I got this result ; 52 said yes and 9 said no. Of the girls, 80 said
yes and 29 no. A very much larger proportion of girls than of
boys disapproved of the subject, either in the first year, or in the
curriculum at all, and when I spoke to one of the biology teach-
ers about it, she said, “ Yes, I have always noticed that.” The net
result of the vote is this: 132, all told, declared for biology, and
105
38 against it. Several of those who declared against it said they
did not remember a thing about it, not one solitary thing, and if
that is so regarding biology, it seems to me it would be a minus
quantity if we applied it to general science. I want to read two
answers that I got from two of my students. One young lady
thought biology a useful and essential study for all schools because
“One can never get away from food and flowers.” I hope her
good fortune will continue. And the other one, with entire frank-
ness, said this: “ Biology—I am afriad I did not derive much
benefit from that subject, because the only thing I can remember
is drawing a fish, and I cannot see what good that did me.”
The record of percentages of failures in seven subjects in
Erasmus Hall High School from four consecutive terms (1917-
1919) was as follows: French, 48.3 per cent.; Mathematics, 40.6
per cent.; Spanish, 38.5 per cent.; German, 32.5 per cent. ; Latin,
31.4 per cent.; Science, 24.4 per cent.; English, 13 per cent. From
these figures it would seem that ‘ne percentage of failures in
Science (including Biology), is less than in mathematics and
languages (5 subjects), and only second to English.
Now, that is not the only measure I took. I sent a notice
around the school saying: “If you were a ‘class teacher’ of a
biology class within the last year, please tell me what you think
of the value of biology. This is not to be answered by biology
teachers.” As a result of this, I got answers from teachers of
the following subjects: English, Mathematics, History, French,
Stenography, and Spanish, everyone a class teacher, and many of
a class which, of course, took biology. The interesting thing was
that there was not a single one of those teachers who was not
enthusiastic about the study of biology, and I want, if you will
allow me, to read you a few of their statements: |
“Tts facts and purposes are fundamental to all social and edu-
cational development, and it should be a required subject.”
“Valuable for its emphasis on the value of human life, and,
therefore a direct help towards civic betterment and human im-
provement.” :
“Teaches valuable habits of personal care and is a fine intro-
duction to the study of science.
“A vital subject for my students. Those who do not like it
106
always do poor work in everything. Many like it who do poor
work in everything.”
“I do not want my own children ignorant of the fundamental
principles of life beyond the age of 14. It has increased the in-
terest in agriculture.”
“Valuable practical results in personal cleanliness, care of
health and interest in outdoor life. Its sanitary effect is marked.”
“Practical value in teaching food values.
“Biology the most practical study in the high school.”
“More interest and enthusiasm about biology than about any
other one subject.
“Children uniformly interested. Particularly valuable for a
city child. Valuable exercises in gathering and organizing ma-
terial.”
“Tor the past year I have been very closely in touch with a
first year class. During that time I have been increasingly im-
pressed with what Biology is doing for the children. They learn
a lot about things they ought to know and would not get in any
other way, and they learn in a scientific manner. There is no sub-
ject that they talk so much about as Biology. I feel that Biology
is the most valuable and vital subject of the first year in the
High School.”
“T have a very strong feeling that Biology is an extremely im-
portant subject. It forms the foundation of all health studies,
prepares the way for later applied sciences including cooking,
and is of practical value in many other ways. From the purely
educational viewpoint, when properly taught, it does more to open
the eyes of pupils, to cultivate the power of observation, and
stimulate the desire for investigation, than any other course in the
school. Besides this, it has a deep significance in its relation to
and explanation of the deeper spiritual problem of life. People
are daily becoming more concerned in these problems, and we
shall not be doing our duty by future generations, if we fail to
supply the knowledge that furnished a partial solution of the
meaning of life. In addition to this, Biology properly taught
has a moralizing and spiritualizing influence by its very nature.
Whenever it hasn’t such an influence the fault is in the teaching,
not in the subject.”
107
The Chairman: Principal Zabriskie, of the Washington Irving
High School, intended to be present, but writes me under date of
March 26, that it will be impossible for him to do so, and says:
“T am sending these few words to express my unreserved ap-
proval of the value of biology as a high school subject. Frankly,
I am surprised at the statement made that biology ‘does not func-
tion.’ I assume the phrase is meant to convey the thought that it
has little actual bearing upon the lives of students. If this is so,
the criticism is rather one upon the method of instruction than
upon the study itself, for I believe the subject of biology is one
of the most important means for the development of correct
habits of hygienic living and of civic responsibility.”
I have asked, outside of the administrative officers of the school
system, three speakers from among the teaching body. I thought
it was no more than courteous that the President of the Biology
Teachers’ Association should have an opportunity to speak on
behalf of the teachers, and I have asked Dr. Bedford to speak
because he is conducting a teachers’ class in General Science at
Hunter College.
Dr. Bedford: Mr. Chairman, Ladies and Gentlemen: I am
heartily in favor of biology in high schools, but doubt whether it
should be the introductory course. In discussing high school work
the needs of biology or of any special science deserves no con-
sideration ; the only consideration is that of the need of the pupil.
We must deliberate as teachers, not as scientists.
The pupil at the ninth year has reached a stage in which he is
not ready for the generalizations of the special sciences, but 7s
ready for an explanation of the common things about him which
demand what we call a scientific explanation. He is at the very
crest of the wave of inquiry or curiosity, and now has the ability
to appreciate the meaning of things. He is interested in his en-
vironment as a whole. The painstaking working out of details
for the sake of development of principles does not appeal to him
at this time.
Biology as a first year science has been successful just to the
extent that it has ceased to be specifically biological and has be-
come more of a study of the environment. Every biology teacher
will tell you that the biology offered in the first year course to-day
108
cannot be compared with such courses offered fifteen or twenty
years ago. Is it because it has become more biological? No.
is because the teaching of biological principles has ceased to be
the center of the course, and the course has so changed that the
pupils’ interests have become more nearly that center.
Some of the most successful courses have so broadened that
while they are called biology courses, they are really general
science with emphasis upon the biological phases of the environ-
ment. This is trending in the right direction, but should we stop
here? If the pupils’ interests were confined to the biological
phases of their environment, then we have reached our goal in
the development of the first year science course. But the pupils
are interested in the common things about them, regardless of
whether they are biological, physical, chemical, astronomical, or
physiographical. In fact, many of the things in which they are
interested may borrow from a number of these aspects of natural
science.
To restrict the pupils to any one phase of their environment—
whether biological, physical, or chemical—violates their interest
and the spirit of introductory science. Large numbers of pupils
leave high school at the end of the first year. They need the gen-
eral view of their environment, rather than the restricted view of
the special science.
The aims of introductory science may be condensed as follows:
First, to put the pupil in possession of certain fundamental facts
concerning his environment which may incidentally form a basis
for future science work, but, what is more important now, give
him an explanation of “aie everyday activities and furnish him
with a fund of usable facts gained by the only true process of
learning. Second (and even more important than the first, since
the first depends upon it), to encourage and develop the spirit of
inquiry—of wanting to know how things happen. Also to cul-
tivate the essentials of scientific thinking, the attitude of inde-
pendent judgment, of openmindedness and of reliance upon facts.
These aims cannot be accomplished if pupils are carefully kept
in one pigeon hole.
Does this broader, introductory course eliminate biology from
the first year? Ask the biology teacher of first year pupils what
109
biological facts he expects his pupils to have mastered by the
end of the year. You will find that every up-to-date course in
general science includes practically all of this material linked up
vitally with their general knowledge, so that it is better under-
stood than if studied from the biological viewpoint alone.
Does the introduction of the broader course in the first year
mean the cutting out of biology, with the exception of such as is
included in this first year course? Emphatically it does not. Hav-
ing had general science the first year, pupils will have a basis for
a sane election of the mere specialized phases of science. Pupils
will take biology because they want it. Teachers who have been
teaching biology to all comers cannot realize the joy of working
with such classes.
In the Stuyvesant High School every boy who can possibly get
biology on his program is taking it. Five years ago there was no
biology in the school; now approximately two hundred seniors
are carrying on the work, although with all the required shop
work there is probably no school in the city where there is less
freedom of election. Fear that biology will drop out, if made
elective in the upper years, is an admission of doubt as to its
lue.
Will there be an opportunity for pupils to elect it? There is a
tendency to make the specific subjects above the first year elective
to a very great extent. I advocate that two sciences (laboratory )
be required as a minimum after the required introductory science.
Of course this will not prevent a pupil from taking more. All
the advanced science courses will receive added life from the
introductory year of general science.
The science curriculum of the entire twelve grades must be
overhauled. If properly organized, the Nature Study carried on
in the grades will contribute directly to the science work of the
high school. This will be especially true of the work in biology.
The first year of high school or the last year of junior high school
is a transition period from Nature Study point of view to the
more strictly science courses of the upper years of the high school.
Altogether, with the rejuvenation of the Nature Study of the
grades, the biology content of the introductory or general science
courses of the first year of the high school, and the real biology
110
courses of the upper years of the high school, biology is to re-
ceive, in the system of public education, greater recognition than
ever before.
The Chairman: The next speaker is Dr. George C. Wood,
President of the New York Association of Biology Teachers.
Dr. Wood: I am to speak not as the representative or mouth-
piece of the Association of Biology Teachers, but as an individual
teacher of science who is now experiencing the new sensation of
a gradual transition from one science to another. I say this be-
cause, so far as I have been able to observe, the sentiment of the
Association has not yet been crystallized and I cannot, therefore,
bring to you its convictions upon the subject before us this
evenin
We are met to discuss the present tendencies relative to the
teaching of biology in our high schools. There is a feeling among
some of us that Biology is in serious danger of being crowded out
of the curriculum to make way for General Science and possibly
Community Civics. There apparently is some foundation for this
feeling, but I am not so sure that the danger is as real as it seems.
The outside criticism (and by this I mean the criticism of the
average citizen, and if I may be permitted to say it, the average
high school principal, and some of the members of the Board of
Superintendents are included in this group) is largely from those
who harp upon one string, namely, that Biology does not interest
the average high school pupil, and therefore it does not make
good. To this 1 immediately reply that I would like to know if
there is any subject in the curriculum of the first year of the high
school over which the average ptipil waxes exuberant. I know
of none, but I do know that the excessive mortality—that is the
failures—is never laid at the door of biology. The languages and
the mathematics are responsible for the greatest number of fail-
ures. Do students as a rule fail in the subjects which they dearly
love? To admit or accept this charge of a lack of interest at once
brings in its train the logical conclusion that all the subjects of
the first year must go, because the average pupil is not interested
in them. No, the crux of the matter is not in the lack of interest
in the subject. The real test of the value of biology, aside from
its interest-giving qualities, which I claim are as great if not
111
greater than in any other first year subject—the real test, I say,
is this: Does Biology give the average pupil what he needs to
help him in adapting himself to the necessities of his environ-
ment, and does it teach him to act in the bettering of that environ-
ment? To this question I would most emphatically answer
“Yes.” Biology does do these things and does them well, and
moreover, does them far better than any other first year subject.
Especially is this so since the remarkable change in front in biol-
ogy which has occurred during the last 15 years, a change from
the purely disciplinary viewpoint to that of the conservation of
the individual and of the race. This now seems to be the chief
claim of biology for just consideration, and this claim alone
should make its place secure in the school curriculum. But I
sometimes wonder, if this gradual change of front has not weak-
ened, rather than stregnthened the case of biology, in view of the
present unexpected developments, such as the new Physical
Training law, the required hygiene work in all schools, and the
development of General Science. The belief seems to have gained
credence that, since biology has given itself so unreservedly to the
work of hygiene in order to secure its present position now, under
the new conditions, this work can as well be done by other agen-
cies, and biology can be removed from the course of study. The
answer to this is final—no other agency is as fitted or prepared to
present the problems of hygiene to the first year high school
pupil. The teacher of biology is prepared to do this work and it
will never succeed under any other guidance. I am, therefore,
convinced that no attempt to eliminate the teacher of biology as.
a trusted guide in matters of hygiene will ever be successful, pro-
vided the common sense of the public can be properly aroused,
and as long as the teacher of biology keeps before him, as the core
of his teaching, the health, well being, efficiency, and happiness.
of the individual child. . . . Now as to my conclusions.
(1) Biology as a science should not be eliminated, and must
not be eliminated from our high schools.
(2) The problem of teaching the principles of hygiene can
well be solved by including them in a course in general science.
(3) A course in general science should be taught by the teach-
ers in biology.
112
(4) A real course in biology, with a standing as a science on
a par with Physics and Chemistry, should be put in the second
year of the high school course. In Commercial High School, I
have been able to have such a course, with commercial emphasis,
placed in the third year.
(5) There should be a full sequence of sciences in the high
school through the four years—General Science or its equivalent,
Biology, Chemistry, and Physics.
The Chairman: The next speaker will be Dr. James E. Pea-
body, Chairman of the Committee on Biology of the National
Educational Association.
Status oF BIoLoGy IN THE HicH ScHOooLs oF NEw York CIty
Mr. Chairman, Ladies and Gentlemen: Most of us biology
teachers have, I think, experienced during the last twelve months
three distinct “shell shocks” as a result of the activities of
“ Headquarters” at 59th Street. The first came in the form of a
brief item that appeared on one of the pages of the New York
Times last May. There we read that General Science and Com-
munity Civics were to be introduced into the first year of the high
school course. Only one conclusion seemed possible—namely,
that biology was to be replaced by these new subjects. So far as
I know, none of the high school principals were consulted as to
the advisability of this revolutionary change. Certain it is that
our Association was not called into conference. If general science
is to be substituted for biology, the job must be ours, for no
other group of teachers has the training or experience for under-
‘taking this piece of work. When I talked with Dr. Tildsley
about this matter, I learned that the three subjects (biology,
general science, and community civics) were all to be made avail-
able for first year students, and that then it was to be “a struggle
for existence and the survival of the fittest.” a
The second “shell shock” was experienced at a meeting of the
high school principals. I was invited to be present and to give a
Teport of the Washington confer ence, and to give my ideas rela-
tive to ‘general science. During the conference Dr. Tildsley made
the s surprising statement that for sixty per cent. of first year stu-
dents biology did not function. When asked to state the source
—_—
113
of his information, he replied that he formed his judgment from
debates he heard while Principal of the High School of Com-
re.
The latest “shell shock” comes with the appearance of the
“Temporary Outline for Community Civics.” I have gone over
each of the 45 main topics in this syllabus and have called Dr.
Tildsley’s attention to the fact that at least twenty of these sub-
divisions can be taught by biology teachers better than by any
other instructors. Surely this is something of a tribute to a de-
cadent and non-functional subject!
I wish now to raise three questions and to state briefly my
answer to each.
First—Is it true that biology has not and is not making good
in our high schools? In order to determine from students them-
selves their opinions relative to the content of the biology course,
I have conducted several distinct questionnaires and have care-
fully tabulated and compared the results. The first series of
figures were obtained in January, 1915, in preparation for a paper
given at the Cincinnati meeting of the N. E. A. Department of
Superintendence. All the first year students in the Morris High
School and in the High Schools of Mount Vernon, New Rochelle,
Yonkers, and White Plains were asked to state which of their
four prepared subjects was easiest, which was hardest, which
they liked best, and which they liked least. Two subsequent ques-
-tionnaires were tabulated last year, and I have the figures from
more than half the high schools in which, during the past month,
all those who had completed a year of science in January were
asked to record their judgments relative to their first year sub-
jects. A summary of the results of these questionnaires is given
on pages that follow.
Dr, Tildsley, in his letter of acceptance to Dr. Gager—a letter
which the Associate Superintendent asked me to read—makes this
statement: “I am not especially for or against high school biol-
ogy. I have seen some work that impressed me as having great
value; I have seen a great deal of work that impressed me as
having little value. I think there is no subject in the high schools
taught with more inequality of results.”
Since Dr. Tildsley, from debates heard in the High School of
114
Commerce, formed his judgment that “for 60 per cent. of first
year students biology does not function,” I believe he might be
influenced to alter this judgment after a study of the question-
naires to which I have referred. The answer papers of over
4,500 boys and girls apparently show that no subject in the cur-
riculum is taught with Jess inequality of results (e. g., the per
cents. of those liking biology best in 1915, 1918, 1919, show a
range of only 2 per cent., while the percentages in English show
a divergence of Io per cent.).
The second question I wish to discuss is this—“Is general
science, as organized at present, better adapted than biology to
the needs and interests of first year students in the high school?”
In the preliminary report of our N. E. A. Committee, published
in 1914, and in the revised report of 1916, we unanimously
recommend that at least two years of elementary science should
be possible for every boy and girl. We urged that the interesting
facts of general science should be taught in the seventh and eighth
grades, and that biology be studied in the first year of the high
school. The growing demand for the Junior High School in our
judgment makes such a curriculum possible and most desirable.
The Washington conference, and the final report of the Science
Committee of the N. E. A., which is soon to appear, specially em-
phasizes this plan.
Principal Clark, of the Flushing High School, has so well ex-
pressed my feeling relative to general science that I beg leave to
read one paragraph from his letter. “My principal objection to
general science is that it is so general that it does not go into any
one subject with sufficient thoroughness. Biology has been taught
so long that there is a definite content. Pupils do derive from it
considerable benefit in investigation, experimentation, and the
drawing of conclusions.” May I add that it seems to me far more
difficult to carry on real laboratory work in large classes in a gen-
eral science course than it is in biology, and that for me any
science course that doles out mere text-book information, how-
ever interesting it may be, is badly oUt if christened as
high school science.
I come now to my third and final question—*“ Will the sug-
gested syllabus in community civics appeal strongly to first year
115
students and combat the growing perils of Bolshevism in our
midst ?”—for these I am informed are the reasons for intro-
ducing this subject. Turning to the civics syllabus itself, I hum-
bly ask 1f 14-year-old students are likely to be carried away with
enthusiasm in discussing such topics as the following: tax budget,
sources of revenue, assessment, apportionment of funds, control
of city finances, city ordinances, origination of bills in the state
legislature, and a good many other topics of like nature that I
might quote. I am reliably informed that this subject is being
admirably taught in a few of the schools by well trained and
enthusiastic teachers, but I cannot help wondering if they are
sticking close to their syllabus.
In the desire to learn, if possible, what kind of science material
would be likely to “function” best in the first year of the high
school, the teachers in the biology classes in the Morris High
School made an investigation in their own classes. Students were
asked to put down on paper a list of the topics they would like to
study in a course in elementary science. One of the teachers,
for example, introduced the subject as follows:
“We are thinking of changing our course in Biology in such a
way as to make it more beneficial to you. Heretofore, the first
year science dealt with living things only, now, we intend to
broaden out, if necessary, and include any topic that will help you
to adapt yourself to your environment. To help us formulate the
new course we have come to you for advice. What topics do you
think ought to be included? Why? Keep in mind that the topics
you suggest need not necessarily be topics that are biological;
for example, they may be stars, the weather, automobiles, and the
like.”
Anther teacher went so far as to copy on the board a list of
topics from the table of contents of one of the best books on gen-
eral science. Over one thousand topics were written and were
tabulated in four groups, with the following results :
ENGtROMOMMGALMETOPIGS: \yi- csc esse tues (124) 13 per cent.
Rhy sicalmtopiGsermscrtran crs: css st ess cues. (251) 26 per cent.
ShemicalBta pics eres cic se5 eae a ek ( 88) 6 per cent.
Biolopicaletopicsmtrr css a.00 See eres ae (559) 55 per cent.
If these answers mean anything they would seem to imply that
116
the boys and girls, in Morris High School at least, believe that
biological subjects come closest to their everyday interests.
GENERAL CONCLUSIONS RELATIVE To Frrst YEAR SCIENCE
1. The unprejudiced judgments of a majority of our High
School Principals declare that our present courses in first year
biology have been and are making good. Dr. Low’s statement
relative to the opinions of seniors in Erasmus Hall High School,
and of teachers of all the subjects other than biology, confirms
this judgment in a very striking manner.
2. The anonymous opinions of nearly five thousand students
who have taken the biological courses—opinions gathered from
four questionnaires in 1915, 1918, and in 1919 in many different
high schools—show that the boys and girls themselves believe
that biology as taught at present is at least next to English the
most popular and useful course of the first year.
3. While it is probably true that some of the topics rather
technical in nature (e. g., details of anatomy, physiology, and
microscopical structure of living things), might well be displaced
to rather a large extent in some schools by topics of a more gen-
eral character (e. g., gas stoves, electric bells, phonographs, and
other practical appliances in the home), the larger majority of
the subjects discussed should still be those of a biological nature.
4. Every questionnaire tabulated shows that boys and girls be-
lieve that the human biology is the most important part of the
course. Every topic, therefore, which is introduced into the first
year science might well be challenged as to its relation to human
welfare. This is especially true in view of the large number of
rejections by draft boards due to physical disability.
5. Since most of the topics that appeal to first year students
listed in community civics are at present being taught in biology,
the two subjects should be merged into one, and the resulting com-
bination course in elementary science and civics should be taught
at least in cooperation with biology teachers, and should be re-
quired of every student in all courses.
The Chairman: Principal Rainey expected at first to be present,
but told me later, before the program was completed, that he
would be unable to be here. He writes: “we intend to teach biol-
ogy under the name of ‘general science.’ ”
117
I always think it is a good thing to get the views of someone
who can see from a greater distance, and thus get a truer per-
spective, than those can who are right in the work every day. A
university professor is right in the work of biology every day,
but is not in the work of teaching a high school student, and,
therefore, there are certain problems that he can see at a truer
angle. Professor Harper, of Columbia University, will now
speak.
Professor Harper: What has been said with reference to the
practical significance of biology, with reference to the individual,
his life, health, his home life, all that I believe in most thoroughly
and heartily. Its importance cannot be overestimated; its im-
portance has not been unrecognized by us teachers. To make our
work of immediate practical value is an aim that we cannot over-
estimate in its importance; but that the practical is inconsistent
with the ultimately practical, that that which is practical to-day
may not be best for long in the future, is not, it seems to me, so
absolutely clear. And so I want to say I believe that school teach-
ers, whether in the university, or high school, or grades, or kin-
dergarten, must remember that the most we realize about men,
boys, women, and girls is that they are nothing but animals with
an ambition to become understanding animals; with the power
that comes with knowledge. Knowledge may interpret itself; it
is power; it is the thing that gives the grown man the greatest
pride in himself; the boy the greatest pride in himself; the girl
the greatest pride in herself. It is not what he knows, what he
understands, that he respects himself for. That does not mean
that we have to eat and live in associations or organizations,
under great difficulty with mixed desires, opinions and theories
and all that. The function of the lowest animals is to administer
to this side a the being. In ministering to this side of our many-
sided make up, I believe that many of the other things will be
added unto us, also things of more immediate significance. The
knowing, the understanding, is the power, after all, that places
the man in business, that places the inventor, that places the
scholar ; it is the thing that counts. We are becoming every day.
more convinced of the highest capacities of human life. Do not
let us be afraid of science itself. It is our own product. The
118
science of botany and of biology, as it is to-day, is the best that
the human intellect can get out of itself, and that the child is not
capable of beginning to appreciate that, I can hardly admit, al-
though I am far from immediate contact with children. The
child, it seems to me, demands leadership. The child, after all,
comes to its teacher not merely to express itself, but to get an
opportunity to do something better, to be led into something
more entertaining, more interesting than it can itself achieve, and
we do not need to be afraid if we know our biology, 1 am sure,
of taking the child with us into the knowledge we have, as far as
we can, assuming that he does want to be led and instructed with
the best that we have. The great difficulty I most feel with our
teaching, and especially with university teaching, is that we are
not enough devoted to the subject. We feel that we have got to
adopt the argument of the other man to defend it. We do not
feel sure enough of it so that the subject dominates all our own
work. I cannot conceive that a teacher can be thoroughly suc-
cessful who is more interested in the pupil than he is in the sub-
ject, because I feel if he is more interested in the pupil than he is
in the subject, if he is more concerned in taking the viewpoint of
the pupil than the subject, what has he for the pupil? Nothing
new. The pupil comes to the teacher with his own viewpoint;
he has the right to expect of the teacher that he will meet there
a person with something exceptional that he has not worked up to.
What object should we have? To inspire them, to show them by
our example that we believe actually that a person who devotes
himself to digging down into a knowledge of the fundamentals
of life, will make himself happy. If we can impress that on our
pupils, even the little foreigners that so many of us come in con-
tact with, I believe that we shall overcome any difficulty in main-
taining their interest in their school work.
And I want to say one more thing, and with that I am through.
I do not admit at all what the newspapers prove to us every once
in a while about the grades, even in the high schools, not being
able to spell, and that modern education is vastly inferior to the
old-time district school. The boy that goes through high school
now receives an education that is quite comparable to that which
his grandfather got in college. Laboratory equipment is avail-
119
able now in all our important city high schools, and the education
obtained there is vastly superior to that obtained in our universi-
ties not so very long ago. We are going ahead. We have been
going ahead in the right direction. We know that our world is
in a crisis that demands all kinds of biological knowledge until it
can get its head level again. We must, for example, have the
correct idea of evolution in place of the false ideas of evolution
that have been partly responsible for making such havoc in the
last few years.
The Chairman: [ should be very glad indeed to have any ques-
tions asked, or any brief remarks made, and I am going to take
the liberty, without consulting him in advance, of asking Pro-
fessor Caldwell if he has anything to say in relation to this subject.
Professor Caldwell: Mr. Chairman: When one more year has
passed, it will be twenty-five years since I first taught high school.
I have never been in a school since that time, of any sort, high
school, university, college, or normal school, in which I did not
have some relation to the teaching of biology. That is an evi-
dence of the extent to which I believe in that subject. I believe in
it thoroughly. If, however, we had time (as we have not), there
are two or three questions which it seems to me it would be
profitable for us to raise concerning this situation. It is about
fourteen years since you, here in New York, were called upon to
make a statement for your administrative officers concerning
the place of biology in the public high school. At about that same
time others interested in the whole science program, as you were,
were making other statistics to try to find out if there was any
more efficient way of teaching our science than we then had. I
visited in one year, thirteen years ago, twenty-two schools in
which experiments were being tried out in general science. I
made careful records, and saw enough to make me think that it
was perhaps wise to make further experiments in the reorganiza-
tion of elementary science teaching, so as to secure a more ef-
fective teaching of it. As I said before, there were at least
twenty-two schools which I visited, and all of these seemed to
have but one view, that of trying to make science more valuable
to the pupil, and that was the most commendable thing about it.
It has been particularly interesting to me to hear the discussions
120
at these two meetings which I have attended, in which the chief
Opposition to such experiments have come from those who have
not attempted to work out the problem. That is something we
ought to think about. I believe in biology, and I should regard it
as a most serious thing if any administration were to try to work
out a course of study without it.
The Chairman: There are two or three things which I think we
should all keep in mind in the discussion of any question bearing
upon Secondary Education. The first point I wish to refer to is
the demand for making education practical. This seems to me to
come more and more, not from inside the schools, not from pro-
fessional men, but from business men, and as commonly used, the
word “practical” means that we should teach pupils something
they can use in commercial business. I need only refer to the
demands for commercial arithmetic, business English, commer-
cial geography, such purely occupational subjects as bookkeeping
and stenography, and many other subjects. It seems to be lost
sight of entirely that some will enter the professions of law ; some
medicine; some the ministry ; and some of our high school grad-
uates are going to become teachers, or authors, or historians, or
scientists. We are apt to lose sight of these things, but they
should always be kept clearly in mind when we discuss the ques-
tion of making education practical.
My second and final point seems to me exceedingly important.
Almost all the speakers here this evening have laid emphasis upon
the content of the course of study. I would like to emphasize the
fact that it is not so important what information you give to the
student, as it is that you bring before him as many as feasible
of the various subjects in which one may become interested, for
the purpose of enabling the pupil, early in life, to find out what
that one thing is which interests him more than anything else; to
help him to ascertain that which will prove to be his major interest
in life. There are many persons who never discover that until
too late, and yet it is the most essential element in success. It is
important, therefore, to arrange our course of study with that in
view.
The Brooklyn Botanic Garden was established in order that it
might be helpful in the work of primary and secondary, as well
121
as advanced education in the City of Greater New York. I am
sure that we shall be highly gratified if the outcome of this con-
ference shall prove to be a positive, substantial contribution to
this cause.
STATEMENTS OF HIGH SCHOOL PRINCIPALS AS TO
THE VALUE OF GENERAL BIOLOGY IN THE
HIGH SCHOOLS OF GREATER NEW YORK
In order to secure a full canvass of the opinion of High School
Principals of Greater New York as to the value of General Biol-
ogy, a letter was sent to all principals not present at the Confer-
ence on April 4, reading in part as follows:
“It has been generally reported that the majority of high
school principals are either hostile or indifferent to the inclusion
of elementary biology as a required subject in the high schools of
Greater New York. The opinions expressed last Friday evening
raise a grave doubt as to the accuracy of such an opinion and
there is a considerable body of individuals, having no official con-
nection whatever with the public school system of the City, who
are very earnestly interested in the status of elementary biology
as a high school study.
“These are the individuals at whose suggestion the undersigned
called the conference at the Botanic Garden, and it has been sug-
gested to me as a further step that it would be an advantage to
secure a brief expression of opinion from all the high school prin-
cipals who were not present Friday evening.
“If you are willing to give me such a brief statement, I will
very greatly appreciate it, and I believe that the result of such a
canvassing of opinion will not only be appreciated by a large
number of persons, but will help to arrive at a correct under-
standing of the situation, and will tend to help toward the most
desirable solution of a problem which now-appears to be before
the Associate Superintendent of Schools for decision and final
action.
“The questions on which your Opies is asked, may be worded
gua as follows:
. Do you consider that elementary biology as now taught in
122
the New York City High Schools contributes essential informa-
tion and educational discipline, and that it is fulfilling this func-
nop as satisfactorily as other high school subjects?
o you believe it would be desirable or otherwise to have
Sarees biology eliminated or greatly curtailed as now taught in
the high schools?
“T would very greatly appreciate your perfectly frank reply at
as early a date as convenient.”
Fifteen letters were sent and ten replies were received. The
following quotations are from the replies:
“T believe that elementary biology as now taught in the Evander
Childs High School contributes essential information and educa-
tional discipline, and is fulfilling its function as satisfactorily as
other high school subjects. I do not believe it is desirable to
have general biology eliminated or greatly curtailed. This does
not mean, however, that I think biology should be put upon the
list of required subjects, if mathematics and language are to be
elective. That is to say, there is no reason why biology should
be especially required if it is the general custom to have the high
school subjects elective. The present difficulty arises from the
new State Law which requires civics in the first two years. I
believe strongly in the value of mathematics and of a foreign lan-
guage, as well as of biology. You will see, then, that the real dif-
ficulty is not with men who are opposed to biology in itself, but
with those who do not know which of the subjects it is wisest to
curtail, provided additional work must be brought in.”—Gulbert
S. Blakely, Evander Childs H. S.
“T have no complaint to make of the teaching of biology in this
school. I have seen many changes introduced in subject matter
which I believe are for the good of the pupils. I know also from
testimonials given by the pupils themselves that they regard the
work as interesting and valuable.’.—William L. Felter, The
Gols Ef. S.
“My own position is that General Science should be a subject
of the first year of high school. It should, however, include much
of direct practical value from human physiology and hygiene,
and the laws of nutrition and growth in both plant and animal
kingdoms, now taught in the course of Biology. Biology as a spe-
123
cific subject should be offered as an elective in the second year
and thereafter, preferably in the form of several courses looking
to practical and professional purposes in later life.”’—Francis H.
J. Paul, DeWitt Clinton H. S
“In my opinion elementary biology as now taught boys and
girls in the City High Schools should be retained, if necessary, as
a required study in the first year. It is practically required here
and I find the boys very much interested in the subject. I believe
that community civics and general science are fads which should
not replace the biology. I am likewise in favor of classes in Ad-
vanced Biology. I should consider it a misfortune for the youth
of this city if biology were in any way curtailed.”—H. A. Potter,
New Utrecht H. S.
“In February of this year, we substituted for biology a full
year in general science, which has as its core biological principles
and their applications. Since the time for this study has been
doubled, and fundamental principles in chemistry and physics are
used as the basis of the biological work, I believe that the general
science functions better in this school in one year than the biol-
ogy did in one-half year. Nothing I have said in this letter mili-
tates against my belief in the interest and value of elementary
biology as now taught in our schools, but the conditions under
which we are working here makes _ essential that we make a
change to adapt ourselves to the circumstances which we are
obliged to meet. Our course here in general science is funda-
mentally a course in biology taught with greater effectiveness and
with more time allotted to it.”—Gilbert J. Raynor, Commercial
“TI have watched the development of this subject in the high
schools of this city for a period of more than twenty years. Dur-
ing this time I have not served as a teacher of biology, but for
the most part as a teacher in charge of an annex or as principal
of a high school. It is my opinion that no subject of the high
school curriculum has contributed more essential and valuable
information than has biology. There are certain phases of edu-
cational discipline in which, I suppose, biology is excelled by such
subjects as Latin, algebra, and geometry. It seems to me that the
chief value of biology lies in its informational rather than in its
124
disciplinary character. I believe it would be decidedly to the dis-
advantage of our high schools if the subject of general biology
were eliminated or greatly curtailed. In our own school we have
substituted general science for elementary biology in the first year
of the technical course for boys. We would not have been will-
ing to do this, did not the subject of general science include a
large body of the essentials of elementary biology.’—Frank Rol-
lins, Bushwick H. S.
“T am of the opinion that biology, as taught in this High School,
is as desirable a subject as could be offered to girls. We are ex-
perimenting with general science in a few classes, but giving it a
strong biological trend. It certainly would be a great mistake to
eliminate general biology, or to put it on such an elective basis as
to result in its virtual elimination. I am talking with reference
particularly to girls. With reference to boys, I am inclined to
think that a general science course may have certain advantages
over a purely biological course; especially in consideration of the
fact that we have the hygiene work for all classes that do not
have biology. I may add, too, that for girls as well as boys this
hygiene work supplies a certain amount of the knowledge that we
want the pupils to get in connection with their biology. Boys
have such a natural interest, as a rule, in mechanical devices and
chemical and electric operations that they ought to have a fairly
early taste of that kind of thing. A few girls have that same
interest ; but for girls no subject comes nearer home than the sub-
ject which takes up their bodies, health, prevention of disease,
and general life problems.”—Siuart H. Rowe, Wadleigh H. Si
“T consider that elementary biology as now taught in New York
City High Schools contributes essential information and educa-
tional discipline to all students who seriously and enthusiastically
pursue the subject. It is fulfilling its function as satisfactorily as
other high school subjects for such students as are or as become
thoroughly interested in biology. For such as are not interested
and can for themselves see no value in the subject, biology as
now taught offers nothing of value in the way of essential in-
formation or educational discipline, and in this respect it does
not differ from other high school subjects. I believe that biology
should not be required of all students, but that an opportunity
125
should be given in an introductory general science course which
will enable the student to determine his interest and desire to pur-
sue the subject further, in which case he should have the oppor-
tunity to elect work in biology. In this school one term of our
general science course is taught by biology teachers, and if at the
end of that term a considerable group have developed sufficient
interest in biology to make it seem likely that they will receive
either ‘essential information’ or ‘educational discipline,’ courses
in general biology will be organized for them.’—Horace M.
Snyder, Manual Training H. S.
“At Stuyvesant High School, which makes a specialty in ap-
plied sciences, especially in the fields of physics, chemistry, and
engineering, the chief science of our first term is shop physics and
chemistry; in our second term we have a course in physiology
and hygiene. The subject of biology is not regularly taken up
in this school until the fourth year, when it is presented in a form
suited to the needs of students planning to enter the professions
of dentistry and medicine. I am, therefore, not in a position to
state from actual experience what might be the value of the study
of biology to boys in the first year of high school living in the
crowded district in the lower East Side of New York. It seems,
however, that in such an environment as this, in which every-
thing biological except man tends to be suppressed, the study of
biology in fields other than human physiology would lose much
of its inspiration and charm. If our school had the environment
of a suburban town, or even of the more spacious outskirts of
our city where home gardens and animal pets are commonplaces,
I should feel that biology would be an essential subject in the
lower terms of the school.”—Ernest R. von Nardroff, Stuyvesant
“Personally I feel that, while the biology is important, con-
sidering the environment in which our pupils live, a course in
general science, satisfactorily developed, would be of greater value
and importance. I realize fully that thus far this subject of gen-
eral science has not been completely and successfully defined.
Nevertheless, there is a general feeling as to what it should ac-
complish, and I am convinced that sooner or later we shall find a
way of carrying out our aims. Furthermore, as has already been
126
indicated on a number of occasions, there is a strong and insistent
demand upon us for the development in our pupils of a realiza-
tion of their obligations to the community; and, to an extent, of
a proper realization of the social and economic environment in
which they live. Furthermore, there is a strong and insistent de-
mand that we devote more and more time to the development of
the physical well-being of our high school students. All these
things, namely, the.call for a course in general science, the call
for a course in the study of the social and economic environment
of the child, the call for the physical development of the child,
indicate that biology will ultimately have to give way.”’—Arthur
M. Wolfson, The High School of Commerce.
CONFERENCE ON POTATO DISEASES ON LONG
ISL
An important meeting of potato pathologists was held on Long
Island during the week of June 24-28. Potato growing is one of
the most important and extensive industries of the Island, and
here, as elsewhere in potato growing, eternal vigilance and strict
attention to the advice of plant disease experts, or “plant doc-
tors,” is the indispensable condition for a successful crop. There
are a score or more of diseases to which potatoes are susceptible,
and this conference was specially devoted to the so-called “ de-
generation diseases,” mosaic disease, leaf-roll, and curly dwarf.
The meetings of June 24-25 were at Riverhead, L. I., and nearby
farms and gardens.
Specialists were in attendance from the Federal Horticultural
Board of the United States Department of Agriculture, and from
agricultural colleges and experiment stations of various states.
Foreign specialists include Dr. H. M. Quanjer, of Wageningen,
Holland; Dr. A. D. Cotton, of the Royal Botanic Gardens, Kew,
England, and Dr. George H. Pethybridge, Pathologist, Royal
College of Science, Dublin, Ireland, and Mr. P. A. Murphy, Char-
lottetown, P. E. I.
The potato disease projects are under the general supervision
of the following Advisory Board: Leaf roll disease, Mr. P. A.
127
Murphy, Charlottetown, P. E. I.; Mosaic disease, Dr. H. A.
Edson, U. S. Department of Agriculture, Washington, D. C.;
Seed treatment, Dr. I. E. Melhus, State Agriculture College,
Ames, Iowa; Spraying, Dr. G. R. Bisby, Experiment Station,
St. Paul, Minn.; Seed certification, Dr. W. A. Orton, Federal
Horticultural Board, Washington, D. C.
The program for the week’s meetings was arranged through
the joint efforts of the Advisory Board, the Committee on Ar-
rangements, and the County Agricultural Agents of Suffolk
and Nassau Counties, Long Island. On Friday, June 27, at 8:30
p.-m., a conference for reports and discussion was held at the
McAlpin Hotel, and on Saturday, June 28, an all-day meeting
was held at the Brooklyn Botanic Garden, in conjunction with
the Northeastern Association of Plant Pathologists. The morn-
ing and afternoon sessions, in charge of Dr. C. R. Orton, were
devoted to discussions of diseases of beans, cabbage, cucumbers,
tomatoes, and other crops, and a portion of the afternoon was
given to an inspection of the laboratories and plantations of the
Brooklyn Botanic Garden.
BERTHA M. EVES
We record with deep sorrow the death, on June 4, 1919, of
Bertha M. Eves, secretary of the Brooklyn Botanic Garden since -
January I, 1911. The appointment of Miss Eves was the first
after that of the director, and for three years, or until 1914, she
acted as librarian as well as secretary. During her entire con-
nection with the Garden she filled a difficult and responsible posi-
tion with ability and conscientious devotion to the interests of
the institution which she served. Having been with the Garden
practically since its establishment she was familiar with its entire
organization and history in detail, and for this, as well as for
personal reasons, she will be greatly missed. At its meeting on
July 17, 1919, the Botanic Garden Governing Committee directed
the secretary to enter in the minutes of the meeting, and to extend
to the bereaved mother and family, expression of their sorrow at
her loss, and of their appreciation of her valuable services to the
Botanic Garden.
128
NOTES
According to Nature, Casimir De Candolle, the well-known
Swiss botanist, died at Geneva, on October 3, 1918. He was the
third generation of botanists in the same family. It was his
grandfather, Alphonse Pyramus, who initiated the monumental
Prodromus Systematis Naturalis Regni Vegetabilis, and carried
it through the seventh volume. Volumes 8-17 were by his son,
August, father of Casimir.
A new association, the Agricultural History Society, was or-
ganized at Washington, D. C., February 14, 1919. The object
of the society, as stated in the constitution, is “To stimulate in-
terest, promote the study, and facilitate the publication Giales
searches in the history of agriculture.” This is one of several
illustrations of the growing interest in the United States in the
study of the history of science. Several books and articles have
recently appeared on the subject, and one of those most active in
promoting this study is Professor George Sarton, of Belgium,
and editor of Isis, a magazine devoted to the history and philos-
ophy of science.
The Appalachian Mountain Club held their outing of March
22 in the Japanese Garden and Prospect Park. The party under
the guidance of Mr. William Patterson was met at the north Flat-
bush Ave. gate by Dr. Gundersen of the Garden staff, and con-
ducted through the Japanese Garden, Rock Garden and other
portions of our grounds.
On Tuesday evening, March 25, an exhibition of four motion
picture reels of plant life was held in the lecture room under the
joint auspices of the Torrey Botanical Club and the Botanic Gar-
den. In addition to popular films showing the strawberry indus-
try in Kentucky and the forest planting at the source of the water
supply of Portland, Oregon, there were two other films—one show-
ing how girdled fruit trees may be saved by bridge grafting, and
the other showing the penetration of the tissue of a potato tuber
by the filament of the parasitic fungus causing the disease known
as “Potato Leak.” The films were explained by Dr. R. B.
Harvey, Dept. of Agriculture, Washington, D. C.
129
The journal /sis devoted to the history of science has resumed
publication according to a letter from the editor, Dr. George
Sarton, in Science for February 14. This valuable journal was
forced to discontinue publication during the war.
We learn from the Journal of the Kew Guild that Major James
Leonard Veitch, M.C., son of Mr. Peter Veitch of the famous
Exeter firm of horticulture, was killed in action in France on
May 21, 1918. The same number of the Journal (Vol. III, No.
26) contains an interesting letter from Mr. Louis Gentil, written
from Brussels under date of January 17, 1919, reading in part as
follows:
“It would fill several copies of the Journal to recall all the mis-
chief done by the German occupation. The Botanic Garden of
Brussels has suffered very much for want of coal. Seven houses
were emptied, the large Winter Garden with all the Tree-Ferns
had to take care of itself as far as heating was concerned. The
general collection of plants is considerably reduced. The Ger-
mans did not rob us of plants or herbarium specimens, but all the
coffers have been stolen. The copper (about 4,000 lbs.) covering
the dome of our large building was taken. They also took our
waterpots, syringes, pulverizator, and all copper material. We
reduced to a minimum the outside floral display, replacing it with
vegetables. :
“You have probably read in the papers that a few Flemish
rascals joined the Germans to disjoint the Belgian people in two
parts, French and Flemish. The Botanic Garden was specially
marked by these fools. The French language was prohibited,
our copper and rubber stamps were confiscated. Our letter-paper
and envelopes were printed in Flemish. All the labels of the trees
and shrubs were taken off because the French name of the plant
was mentioned. All the members of the staff were compelled to
speak Flemish and I, who cannot understand Flemish, was in the
way to be dismissed and sent to the French part of the country.
“M. Rockens (Kew, 1900), who is Flemish, received special
attention. The renegades offered him an increased salary of
2,000 f. a year if he would accept the post of Professor to the
Flemish School of Horticulture. He refused. Since the great
130
day of King Albert’s return here, we speak English, and the peo-
ple will soon pick up the language, because the contact between
the people and the army is permanent. You cannot imagine the
enthusiasm which prevailed here when the English, French, and
American troops marched in.” Mr. Free, our head gardener, is
a member of the Administrative Committee of the Kew Guild.
The Garden library has recently received a copy of “The War
Garden Victorious,’ by Charles Lathrop Pack, President of the
National War Garden Commission. The book is “dedicated to
the War Gardeners of the United States and Allied countries in
admiration of their success in adding to the World’s supply of
food during the World War.” The volume is fully illustrated
and is an interesting and valuable record of the work of the Na-
tional War Garden Commission. It is not offered for sale.
Dr. Ernest A. Gaumann, who is on his way from Switzerland
to Buitenzorg to enter upon his duties as a member of the staff
of the Botanic Garden at that place, was a caller at the Brooklyn
Botanic Garden on April 24.
Camillo Schneider, of Vienna, well known in the botanical
world for his studies of woody plants, visited the Garden on
May 6. Mr. Schneider’s botanical explorations in China were
interrupted by the war, and he has been pursuing investigations
at the Arnold Arboretum during the past year.
Callers at the Botanic Garden during March and April included
Mr. Masayasu Kanda, Professor of Botany in the Higher Nor-
mal School, Hiroshima, Japan, and Mr. Taigan Matsunami, Pro-
fessor of Pedagogy in the Nara Female Higher Normal School
of Japan, both of whom are on a mission from the Japanese
Government to visit scientific and educational institutions in this
country and in Europe.
The marriage is announced of Miss Jean A. Cross, since July
I, 1915, assistant curator of elementary instruction in the Brook-
lyn Botanic Garden, to Mr. Emil Ernest Weis, on March 29,
131
1919, at Paris, France. As noted in the Record for April, 1919
(p. 26), Mrs. Weis has been in France on leave of absence from
the Botanic Garden since January, 1919, for reconstruction work,
especially in connection with gardening, having sailed with the
Wellesley Unit.
Miss Philura H. Brower, for over eight years secretary to the
School of Fine and Applied Arts of Pratt Institute, Brooklyn,
Was appointed acting secretary of the Botanic Garden, beginning
June 2, 1919. At the meeting of the Botanic Garden Governing
Committee, July 17, 1919, her appointment as secretary was au-
thorized, to take effect on August 1, 19109.
North-Eastern Mycological Club—There was organized at
Ithaca, on June 5, 1919, the North-Eastern Mycological Club,
with about 15 charter members. The proposed purpose of the
club is to stimulate the collection and exchange of fungi in gen-
eral, both saprophytic and parasitic. The organization followed
several days of enthusiastic work in collecting and identifying
specimens of fungi, participated in by representatives of Cornell
University, the New York Botanical Garden, Syracuse Univer-
sity, and the Brooklyn Botanic Garden. It is planned to hold
similar collecting trips at intervals, in regions where several days
may profitably be spent.
Dr. W. G. Farlow, since 1879 professor of cryptogamic botany
in Flarvard University, died on June 5, 1919. Dr. Farlow was
the recipient of honorary degrees from Harvard, Strasburg, Glas-
gow, Wisconsin and Upsala; he was also one of the editors of the
Annals of Botany, published in England. In May, 1918, the
Brooklyn Botanic Garden acquired by exchange from Professor
Farlow over 220 herbarium specimens of parasitic fungi, and in
November, 1917, he presented the Garden with a copy of Farlow
and Seymoutr’s “ Provisional host index of the fungi of the United
States,” Parts I-III, complete. This is a rare publication and
invaluable in plant disease studies. .
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WALTER H. CRITTENDEN WILLIAM A. PUTNAM
S The Brooklyn Institute of Arts and Sciences S
OFFICERS OF THE BOARD
Ea Sa eee : OF TRUSTEES :
ae a aneeeee AUGUSTUS HEALY
First Vice-PRESIDENT—FRANK L, BABBOTT
- Seconp Vice-Presment—WALTER H. CRITTENDEN
_ Turep Vice-Presient—EDWARD C. BLUM |
rs TREASURER—G. FOSTER SMITH ~—
= Sronerany—HERMAN STUTZER
GoveRNING Comerrre OF THE BOTANIC
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_ F.A.M. BURRELL _ EDWIN P. MAYNARD
: (Se D. FAHNESTOCK HERMAN STUTZER
ee A Ee CUS FUS HEALY, Ex officio
= os = Ex OFFICI0 MEMBERS OF THE BoarpD
see MAYOR OF THE CITY OF NEW YORK
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: A THE COMMISSIONER OF ES BOROUGH OF BRO DE
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PUBLICATIONS
OF THE
BROOKLYN BOTANIC GARDEN
RECORD. Established, January, 1912. An administrative periodical, issued quarterly.
Contains, among other things, the Annual Report of the directors and heads of depart-
ments, special reports, announcements of courses of instructicn, miscellaneous papers,
and notes concerning Garden progress and events. Free to members of the Garden.
To others one dollar.a year; 25 cents a copy.
MEMOIRS. Established, July, 1918. Published irregularly. Volume I, Dedication
Papers: comprising scientific papers presented at the dedication of the laboratory build-
ing and plant houses, April 19-21, 1917. Price $3.50, oth postage.
CONTRIBUTIONS. Papers originally published in botanical or other periodicais,
reissued as “separates,” without change of paging, and numbered consecutively. This
series includes occasional papers, as well as those embodying the results of research
done at the Garden, or by members of its staff or students. Txventy-five numbers con-
stitute one volume. Price 25 cents each, $5.00 a volume,
10. Inheritance studies in Pisum. I. Inheritance of cotyledon color. 18 pages, 4
tables. 1916.
11. Studies of teratological phenomena in their relation to evolution and the problems
of heredity. II. The nature, causes, distribution and inheritance of fasctation with
special reference to its occurrence in Nicotiana. 29 figures, 30 tables. 191
12. Endemism in the flora of the vicinity of New York. 10 pages. 19106.
13. The origin of new varieties of ee by orthogenetic saltction. I. Pro-
gressive variations. 28 pages, 6 plates. 191
4. A white-cedar swamp at Merrick, Long Island, and its significance: 10 pages,
5 aes 1916.
15. Present status of the problem of the effect of radium rays on plant life. 8
pages. IOI
16. Flora of the vicintty of Nw York. 6 pages, fig. 1. 1917.
17, Endophyllum-like rusts of Porto Rico. 9 pages, 3 plates. 1917.
18. Inheritance of endosperm color in maize. 11 pages. 1917.
19. Studies of eee in Pisum. II. The present state of knowledge of heredity
and variation in. peas 2 pages. IQ17.
20. Inheritance ae in Pisum. III. The inheritance of height in peas. 7 pages,
fig. 1. 1918.
21. A sketch of plant classification from Theophrastus to the present. 16 pages.
1918.
LEAFLETS. Established, April 10, 1913. Published weekly or biweekly. during
April, May, June, September, and October. The purpose of the Leaflets is primarily
to give announcements concerning flowering and other plant activities to be seen in the
Garden near the date of issue, and to give popular, elementary information about plant
life for teachers and others. Free to members of the Garden. To others, fifty cents
a series. Single numbers 5 cents each.
GUIDES to the collections, buildings, and’ grounds. Price based upon cost of
publication.
SEED LIST. Issued in December of each year.
AMERICAN JOURNAL OF BOTANY. Established, January, 1914. Published, in
cooperation with the BotanicaL Society or AMERICA, monthly, except during August
and September, Subscription, $5.00 a year
No. 4
Children’s Gardening in the Reconstruction Period
Sixth Annual Garden Exhibit for Brooklyn Boys and Girls
BY THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
Pacr
BOTANIC GARDEN STAFF
Dr. C. STUART GAGER, Director
Mr. NORMAN TAYLOR, Curator of Plants
Dr. EDGAR W. OLIVE, Curator of Public Instruction
Dr. O. E. WHITE, Curator of Plant Breeding
Miss ELLEN EDDY SHAW, Curator of Elementary Instruction
Miss RAY SIMPSON, Librarian .
Dr. ALFRED GUNDERSEN, Assistant Curator of the Herbarium
» Assistant Curator of Elementary Instruction
Mr. HAROLD A. CAPARN, Consulting Landscape Architect
Miss MARY AVERILL, Honorary Curator of Japanese Gardening and
Floral Art
Mr. MONTAGUE FREE, Head Gardener
Miss EUGENIE BLANK, Instructor in Children’s Gardening
Miss EDNA L. BURTIS, Instructor in Children’s Gardening
Miss PHILURA H, BROWER, Secretary
Mr, FRANK STOLL, Registrar and Custodian of Buildings
Mr. LOUIS BUHLE, Photographer
, Garden Aid
Mr. HERMAN KOLSH, Foreman
BIMOOkK LYN
BOTANIC GARDEN
RECORD
EDITED BY
C, STUART GAGER
AND THE
FOR THE
ADVAN CEM ENT SERVICE OF
OP BOTANY THE CITY
VOLUME VIII
IQI9
PUBLISHED QUARTERLY
AT 4I NORTH EEN STREET
LANCASTER, PA.
BY THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
PRESS OF
THE NEW ERA PRINTING COMPANY
LANCASTER, PA.
1ew.
vibit. Partial v
garden exl
’
Ten §
child
annual
ixth
THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES
BROOKLYN BOTANIC GARDEN
RECORD
VoL. VIII October, 1919 No. 4
CHILDREN’S GARDENING IN THE RECONSTRUCTION
ERIOD*
One morning last week we were awakened by the news that
the Great War is over. This meant to the thinking man and
woman not only the end of the greatest catastrophe this old world
has ever seen, but it meant that we have crossed the chasm and
come to stand on the borderland of a new world—a world that
surely will be new socially, politically, industrially, educationally,
morally, and religiously. It meant that the time had come for
speeding up the great re-building, the radical reconstruction, of a
large number of human affairs which have been developing slowly
during the long era of civilization.
World reconstruction has now begun. In America it is per-
haps truer to say that our own problems are concerned with
readjustments rather than reconstruction. Nevertheless, very
many radical readjustments are necessary, and it behooves the
leaders of every helpful movement to survey its past failures as
well as its successes, and then make the rich experience of the
past guide through the mazes of the problems of the future.
It is with this attitude that I ask you to join with me in a rapid
examination of the possible contribution of the children’s garden-
ing movement to the coming great work of making better citizens
for a reconstructed world.
* Address at the graduation of teachers of children’s gardening, Brook-
lyn Botanic Garden, November 23, 1918.
133
134
What have we aimed to do educationally with the children’s
gardens of the past, and what have we really succeeded in doing?
I look first for an answer from the foreign lands whence came
the idea of school or educational gardens; and this is what I find
in the historical story:
Some great educational leaders, notably Comenius, Rousseau,
Pestalozzi, and Froebel, advocated children’s gardens for educa-
tional purposes. In the first half of the nineteenth century, the
school authorities of several of the old German states introduced
gardening in connection with rural schools, and later provided
gardens for pupils of many city schools. The original aim in the
rural schools seems to have been vocational, that is, to teach the
art of growing plants as a trade or business; but it is doubtful
whether this was even the aim in the larger communities which
were not strictly agricultural. Certainly, a few years ago visit-
ing educational investigators could find no evidence of vocational
aims and results in the city school gardens of Germany. On the
contrary, the gardens appeared to have been conducted for gen-
eral educational purposes, chiefly for nature-study, and perhaps
for recreation. There was little emphasis on the manual training
possibilities and on useful products of the children’s gardens. In
several German cities the importance of children’s direct partici-
pation in gardening was overlooked, and the gardens became
ordinary botanical gardens for nature-study observation and for
supplying materials for schoolroom use.
Apparently following the example of German gardens, the na-
tional education system of Sweden, Austria, Belgium, Holland,
France, Switzerland, Italy, and Russia have given more or less
official encouragement to school-gardens within the past sixty
years. In these countries the rural schools have as a rule been
selected for gardens, and in the beginning the official aim seems
to have been entirely vocational. Switzerland has required spe-
cial training in gardening in the normal schools, and since 1885
has subsidized elementary school-gardens. For several decades
every rural school in Belgium has had a garden, and the ele-
mentary training in gardening is believed by many educators to
have been invaluable in relation to the horticultural industry of
the country. The normal schools of France have long taught
135
agriculture and gardening, gardens were officially provided for,
and several years ago it was estimated that about fifty thousand
French schools had gardens. However, many American ob-
servers have questioned whether a considerable proportion of
these French gardens have been of much educational value to the
pupils; but some of them have helped reduce the schoolmaster’s
cost of living. In Holland, the gardens for small children are
apparently for nature-study, rather than for training in the busi-
ness of gardening as originally intended in other countries where
official interest was based entirely upon vocational considerations.
Fifteen years ago there were only a few dozen children’s educa-
tional gardens in Great Britain, and these were not officially con-
nected with the school system, but since 1904 gardens have been
encouraged by special grants to the schools. Many gardens
have been established in connection with English elementary day
schools and also in evening schools for pupils who must work
during the day. In the day schools the nature-study aims seemed
to prevail. England has often been criticised for slow develop-
ment of school-gardens, but it should not be forgotten that a
widespread popular interest in home gardening has probably been
a good substitute for the average of the school-gardens officially
established on the continent of Europe and often of very doubtful
efficiency.
Thus rapidly surveying the history of children’s gardens in
connection with European schools, it seems clear that while origi-
nally and officially most of them were planned and defended on
vocational grounds, that is, as preparation for the vocation of
agriculture in its plant-growing phases, there has been a decided
tendency towards gardening for general educational or agricul-
tural ends, in fact as one of the best phases of what, in American
elementary schools, we call nature-study.
Turning now to America, most of the children’s educational
gardens in the United States and in Canada have been organized
during the past twenty years. Among the pioneer gardens which
attracted general attention were the wild-flower garden at Rox-
bury, Mass., in 1891; the gardens of the National Cash Register
Company at Dayton, O., 1897; the garden of the Hyannis ( Mass.)
Normal School, 1897; the home gardens at Cleveland, O., 1900;-
136
the Hartford (Conn.) School of Horticulture, 1900; the gardens
at Hampton Institute (Va.), about 1901; and the Children’s
School Farm in New York City, 1902. We note that none of
these were officially related to schools; in fact, most so-called
school gardens have been organized by individuals or organiza-
tions independently of ‘official connection with the schools. As
examples of such outside encouragement are the gardens estab-
lished by the following: Home Gardening Association of Cleve-
land, Massachusetts Horticultural Society, Twentieth Century
Club of Boston, Woman’s Institute of Yonkers, Massachusetts
Civic League, Missouri Botanical Garden, National Cash Reg-
ister Company, Vacant Lot Cultivation Association, United States
Department of Agriculture, numerous local agricultural societies,
and the Park Department of New York City. In very few cases
before ro10 did boards of education help officially by providing
funds; but in many schools gardening was regarded as important
work, supplementary to or a substitute for nature-study.
With regard to the aims of the common types of American
gardens, I have found little suggestion in printed descriptions of
their operation, and still less in my own observations, to convince
me that they were intended to be or succeeded in being, voca-
tional, that is, trainers of future gardeners. On the contrary,
it seems to me that the leading American school gardens have
always been of general educational value along nature-study
lines. They have made the children interested in useful plants,
they have led to aesthetic appreciation of plants, they have given
a glimpse of the relation of plants to human life, they have given
training in observing nature for the joy of learning facts. In
short, the typical American garden has been a most successful
nature-study laboratory.
A new aim for children’s gardens has been introduced by our
geovernment’s movement for war gardens during the years 1917
and 1918. It is that children’s gardens should be made to con-
tribute to the food supply. I notice the computation that five
million children might next summer raise $50,000,000 worth of
the food that beyond doubt will be much needed in this war-
stricken world. ‘This line of encouragement deserves hearty
approval if it leads to a vast increase in gardening by children,
137
—
but I hope sincerely that those who direct the war garden work
of the children will not forget that gardening for food production
is probably a response to a more or less temporary demand, but
gardening for education is permanent. A $1o-producing garden
may be made of much greater educational value than any other
teaching which can be provided at the cost of as many dollars. I
urge, then, that, while we should go on encouraging food produc-
tion and the resultant interest in the world’s great food problems,
we should not forget to develop the educational values of garden-
ing as conducted by trained teachers. If you want only maxi-
mum food production in children’s gardens, then I advise you
not to employ a trained teacher, who is worth a good salary ; but
let me send you an illiterate foreign gardener who can nae the
children how to get good crops. However, you must remember
that this man will be no more of an educator than were the
first American gardeners, the primitive American squaws who
showed their daughters how to plant maize which, as Indian
corn, is today the undisputed king of the cereals.
I can not believe that we have use for gardeners who merely
show children how to grow crops when it is possible to have
teachers who -will make the lessons in gardening mean much
more than simple manual activity. Therefore, while I stana
squarely with the official movement for the greatest possible food
production in children’s gardens under existing food conditions,
I urge that directors of such emergency gardening should not
forget to develop the educational possibilities which are the per-
manent justification of children’s gardens.
I have attempted to survey and analyze the children’s garden
movement up to the present time in order to point out some of
the chief educational values needed in the future. I believe that
we have learned from experience that the garden for children is
to be regarded primarily as an educational apparatus, just as
books and maps and blackboards and science laboratories are
materials for use in instruction. As I look over the educational
good that has come irregularly and uncertainly from the chil-
dren’s gardens of the past, I have a vision of gardens of the re-
constructed or readjusted future which will give constant and
certain contributions to the making of good citizens. To this end
138
the gardens of the coming era must be made to influence the chil-
dren in many definite ways: They must make children interested
in plants as they affect human life through the food supply of
man and the useful animals. They must make children inter-
ested in plants as things of beauty which add to the pure joy of
living in this old world, which has superabundant sorrow and
needs all the beauty that nature can give directly or through the
aesthetic arts and literature. The gardens must put children into
direct touch with useful labor and develop a sense of satisfaction
in learning to do well any necessary or useful manual operation.
They must make children learn to enjoy the great health-giving
and happiness-producing world out-of-doors. They must con-
tribute to the development of many little but important habits of
mind and. body, such as responsibility for one’s own work, ener-
getic movements, clear seeing and logical thinking, recognition
of the ethical rights of other people, community interest, and
many others for which numerous opportunities come in garden
work conducted by good teachers. ‘These are some of the great-
est educational values which we must aim to develop regularly
and systematically in children’s gardens.
In closing, I have just one central thought to leave with the
students of the Brooklyn Botanic Garden who are today com-
pleting their course of training for teachers in children’s gardens.
It is this: The primary purpose of children’s gardens is not to
produce useful plants, it is not to train professional gardeners,
but it is to use the scientific methods of gardening as a very prac-
tical basis for important phases of cultural and useful education.
The great children’s garden movement, guided along such lines,
is destined to play well its part in our national readjustments anc
reconstruction in the ways and means of making children into
citizens fit for an ideal democracy. |
fla
Maurice A. BIGELow.
SIXTH ANNUAL GARDEN EXHIBIT FOR BROOKLYN
BOYS AND GIRLS
The Sixth Annual Garden Exhibit for the boys and girls of
Brooklyn was held on September 20 and 21 in the rotunda of the
139
Laboratory building. Just stating this fact means nothing! But
when one entered the front door of the building and stepped into
the rotunda, he would almost have thought that this array of
vegetables, potted plants, cut flowers, window boxes, canned vege-
tables, garden charts, pictures and diagrams was a part of a real
country fair exhibit. The rotunda itself made a wonderful set-
ting for the children’s exhibit. Many a person, who came to
view the products, could scarcely believe that this was work done
by children. Everything in the exhibit was either the direct or
indirect work of the young exhibitors. About ten thousand
children of this borough entered into this exhibit. It hardly
seems believable that from the small beginnings of six years ago
there could have come such a fine display! This year’s exhibit
represented the tireless efforts of years of training boys and girls
and schools to exhibit properly.
The standards used are exactly the same as those used for
adult displays. Every vegetable has to be cleaned and polished.
A child must bring exactly the right number of beets or asters,
let us say, or his exhibit is thrown out. To illustrate this point,
let me say that Friday, the nineteenth, was supposed to be the
day when all the exhibits were to be brought in, and at four
o'clock that afternoon they were to be judged; but on Thursday
the first exhibit came in. This exhibit consisted of one small boy
very much excited and very hot, who held in his hands a paper
bag. Inside of it were seven green tomatoes and one red one.
When he was told that the red tomato, the black sheep of the
flock, would spoil his entire exhibit, and that he should have had
eight green ones, all of the same size, he was quite nonplussed.
He measured up his tomatoes with his eye and finally said that
he would get that other green tomato over here before the judges
came the next day, and so he did. Just this one example shows
the seriousness with which the boy and girl of our elementary
school takes the exhibit. I believe that if. such a display had
been held in some little city or country town almost every man,
woman and child would have been there, but unfortunately for
the boys and girls and for their display, Brooklyn is such a large
city that it is difficult to build up any feeling of united interest.
We are doing it steadily year by year with the boys and ues,
but the adult is more difficult to arouse.
140
The first view of the exhibit was a picture in itself. One of
the judges said he had never seen a handsomer picture at any
exhibit he ever judged, and he had judged many. The tables
ran through the center of the rotunda forming an H; in the four
corners were tables fitted in V shape. The dec onatians were oak
leaves. The first table was covered with the products from P. 5.
152, in all a very dainty and charming exhibit. P. S. 98's ex-
hibit filled up the cross piece of the H, and was largely made up
of vegetables and flowers, wonderful exhibits from the Sheeps-
head Bay section of the city. P. 5S. 89 won the first trophy in
this class, and their exhibit was at the end of the H—not in as
prominent a position, but such an exhibit needs no special promi-
nence, This exhibit was unusually interesting because it was so
well named and labeled, and because it represented so many dif-
ferent activities in the school. There was a little herb exhibit ;
an exhibit of canned products, many of the vegetables having
been canned by boys; another of peanuts taken from the ground
just as they grew; and more other exhibits than one can men-
tion here.
On the corner tables in the rotunda were the exhibits from the
children’s gardens of the Park Department, and some very inter-
esting window boxes from P. S. 41, 43, and 49. P. 5. 49 took
the first prize in this exhibit, and P. S. 43 second prize. This is
one of the largest schools of our borough and is in one of the
most congested districts. Every single window box in their
exhibit was made by the boys of that school in their workshop.
It seemed one of the most interesting exhibits considering the
natural drawbacks of that section.
The park gardens, McCarren Park, Betsy Head, Fort Greene,
and Highland Park, showed very fine vegetables. The sweet po-
tatoes from McCarren Park, the first prize winner in this class,
received universal attention. The best placed exhibit of all
was that of Betsy Head Park
P. S. 162 sent in their exhibit arranged in a rather unique way.
They had large trays filled with vegetables, the product of indi-
viduals’ gardens. Fach individual arranged his own tray. e
never had an exhibit set up in exactly this way before. It was
pleasing and effective. P. S. 82 sent in products from their
141
school garden, which had been supervised throughout the entire
summer by a teacher appointed by the Board of Education.
This work is under the general direction of Mr. Van Evrie Kil-
patrick. A number of other schools, old exhibitors, are super-
vised in the same way as P. S. 82.
Unfortunately the rotunda was not adequate for the placing
of all of the individual displays, so these were in another room.
‘They represented all the single entries of the individual boys and
girls, with the exception of the backyard garden display. Per-
haps the most interesting work of all came under the head “ Back-
yard Gardens.” The best backyard gardens planted and taken
care of by boys and girls of this borough receive prizes in War
Stamps. The first prize is three War Stamps; the second, two
War Stamps; and the third one stamp (the equivalent of five
dollars). Each year sixty to a hundred boys and girls enter this
contest. Their gardens are visited three times during the sum-
mer by members of the staff of the Botanic Garden, and each
time some gardens are ruled out of the contest for good and suffi-
cient reasons. The boy or girl is always told why he is being
dropped out. At the end of the season the contestants get
warmer and warmer, until finally, two days ahead, you see the
—
boys and girls rushing in with their plans, diagrams, lists of
amount of money spent, and amount of money taken out of the
garden. I wonder if any man or woman could do any better
than young Carl Klostermaier, who spent $2.67 on his garden
35/ X 60’, and took out of it $106.60. Pretty good! Or would
you like to have been Anita Cooper, who took a big, weedy, va-
cant lot 100’ X 100’, and canned, and canned, and canned all
joel,
summer long? You should see the ears of corn she has taken
from that garden, and all sorts of other good things!
The rest of the individual displays were in classes for vege-
tables, flowers, potted plants, pressed wild flowers and pressed
weeds. The classes for pressed wild flowers and weeds and that
of the backyard gardens, represent the three classes in which
pot
most of our high school boys and girls make their entries.
The great benefit derived from such an exhibit is not only that
of creating public interest and understanding, but the exhibit
always creates in the minds of the individual boy or girl and of
142
the individual school teacher a new basis of judgment for his or
her work. You cannot look upon an exhibit of another person
and that of your own and not see points on how you can do better
work. Fortunately those who enter into our exhibits are good
losers and good winners. Those who lose realize the reasons
why they lose, and those who win also know that the next year
will mean a renewed effort if they are to continue with their
high standards of work.
The judges of this exhibit are always chosen from people who
not only know for what the work of young people stands, but
who also realize the right standards of judging. This year Mr.
A. L. Miller, who is a professional florist and a judge, was chair-
man of the’ judging committee. Mrs. George E. Paul, of the
National Plant, Flower and Fruit Guild, frankly claimed that she
knew boys and girls better than she did plants, but we always
need someone on this committee who appreciates the efforts of
the individual children. Mr. Montague Free, head gardener of
the Botanic Garden, was the third judge. No person is ever
chosen to judge the exhibit who knows any of the children, teach-
ers, or schools. In this way we can hold an impartial exhibit.
The prizes for the individual efforts are silver and bronze medals..
ELLEN Eppy SHAW.
ADDITIONS TO THE HERBARIUM
During July the Garden purchased from Mr. Camillo Karl
Schneider his personal herbarium of woody plants, collected by
him during his residence of the past three years at the Arnold
Arboretum. This collection, of approximately 6,000 specimens,
comprises nearly all the species growing at the Arboretum. Each
specimen bears the accession number of the Arboretum, and has
been determined by the collector. Mr. Schneider, the author of
“Tllustriertes Handbuch der Laubholzkunde” (Jena, 1916)
made the collection originally for his personal use, and it is one
of the most valuable herbaria of woody plants in New York.
On July 2 the Garden received from Miss Fannie A. Mulford,
Hempstead, L. I., as a gift, her private herbarium, together with
various books, note-books, and other records. The collection
143
comprises about 4,000 specimens, and is Spee rich in Long
Island and local flora material.
On July 3, 1919, Mrs. Elizabeth H. Reichling, 298 Greene
Ave., Brooklyn, presented to the Botanic Garden the fungus her-
barium of her son, Gerard Alston Reichling, as a memorial to
him. Mr. Reichling was instructor in German in the Extension
Teaching department of Columbia University, in 1914-16, and
was an amateur collector and student of fungi. His collection
numbered 1,287 specimens of fungi and seven specimens of
mosses.
NOTES
Mr. Free, head gardener, acted as judge at the annual dahlia
and vegetable show of the Philipstown Garden Club, near Cold
Spring-on-Hudson, on October third. On July 28 and 29 Mr.
Free was in Rochester, where he secured cuttings of many varie-
ties of lilac through the courtesy of the Rochester Department
of Parks, of which Mr. John Dunbar has for many years been
the efficient horticulturist. Highland Park, Rochester, contains
what is doubtless the most complete collection of varieties of the
common lilac to be found in North America. It is reported that
1 “Lilac Sunday,” which occurs about the last of May each
year, as many as 50,000-60,000 people visit the collection.
Appreciation by Public Schools of what the Garden is doing
for the Children—The following letter, dated March 13, 1919,
has been received by the curator of elementary instruction from
a teacher in Public School No. 148, Brooklyn: ‘The demand for
courses at the Botanic Garden is ever increasing among the chil-
dren of Public School 148. I have turned down very many chil-
dren each week. It has gotten so now that the parents come to
school and beg me to permit their children to go to the Garden to
take courses. To these poor people of this dreadful district the
Garden is a Paradise, something great and wonderful. I have a
class of model children who have begged to be allowed to go.
Could you fit them in somewhere? I trust you will be able to
find some time for these children who are so hungry for the
things of nature.” |
144
One of the most dangerous diseases of Irish potatoes, potato
wart, has been discovered in the United States. Rough, spongy
outgrowths of varying size are produced on the tubers, especially
at the eyes. These warts are light brown at first, but become
black and decayed with age. Sometimes all potatoes in affected
hills are worthless. The disease does not attack the vines above
ground. Prof. H. M. Fitzpatrick and Dr. L. R. Hesler of Cor-
nell University were appointed special field agents of the Federal
1e effort to locate this
disease. They spent the past summer in a survey of New York
—
Plant Disease Survey in connection with t
State. It is believed that the great bulk of the infested potatoes
were distributed from the port of New York.
The International Institute of Agriculture informs subscribers
that the publication of its Bulletins has been interrupted owing to
the general strike of printers in Rome. Publication will be re-
sumed whenever the strike ends.
The Garden has received an announcement of a Physiological
Congress to be held in Paris July 16-20, 1920, under the presi-
dency of Professor Charles Richet. Physiologists of all allied
and neutral countries are cordially invited to take part in the
Congress. The Federation of American Societies for Experi-
mental Biology is cooperating with the French physiologists in
arranging for the Congress.
The British Pteridological Society has notified its members
that the proposed annual meeting and excursion of South Wales
has been abandoned in consequence of the impossibility of ob-
taining accommodations, and the threatened restricted railway
facilities. Arrangements will be made for this excursion in 1920,
The Garden library has just received a circular of the Univer-
sity of Edinburgh, entitled “Facilities for advanced study and
research in the faculties of arts, science, divinity, law and medi-
cine,” for the session 1919-20. Attractive opportunities are
offered by the Department of Botany, under the direction of
Prof. Bayley Balfour, and other members of the University
Teaching Staff, in cooperation with the Senior Staff for Instruc-
145
tion in the Royal Botanic Garden. All the resources of the
Royal Botanic Garden are available to the students of botany in
the University. Copies of the Circular may be obtained from
the Bureau of Education, Department of the Interior, Washing-
orn; HD) AE
The establishment of a new Jardin des Plantes is proposed for
France in the park of Versailles between the Trianon (villas of
Louis XIV and XV) and the Forest of Marly. The new garden
of about fifteen hundred acres will be, to a large extent, supple-
mental to the old Jardin des Plantes in Paris, the further expan-
sion of which has been shut off by the growth of the city.
Dr. Kingo Miyabe, Professor of Botany at the Hokkaido Im-
perial University, Sapporo, Japan, visited the Botanic Garden on
July 7 and 12, 1919. Mr. Miyabe was one of the first Japanese
students to come to this country for advanced work in botany,
and was a pupil of the late Professor Farlow, of Harvard Uni-
versity. He has been president of the Hokkaido Natural His-
tory Society since its establishment several years ago.
Prof. R. H. Compton, M.A., of the University of Cape Town,
South Africa, has been appointed director of the National Bo-
tanic Gardens at Kirstenbosch, as successor to the late Dr. H. H.
W. Pearson, who died in November, 1916.
We learn from Nature, through Science, that Mr. Lawrence
Philipps has offered University College, Aberystwyth, the sum of
£10,000 to found a plant-breeding institute for Wales in connec-
tion with the agricultural department of the college. He has
guaranteed a further sum of £1,000 per annum for ten years
towards the maintenance of the institution. The governors of
the college have appointed Mr. R. G. Stapleton, who was for
some years connected with the college as advisory botanist, to a
chair of agricultural botany and to the directorship of the new
institution.
At the annual meeting of the School Garden Association of
New York, in May, 1919, the director of the Brooklyn Botanic
Garden was elected one of the vice-presidents of the Association
for the ensuing year.
146
The Okefinokee Society has recently been organized, with
headquarters in Waycross, Georgia. The purpose of the society,
as stated in the constitution is: First, to secure a part or all of the
Okefinokee Swamp as a permanent Government Reservation ;
second, to cooperate with the government, scientific societies, and
other agencies in using this reservation as a Natural History Mu-
seum and for a semi-tropical recreation and educational center ;
third, to give authentic publicity regarding the swamp, such as
may promise to be of general public and scientific interest. The
preamble to the constitution of the society states that the primi-
tive esthetic character, and the great wealth of scenic and scientific
attractiveness of the swamp are in danger of being lost beyond
recall through continued exploitation of its timber resources.
The secretary of the society is Dr. J. F. Wilson, Waycross, Ga.
Bulletin Agricole De L’Institute Scientifique De Saigon is the
title of a new monthly publication received by the Garden library.
The first number was issued Januray, 1919—published at Saigon,
Indochina, by the Scientific Institute. From this number we
learn that the Governor General of Indochina has arranged for
the organization of a scientific institute “for the study, develop-
ment and utilization of the productions of the soil and waters of
Indochina.” The agricultural and commercial activities of
Cochinchina have been divided into two sections—an economic
section associated with the Department of Economic Affairs at
Hanoi, and a scientific section associated with the Scientific In-
stitute of Saigon. The organization is under four departments,
as follows: (1) Botanic and Zoological Gardens of Saigon; (2)
Laboratory of Agricultural Chemistry of Saigon; (3) Experi-
ment Station of Giaray, and Arboretum of Trang-Bom; (4) De-
partment of Rice Culture, with a station at Carthe. The Sci-
entific Institute at Saigon includes, (5) a laboratory for the study
of flora and forest products and a herbarium; (6) laboratory for
the study of the diseases of cultivated plants; (7) a museum of
agriculture and forestry. It is announced that the Bulletin will
concern itself especially with the following: rice culture, caout-
chouc, coffee, tea, paper, tropical oils and other textiles, sugar
cane, tobacco, spices and aromatics, fruit trees, plants producing
paper pulp, horticulture, forest products, and sylviculture.
147
The Annual Report of the director of the Botanic Gardens,
Government Domains and Centennial Park, Sydney, N.S. W., for
1916, received in our library in March, 1919, contains a notice of
the exercises held at Sydney on June 13, 1916, in celebration of
the centenary of the Botanic Gardens. Addresses were delivered
by His Excellency the Governor and by Mr. J. H. Maiden, the
director of the Botanic Garden; also by the Premier and the
Minister of Agriculture. Three vistas in the Garden were named
as follows: the Capt. Cook Vista, the Sir Joseph Banks Vista
and the Cie Phillip Vista. The rose garden was formally
named the Centenary Rosary, and memorial trees were planted
by representatives of the Empire and the Allies. These trees
formed part of the design to create the three vistas already re-
ferred to. The foundation stone was laid for the proposed Mu-
seum of Botany and Horticulture.
The Garden Library has received the final Report of the Divi-
sion of Advertising of the Committee of Public Information on
their war advertising work. The second page reads as follows:
“This copy is inscribed to American Journal of Botany, whose
patriotic contribution of space or services has helped to win the
war through advertising.” The report contains reproductions of
the posters and advertising announcements used by the Depart-
ment in its advertising, combined with a list of all publications,
individuals or organizations contributing advertising space.
Teaching Natural Science in Norway—From an article by H.
P. Kjerskog-Agerzborg, in School and Society, June 7, 1919, we
learn that the natural sciences, botany, geology, zoology, chem-
istry, and physics, hold a much more prominent place in the pri-
mary and secondary schools of Norway than in the grammar
schools and high Schools of the United States. All students in
the primary school and in the gymnasium study natural science.
Botany, introduced in the fifth year, begins with dicotyledons
and includes about twenty domestic forms. Then follow about
nine monocotyledons which, like the former, are studied mostly
from the systematic and economic point of view. This is fol-
lowed by a brief introduction to the flowerless plants: ferns,
mosses, algae, and fungi. Now follows a survey of useful
148
plants, such as coffee, tea, cotton, sugar cane, rice, maize, orange,
palms, and spices. Finally comes the topic, “The Life of
Plants.” This part, which deals with plant physiology, is re-
peated in the seventh year in connection with chemistry
The author of the article under review considers it is
a crime to postpone the essentials of natural science till the child
has reached the age of fifteen or thereabout; to make natural
science elective in the preparatory schools is almost as bad.
The new program of the primary school provides for an addi-
tional 100 hours in biology. In the middle school (connecting
the primary school with the gymnasium) a thorough drill is given
in classification of typical plants of Norway. About 21 forms
“At the end of the middle
(as
almost
are used, divided into nine families,
school the child, now at the age of 14-15 years, is able to take
any given plant and classify it, and describe its life history.”
For this work there is available a text-book (Sérensen’s “ Botanik
for Middelskolen”’) which is “beautifully illustrated and con-
tains 16 colored plates and 195 text figures.” The price of this
book is 49 cents.
An equal amount of zoology is given every student before he
leaves middle school. In addition to principles of human anat-
omy, physiology and the regular course in hygiene, special in-
struction is given in maintenance, nutriment, hygiene in a broader
sense, ventilation, heating of rooms, bacteriology, cleanliness,
dress, first aid, sport, dance, endurance, bathing, care of sick, ete.
“The Norwegian educators recognize that an educated person
must not be totally ignorant of such fundamentals as here re-
ferred to; that it is just as necessary to know the elements of
botany and zoology, chemistry and physics, as to know the funda-
mentals of physiology and arithmetic; that the time for the intro-
duction and the teaching of these sciences is when the person is
young.”
Cat Menace to Bird Life-—TVhe New York State Conservation
Commission, Albany, New on has recently circulated a state-
ment calling attention to the large extent to which our bird life is
menaced by cats. Since birds feed upon insect pests and weed-
seed, this matter is of much importance to those who are inter-
149
ested in wild and cultivated plant life. The announcement of
the Conservation Commission reads as follows:
“John Burroughs is of the opinion that cats probably destroy
more birds than all other animals combined. Dr. A. K. Fisher
of the U. S. Biological Survey estimates that the cats of New
York State destroy 3,500,000 birds annually. By far the most
effective checks on insect and weed pests are birds. The U. S.
Government places the value of insect and weed-seed eating
birds to the tarmer at $1 each per year. R. M. Langdon, Secre-
tary of the Maywood (Ill.) Bird Club, estimating the number of
acts by census figures of farms and country homes, believes that
throughout the country ‘the removal of the cat menace to bird
life might mean a saving in food each year of $101,117,886.” The
loss of food and sport in quail, grouse, pheasants and other game
destoryed must be added to t
_—
1ese figures. The cat nuisance can
be remedied only by the codperation of farmers and other har-
borers of cats in closely limiting the number of cats on their
premises and in destroying their litters; and by the assistance of
sportsmen in shooting cats found hunting afield.’ The New
York law says: “ Any person over t
_—
ie age of twenty-one years,
who is the holder of a valid hunting and trapping license, may,
and it shall be the duty of a game protector or other peace
officer to, humanely destroy a cat at large found hunting or kill-
ing any bird protected by law or with a dead bird of any species
protected by law in its possession; and no action for damages
shall be maintained for such killing.’
—
Cooperation in Ecological Research—According to the Bulle-
tin of the Ecological Society of America for January, 1918, the
Society has appointed a “Dept. of Cooperation” in order to
further coOperative research in different phases of ecological sci-
ence. The purpose of the committee is (a) to draw up a list of
problems upon which work is necessary, (b) to enter work on a
concrete problem. The problem decided upon is ‘“ The factors
limiting distribution on the mountains in the northeastern states,”
and it is planned to begin work on this problem during the com-
ing field season. The members of the committee represent the
three main lines of work of the Society, viz.: plant ecology, for-
150
estry and zoology. They are: for plant ecology, H. L. Shantz
of the Bureau of Plant Industry, Washington, D.C.,and Norman
Taylor of the Brooklyn Botanic Garden; for forestry, George P.
Burns of the University of Vermont, Burlington, Vt., and Bar-
rington Moore of the American Museum of Natural History,
New York; for zoology the members have not yet been appointed.
Memorial Fruit Trees for France -—Coodperating directly with
the French Government, the New York Bird and Tree Club (In-
corporated) has inaugurated a campaign for funds to replant
destroyed orchards in the devastated regions of France. These
will be as memorials to those who sacrificed and suffered that the
ideals of civilization might not perish. When orchards of one
hundred trees or more are contributed by an individual, or club,
the fact will be communicated to the French authorities with the
expectation of receiving and transmitting to the giver a state-
ment of the exact location of the orchard. In this number are
orchards to the memory of Sergeant Joyce Kilmer, Lieutenant
Quentin Roosevelt and Lieutenant Blair Thaw, with many single
trees to the memory of our crusaders whose deeds will blossom
and bear fruit while men live. The Bird and Tree Club articu-
late with “the Secretary of Liberated Regions in France” and
the funds will be expended under the supervision of the “ Office
of Agricultural Reconstruction” which will render a detailed
statement to the club.
We learn from the Naturc-Study Review that in order to make
it possible for down-town children to cultivate larger gardens in
the suburbs, and in order that none may be prevented from doing
so by their inability to pay car fare, the Board of Education of
Cincinnati has made $500 available for the purchase of car tickets
which are to be in the hands of the garden teachers and super-
visors at the gardens and to be given to children who must use
the cars to reach their gardens. Two hundred and twenty-five
children, who will each cultivate one-twentieth acre or more are
‘in this group, representing fourteen schools. Tickets are issued
only to children who have done satisfactory garden work for a
specified period, and who have paid their own car fare at least
151
once a week during the first ten weeks of the gardening season.
Only those may receive car tickets or harvest crops from their
gardens during the second ten weeks who shall have paid by Au-
gust I their share of the estimated expenses for the season for
fertilizer, plowing, and seeds furnished, provided crops of suffi-
cient value can be raised.
The press notice issued on May 5 by the Office of Information,
U. S. Department of Agriculture, states that the main arguments
of objectors to Plant Quarantine No. 37, which will greatly re-
strict the entry of nursery stock and other plants and seeds, be-
ginning June I, 1919, are that either no pests are brought in on
such imported stock or that thorough inspection abroad would
eliminate any undesirable insects. There is no question but that
the chief exporting foreign governments have given to their
nursery stock the best inspection which human skill and science
can afford. Failures, says the United States Department of
Agriculture, are due to the human equation and to conditions not
subject to change, which make inspection and certifications insuff-
cient safeguards. The inadequacy of such inspection since IgI2,
when it became operative, is shown by the findings resulting from
reinspection of imported material at destination in this country.
Data gathered by the United States Department of Agriculture
show that there has been received from Holland 1,051 infested
shipments, involving 148 kinds of insect pests; from Belgium,
1,306 infested shipments, involving 64 kinds of insects; from
France, 347 infested shipments, involving 89 kinds of insects;
from England, 154° infested shipments, involving 62 kinds of
insects; from Japan, 291 infested shipments, involving 108 kinds
of insects; from Germany, 12 infested shipments, involving 15
kinds of insect pests. Many of these intercepted insects are not
known to be established anywhere in this country, and numbers
of them, if established, would undoubtedly become important
farm, garden, or forest pests. Typical of the insects thus im-
ported, some of which have come in on more than 1,000 ship-
ments, are the records in relation to gipsy and brown-tail moths.
In this connection it should be remembered that the gipsy moth
was twenty years in Massachusetts before it was known, and this
152
in the face of the fact that the infestation started in a thickly
populated suburb of Boston. The establishment of these two
insects in different parts of the United States would soon lead to
their general spread throughout the country. .What this woulc
mean in cost and damage, and also in human suffering, can hardly
be estimated. Only a portion of the New England States is now
invaded by these insects, and yet the expenditure in clean-up and
control work alone amounts to more than a million dollars a year
jor
by the States concerned, in addition to an aiding Federal appro-
priation of upward of $300,000 annually.
INDEX TO VOLUME VIII
Aberystwyth, ee ae 145
libra 75
RaGGe eae 49
Adirondacks, 5
ene History Society, 128
Agriculture, Large returns from in-
tensive, 22
WES: pepe se Boe
Se pone ft
"inteor fa es
eae erican Rose Soc
Appalachian Meera ‘Club, 128
los (bear-berry), 32
Uva-Urs 1, 55
Assistants, curatorial, 44
eee Yo lof. George Bae 22
Attendance during 1918,
Auxiliary,
Averill, Miss, 56
Balfour, Prof. Bayley, 144
Bedford, Dr. Edward A., 95, 107
Belgium, 2
Bequest to the Brooklyn Botanic
Garden, Forms of,
eee Dr. Maurice A., 19, 40, 60,
Biological Laboratory, 73
Birch-borer, bronze
ee HES Cat menace a 148
uy)
Bis fae
Blakely, Gilbert
Board of He a ‘Cooperation with
New York C
Miss Johanna, ie
ogart, Principa
Botanical Abstrac
a anical Geciety oF ect Africa,
Botanic Gardens, Government Do-
mains and Centennial Park, Syd-
ney, N. S. W., Annual report of
se
s’ and Girls’ ‘Cis, 38
Boys’ Club, 41,
Braman, Mary L.,
Bridge grafting, 1
Bee Pieridological Society, 144
ooklyn Museum,
Bineee Miss Philucn H.,
wn, "Mrs. Jo seph Epes, Ea
Bulletin Agricole Tipetitute
Scientifgue a Saigon, 146 -
Burdick, Mrs., 30, 72
Burns, Geor Ly 150
Burrougl 1S, Tou 149
Caldwell, Dr. Otis W., 96, 119
eet of
Cambridge (Eng.),
Agricultural mee tan
Campbell, Master Raa, 18, 19
) 58
eanlen Christin Ces
Capar ar
s So ate de M., 62
Cat menace to y rd ue 148
Children, courses for
eas ae exhibit, 4o
Childre gardening, Summer
ees of, 7
in the reconstruction pe-
riod, 13
Children’s ieee I
hildren’s room,
Cincinnati, ae - Education of,
150
Classes, Botanic Garden, 38
Cleveland, Miss Elizabeth, 62
Collections fund, 82
Compton, Prof. R. H
»» 145
Conference on biology in New
York City high schools, Educa-
tional, 95
Conservatories, ity ie}
Cooper, Anita, 141
Cooperation, with loca schools, 11
Cotton, Dr
“ross, Miss Jean ne oR 62,
Curator of Japanese Seas and
floral art, cee
Datura Stramonium, 35
Denbigh, Principal,
153
154
Director, Report of the, 25, 145
Donaldson, Margaret M., 19
Doremus, Miss Louise, 57
Dunbar, Mr. John, 143
research,
ree Cooperation
eetoeical section, 33
~A., 127
Employees, 4I
Endowment fund, ee
Engelhardt, Georg
Erasmus Hall Carden ‘Cae 6
127
Exhibition at the Spring Flower
w, 56
Farlow, ies ue ay Ae 131, 145
Felt, Dr. Pe
Felter, AWilliege T
Financial 2 ere iS 1918, 76
ee 144
19
’ Experiment
Esq., 57
Free, Mr. ME oe 17, 40, 57, 84,
142, 143
French war orphan, 49
Froebel League, 70
Gager, Dr. C. Stuart, 18, 20, 49, 74,
81, 84, 9
Ose Neen fund, Benjamin
uart,
Cae Exhibit, for Brooklyn boys
nd girls, ixth annua al, 138
Carden lectures, 62
Garden teachers, Graduation of, 40
Gardening operations, 31
wor ro1i—1918, Sum-
Gardiner S stand 58
. Ernest A., 130
Geer a elia, 19
General biology, Statements of high
see principals as to the value
ti
Carne aed ica
Government eee and Centen-
nial Park, Sydney, N. S. W., Bo-
tanic Gardens, 147
Graduation of garden teachers, 18,
Gundersen, Dr. Alfred, 20, 32, 57,
85, 128
Harper, Prof. R. A., 96, 117
Harper, Roland M., 58
Harvey, Dr. R. ne 28
Herbarium, 13, 8
Additions ne ce 142
cryptogamic
phanerogamic, a
es
Hicks, Isaac, & Son, 57
ee uae eeacbale statements
High schools of Greater New York,
ment of high school prin-
Si: as to the value of general
Howe, Angelina IEA aK)
Hyde, A. E., Esq., 57
ce-cream party, 40
Ilex crenata, 32
Income, Private funds, 43
Influenza, 3
po Cena Bureau of, 28
Insect Pes
Inspection, eee spring
Institute of Agricultura IDM.
ambridge (Eng.), 2.
Tneccaoe Courses of, ae
epartment of public, 3
eport on elementary, 1918, 66
International Institute ae Aoeeae
u 44
Investi aaa ce courses, 9
Investigation
Tris pie Pee
Isis, 12
Janes, Principal, 103
Vapanees garden, 5
Jardin des Plantes, 145
Jimson weed, 35
eee Mr. ee 130
er, Joy
Rinne We Van Evrie, 141
Kirstenbosch, 21
Kjerskog-Agerzborg, EB Ay:
155
Klostermaier, Carl, 141
Kolsh, Mr, Herman, 51
Koriba, Dr. Kwan, 20
Labelling, 57
8, 35
Lectures, for paicied cae adults,
aturday aftern
vegetable Be ee ea re-
wated subjec an 28
public, and addresses, 38, 87
Levy, Miss Daisy, 58
Liberty Bonds, Bee tie: ns to, 26
ee Reva SeneeipGons to the
Fou
eee Report of the, for 1918,
70
Ibitoyralini Rice vac tse)
Library Sey of ee New York
Public Library.
Livingston, Prot. een E., 20
oans, ae
Local schools, Soper anon with, 11
Long Island, flor of, 31
eee City appropriation
» 43
Meta Mr. Taigan,
Medal, Presentation of Path 17, 40
Meeting nizations and so-
Senne at the garden, 1918, O1
Melhus
Memorial "teuit verte for France,
150
Memorial fund, Benjamin Stuart
ager, 81
Martha Woodward Stutzer, 81
Meyer, Miss Francena, 7
L., 142
Miller, Mr. A. I
Miura, Dr hetaro, 20
Miyabe, Dr. Kingo. 1
Moore, i I 5
Motion pictures, First, 38
Motion picture ee of plant life,
Municipal elisa ake os
urphy, Mr. P. 126
National Research Council, 2
Nature study, I
Needs, library, 74
material, 48
‘ rdet 1, 45
Y. Bird and Tree ee 150
New York Library Club
Yorkwgest
New tate ge
Commie 148
ee Eastern Beason Club,
31
Norway 147
otes, ae 128, 143
Ogilvie, Miss
Okefinokee cee 146
Olive, Dr. Edgar W., 20, 29, 62, 64,
84
f SI Sanar a terminalis, 32
] arles Lathrop, 130
Paul, fn ie H. i, 123
ul, \
ethybridge, Lie George H., 126
Petri ae a
Philip ce,
] itso ome Club, oe
antations and oe 31
ant ees
ant dis
ant One No. 37, 151
ants, aoa of curator of, for
SS SSS SE ESO
Poe a=:
=)
Gia
9
ay
ZO
3
1916, 5
Plaza, Building and conservatory,
Bacamon 38
Positions, New, 44
Potato diseases on Long Island,
conference on, 126
leak, 128, 144
23
Ben amin, 57
aro sion for scholarship
3 0
pees for 1918, Report of
irator
(ees addresses and papers
156
ven by members of. staff,
ee 1918, 87
Publications,
Publications,
duri
Public Scio ols of what the Garden
s doing for os children, Appre-
42
of members of staff
18,
aauOn by,
Purdy, Miss ee 57
Quanjer, Dr. H. M., 126
Rag-weed, 35
Raney, Dr. M. L.,
Raynor, Gilbert a
Recommendations ie
Record, Prof. Samuel J.,
Red Cross; Saag eetions ee 26
Reed, George M., 64
Reeves, sR. N,, 57
Reichlin ng, J es Elizabeth ook 143
Reichling, Gerard Alsto1
Report of the Bro en TeeBate
Garden, 1918, 25
Report of the Division of Adve
tising of the ae of Public
nformatior n, 147
is goiee Graduate study and bo-
cal,
Pro. rovision oe
2
Roosevelt, Quentin, ee
ose fete eat ee
Rose garden
Royal rs orden, 145
Sanborn, Mr., 5
Scholarship, Alfred cy ’ White, a7,
Provision for, and prizes, 37
Sc meet Garden Association of N.
School oe Horticulture for Wo-
men
Schooks on eae with, 36, 63
Talks at, 63
Schwarze, C A., 58, 63
Servic penny pacts, 12, 38
er )
vice, men in, 25
ae lel Bee
Shaw, Miss Ellen Eddy, 57, 66, 74,
J a2
58
Mrs. At nnie Morrill,
Smith, Bn, OA;
I
Smith, Leona A.,
Smith, M. Helen, 2
Sny or aes
Soil inspection, 28
Stapleton, = 245
Statistics, 33
techert, Mr
Stevenson, Brok% fore A., 64
Stockberger, Dr. W. W
q.; 57
Study and loan material, 63
Stutzer, Mr. He
Stutzer Memorial
dward, 81
Summer school of children’s gar-
dening, 7
Sydney, N. S.
of the Director
Gardens, 147
fund, Martha
W., Annual Report
of the Botanic
Taylor, Mr. Nonmat 20, 60, 85, 150
aylor, Miss 2
Tee courses ee
of children’ 8 Lene courses
for, 4
Tem peratures « on greenhouse plants,
4
Thrift stamps, “37,
Tildsley, Dr. John 1. 05
Torrey Botanical Club, 95, 128
Trillinm grandiflorum, 55
S. Dept. of Agriculture, 151
University College, Aberystwyth,
IZ
University of Edinburgh, 144
Vandalism, 33
von Nardroff, Ernest R., 125
War gardening, classes in, 8
War gardens We On2y,
War savings stamps,
War, The Garden and the, 25
Weaver, Mr. pe vnence, 24
we , 04
, Dr. Jam
te Emil “eect th
13
White Mr. Alfred T., 18, af 37, 40,
ily OS
WI te Mrs. Alfred a 57
White, The Misses, 82
W lite birches, loss
Whi
of,
5 Dir Orland E., be 29, 33, 63,
White, Mrs.,
30
Wilde, Sylvia, 19
157
Wile, Dr. Ira S., 63
Wilson, Dr. ny 146
Winter, Sects of eres 32
Wolfson, Arthur M., 126
Wood, ie, George Cs, 95, I10
Yano, Dr. Jinichi, 20
Young, Charlotte S., 1
Young, Miss Florence, 62
Young, Mabel A., 19
Zabriskie, Principal, 106
Re
ier
=:
LABEL, OF CONTENTS
No. 1, JANUARY
PaGE
Prospectus of Courses Offered by the Brooklyn Botanic Garden, 1919. 1
Effects of Low Temperatures on Greenhouse Plants ................ 14
PresentationmotsGolde Wedal: a2. ete ee 6 tensa ton eee Pati lela Pee 17
Gradtiationvor Garden: deachersis ci. ss 6s 0 so we se ee eee 18
INGOTS matherirpe date wane oc id ees an wees a has css een 19
No. 2, APRIL
Eighth Annual Report of the Brooklyn Botanic Garden, 1919 ........ 25
ReporteotethesOinectOt si cse a5 0s ee eee ie a ee 25
iReportorstnes Gtirator of Plants ss..0 oc eee ene eee 51
Report of the Girator ot Public Instruction :...1.5. eee 60
Ive pont Otetiem ib tatiatl sso ees A aty is sa seesn es caer eo eee ener 70
itianciale otatements: fOr LOL Gate! cc) 2s. ree eee 76
Tesh aU ete ACCOUNT wets tee Aa i ae ee 76
2 PtivatemHuilds wNGCOUNt 3.6. Seca eee cise ie eee oes 78
PAD DEN IGS wl Sime ame Peres: Nort tee ea aati go aucQouNE 80
No. 3, JULY
Educational Conference on Biology in New York City High Schools.. 95
Statements of High School Principals as to the Value of General
Biology in the High Schools of Greater New York .............. 121
Conference on Potato Diseases on Long Island .................004. 126
> UBbeereil ness, LM Ips 151g 2 ae ne ere PRN Fle 127
INI@XHRS: - 5 6.Sio Gn 0 ae en DOA eA ire a a 128
No. 4, Ocrosrr
Children’s Gardening in the Reconstruction Period .................. 133
Sixth Annual Garden Exhibit for Brooklyn Boys and Girls ......... 138
FAM CIREIOINGMCOMENER RLERD ALTIUM «sa ccd sve ates ere ves oc Fem didie sy a eenememreanaane 142
INNO SIS» lke 2 Si, Teta 3 ne en ere eee REC CS Hin aun 143
ill
f
I
- w&W b
mo SON Oe
Oo ©
iV
Page 95. Add footnote, starred from the title, to read as follows:
ILLUSTRATIONS
TIC.
. View of the southern part of the Botanic Garden, taken from the
central cupola of the laboratory building .....%e:cr..sa ese opp. 25
PCO HEI, SUE eg sce acura f'n a ees Ss nen dans ene ee Be tes 29
. Saxifrage (S. Macnabiana) in the rock-garden .........---++e05: 34
Biology Class and teacher from Bushwick High School, Brooklyn,
studying trees under the guidance of a Garden docent .......... 30
MPTeD ROG ea rae OM seen eid hicale cha tavasile Gah bras sce MO Rea ae 50
. Mossy Saxifrage (S. caespitosa) in the rock-garden .............. 56
_ Classes from a public school assembling for an illustrated lecture,
to be followed by a visit to the conservatories and plantations .. 59
. War-gardens, cutlivated by older boys and girls ..........+-.+0-5- 64
. Bronze trophy awarded annually to the school having the best’ dis-
play at the annual children’s garden exhibit ........:-0s+.se0sss 69
ERRATA
Page 126, Add signature, C. Stuart Gager, to article ending on this page.
* Report prepared from stenographic notes and manuscript of various
speakers, by Miss Louisa Bruckman and Dr. C. Stuart Gager.
a
IDENT—A. ae HEALY
EDWIN P. MAYNARD
ELAM A. PUTNAM
HERMAN se
mbna 6 OF THE BOROUGH OF pee ee
F BR