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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
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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.

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.

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. <A study of
soils, and of the plant itself. Practical work in the propagation
of plants, and the raising of flower and vegetable seedlings for
the outdoor garden. A fee of one dollar will be charged to cover
cost of materials. Tuesday afternoons 4-5, March 11 to April &.

Miss Shaw.

A22. Nature Study for Teachers.—Intended to familiarize

teachers with material suitable for class use, and with easily ac-

cessible sources. The work given will be practical, such as may
be applied in the nature study teaching of the class room. A fee
of fifty cents will be charged to cover cost of material. Mondays
4-5, April 7 to May 20. Miss Shaw and assistants.

A23. Fall Garden Work.—Home plants; the school window
box; indoor planting of bulbs; the outdoor bulb bed. A fee of
one dollar will be charged to cover cost of materials. Five Twes-
day afternoons 4-5, October 7 to November 4. Miss Shaw.

A24. Fall Nature Study Work.—The emphasis in this course
will be placed on the common nature material and its use in the
class room. A fee of fifty cents will be charged. Mondays at 4,
October 5 to November To. Miss Shaw and assistants.

A25. Conference in Nature Study with Plants for the Kin-
dergarten and Primary Grades.—Three lessons at which the work
laid down in the New York City Syllabus in Geography and
Nature Study will be discussed, and the common material for
use in such lessons will be brought in, identified, and classified.
Practical work is every-day teaching. No fee. Tuesdays at
4, May 13, 20 and 27. Miss Shaw.

BI. Courses ror TEACHERS OF CHILDREN’S GARDENING

The course for teachers in cliildren’s garden work is planned
not only to prepare for garden work, but for the teaching of
nature study as well. Our courses are so arranged that they em-
phasize not only the theory of each subject, but its actual prac-
tice, either in classroom, greenhouse, garden, or field. At the
same time the work is correlated to meet the needs of each grade
of the elementary school. There is an increasing demand for
good nature study work in our schools, and we make a special
point of giving simple, definite, helpful work, grading it so that
it applies directly to the immediate needs of our own city schools.
Practice is given in all this work with Classes of children of dif-
ferent ages. The requirements for entrance to this course are a
certificate from a city training or normal school, a college di-
ploma, or several years of successful teaching. Thesé courses
may be completed during one year, or, as in the case of city school
teachers, may extend over a period of two or more years. The

fee for the entire course is twenty dollars, payable either in full
at the time of registration, or ten dollars at the time of registra-
tion and ten dollars six months later. No money will be refunded
if the student drops the work, and no monetary allowances will
be made for courses taken at other institutions, although time
allowances will be made.

Special stress is put upon the outdoor garden practice. This
practice is of two kinds: (1) Practice with children. There are
three hundred children in our outdoor garden and every oppor-
tunity is given for the student to become accustomed to handling
children and for working out problems connected with this phase
of work. (2) Practice in the teacher’s garden. Each student
has a garden of her own and works it herself, thus performing
all gardening operations to be taught later to children.

To those who satisfactorily complete this course a certificate
will be given. The courses offered in children’s gardening are
considered as a wut, and are not given separately.

Br. Soils and Agricultural Principles—How to understand
your garden: a study of soils; fertilizers, natural and chemical ;
relation of water and air to soil; liming; mixing of soils and
tillage. Four lectures with laboratory work. Tuesday after-
noons 4-5, February 4-25. Miss Shaw.

B2. Elementary Botany.—A survey of general physiological
and morphological principles, illustrated by a few of the more
important types of plants. Sixteen lectures and demonstrations
in laboratory, greenhouse, and garden. Mondays at 4 p. m., Feb-
ruary 3 to May 19. Diy Olive! Da: Cundlaasane

B3. Children’s Garden Practice——The theory and practice of
garden work; including such topics as planning and making the
garden, laying out the grounds, preparation of soil, seed sowing,
transplanting, cropping, cultivation, school garden management,
improvement of school grounds, preparation of exhibits. Lec-
tures and outdoor practice work with children in their own gar-
dens. Saturday mornings 10:30-12, March 22 to June 28.

Miss Shaw.

B4. Plant Propagation and Greenhouse Work.—Methods of
plant propagation, care of plants, cuttings, raising of seedlings
for the outdoor garden. Work related to children’s gardens.

Laboratory work. Six Wednesdays, 4-5 p. m., March 5 to
April 9. Miss Shaw.
Bs. Nature Study.—Nature in relation to gardens and plant
life. Topics: plant structure; fruit and fruit formation ; weeds ;
weed dispersal; insect pests ; birds in their relation to agriculture ;
garden friends; shrubs; shade and lawn trees. Twenty lectures,
with field work. Tuesdays, 4-5 p. m., March 4 to June 3 and
September 16 to October 21. Miss Shaw and assistants.
B6. Fungus and Insect Pests.—l our lectures and demonstra-
tions on the occurrence of and methods of combating the com-
moner fungus and insect pests of garden and greenhouse plants.
Mondays at 4 p. m., May 26 to June 16. Dr. Olive, Mr. Free.
By. Fall Garden Work.—Practical work with the outdoor bulb
bed, harvesting of garden crops, indoor planting of bulbs, raising
plants indoors, the window box. Five lessons on W ednesday
afternoons 4-5, October I-29. Miss Shaw.
B8. Pedagogy of Botany.—A brief discussion of the mental
processes involved in learning and teaching science, and the fun-
damental principles which underlie and point the way to labora-
tory and field work. Three successive Wednesday afternoons
4-5, November 5-19. Dry Gager.
Bo. Genetics.—Four lectures on the problems of heredity, vari-
ation and environment, and their bearing on education ; illustrated
by demonstration material obtained from plant-breeding experi-
ments, and by lantern slides. Lecture subjects: Kinds and ex-
tent of variation in plants and animals; How characters are in-
herited; Sex in plants and the methods of crossing; Human
heredity. Tuesdays 4-5, October 28 to November 18.
Dr. White.
Bro. Woodwork.—The construction of simple garden appa-
ratus, such as window boxes, flats, sieves, tampers, dibbers, etc.
Saturdays 10-12, February 8 to March 15 or October 4 to No-
vember 8. Mr. Stoll.
Bri. Practical Garden Work.—A summer’s work with chil-
dren in the Brooklyn Botanic Garden under supervision. The
students also have their own gardens and definite garden lessons.

B II. SuMMER ScHOOL OF CHILDREN’S GARDENING

Courses Br—Brr are also offered as a concentrated five weeks’
summer course, from July 7 to August 11, 1919. For circular
and further information apply to Miss Ellen Eddy Shaw.

C. COURSES FOR THE GENERAL PUBLIC

Courses C1—C13 are free to members of the Botanic Garden.
They are free to the general public except where otherwise speci-
fied. Those planning to take any of the above work are asked
to register at the Garden at least one week before the course
opens, so that adequate arrangements may be made for materials,
etc. They are open to both men and women, but no course will
be given to a class of less than six.

Cr. House Plants and Small Conservatories.—Five lectures
with demonstrations and practical work. The course includes a
consideration of principles to be observed in the care of indoor
plants, and cultural details concerning suitable subjects. Instruc-
tion will be given with reference to hanging baskets, window
boxes, Wardian cases, etc. A fee of $2.50 will be charged to
cover cost of materials used. The plants raised by the class will
become the property of those taking the course. Thursdays at 4,
February 6 to March 6. Mr. Free.

2. Garden Planning.—The object of this course is to help
owners of small places to plan their yards and gardens to best
advantage. No fee. Thursdays at 4, March 13-27. Mr. Free.

C3. The Outdoor Flower Garden.—Six lectures with demon-
strations and practical work. Instruction will be given with
regard to soils, preparation of grounds for planting, propagation,
hardy perennials, annuals, vines, herbaceous borders, summer
bedding, shrubbery, roses, making and care of lawns, drainage,
etc. A fee of $1.00 will be charged to cover cost of materials
used. Thursdays at 4, April 3 to May 8. Mr. Free.

C4. Garden and Greenhouse Work in Fall.—A course of six
lessons covering the making of cuttings, taking up and storing
of plants, bulb planting, winter protection of plants, fall pruning,
etc. Thursday afternoons 4-5, September 25 to October 30. A
fee of $1.00 will be charged to cover cost of materials used.

Mr. Free.

C5. Spring Flowers and Ferns.—Largely an outdoor course,
with some excursions. Fee, $r.00. Twelve Saturdays at 10,
April 5 to June 21. Dr. Gundersen.

C6. Fall Course in Trees and Shrubs.—Most of the time will
be given to outdoor study in the Botanic Garden and adjacent
Prospect Park. Fee, $z.00. Ten Saturdays at 10, September
20 to November 22. Dr. Gundersen.

C7. History of Botany.—Four illustrated lectures giving a
brief outline of the history of botany from the time of the Greeks
to the present. Wednesdays at 4, February 5-26.

Dr. Gundersen.

C8. Bacteria and Other Micro-organisms in the Home.—Fight
periods devoted to lectures and demonstrations on the occurrence
of bacteria, yeasts, molds, and other micro-organisms in the home;

in water and sewage; the principles underlying the canning of
foods, ete. Saturdays at 11. February rt to March 22.
Dr. Olive.

Cro. Classes in War Gardening.—Special classes in vegetable
gardening may be arranged for by clubs or groups of at least 12
persons. Tor particulars address Miss Ellen Eddy Shaw.

Cir. Evening Course in Vegetable Growing, with special ref-
erence to War Gardens. Three lectures, illustrated with lantern
slides and demonstrations. Preparation of the ground, hotbeds,
and cold frames ; tools and implements ; cropping plans, seed sow-

ing, transplanting, cultivating, insect and fungus pests, methods
of protecting plants by sprays and other devices; harvesting and
storing ; the important vegetables and their varieties. An even-
ing course on Wednesdays 8-9 p. m., March 5, 12, 19.
Mie nee:
C12. War Gardens.—A practical course of six lectures and
demonstrations on the subject of successful war gardens. Pri-
marily for those who have a small garden, a vacant lot garden,
or a school garden. Soils, varieties of seeds, methods of plant-
ing. ‘These and other topics are discussed. No fee. Mondays
at 4, March 3 to April 7. Mr. Free, Miss Shaw.
C13. Special Lectures on Subjects Related to Gardens.—
Thursdays at 4, March 6-27.

March6. The Small Backyard Garden—Its Plan. Mr. Leonard
Barron, editor of the Garden Magazine.

March 13. Color Schemes for Gardens. Miss Alix S. Cam-
eron, Erasmus Hall High School.

March 20. The Child’s Garden. Miss Ruth E. Tappan, Brook-
lyn City Training School.

March 27. New Aspects of High School Botany. Dr. Mar-
guerite T. Lee, Girls’ High School.

D. ADVANCED COURSES AND INVESTIGATION

For the following advanced and research courses there is a
charge covering all expenses, including laboratory fee, of $30 for
each full course of 100 credit hours, and $20 for each half course
of 50 credit hours.

Advanced Courses

Di. Mycology and Plant Pathology.—Morphology and pathol-
ogy of the fungi and bacteria. Life histories of fungi; methods
of control of plant diseases, etc. Prer equisite, a satisfactory col-
lege course in general botany. roocredit hours of work. Hours
to be arranged. Dr. Olive and assistant.

D2. Fresh-water Microbiology.—A course of lectures, recita-
tions, and laboratory work on the various organisms found in

rinking water. Odors, colors, etc., of drinking water ; methods
of microscopical and bacteriological examination. 50 create hours
of work. Hours to be arranged. Dr. Olive and assistant.

D3. Cytology.—A course of lectures and laboratory work on
cell structure and physiology. Methods of cytological technique,
and practice in accurate interpretation of cell phenomena. Pre-
requisite, satisfactory college courses in general botany and plant
ppgelesy. 100 credit hours of work. Hours to be arranged.

Dr. Olive and assistant.

D4. Experimental Evolution.—Detailed studies of the nature
and causes of variation and heredity. Some of the subjects con-
sidered are: Historical Resumé of the Evolution Theory, Physical
Basis of Inheritance, Inheritance of Acquired Characters, Kinds
and Causes of Variation, Mendelism, Biometry, Principles and

—

Technique of Plant Breeding. This course is open to students of
college rank with a knowledge of the elements of physics, chem-
istry, geology, botany, and zoology. The work is primarily in-
tended for students in pure science, and for agricultural or horti-.
cultural students fitting themselves for various professional ac-
tivities in these particular fields. Three lectures and two labora-
tory periods a week. 100 credit hours of work. Hours to be
arranged. Dr. White.

D5. Phytogeography.—A course dealing with plant distribu-
tion over the earth. Prerequisites are courses in plant ecology
and geology, and a good general knowledge of climatology and
systematic botany. 50 credit hours of work. Hours to be ar-
ranged. Mr. Taylor.

D6, Seminar and Journal Club.—TIrregular meetings of the
Garden Staff and advanced students, for the discussion of funda-
mental problems of botany or of general biology, and for the
review of current botanical literature. Open to others on invi-
tation.

Graduate Study and Botanical Research*

D7. Research in Plant Physiology.—Independent investigation
of problems dealing with plant functions. Dr. Gager.
D8. Research in Mycology and Plant Pathology—Indepen-
dent investigation of problems in fungi and fungous diseases of
plants. Dr. Olive.
Dg. Research in Plant Genetics.—Independent investigation
of problems of variation and heredity, including that phase of
cytology having a direct bearing on the subject matter of genetics.
Dr. White.

* Courses of graduate rank offered by the Botanic Garden, when ap-
proved by the Faculty of the Graduate School of New York University,
are listed as courses in the Graduate School, and are given the same credit
as other graduate courses. Properly qualified students who take these
courses may present them in satisfaction of the requirements for ad-
vanced degrees given by the University. Graduate credit has also been
allowed elsewhere for such advanced work done at the Garden.

CooPERATION WITH LocaL SCHOOLS

1. Talks at Schools.—The principals of public or private
schools may arrange to have lantern talks given at the schools on
various topics related to nature study, such as garden work with
children, tree planting, and Arbor Day. If an illustrated lecture
is desired, the lantern and operator must be provided by the
school, but slides will be furnished by the Botanic Garden. Ad-
dress the Curator of Elementary Instruction for list of talks and
for appointments.

2. School Classes at the Garden.—(a) Schools not provided
with a stereopticon may arrange for classes, accompanied by their
teachers, to come to the Botanic Garden, for lectures either by the
teacher, or by a member of the Garden staff.

(b) Notice of such a visit should be sent at least one week
previous to the date on which a talk is desired. These talks will
be illustrated by lantern slides, and by the conservatory collection
of useful plants from the tropics and subtropics. Spring and fall
announcements of topics will be issued during 1919.

(c) The Garden equipment, including greenhouse, plant ma-
terial, lecture room, lantern, and slides is at the disposal of
teachers who desire to instruct their own classes at the Garden.
Arrangements must be made in advance with the Curator of
Elementary Instruction, so that such work will not conflict with
regular classes and lectures.

(d) The principal of any secondary or high school in Brooklyn
may arrange also for a series of six lessons on plant culture to be
given during the fail to a class. These lessons will be worked
out for the most part in the greenhouse. Such a course must be
arranged for in advance, and the class must be accompanied by
its teacher. Adapted for pupils above the fourth grade.

3. Home Gardening.—Assistance will be given to children in
planning and planting home gardens. Enrollment cards for such
assistance may be had on application to the Curator of Elementary
Instruction. Prizes will be offered to both schools and indi-
viduals, at the annual Children’s Garden Exhibit, for the best
results in home gardening. This exhibit is open to all children
in the city of Brooklyn, although their garden products may have

been raised at their summer homes, Certifications must be made
that the work has been done by the child himself.

The exhibit for 1919 will be held on Saturday and Sunday, Sep-
tember 20 and 21. All exhibits, of schools as well as of indi-
viduals, must be brought to the Brooklyn Botanic Garden on the
nineteenth of September, between 9 a. m. and 5p.m. The exhibit
will be judged on the morning of the twentieth, and will then be
on exhibition for the public from ten to five o’clock of. the
twentieth, and from ten in the morning until four in the after-
noon of the twenty-first. The announcement of prizes will be
made on the twentieth. After four o’clock on the twenty-first
exhibitors may remove their exhibits. Prizes will be distributed
on Saturday afternoon, October 11, at three o’clock.

Silver and bronze medals will be awarded as first and second
prizes for individual exhibits. A trophy is the first prize for the
school making the best exhibit as a whole. A bronze statue is
another trophy for the best school roof garden. Each trophy is
to be competed for annually until one school wins it three times,
when it will become the property of that*school. A new prize
wil then be offered.

4. Penny Packets of Seeds.—In order to assist the above work,
penny packets of seeds are put up by the Botanic Garden, for
children’s use. In the early spring, lists of these seeds, condi-
tions for entry as an exhibitor, home gardening record cards, and
other information may be had on application to the Curator of
Elementary Instruction.

5. Conferences.—Con ferences may be arranged by teachers and
principals for the discussion of problems in connection with gar-
dening and nature-study. Monday and Saturday afternoons are
usually available for this purpose. Appointments must be made
in advance. Address Miss Ellen Eddy Shaw.

6. Study and Loan Material—On request, the Garden will en-
deavor to provide living seedlings or plant parts for study, to the
extent of our facilities. Teachers may arrange to have various
physiological experiments or demonstrations conducted at the
Garden. Petri dishes, which must be cleaned and delivered to
the Garden, will, on request, be filled with nutrient agar, read
for exposure in the study of bacteria and molds. In all cases

arrangements must be made by teachers for calling for such ma-
terial, and all material loaned by the Garden must be returned
promptly in good condition.

PLANTATIONS

The plantations comprise several sections, including the local
flora (native wild flower garden), general systematic (trees, shrubs
and herbaceous plants not native within 100 miles of Brooklyn),
morphological, ecological, economic, and rock gardens, Japanese
garden, and children’s gardens. As noted below, under Docen-
try, arrangements may be made for viewing the plantations under
guidance. They are open free to the public daily from 8 a. m.
until dark; on Sundays and holidays at 10 a. m.

Con SERV ALOR TES

The Garden conservatories contain a collection of tender and
tropical plants. Of special interest for teachers of nature study
and geography is the economic house, containing useful plants
from the tropics and subtropics, including the following: banana,
orange, lemon, lime, citron, kumquat, tangelo (a cross between
the grape-fruit—pomelo—and the tangerine), West Indian cedar
(the source of the wood used for cigar boxes), eucalyptus, Manila
hemp, sisal, pandanus (source of the fiber used for making cer-
tain kinds of fiber hats), fig, grape vines from north and south
Africa, date palm, cocoanut palm, chocolate tree, coffee, tea, cam-
phor, ginger, sugar cane, avocado (so-called “alligator pear’’),
Para and other rubber plants, banyan, religious fig of India, and
numerous others.

The conservatories are open daily from I0a.m.to4 p.m. In
this connection see also below, under Docentry.

HERBARIUM

The Garden herbarium consists at present of over 150,000
specimens, including phanerogams, ferns, mosses, liverworts,
lichens, parasitic and other fungi, algze, and myxomycetes. This
collection may be consulted from 9 a. m. until 5 p. m. by those
interested, and specimens submitted will be gladly identified.
Address, Curator of Plants.

EFFECT OF LOW TEMPERATURES ON GREEN-
HOUSE sri coNeis

Having regard to the coal situation for the coming winter, a
few notes concerning the experiences of the Brooklyn Botanic
Garden during the winter of 1917-1918 may be of interest.

About the middle of December it was considered to be ex-
tremely doubtful if sufficient coal would be available to maintain
the plant houses at a proper temperature for the rest of the cold
season. It was immediately decided to conserve fuel by lower-
ing the minimum temperature, normally maintained in all the
greenhouses, ten degrees, the theory being that, although a num-
ber of plants would undoubtedly suffer by such a course, that
was preferable to losing the whole of the collections by a freeze up,
occasioned by using all the fuel in maintaining ideal temperatures.
All but the absolutely essential heat was shut off from the
laboratory building. It was soon found that these measures
would not result in saving enough coal to tide us over until further
supplies could be secured. It was then decided to close off a
number of houses (about half) entirely and remove their contents
to the remaining houses. This of course resulted in much over-
crowding, and probably caused almost as much damage as lowered
temperatures. Three houses, containing plants that will with-
stand cool conditions, from which it was not practicable to shut
off the heat entirely, were maintained at a temperature just
sufficient to keep the pipes from freezing. One of these houses,
the Cactus and Succulent house, received the whole of its heat
from the workroom below through the elevator shaft, which was
left continuously open.

ae following notes will give an idea of the effect of low
temperatures on some of the plants.

Cactus House-—Minimum winter temperatures maintained
under normal conditions, 45°—50°. Lowest temperature recorded,
30°. Temperatures of 32° recorded three times, 30° twice. The
temperature fell below 40° on 25 occasions.

Very little damage was done in this house. The leaves of
several species of Pereskia were shrivelled, but the plants other-

wise unharmed. Euphorbia splendens (the crown of thorns) had
its leaves yellowed and shrivelled; it has since entirely recovered.
Several species of candelabra “cactus” were - badly browned
towards the tips, but not killed. Hoya carnosa (the wax plant),
a native of tropical Asia, was apparently unaffected. Wandering
Jew (Zebrina pendula), growing under the benches, was unin-
jured, while several kinds of Boston fern (Nephrolepis) were
badly yellowed.

Not more than three or four species of plants were killed out-
right, these being species of Opuntia and Cereus. It was interest-
ing to notice the change in the coloring of the leaves of many
plants; various species of Sedum, Bryophyllum (the sprouting
leaf), Echeveria microcalyx and Othonna crassifolia being espe-
cially noticeable. The leaves of these plants changed from the
normal color to a beautiful reddish brown, making them very
attractive. The leaves of practically all of the fig marigolds
(Mesembryanthemum) were extremely limp on the mornings
when low temperatures were recorded, causing the plants to ap-
pear as if suffering from lack of water. They are all perfectly
healthy now.

Economic House-——Minimum winter temperature maintained
under normal conditions, 60°. Lowest temperature recorded,

The average lowest temperature from December 20 to
February 20 was about 50°.
- This house contains a collection of tropical economic plants,
and was used in part to accommodate the plants from the houses
it was decided to close. Temporary benches were erected in the
walks to take care of Begonias and a small collection of orchids.
The plants more likely to withstand rough treatment were placed
on inverted flower pots amongst the economic plants, which are
for the most part planted in solid beds. This house is a cur-
vilinear structure with a lantern. The dimensions are 100’ long,
so’ wide, and 36’ to the top of the lantern.

e plants actually killed by the low temperatures were as
follows: The chocolate tree (Theobroma Cacao), Para rubber
(Hevea brasiliensis), Indian almond (Terminalia Catappa), and
coconut (Cocos nucifera). The following plants were more or
less injured: Allamanda Hendersoni, A. Williamsti, and A.

Cathartica. Their leaves were badly yellowed and some fell off.
On July 30 these plants were in good condition and blooming
profusely. Fittonia argyroneura was the first plant to show signs
of distress, the whole of its leaves being killed; it looks none the
worse for the ordeal at present. Fittonia Ver schaffeltii, strangely
enough, was uninjured. Piper ornatwm, growth arrested; Nor-
antea guineensis, old leaves reddened, young leaves killed; Strobi-
lanthes Dyerianus, growth stunted; Papaw (Carica Papaya), old
leaves partly withered; Malanga (Xanthosoma sagittifolia),
growth arrested, leaves sickly looking; Carissa grandiflora, leaves
reddened; oil palm (Elaeis guineensis), leaves slightly yellowed;
Gynura aurantiaca, old leaves browned at edges, ultimately falling
off; African violet (Saintpaulia wonantha), edges of leaves
rieried: sickly yellow; banana (Musa sapientum), growth com-
pletely arrested.

The remainder of the plants showed no ill effects. Amongst
them may be noted the following: Kentia Belmoreana, Pandanus
utilis, Cocothrinax crinita, Sansevieria guineensis, Vanilla plant-
folia, begonias (various species), Areca lutescens and Monstera
deliciosa.

Subtropical Economic House—Minimum winter temperature
maintained under normal conditions, 45°. Lowest temperature
recorded, 28°. On several occasions temperatures of 32° were
recorded, and on one moring ice one half inch thick was formed
on a jar of water standing on a side bench. All the plants likely
to suffer from low temperatures had been removed from this
house, and only enough heat was supplied to keep pipes from
freezing. Among the plants left in the house were the date
palm (Phoenix dactylifera), Camellia japonica, various kinds of
Citrus, such as orange, grapefruit, citron, kumquat, lemon; and
loquat (Eriobotrya japonica). These were uninjured. .

Fern House—Minimum winter temperatures maintained under
normal conditions, 63°. Lowest temperature recorded, 44°. The
temperature fell to 50° on many occasions. The worst sufferers
in this house were the stag-horn ferns (Platycerium), of which
we have a good collection. These had just started to make their
new fronds, and the result was that growth was completely
arrested, and the plants have not yet fully recovered. Some o

the Selaginellas were affected, especially Selaginella Wildenovii,
its young leaves being badly curled. The rest of the ferns were
practically. uninjured.

In House No. 2, one of the houses that was closed, a few plants
of the water hyacinth were left. A temperature of 30° was re-
corded which caused many leaves to die, but the plants survived.
Sanchezia nobilis, a native of Ecuador, was alive after several
times enduring a temperature of 30°. It finally succumbed.

As an adequate supply of coal is not in sight, we have adopted
similar measures this winter in order to save as many plants as
possible. The following houses receive fire heat only when the
temperature falls so low that there is danger of pipes freezing:
Instruction houses Nos. 1, 2, and 3; propagating house No. 3,
and Nos. 1, 2, 3, 4, 6, 7, 8, and 11 of the main range. Except for
the instruction houses and Nos. 6 and t1 (which contain plants
uninjured by low temperatures, or material easy to replace) the
ventilators are kept closed so as to store up as much sun heat as
possible during the day. Only in very cold weather is it necessary
to use artificial heat in these houses. The mortality should be
much less this year, owing to the possibility of preparing the
plants for their ordeal. Without doubt, many deaths were caused
last winter because of the fact that normal heat was maintained
beyond the middle of December, which caused many plants to
push forth new growth, not so capable of withstanding coo!
conditions as matured growth would be. With low temperatures
maintained from the middle of November onwards, these plants
ought to remain in a semi-dormant resting condition, and come
through the winter much better. Some damage, of course, was
caused by the overcrowded condition of the greenhouses, but this
too will probably be mitigated if the plants are not actively grow-
ing when the low temperatures begin to prevail.

MONTAGUE FREE

PRESENTATION OF GOLD 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
Botainic Garden was their presentation, on November 23, 1918,

of a gold medal to Mr. Alfred T. 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. An illustration of this medal was
published in the Botanic Garden Recorp for October, 1914.

In presenting the medal on behalf of the Boys and Girls Clubs,
Master Edward Campbell spoke as follows: “Ladies and Gentle-
men: Mr, Alfred T. White has done so much for the boys and
girls of the Brooklyn Botanic Garden that they felt they wanted
to do something for him. We talked the matter over and thought
ofaplan. The result of the plan I now hold in my hand. This
medal was purchased by money saved, penny by penny, by the
boys and girls during the summer, and it is engraved ‘To Alfrec
T. White, from the Boys and Girls Clubs, in appreciation of his
kindness to them.” Mr. White, nothing we can do, nothing we
can say, can fully show our appreciation of the interest you have
taken in our work; still we ask you to accept this small token of
our regard which makes you one of us.”

In accepting the medal, Mr. White expressed his deep appre-
ciation of the thought which prompted its presentation, and also
emphasized the satisfaction which one derives from cooperating
in the founding and work of an institution established, as is the
Brooklyn Botanic Garden, for the public welfare.

GRADUATION OF GARDEN TEACHERS

On November 23, 1918, occurred the fifth annual exercises in
connection with the conferring of Certificates in Children’s Gar-
dening on those who have completed our year’s course, or the
summer course, for the preparation of teachers of children’s
gardening. The program was as follows:

Music.
Introductory remarks.
rR. C. Sraurt Gacer, Director of the Garden.

Address: Children’s gardening in'the coming education.

Dr. Maurice A. BiceLow, Director of the School of Prac-
tical Arts, Teachers College, Columbia University.
Music.
Presentation of gold medal to Mr. Alfred T. White.
Master Epwarp CAMPBELL, Representing the Boys and Girls
Clubs of the Garden.
Acceptance of the medal, by Mr. Wire.
Awarding of Certificates.
Mr. ALFRED T, Wuite, Chairman of the Botanic Garden
Governing Committee of the Brooklyn Institute Trustees.
Eight certificates were conferred on the following graduates:
Mary L. Braman, Margaret M. Donaldson, Angelina L. Howe,
Leona A. Smith, M. Helen Smith, Sylvia Wilde, Charlotte S.
Young, and Mabel A. Young.

NOTES

On October 25-28 eighty trees of Schwedler’s variety of the
Norway maple were planted in two double rows of twenty trees
each, along each side of the esplanade, leading toward the Brook-
lyn Museum Building. These trees replace a like number of the
flowering dogwood, originally planted at the suggestion of the
landscape architects, but which did not prove satisfactory. The
trees average about 4 inches caliper, and about 18 feet high.

During the latter part of September the area in front of the
laboratory building, west, was graded and seeded for lawn. This
area has, been under cultivation as war gardens for vegetables :
during 1917 and 1918. On account of the unusually warm
weather during the last few days of October, it was necessary to
mow this lawn for the first time on November I.

The meetings of the Flatbush Garden Club, held at the Garden
on October 11 and November 29, were addressed, respectively, by
Miss Cornelia Geer and Miss Ogilvie, on the subject, “The
Woman’s Land Army.”

The address to the graduating class of the School of Horticul-
ture for Women, Ambler, Pa., was delivered on December Le.
1918, by Director Gager, on the subject, “Horticulture as a
profession.”

The first number (September, 1918) of a new botanical publica-
tion, Botanical Abstracts, appeared in November, 1918. It is
the aim of this journal to give abstracts and citations of publica-
tions in the international field of botany in its broadest sense, and
the plan is to issue two volumes of 300 pages each within a period
of one year. Prof. Burton E. Livingston, of Johns Hopkins Uni-
versity, is editor-in-chief, and the editorial board, as at present
constituted, comprises fifteen editors, each in charge of a separate
department, with the codperation of a large number of collabora-
tors for abstracting. The department of Botanical Education is
in charge of Dr. Gager, the director of the Garden. Dr. Olive,
Dr. White, Dr. Gundersen, and Mr. Taylor, of the Garden staff,
are collaborators. The launching of this publication is the most
important event in the field of botanical periodical literature since
the establishment of the American Journal of Botany, in 1914.
Heretofore the botanical world has been chiefly dependent on
Germany for its abstract journals.

Dr. Kwan Koriba, professor of plant physiology, and Dr.
Jinichi Yano, professor of modern Chinese history, Imperial Uni-
versity, Kyoto, Japan; also Dr. Nahetaro Miura, professor of
civil engineering, Kumamoto Higher Technical School, Japan,
visited the Garden on October 5, 1918. They were specially in-
terested in our Japanese garden, and commended it as one of the
best examples of Japanese landscape gardening they had seen in
America,

According to the Weekly News Letter (October 16, 1918), the
U. S. Department of Agriculture has planned to issue about
1,000 feet a week of motion picture film for six months, beginning
in Octboer, 1918. The primary object of the films is to aid in
the “ More Food” campaign. Farm labor, harvesting wheat and
other crops, Red Cross pig clubs, fighting insects and plant diseases

are among subjects for the screen. Subjects of botanical in-
terest include the story of wheat in the great wheat fields of the
Pacific northwest, harvesting California cantaloupes and potatoes,
citrus fruit fumigation in southern California, national forests,
forest-fire fighting, drying fruits and vegetables in the home,
logging timber for wooden ships, and the construction of wooden
ships. Efforts are being made to provide a larger supply oi
these films, and a consequent wider distribution through the aid
of the State College of Agriculture.

The Botanic Garden service flag, hung in the window north of
the main (west) entrance of the laboratory building, contains six
stars, indicating the number of our employees in service in the
National Army.

The objects of the Botanical Society of South Africa, founded
June 10, 1913, are stated as follows in the Journal of the Society,
part 4, 1918. (a) To encourage the inhabitants of South Africa
to take an active part in the progress and development of the
National Botanic Gardens at Kirstenbosch, and to induce them
to appreciate their responsibilities therein. (6b) To augment the
Government grants towards developing, improving, and maintain-
ing fully equipped botanical gardens, laboratories, experimental
gardens, etc., at Kirstenbosch. (c) To organize shows at which
may be displayed the results of botanical experiments or cultural
skill in improving the different varieties of South African flora.
(d) To enlighten and instruct the members on botanical subjects
by means of meetings, lectures, and conferences, and by the
distribution of literature.

Rose Fete at Bourges—The annual Rose fete held on the
16th of June last ‘by the French Society of Rose Cultivators, took
on the color of a great Franco-American day on which consider-
able funds were realized for the various war relief bureaux under
the protection of the Public Subscription Committee of the Amer-
ican Red Cross. The affair was a great success. Beginning
with an exhibition of roses in the garden of the Hotel de Ville
(City Hall), designed by Le Notre under Louis XIV, the day

closed with a kermess. Receipts were in the neighborhood of
10,000 francs ($2,000). (Revue Horticole, Sept. 16, 1918
Translated from the French.)

Professor George I*rancis Atkinson, since 1896 professor of
botany in Cornell University, and for several years botanist of*
the Experiment Station, died suddenly in Tacoma, Washington,
about- November 14, 1918. Professor Atkinson went to the
Pacific coast in continuation of his extensive studies in fleshy
fungi, and his last letter from there indicated that he was making
excellent progress on the monograph. Professor Atkinson was
one of the botanists who honored the Brooklyn Botanic Garden
by his presence, and by contributing a paper to our scientific
program, on the occasion of the dedication of our buildings in
April, 1917. His paper, presented on that occasion, appears as
the first article in volume I of the Brooklyn Botanic Garden
Memoirs. As his colleagues at Cornell state, in announcing his
death to his former students: ‘One of the greatest botanists of
the country has passed to his reward, and his former students
and contemporaries, as well as the coming generations of botanists.
have lost heavily in the early passing of Professor Atkinson,
for the years that seemed ahead of him promised to be his most
fruitful and pleasantest.”

Large Returns From Intensive Agriculture —lIn an article on
“ Adaptations of crops to soil” (Science Conspectus, Boston, Vol.
IV, No. 2), Prof. George E. Stone gives the following informa-
tion, which is of special interest now, in connection with the wide-
spread interest in gardening and increase of food-production:

“The vast areas of fertile soil in the West, when planted to
cereals, return about $20 per acre, while our market garden soils
return from $500 to $2,500 per acre. One square rod of green-
house lettuce gives larger returns than one acre of wheat, and
sometimes as much as two acres. A crop of tomatoes fetching
$9,000 has been taken from less than three-quarters of an acre
of glass within five mile of Boston, and one-tenth of an acre of
greenhouse cucumbers in one case returned $3,500, which is at
the rate of $35,000 per acre. Other instances might be given of

the enormous returns from intensive agriculture—in reality only
another term for unusually efficient farming. These returns are
possible because the greenhouse grower is able largely to manu-
facture his environment, and to prepare his soil as he wants it;
thus adapting his soil to the crop instead of the crop to the soil.

hen this intensive farming is in wider use the United States
will be able to support many more millions of pat than at
present.”

Insect Pests and Birds—During the summer of 1918 a great
deal of damage was done by the defoliation of forest trees on
Bear Mountain and throughout the Berkshires. The injured
trees included maples, beeches, and birches in the northern section
through Charlemont, Cummington, and Worthington. The
ravages of this insect were very destructive in 1917 and still
worse in 1918. Theoretically it is possible to control or check
the injury by spraying, but in actual practice the cost, over wide-
spread areas of forest, is prohibitive. The SaefOMi ay insect is
FHeter ae He guttavitta, popularly known as “saddled promi-
nent”’ or “antlered maple caterpillar.” In a letter to the editor of
the Recorp, Dr. E. P. Felt, New York State Entomologist, gives
a very timely and important suggestion as to the importance of
the conservation of native birds as the natural enemy of insect
pests. Dr. Felt writes:

“There is little that can be done under average forest condi-
tions owing to the fact that spraving is too costly. I have, how-
ever, used these outbreaks to call attention to the fact that our
native birds are among the most effective natural checks upon
leaf-feeding forest insects and, in connection therewith, urged
better protection for them. You may be interested to know that
a considerable reduction in bird life since about 1898 appears
to have been followed by increasingly frequent and severe defolia-
tions of forest areas.”

The announcement was recently made in the British Parlia-
ment by the president of the Board of Agriculture that active
steps have been taken with a view to the establishment at Cam-
bridge of an Institute of Agricultural Botany, the primary func-

tion of which will be the breeding and distributing of improved
varieties of agricultural crops. The plan in question was very
fully described by Mr. Lawrence Weaver, of the Board of Agri-
culture, at a meeting of the Agricultural Seed Association held on
July 15. It appears that the new institute will be modelled on the
famous Swedish plant-breeding station at Svalof, and that its
activities will follow two distinct lines, one of which will be purely
scientific, while the other will have a commercial outlook. More
precisely, the scientific wing will be concerned with the producing
of pure cultures of new varieties on the field-plot scale; the eco-
nomic wing will deal with the growing and distribution on a large
scale of these varieties. It is announced that subscriptions
towards the establishment of the new institute, amounting in the
aggregate to upwards of £30,000 have already been received, in-
cluding a sum of £10,000 down and £2,000 a year for five years
from a commercial firm, and that the Board of Agriculture will
provide the necessary buildings and equipment. (Science N. S.
48: 572. D6’18.)

A correspondent of the American Rose Society, who was at the
very front in Belgium on November 11, reports that the next
day, November 12, the roads were crowded with Belgians return-
ing home, bringing their few remaining home possessions with
them, on wheelbarrows, in baby coaches, and on their backs,
Of beasts of burden they had none, nor of ordinary wheeled
vehicles. The retreating Huns had stripped them after four
years of continual oppression. The same correspondent reports
that he was moved to tears as he saw these folks returning home,
all carrying flower s, wherever they could find a blossom to bedeck
themselves.

EDWIN P. MAYNARD
WILLIAM A. PUTNAM
HERMAN STUTZER

| PUBLICATIONS. fe

THE
eee BROOKLYN BOTANIC GARDEN
RECORD. “Established, January, 1912. ‘An administrative periodical, aestted Taree.
Contents among other things, the Annual Report of the directors and heads of. depart- ‘

ments, special reports, announcements of courses of instruction, ‘miscellaneous papers, |

and notes concerning Garden progress and events. Free to members of the aries x
others one dollar a year; 25 cents a copy. .
EMOIRS. Established, July, 1918. Published srewulanly. one Dedication —
Se comprising scientific papers presented at the dedication of the laboratory build- —
ing and plant houses, April 19-21, 1917. Price $3.50, plus Postage.
CONTRIBUTIONS. Papers originally published in botanical or other periodicals ay
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. ea tne Hinabers oe :
stitute one volume. Price 25 cents each, $5.00 a volume. __
9. The growth-forms of. the flora of New Y ork and vicinity. 9 pages. 1915.
10. Inheritance studies in Pisum. I, Inheritance of ppletoy color. 18 pages, 4 ‘
tables. 1016. ae
11. Studies of teratological PicnOwenae in their relation if evolution and the peablene oe
of heredity. II. The nature, causes, distribution and inheritance of Gi gaION 8 with Sot
special reference to Ne occurrence in Nicotiana. 29 figures, 30 tables. — g16,
12, Endemism in the flora of the vicinity of New York. 10 pages. oe pee
13 ‘gin of new varieties of Nephrolepis by Wi eas saltation. 1g Prow ;
gressive varuinane 28 pages, 6 plates, 191 16.
4:4 white-cedar swamp at t Merrick, Long Island, and. us significance. 10 pages, a
ee 1916. ie
porch Present status of the problem of the: effect Sf radium ‘rays on plant life. oe
pages. 1916.
16. Flora of the vicinity of New York. 6 pages, fig. 1. 1917.
17. Endophyllum-like rusts of Porto Rico. 9 pages, 3 plates. ‘1917.
oa. Inheritance of endosperm color in maize. 11 pages, -IQI7. eae 2 pieiaes
19. Studies of Soiies in Pisum. II. The present state of knowledge of heredity

and variation in peas. 102 pages. 10917.

20. Inheritance ae in Pisum. III. The imndrance of ae in peas. 7 pages, eet
fig. 1. 1918. ee

LEAFLETS. Established, April 10, 1913. Published weekly or biweekly dunee fe
April, May, June, September, and October. The purpose of the Leaflets is primarily Be

life for teachers and others. Fifty cents a series. Single numbers 5 cents e€ :
GUIDES to ues eons PUGET sad grounds. Price based upon cost of
Fanheation. coe
_ SEED LIST. Issued in Beccuber of gach year. ee
-AMERI CAN JOURNAL OF BOTANY. Established, as 1914. Published, in
cooperation with the BoranicaL Society oF F AMERICA, ee except during August fe
and September. Subscription, $5.00 a year. :

| on vi

“HERBARIUM OF
THOMAS J DELENDICK

a BOTANIC GARDEN RECORD 3

APRIL, 1919 NO. 2.

- EIGHTH ANNUAL. REPORT

OF THE

~ BROOKLYN BOTANIC GARDEN,
a 109

FOR THE -ADVANCE- ;
MENT OF BOTANY |
AND THE SERVICE —
OF THE CITY —

PUBLISHED QUARTERLY Ges
AT 41 NORTH QUEEN ‘STREET -
LANCASTER, PAL
BY THE BROOKLYN INSTITUTE. OF ARTS AND SCIENCES

penceked as second-class matter in the Post Office at Lancaster, Pa..,
under Act of at Phy; ae

eas b
arent
od

Bh ay
ay
£

red oe
ser

1. View of the southern part of the Botanic Garden, taken from the central cupola of the laboratory

building. War gardens of employees in front of the conservatories; the rock-garden against the trees at the
right background; the small building at the left, beyond the conservatories, is the children’s building, with the
children’s ede extending beyond and to the right. The middle distance is occupied by a portion of the
general systematic section; the line of trees being the willows along the brook. At the right of the path be-
tween the conservatories and the children’s building is the potato field, a temporary war-time planting. Be-
yond is Flatbush and the ocean (five miles distant). The trees at the extreme right are in Prospect Park.
Washington Avenue at the extreme left.

HERBARIUM OP
THOMAS J. DELENDICK

THE BROOKLYN INSTITUTE OF ARTS AND SCIENCES

BROOKLYN BOTANIC GARDEN

RECORD

VoL. VIII April, 1919 No. 2

EIGHTH ANNUAL REPORT OF THE BROOK-
Day BOTANIC: GARDEN, 1918

REPORT OF THE DIRECTOR

To THE GOVERNING COMMITTEE OF THE BOTANIC GARDEN :

Gentlemen: I have the honor to present herewith the eighth
annual report of the Brooklyn Botanic Garden, of the Brooklyn
Institute of Arts and Sciences, for the year 1918.

The Garden and the War

The influence of the war, and of the disturbed conditions re-
sulting therefrom, has been felt in many ways. To this cause
may be chiefly attributed a marked decrease in nearly all numer-
ical totals for 1918, covering membership, attendance, and regis-
tration in classes. On the other hand there has been a most
gratifying maintenance of level, and even increase, in the totals
covering accessions of plants, herbarium specimens, books, and
income of private funds for current expenses and for endow-
ment. Statements covering these and other similar items will
be found in the appended reports of the heads of the various
departments, in Appendix 2 (p. 82), and in the financial state-
ments (pp. 76-80).

Men in Service-—Our service flag contains six stars, all rep-
resenting men from the gardening and laboring forces. In De-

vO ae

cember, leave of absence was granted to Miss Jean A. Cross,
assistant curator of elementary instruction, for reconstruction
service in France during 1919. Miss Cross will sail in January
with the Wellesley Unit, under the auspices of the Y. M. C. A.

Subscriptions to Liberty Bonds, Red Cross, et al—In the Red
Cross drive of May 20-27, for subscriptions to the Second War
Fund of the American Red Cross, 100 per cent. of the employees
of the Garden were enrolled as subscribers, the total amount of
the subscription being $225.20. This does not represent the total
amount subscribed by our employees, but only the portion of
their total subscriptions placed through the Garden office.

Subscriptions to the Fourth Liberty Loan.—Subscriptions to
the Fourth Liberty Loan from members of the staff and other
employees amounted to a total of $3,250.00. Of our monthly
employees 82+ per cent. subscribed to this loan.

The figures for subscriptions placed through the Garden office,
for all four loans, are as follows:

Per Cent, Per Cent.
Amount All Monthly Employees Scientific Staft
TS tess ATi iiaaees nc ie 2,5 51 100
2d es es te RT oe fea 1,800 5so+ 100
3d SRE Olah BEI RN 2,550 55 100
theese os a tcemeee eee 3,250 82+ 100
AEC tells. 4 ene gee $10,100 61-+- 100

The above figures do not represent the total amounts sub-
scribed by employees of the Garden,as many of our people placed
subscriptions through other organizations, as well as through
the Garden.

Coal Shortage-——The Garden started the winter season of
1917-18 with 466 tons of coal on hand, when the fires were
lighted in the heating plant, on October 1, 1917. Part of this
coal (about 225 tons) was stored in the coal cellar, and the re-
mainder (241 tons) in the yard north of the coal cellar, between
the laboratory building and the Washington Ave. street fence.
Planks were laid under the coal, and retaining fences of boards
were built along the fence and next the building. The first
month of the year was the most severe January, in point of low
temperatures, in the history of the Weather Bureau. Excessive

snow also increased the difficulty of transportation by rail. On
February 2d we used the last of our coal, and for some time
thereafter received only one load of about five tons every two

or three days. The conservatory collections were saved only
by the generous loan of a small load of coal by Park Commis-
sioner Harmon and another load by the subway contractors who
were operating on Eastern Parkway.

By moving all the plants from Houses 1-4, 7 and Io into the
economic house and two wings, and by shutting the heat off from
about one half of the building, heating only the offices in use
and the library, we cut down the coal consumption to about three
tons a day. We observed the second and fourth Garfield (coal-
less) Mondays, but the saving by doing this was slight, and
hardly enough to be a factor worth considering, since coal re-
quired to heat a portion of the building over and above that
required to save the plants in the conservatories was almost negli-
gible—probably not more than a quarter of a ton in twenty-four
hours. We lost several plants, including the Termuinalia tree,
and all of them suffered more or less, from loss of leaves and
otherwise, by the great reduction of temperature.

During February and March coal was received in various sizes

buckwheat, nut, egg, stove, and some soft coal—sufficient to
maintain living temperatures in part of the laboratory building
and plant houses, but not until about March 1, was it possible to
restore normal temperatures in the plant houses.

On account of injury to the collections, shortage of labor, and
threatened shortage of coal during the early fall of 1918, when
the collections were again congested into smaller quarters, the
conservatories have remained closed to the public during the
entire calendar year.

War Gardens—During the year 342 vegetable gardens, 8 ft.
by ro ft., and 67 gardens ro ft. by 20 ft., were cultivated on the
children’s garden plots. The total area actually under cultiva-
tion was 42,360 sq. ft., or slightly less than one acre (43,560 sq.
ft.). The total cash value of the crops taken home, estimated
in terms of the market prices on the day the various crops were
harvested, was over $4,800.

It should not be inferred from these figures that, as a com-

—

mercial proposition, one could realize nearly $5,000 from any
crop or combination of crops on an acre of land; it does mean,
however, that economies were made possible in the purchase of
green vegetables to the extent of the figure given, and economy
in food consumption and distribution was one of the chief re-
sults sought by gardening in 1918.

I'wenty-two war gardens, averaging about 1,100 sq. ft. each,
were also cultivated by adults, monthly employees of the Gar-
den, and members of the city police force. A Model Small
Vegetable Garden, 20 ft. by 4o ft., maintained by the head gar-
dener this year, as last, attracted wide public attention, and
proved to be of large educational value. The cash value of the
produce from the model garden, estimated at current market
prices, was $38.75. The average cash value of the crops from
the other war gardens cultivated by adults was about $25.

Lectures on Vegetable OU AE and Related Subjects.—
These fall under four heads as follows

(a) Six Monday Afternoon TLaeabanes to Teachers, on School
Gardening. ‘March 18-April 22, at 4 p. m. These were well
attended.

(b) Nine “Win-the-War Garden” lectures, free to the public,
Wednesday evening, April 13, and Sunday afternoons, April

7-May 26. Further reports are given in the report of the cura-
tor of public instruction (p. 62).

(c) Codperation with the Bureau of Public Lectures of the
Board of Education. All the lectures on Vacant Lot Gardens,
announced by the Board of Education for Brooklyn, have been
given by Miss Cross, assistant curator of elementary instruction,
and Mr. Free, head gardener. Miss Cross has given five and
Mr. Free eight, all at public schools in various parts of the Bor-
ough. The codperation of the Brooklyn Botanic Garden was
acknowledged in all the announcements issued by the Board of
Education.

(d) Lecture to City Employees, given by Mr. Free at BLO
p. m., at the Municipal Building, Manhattan, April 16th, on in-
vitation from the Mayor’s Committee of Women on National
Defense.

Bureau of Information and Soil Inspection.

—

As last year, the.

Garden has offered the services of the head gardener, Mr. Free,
without charge, to inspect the soil on vacant lots and other tracts
in Brooklyn, to report on soil treatment necessary, and to give
advice on planting, cultivation, insect and fungus pests, and the
harvesting and storing of crops. A contribution of private
funds has made it possible to command the services of an auto-
mobile, and Mr. Free secured a license enabling him to operate
the car himself. |

Cooperation with the Federal Government.—Dr. White, cura-
tor of plant breeding, and Dr. Olive, who has charge of our plant
disease work, have cooperated with the federal government in
war-time activities, the former in castor bean investigation, and
the latter in the plant disease survey. Fuller details will be
found on pages 98, 119, and 121, and in the Borantc GARDEN
Recorp for July and October, 1918.

Fic. 2. Potato field, 1918. A war-time planting on the south addition.

Five members of staff have also cooperated with the botanical
section of the National Research Council in the collection of
information concerning economic botany, and the commercial

utilization of plants and plant products.

Investigations

Plant Breeding—Investigations of heredity and variation in
peas, castor beans, and corn have been carried on in 1918 as i
preceding years, by and under the direction of the curator of
plant breeding. Cooperative experiments with the department
of plant pathology, of the Virginia Experiment Station, on the
inheritance of bean rust were begun. This is a very serious cis-

—
~

ease of beans in some sections of the country, and resistant
varieties of the best commercial types are very much desired.

The studies on peas, castor beans, and corn have continued to
yield a large amount of data concerning inheritance in plants
and by extension, heredity in general. Part of these data have
been made available to those especially interested and to the gen-
eral public, through public talks, and through the publication and
reading of the papers mentioned in Appendices 3 and 4 of this
report. Various reviews in such publications as the Experiment
Station Record, Botanical Gazette, Monthly Bulletin of Agri-
cultural Intelligence and Plant Diseases, of the International
Institute of Agriculture at Rome, Italy, and in various textbooks
on breeding have further facilitated the distribution of this
information.

Data on castor beans have had a very practical aspect in rela-
tion to growing sufficient quantities of these beans in 1918 for
lubricating the rotary motors of the scout type of aeroplane.
From about August 1 until November 16, the curator of plant
breeding was on leave of absence as castor bean specialist for
the United States Department of Agriculture. In this capacity
he acted as a field advisor to the officers of the Castor Bean Sec-
tion, Aircraft Production, War Department, and in company
with the various field officers of this section, traveled over Flor:
ida, Georgia, Alabama, Mississippi, Louisiana, Texas, Oklahoma,
Kansas, Arkansas, and parts of Tennessee and Missouri, inves-
tigating conditions for commercially growing castor beans and
giving advice to the 1918 U. S. contractors and their growers on
seed selection, harvesting, and growing castor beans. During
his absence, Mrs. White and Mrs. Burdick had charge of the
taking of data on his cultures.

At present the plant breeding and heredity work is especially

hampered through lack of sufficient greenhouse space for grow-
ing winter cultures, and through insufficient clerical and garden-
ing assistance for keeping pedigree records and taking proper
care of the cultures. A calculating machine of the most ap-
proved type is much needed for handling the statistical side of
the work. It has not been possible during the past year to afford
the additional clerical and gardening assistance to the inadequacy
of which attention was called in the preceding annual report.

Plant Diseases——Plant disease investigations by Dr. Olive
have been largely determined by the war conditions, and chiefly
confined to cooperative work with the Plant Disease Survey and
Cereal Disease Officer of the United States Department of Agri-
culture, including a field study of the serious and recently intro-
duced potato wart disease.

Flora of Long Island.—Field studies and collections have been
made throughout the year by the curator of plants, in continua-
tion of his work on the flora of Long Island. The field work has
included Gardener’s Island, hitherto almost neglected botanically.

Plantations and Grounds

Development and Maintenance-—Work on the grounds began
on Monday, March 18, with a small force of twelve laborers.
While the total number of labor days was slightly in excess of
that for 1917, it has not been possible to accomplish as much
developmental work as needed to be done on account of the
extra labor required for maintenance. This increases each year,
as the area put into lawn or otherwise developed increases, and
available labor has not increased in proportion. The city ap-
propriation for labor is still not sufficient properly to care for
the developed portions of the grounds and to continue the devel-
opment of unimproved areas as rapidly as desirable. Several
acres still remain to be top-soiled and surface-graded. As the
curator of plants, in his appended report, well states the
grounds have not been kept in the condition which the authorities
of the Garden and the public have a right to expect because the
amount of labor available is insufficient.

Gardening Operations —A beginning was made of the orna-
mental evergreen planting at the Malbone St. gate, comprising

azaleas, Pachysandra terminalis, Arctostaphylus (bear-berry),
[lex crenata, and Austrian pines, the area north of the gate
being partially planted. This is an important entrance, and one
of the most frequently used, and it is highly desirable that this
planting be completed in ro919, in accordance with the adopted
plans of the consulting landscape architect.

Extending the Systematic Section to occupy all of the area
assigned to it could not be completed, as about 34 acre of this
area was given over to raising potatoes as a war-garden measure.

New Trees for the Esplanade—On October 25-27 eighty
specimen trees of Schwedler’s variety of the Norway maple were
planted in double rows on either side of the esplanade leading
to the Museum embankment. These trees, averaging 3-4 inches
caliper, are 18-20 feet in height and replace the flowering dog-
woods, recommended by the landscape architects, and which,
after a trial of four years, proved unsatisfactory.

Loss of White Birches—In my preceding report [ called at-
tention to the ravages of a destructive disease of the white birch,
caused by the bronze birch-borer, followed by one or more para-
sitic fungi. This disease is fast exterminating all the white
birches, not only in the Garden, but in Prospect Park, and gen-
erally throughout the borough of Brooklyn. The Garden has
lost over fifty trees, leaving many bare spots, especially around
the Japanese garden.

Effects of the Severe Winter-—The winter of 1917-18 was
the most severe in Brooklyn since the establishment of the
weather bureau. A period of below zero temperatures the first
of the year was followed by a sudden rise to 50° on January 12,
accompanied by a wind reaching a maximum velocity of 84 miles
an hour. As a result of this combination of extreme cold and
extreme drought some 24 species of trees and shrubs, ordinarily
hardy, were completely killed, 20 species were killed to the
ground, and about 68 species were severely injured. A full ac-
count of this injury may be found in the Garden Recorp for
July, 1918.

New Accession System—The report of the curator of plants
calls attention (p. 57) to the new loose-leaf system of accession
records, devised by Dr. Gundersen, and replacing the card cata-

log system in vogue since the Garden was established. The new
system has numerous advantages over the old, not the least of
which is the greater facility for getting the plantations well
labeled.

Ecological Section —Dr. O. E. White, curator of plant breed-
ing, was given charge of this section in 1918, and over 200 new
labels were made and a large number of new plants added to
illustrate the various relations of plants to factors of environ-
ment. The development of such an exhibit to a point of maxi-
mum beauty and instructiveness is much hampered by lack of
expert gardening assistance.

Vandalism—The destruction by children and adults of some
500 Trilliums, newly planted, to which attention is called in the
report of the curator of plants, is only one of the too numerous
‘instances of vandalism, involving the rock garden, iris collec-
tion, Japanese garden, and the labels generally. This vandalism
is not only disheartening, but is expensive, and greatly restricts
and retards the development of the plantations as an educational
exhibit. ‘The only remedy is: first, a new fence that cannot be
‘climbed; second, provision of a larger number of gardeners and
guards, so that each man can be held responsible for both the
upkeep of a definite area, and its protection during the hours
when the Garden is open to the public. This plan was recom-
mended more in detail in my preceding annual report.

Statistics—A total of 638 living plants were added to the col-
lections, as against 651 last year, and 22 were distributed in ex-
change, as against 422 the year before. Seven hundred and
twenty-six seed packets were received from other botanic gar-
dens, and 1,980 sent in exchange. For 1917 the corresponding
figures were 401 and 470.

Conservatories

The closing of the conservatories to the public throughout the
year as a result, directly and indirectly, of the shortage of coal
has already been noted (p. 26). It is anticipated that we shall
be able to reopen them early in 1919.

Already our conservatory plants, both in number and in stat-
ure, have begun to outgrow the present range of houses, and

further expansion is possible only to a very limited degree.
Within a year or two we shall have to face the problem of build-
ing a new and larger range.

Herbarium

Arcee esy WS

During 1918 the phanerogamic herbarium (flow-
ering plants and ferns) increased by 2,311 specimens, and t

—_—

Fig: 3.7 poasitrape (5. Macnabiana) in the rock-garden.

cryptogamic by 1,900, a total of 4,211. A total of 1,068 dupli-
cate cryptogamic specimens were distributed in exchange. Based
on careful estimates, the total number of herbarium specimens is
as follows:

Phanerogamic:
} LEC CR sect, apes ak Ake 5 81,600
Winmamiaitede yy oe gee ee 11,900
GryptogainiGe cos ek ee ee 56,500
otal )

BI5)

Cooperation with the New York City Board of Health.—
During July the Garden furnished to the Brooklyn Branch of
the Department of Health mounted specimens of the poison
ivy, and also of the Virginia creeper for comparison, to be used
in the six district offices of the department for purposes of iden-
tification. It is proposed by the Department to take measures
to eliminate, as far as practicable, not only poison ivy, but also
the great ragweed, the pollen of which is regarded as an impor-
tant contributing factor in causing hay-fever. In connection
with the latter the Garden has also supplied the Borough offices
of the Health Department with herbarium specimens of the rag-
weed, both the form with incised leaves (Ambrosia trifida) and
the entire leaved form (Ambrosia trifida var. integrifolia). The
Department was also supplied for distribution with a quantity
of the Botanic Garden Leaflets on treatment of poison ivy pot-
soning. In October mounted herbarium specimens of the jim-
son weed (Datura Stramonium) were furnished for similar use.

. Cases of serious poisoning, especially of children, by eating por-
tions of the jimson weed are not uncommon.

Library

Accessions.—Of the 809 volumes added to the library during
the year, 242 were accessioned as from the bindery. The acces-
sions for 1917 totaled 398. Of pamphlets, 384 were added as
against 475 last year. Serial publications have increased by 37,
the total number received now being 343, of which 257 are in
exchange for our own publications. The numerous gifts are
listed in Appendix 2 (p. 81). Special attention is called to the
valued gift of autographed letters, manuscripts, drawings, and
photographs of botanists, by Mrs. Annie Morrill Smith, and the
gift of 23 volumes by Mrs. Joseph Epes Brown.

Assistance —On account of unusual labor conditions resulting
from the war, it has been practically impossible, at the amount
available for salary, to fill the position of library assistant for
which provision was made in the annual budget. Work has been
accumulating for a number of years, beyond the ability of any
one person to handle it, and every effort must be made to secure

funds (not appropriated by the city) and fill this position for
IQIQ.
Department of Public Instruction

Cooperation with Schools—Hitherto, each year has shown a
gratifying increase in the use of the Garden by public and pri-
vate schools, but during 1918 the unusually poor transit facilities
tended to decrease the number of visiting classes. The numbers
were also further diminished by the plan (see p. 67) to provide
more intensive work for a smaller number, especially in connec-
tion with certain conditions arising on account of the war.

It may not, perhaps, be amiss to call attention here to the fact
that while, in certain phases of our work, figures of attendance
are a fair, though not an unqualified indication of success, there
is, on the whole, no kind of an organization whose work is so
poorly and inadequately reflected and recorded in terms of
quantity as an educational institution. True, it is often consid-
ered typically American to estimate the worth of a thing from
its size, and colleges and universities have not been guiltless of
parading figures of large attendance as an evidence of large ac-
complishment. But there is probably no class of institutions
where large figures may so often have just the opposite signifi-
cance. By centering our energies on giving “popular” lectures
to large audiences of children and adults in our lecture hall we
could easily more than double any figures of attendance reported
in the department of public instruction. But, while recognizing
that such lectures do have value and should form a part of our
educational program, we believe that they possess the least edu-
cational value of all forms of instruction, especially for children,
and so we have put forth our best effort in other directions.

Over 4,380 pupils visited the Garden during the year from
public and private schools, and the attendance at various lectures
and talks given outside the Garden by various members of staff
was not less than 10,000.

Five out of eight Brooklyn high schools have depended on the
Garden during the year for the filling of Petri dishes with sterile
nutrient agar for use in the study of bacteria and molds.

The curator of elementary instruction calls attention (p. 68

infra) to the fact that, during the year, 56 schools were repre-
sented in our children’s garden work, distributed as follows:
High Schools, 6. Private Schools, 4.

Public Elementary Schools, 35. | Parochial Schools, 11.

In addition to the above figures, classes accompanied by their
teachers visited the Garden during school hours from 50 schools,
for lectures and demonstrations in the conservatories and plan-
tations, and 44 schools were represented by pupils in our green-
house and indoor nature study classes on Saturdays and outside
of school hours on other days

Provision for Scholarship and Prize r, 1914,
the Garden inaugurated its first annual Children’s Garden Ex-
hibit. The cost of the trophies, cups, medals, and other prizes
awarded at these exhibits has been met from income derived
from tuition and sales. This source of revenue has been uncer-
tain, and, in consideration of other demands made upon it, inade-
quate. It is therefore a pleasure to announce that the chairman
of the Botanic Garden Governing Committee, Mr. Alfre
White, has made provision for these prizes for 1918 and annually
thereafter (see Appendix 2), and also for a scholarship of the
value of $100, to be awarded to the boy or girl who has taken
class work at the Brooklyn Botanic Garden for not less than
three years, and who has shown marked ability along botanical
and agricultural lines, both at the Garden and in his high school
courses, as attested by his principal and teachers. This will be
known as the Alfred T. White Scholarship, and will be awarded
for the first time in 1920.

Special mention should be made of the prizes for excellence in
back yard gardens, in the form of War Savings Stamps to the
face value of $45.00, and of prizes for making the best use of a
plot in the children’s gardens at the Botanic Garden, also in War
Savings Stamps of the face value of $25.00.

In addition to the above, twenty prizes of ten Thrift Stamps
each (ten to boys and ten to girls) were awarded to those who
were most generally helpful in connection with the children’s

garden at the Botanic Garden. Promptness, regularity of at-
tendance, effort, accomp HS ama and other points formed the
basis of this award.

Prospectus —The Prospectus of courses, lectures, and other
educational advantages offered to members and to the general
public, lists 37 elementary courses and 9 advanced and research
courses, in addition to various lectures, talks at schools, teachers’
conferences, docentry, and the opportunities afforded by the
plantations, conservatories, herbarium, library, and otherwise.

Botanic Garden Classes.—The registration in our own classes
reached a total of 3,386, with a total attendance of 24,483. De-
tails concerning our war garden work are given above, on page 27.

Public Lectures and Addresses-—A total of 80 public lectures
and addresses were given by members of staff, of which 15 were
given at the Garden, and 65 outside the Garden.

Penny Packets of Seed—On account of the increased cost to
us of seed, it was necessary in 1918 to charge two cents a packet
for our “penny” packets of seed. Partly on this account, but
perhaps more largely on account of the vigorous activity of other
organizations, educational and commercial, undertaking to sell
seeds to children for war gardens, the total sale of packets
reached only 94,000, as against 120,755 in 1917. We feel, how-
ever, that even with the diminished sales, the results were more
substantial and gratifying, for the seeds were used with more
care, and a larger percentage of packets apparently resulted in
successful crops. These more satisfactory results may be at-
tributed in part to the general war garden interest, but more
largely to our own educational work along these lines during the
past five years.

First Motion Pictures—Motion pictures were used for the
first time at the Garden on October 5, when three reels illus-
trating plant life, the commercial preparation of manilla hemp
fiber, and other subjects, were exhibited to the boys and girls
who had plots during the year in our children’s gardens. On
this occasion the Boys’ and Girls’ Clubs presented to the director
of the Garden the sum of $36.50 for the support of a French war
orphan.

iiffect of the Pandemic.—The attendance of classes from
schools and at our own Garden classes during October was di-
munished by the pandemic of influenza and pneumonia, the num-

studying trees under the guidance

Brooklyn,

ass and teacher from Bushwick High School

4. Biolog

Fic.

of a Garden docent.

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

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

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

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.

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

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

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-

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

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.

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.

. Financial statements of municipal appropriations and _ pri-
vate funds accounts.
5. Appendices 1-5.

Respectfully submitted,
TUART GAGER,
Director of the Garden.

north-west.

iew facing

arden.

The Rock-(

Fic

ate Fo ele RERUN ce ee ose ye

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

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

5 + scattered
help from la-
borer

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,

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.

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.

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).

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.)

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

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
<a |

ie iaramaunmere reer Skate SV |
At the Garden |

Regular classes...--.-+--- IOL| 126; 971| 1,075) S 022) 3,140} 3,840
Visiting classes... .f....... | | | 698 | ,240) 960) 35
Lectures to children....... | | | | |

aces = ee Bee agart | | oe. 458) ueKo) 4 70

; Clos public
Total Be een at gates. : ee 500 23,408] 29, a eel 304. 52,723 48, Ga 43,046
ae ae at schools, clubs, |
| ssa) |
Sept. | Oct. _Nov Nov.

3,710] 3.354) 3,413
35| 103] | 864

By 180 1,334) "509 700

Dec. | Annual Totals.

I ,630

|
Be

928. 803) 24,483

Total registration at Soe : | 31, 403) Sih sae 30,970 28, Z80) 11,578! 398,966
At addresses at schools, clubs i | | |
AiG Le aoe eee Ge / io 90! 275 1,000 250 9,563

As last year, the emphasis of the most of our work and teach-
ing was on war gardens and other activities related more or less
to food supply and food conservation. The work particularly
of Miss Shaw and Miss Cross and their group of teachers in
training was directed primarily toward increasing the local food
supply, both in the plots at the Gardens, as w ell as in many
home gardens throughout the city. Mr. Free, our head gar-
dener, also contributed much toward this end by his expert ad-
vice on soil conditions, questions concerning fertilizers, crop-

ing, harvesting, etc. The report of Miss Shaw on eee
details of this work is incorporated as a part of this report.

Mr. Free‘s course of six lectures on “ Vegetable Gardening,”
given on Sunday afternoons and Wednesday evenings during
March, proved a quite popular attraction, the attendance at one
of these meetings numbering 263.

As a fitting emphasis on just the sort of work which the Gar-
den has been doing along gardening lines, I will quote from
President Emeritus Eliot, of Harvard University, in an ad-
dress on “ Defects in American Education Revealed by the War,”
delivered before the League for Political Iducation, as printed
in the New York Times of November 24, r918: “The war has
also placed in a clear light the need all over the world of a more
productive agriculture, and has shown how that need may be
satished through giving instruction to children and adults in the
means of increasing agricultural productiveness through the
study of soils, seeds, food plants, domestic animals, and the best
ne

—_—

means of cultivating and improving the soil. It follows that t
teaching of agricultural science and art should be an important
feature in the education of every child in both the urban and
the rural population. Fortunately, the agricultural arts afford
admirable means of training children and adults to accurate see-
ing and recording and then to sound reasoning on the records
made.”

Another popular series of Garden lectures were the nine Win-
the-War lectures given during April and May. The following
were the subjects and lectures in this spring course:

April 3 and April 7. Farming for Women.

Miss Sophia de M. Carey, official lecturer of the British
Government.

Miss Elizabeth Cleveland and Mrs. Florence Young, Bed-
ford Farmerettes and members of the Woman’s Land
Army of America.

April 14. The Back Yard Vegetable Garden.

Miss Jean A. Cross, Assistant Curator of Elementary In-
struction,

April 21. Forest Products and the War. (Arbor Day Lec-

ture. )

Prof. Samuel J. Record, School of Forestry, Yale Univer-

sity.
April 28. Diseases of Garden Crops and How to Control
Them. ;
Dr. Edgar W. Olive, Curator of Public Instruction.

May 5. Plant Breeding and Increased Food Production.
Dr. Orland E. White, Curator of Plant Breeding.
May 12. Bacteriology and the War.
Dr. Ira S. Wile, former member of the Board of Education,
New York City.
May 19. Garden Insects—Good and Bad.
Dr. E. P. Felt, State Entomologist of New York.
May 26. Cultivation of Drug Plants.
Dr. W. W. Stockberger, in charge of drug and poisonous
plant investigations, U. S. Department of Agriculture
In that phase of our elementary teaching done by Mr. toll,
over 1,700 Boy Scouts were taught concerning trees or similar
nature study subjects. This teaching was done for the most part
on Sundays, evenings, and during vacation time, in addition to
Mr. Stoll’s regular duties as custodian and registrar. Besides
thus helping troops of Boy Scouts throughout the city to acquire
-certain nature study information in which it is necessary for
them to be proficient, Mr. Stoll has done much similar work
during his vacation at the Boy Scout camps and Scout Master’s
School at the Palisades Interstate Park.

Cooperation with Schools, etc.

Talks at Schools—Fifty-five talks and addresses were given
during the year at various schools, clubs, etc., by members otf the
Garden staff, with an attendance of about 10,000.

Study and Loan Material—Petri dishes, used by the teachers
in connection with the study of hygiene, were filled with nutrient
material for the following High Schools: Girls’, Bay Ridge,
Eastern District, Manual Training, and Erasmus Hall. Study
material of various kinds was also given on request to several
High Schools and Colleges throughout the city.

Cryptogamic Herbarium
The following accessions were made to the cryptogamic her-
barium during 1918:
Fungi, by gift from Mr. C. A. Schwarze, U. S. Dept. of penicure:. 45
ard

Fungi and ome by exchange with Prof. W. G. Farlow, of Harv
Ukntknerctine oon Goren On eon uous o000b0 000 cu00bdnndEbo embod Oouee 221

Fungi, by exchange with Prof, John A. Stevenson, collected in Porto

ISTO 23 Pen en naa eae eee ei NER + cS NE 134
Fungi, by exchange with Prof. E. W. D. Holway, of the University
ope itn iG. ok a Cee rere x hl: a 301

Fungi, by exchange with Dr. James R. Weir, Pathologist at the Lab-
oratory of Forest Pathology of the United States Department

OL euiculimpeat WMissonla, Montana... 4.0 eee. ee 270
Fungi, BY AD UPei Ase ete 5). yaa hats Melee) anime emis oy ee 459
Fungi, by collection by George M. Reed, while resident investigator

HSA CRIN nh, hf at: taht Le Nats aye fe ee 6 366

chen: mosses and Therrratts by gift from Mrs. Annie Morrill
SHOUTED OME AIED (ote) this Le NO Oe OM em eee Ry ee
tal

Pasa a eae SOS ROBE STS PPS e ele ce) osha sete etal s 88! aye oe a legeile ea) 624 here ce ser elie Memeh tal auey ata) ee ie

Editorial and Research Work

Owing to paper shortage and general adverse conditions only
eight numbers of the Leaflets were issued during the year, against
the usual fourteen numbers; two of these were , however, of
double size. With one or two exceptions, these were written on
subjects having to do more or less directly with war-gardens.
The American Journal of Botany, also published by the Garden
in cooperation with the Botanical Society of America, has, with
the ending of 1918, completed its fifth year, fulfilling an impor-
tant function in the botanical world.

As reported in the Recorp for October, 1918, I spent my sum-
mer vacation in plant disease work in New York, Virginia and
Pennsylvania for the Plant Disease Survey and Cereal Disease
offices of the United States Department of Agriculture, cooper-
ating with the Departments of Plant Pathology at Cornell and
at the Virginia Polytechnic Institute, and with the Pennsylvania
State Department of Agriculture. In addition to the work there
recorded, I assisted in the work on the new and serious disease
of Potato Wart, recently discovered in the gardens of many of
the anthracite coal miners around Hazleton, Pennsylvania.

Respectfully submitted,
Epcar W. OLIvE,
Curator of Public Instruction.

Sg remet
sp nts

eh
ee

Fic. 8. War-gardens, cultivated by older boys and girls.

Report on Elementary Instruction, 1918
By ELten Eppy SHaw

“Win-the-War Gardens” has been the slogan about which we
have rallied our forces this past year. During the spring many
lectures on this subject were given, classes were formed, and
garden plots inspected, all for war garden work. Forty-six war
garden plots were thus inspected. Sixteen schools requested
lectures on war gardens, and over 20,000 children were reached
in this way. Six clubs, embracing 2,000 people, were spoken
to; and at five evening meetings, under the auspices of the Lec-
ture Department of the New York City Board of Education,
these “ Win-the-War” lectures were given. Two colleges,
Vassar and Wellesley, were visited in the interest of our Teach-
ers’ Garden Course, looking to the attracting of young women to
this work.

Very interesting things came out of this intensive campaign.
I would mention among these the formation of the Erasmus Hall
Garden Club, of twenty-five boys and girls and two teachers of
the high school, who were much interested in war gardens, and
who met every second Wednesday during the spring and fall at
the Botanic Garden. These students had plots in our outdoor
garden, Io ft. by 20 ft. in size, cultivated with the idea of obtain-
ing as much crop as possible from that limited space,

Another group of twenty boys and girls from Public School
89 gave up a regular school play-period to come to the Botanic
Garden and learn the principles of gardening. These children
organized their little club, came by themselves, and paid their
own small fees.

These two examples suggest many new possibilities of useful-
ness of this Garden; needs which other institutions of this na-
ture in the city, save one, could not possibly fill,

The Erasmus Hall Garden Club, besides gardening here on the
Botanic Garden grounds, also took a plot of land opposite Eras-
mus Hall and carried on a war garden there. This garden was
under our supervision for the month of August, while the teach-
ers connected with the Club were absent on their vacations.

In view of the urgent need for better and more profitable

gardens this year than ever before, the regular lectures for
public schools were set aside this spring; and in their place a
subject was chosen on “ How to plant a small garden,” and dem-
onstrations of actual planting were given on an outdoor plot.

‘A letter was sent to fifty-eight public schools, inviting each

school to send forty children, or one grade, to this lecture and
demonstration. Out of the fifty-eight, forty-one schools re-
sponded, and 1,730 boys and girls were taught how to plant a
small garden in their own back yards, and how to plant different
kinds of seeds. The schools concerned chose especially those
boys and girls who had back yards, so that the 1,730 boys and
girls represented 1,730 actual gardens. The same course will be
pursued during the coming spring.

This method resulted in a smaller attendance at these lectures
than our usual attendance would have been, but at the same time
specific and more definite help was given to each individual. The
attendance at both spring and fall courses was only 5,000, against
approximately 10,000 of last year; but, as stated above, this
5,000 represents, for the most part, specific individual help,
while the 10,000 may represent this or may not.

We have the direct testimony of one of the public schools that
our cooperative garden work resulted in more and better gardens
in the vicinity of that school. Such a tribute, unsolicited, is the
best kind of evidence of the value of our work, and of the appre-
ciation with which it is received.

There were 3,386 boys and girls in our regular garden courses.
These are the courses which extend over a period of time from
six weeks to six months in length. The attendance at these reg-
ular classes was 24,483. These 3,386 boys and girls received
personal and individual attention. We might handle superfi-
cially many times this number of boys and girls during the year,
but the result would be quite different than in the present case.
We are working toward good, concrete garden work which pro-
motes independence and individuality, and ly goes
back home; and we are also working toward Poet citizenship,
which is better built up by individual work than by working with
large groups and masses.

During the past summer 409 boys and girls were registered in

our outdoor gardens. Some boys and girls had more than one
plot, the second plot representing larger areas for the raising of
beans, corn, etc. We have two sizes of plots, the majority being
plots 8 ft. by ro ft.; and larger ones, ro ft. by 20 ft.; in addition
to this certain corn and bean areas consisted of irregular plots
of much larger size. A total of $4,820.13 worth of crops was
taken out of the children’s gardens during the season of 1918;
making an average yield per plot of $15.34. But this average is
not truly representative, since the plots vary in size. The aver-
age yield from one 8 ft. by 10 ft. was approximately $10; while
that from a Io ft. by 20 ft. plot was about $20. Some plots
were worked by more than one child, as in the case of a large
corn patch cultivated by twenty-four boys and girls.

The following fact might be of interest: fifty-six schools
all were represented in our garden work. Of this number six
were high schools, eleven were parochial schools, and four were
private schools; the thirty-five remaining being elementary pub-
lic schools. It has been our aim to have represented in our
garden a few boys and girls from as many schools as possible,
rather than a large number of boys and girls from any one
school; thus making the influence of the Botanic Garden felt
widely over the entire city.

As usual, penny packets of seeds were sold to the boys and
girls of the city, but because of the high price of seed, the price
had to be raised to two cents per packet, and about 94,000 packets
were sold, not as many as in the past year. This is accounted
for by the higher price of the packets and by increased family
expenses, which made the buying of seed a matter of some con-
cern even at two cents a packet. It is probable, however, that
at two cents a packet a larger percentage of the seeds found their
way into well tended gardens than would have been the case at
one cent a package.

Our summer school, with an enrollment of five members, a
smaller number than we have had for some years, was perhaps
the most rateresting one in the history of this Garden. Four of
the members were high school teachers in this Borough, and were
particularly interested in the application of garden work to high
school botany. This demand determined the special trend of our

summer school work. On November 23, eight young women
received certificates from the Teachers’ Garden Course. Dr.
Maurice A. Bigelow, dean of Teachers’ College, Columbia Uni-

—

Fic. 9. Bronze trophy awarded annually to the school having the best' dis-
play at the annual children’s garden exhibit.

versity, gave the address at the exercises held on this occasion.
The regular work of the department of elementary instruction
has gone on as usual, and the only new features of our work this

year have been the win-the-war garden campaign, which was
carried on, as stated before, in our school lectures; and the
rather different phase of garden work as pursued in the summer
school. :

Personal Activities

As during the past three years, I have acted as editor of The
National Plant, Flower and Fruit Guild Magazine. The course
in nature study at the Froebel League, New York City, has been
under my supervision. A course of five lectures in gardening
was given at the Froebel League in March and April. This
course was given so that the parents’ organizations and mothers’
clubs in that school might have a course under the patronage of
Froebel League.

REPORT OF THE LIBKARIAN POR. 1018

Dr. C. StuART GAGER, DIRECTOR.

Sir: I have the honor to submit herewith my report as librarian
for the year ending December 31, 1918.

The work in the hbrary for the past year has not differed
greatly from the two preceding years, except that there has been
a greater amount of routine work for the lbrarian. This was
partly due to the necessary preparation of bindery books for the
shelves, partly to the Florida Agricultural Experiment Station
gift of 5,833 parts of publications which was incorporated with
our collection, and also to lack of assistance. However, we are
glad to report a definite amount of progress, not only in the
acquisition of publications and in the systematizing of routine
work, but in the physical equipment of the library. With the
installation of a successful lighting system, the library becomes
a comfortable reading room, and the map case will keep intact
both our maps and plates.

Attention may also be called to the case of shelves set apart
for “Recent Accessions,” which has proved of practical value
to the staff. Heretofore, publications newly acquired were, as
soon as prepared for use, shelved in their proper places. For

the past year, however, we have set this case apart for fresh
accessions, so that the staff may have an opportunity of examin-
ing them.

Accessions

Among the accessions secured by purchase or exchange may
be mentioned The American Monthly Microscopical Journal, 12
volumes; The Monthly Microscopical Journal, 18 volumes; Bo-
tanische Zeitung, 18 volumes; Journal of the Elisha Mitchell
Scientific Society, 11 volumes; Philadelphia Academy of Natural
Sciences, 11 NG UUEES 5 Revue Horticole, v. 59-82; Sitzungsbe-
richte der Matl h-Natu haftlichen Klasse der K.
Akademie der Wissenschaften, Wien, v. 93-112.

Of unique interest, in an historical sense, are John Gerarde’s
“Herball” (1633), and “Nova Plantarum Genera” by Petro
Antonio Micheli (1729), both secured by purchase; the three
volumes of Johanne Bauhin’s “ Historia Plantarum Universalis ”
(1640), presented by Mr. Alfred T. White; and John Parkin-
son’s “Theatrum Botanicum,’ donated by Mrs. Joseph Epés
Brown. The Parkinson is a complete and perfect copy of the
first edition, London, 1640, having engraved title page, and page
of Errata at the end.

Included in Mrs. Brown’s gift were 23 volumes of the “ Flores
des Serres et des Jardins de L’Europe,” and “Orchidaceae of
Mexico and Guatemala,” by John Bateman. The latter book is
a royal quarto, containing 40 colored plates. The preface is
dated 1843, and only 125 copies were issued.

We gratefully acknowledge Mrs. Annie Morrill Smith’s gift
of 50 photographs of botanists, authors’ original drawings of
published papers on hepatics, mosses and lichens, autograph let-
ters of botanists and valuable manuscripts and correspondence.

Our collection now numbers 5,578 volumes and 7,681 pam-
phlets, a total of 13,259, not including current numbers of serial
publications. The total number of parts added to the library
during the past year is 4,131, as compared with 11,196 for 1917.
The large figure for 1917, however, is due to the 5,833 parts pre-
sented to us by the Florida Agricultural Experiment Station.

Periodicals

Thirty-seven new titles have been added to the serial collec-
tion currently received. Among these may be mentioned: Jour-
nal of the American Peat Society; Publications of the Graduate
School of Tropical Agriculture and Citrus Experiment Station
- of the University of California; Journal of the Elisha Mitchell
Society; The Garden (London); Journal of the Horticultural
Society of New York; Iowa Conservation; Contributions of the
Department of Botany of Iowa State College; Journal of the
Linnean Society; Quarterly Bulletin of the Michigan Agricul-
tural College; Science Progress; Memorias de la Sociedad Cu-
bana de Historia Natural, Felipe Poey; West Indian Bulletin.

Due to the efforts of Dr. M. L. Raney, secretary of the Ameri-
can Library Association, Committee on Importations, in coopera-
tion with the State Department at “Washington, the library
received from Holland the followi ing German periodicals for
1918: Beihefte zum Botanischen Centralblatt; Berichte der
Deutschen Botanischen Gesellschaft; Flora; Jahrbiicher fiir
Wisseneschaftliche Botanik; Zeitschrift fiir Botanik; Zeitschrift
fiir Induktive Abstammungs- und Vererbungslehre; Zeitschrift
fiir Pflanzenkrankheiten; Zeitschrift fiir Pfllanzensiichtung.

Library Assistants

The library has had its vicissitudes in attempting to secure an
assistant. On March 1, 1918, Miss Ruth Taylor was appointed,
but resigned on account of ill health. Two inexperienced high
school students were then tried, Miss Johanna Boehling and Miss
Jennie Gilligan, each giving full time alternate weeks, beginning
with the latter part of April, 1918, until the completion of the
school term. Miss Gilligan resigned September 1, 1918, to enter
a more remunerative position. The librarian then remained
without assistance until the early part of December, when Mrs.
Burdick once more gave two hours each afternoon, typing cata-
log cards, preparing books for the shelves and helping with rou-
tine work in general. Miss Meyer typewrites pamphlet cards,
cuts pages, etc., whenever possible, in addition to her corre-
spondence work for the library.

Loans

The usual collection of books was forwarded to the Biological
Laboratory, Cold Spring Harbor, for the summer school. Pub-
lications were also loaned to the Brooklyn Museum and the Mu-
nicipal Reference Library, New York.

Our library gratefully acknowledges the loan of several books
during the year from the Brooklyn Museum.

Summary

In addition to the usual routine of preparing publications for
use, filing cards currently received, reshelving to make room for
new accessions, we list below the special work the library has had
in hand:

The Florida Agricultural Experiment Station gift of 5,833
parts of publications was incorporated with our experiment sta-
tion literature.

The inclusive numbers of annual reports, bulletins, circulars,
of agricultural experiment stations are now noted on the back of

each folder, so that one knows at a glance, without the necessity
of opening the folder, which publication the library possesses.

About 400 publications from the binder were made ready for
use.

The various gifts of the year, in all 199 volumes, 177 pam-
phlets, and 1,655 parts, were prepared for the shelves.

Two thousand nine hundred and twenty-seven experiment sta-
tion index cards were re-arranged, thus completing the task of
arranging this catalog according to the “ Key to subject index of
experiment station literature.” _

The 122 volumes of Curtis’ Botanical Magazine were labelled,
each volume now showing its inclusive plate numbers, thus facili-
tating the use of this valuable reference work.

Fresh labels were typewritten for the current periodical table,
the shelves containing the experiment station literature, and new
labels with Willson’s gummed letters were inserted for library
stacks.

The cataloging of serials is progressing though not as quickly
as one would wish. .

The New York Library Club held its October meeting at the
Garden, This was the first time a library association has met at
our institution, and while the meeting was especially arranged to
show the outdoor features, an hour was nevertheless devoted
to brief talks by Dr. C. S. Gager and Miss Ellen Eddy Shaw on
the various activities in which the Garden is engaged. The li-
brarian gave a brief résumé of the collection in the library, and
the different classes of readers who make use of it.

The librarian lectured before the senior class of the Library
School of the New York Public Library on “Problems of a
Botanical Library,” on June 4, 1918.

The Library was represented during 1918 at the meetings of
the New York Library Club and the New York Special Libraries.

Needs

The library has now become much too large, is growing too
rapidly and is too widely used to be adequately served by one
person. To the exclusion of more important matters, the li-
brarian’s time is now largely consumed with details that could
well be cared for by an assistant.

The binding of old and shabby books and of completed vol-
umes of periodicals would make the collection more valuable to
the staff.

If at all possible book stacks for the balcony should be in-
stalled at the earliest convenient date so that another year’s ac-
cessions will not crowd the library to such an extent as to impair
its usefulness by compelling us to shelve volumes where they
will not be readily accessible.

For list of donors and gifts see Appendix 2 (p. 81). The sta-
tistical report follows.

STATISTICAL REPORT ON THE LIBRARY
Accessions
Fans reading
Volumes Pamphlets Per als)

ree RAN RRR Gey oe oa eee 5 109 Hoe

Be PN Bo ors Pe DERI 1 199 177 1,655

Sa ene Maa she eet Sere I 69 190

(neURIS Vaeoboo hb cooesboeoeEn 309 29 404

GIA? oh bho apoeo 6 Ooo pre 242 e) 0)

IDYenYoSth Dov oEka be obec eeeeree _o __0 10

809 384 4,131

Total number of parts added to library in Tore including current
MSAK 65 550 bOhc DON ESA eRe nan O UUs Jadu oe dooDSno0eK ,131
Total number of volumes in- library December 31, I917........... 4,769
Total number of volumes added during 1918 .......-.......00005. 809
Total number of volumes in library December 31, 1918............ 5,578
Total number of pamphlets in library December 31, 1917.........-. 7,207
Total number of pamphlets added during 1918 ..........-.----45. 384
Total number of pamphlets in library December 31, 1918.......... 7,681
Total number of volumes and pamphlets in library December 31, 1917. 13,250
Total number of volumes and pamphlets added during 1918 .......... 12,066
Increase in number of volumes and pamphlets.............-+-e-005 1,193

Serial Publications
Count of periodicals, state and federal documents, and society pub-
lications currently received during 1918:

Subscription en ARERR GR a.0°5 5 0.6 0:0 0.0000 6 OC NORE 40

The oe A el A MSS Trond coo ooo ode 6d Oro Ded 30

Bacteage AA RARE PREETI ng ikon hoo0b60 coo cop eban emer 257

Deposit from Brooklyn Public Library.............+.-+-+++- 2

IP th DbCCEMHLOSNY 6 PORE DEAR OMEoeGonuceannocondcdowoc id SaaS be

A Loyelk sce ects eat a eI ein Stic yo coc 909 0000 soe ene 343

1 RiVeseCSIey set a ee a rrig Gh olb.cd 0600000000 mEt eee 37

Miscellaneous Statistics

Index cards of the U. S. experiment stations on file in the library,
December 31, 1OL7 ..:.-. +2. <0 eens el cline orice ,670
Experiment station index cards added by purchase during 1918..... 129

Total number of experiment stations index cards on file in the :

libratys December 31, 1018”... se emeee etek

76
Torrey Botanical Club index cards on file in the library, December

31, 1917
orrey Botanical Club index cards added by purchase during 1918.. 1,146
Total number of Torrey Botanical Club index cards on file Decem-

[nts ohgie a fic 7K 0) cote ce ole te UN een CM pra Sn Rue oa Coser 26,510
Index Algarum Universalis cards, December 31, 1917.............. 8,081
PNaceacl iy MULCNAse dU tipo MOTE: .., tchiscsy ets ates eee ts 1,818
Total, Index Algarum Universalis cards, December 31, 1918........ 9,899
(SALGS AMC ed LO miles gts etl os v5 sys bone oie Sito en te 247
are adedatonberinimshelt ist a0. a) seal ce ee ial 269
Geir(alseitaletctel ss elarabictute) otsuearaey ts iW lol” aan ee ORR, <n, Re 1,345
Watdosacded tompamplleteGatalog. <0 cc.5 5, 1 aig en ee ee 375
Camiecaddarhtoucunientweriodical Catalog. 0... ee ee ee 50

aidesacted tomcatalow Oteduplicates:.<. . acutay x eet ee 77
iy iewyrinlantiCattlemeratalts cx esis sy Grew wi isin Bethe Nee ee ee 2,363
Pooks lOanedatommemijers: Of statt 0... s)he esa eee ee 382
Number of readers in library, approximately......5:.....4..-...2. 1,167
Molomessenteredmiay accession: bOOk 44,4...) 2: Bee ee 778
Narmbemrat letters winehens 55465 a0 och va ene oe vee 282
Colom Odnedetomonnen in StittiLlOns+ 2c)... ceh bi Meee eee ons 15
Books bomowed trom otler institiitions: «.<.+-.-.gaes se. anes te 4
Panterneslides ot mle December sam stOn7) ) 55, ee oe 1,922
Panteruy SWCGeS-accessioned: (Urine TONS s 04. ts. dee ee ae 399
Total number of lantern slides on file December 31, 19018.......... 2321
Photographic negatives on file December 31, 1917............0.00. 2,624
Weeatives accessioncdsaurinig OTe wncc . odors 5 ee 393
Total number of negatives on file December 31, 1918.............. 3,017

Respectfully submitted,
Ray Simpson,
Librarian.
FINANCIAL STATEMENTS FOR 1918
1. Municipat Account
1360 Personal Service:
PSD DROP Wit O lla ease ht tats a Aan oc gt A RED as ota $42,310.00
Contiibuted-trome Private’ Punds. .:.....0e 06 3,810.80
46,120.80

Wile hae a ee) eee ee Se ey et ee

1361 Supplies:
ppropriation ......... sees eee eee eee eens
Expended

PaucWelexen trate, 4erss ne? eecece ee ert) 82 Ferre lem een, says.

Transferred to 1363 .....--eeeeee cere eters

1362 Equipment:

AS SOE AG OF Dn On) Oe ed 0 0 ac

1363 Materials:
Appropriation .....seseee ee esee eee e cet ees
Transferred from 1301 ......-.-ee eee renee
Transferred from 1362 .........+--ee eee
Transferred from 1364
Contributed from Private Funds ..........

Bexpended oo... + «+9 So neem ieee erecta
1364 eee and eae.

TOPLiAtiON ... eis - ees be ue eee pee Reet
eet oe Private Funds ..........
Expended ......-..+0ceecnetsecee era
Transferred to 1363 ....-.-sceseeeree cee

Transferred to 1365 .-....e+cee cree etree es

1365 Light, Heat and Power:

Transferred from 1368 .......-.-.-eeeeeeee
Bxpended 2 .... 0.0. cemenueer ai MA oertmts c7 5

1366 Transportation:

Transferred from 1369 ...---+eeeceeeeeees

Expended ...-...eeeeeeeceeeee rer eeeeeees
1368 Telephone Service:

Expended

Transferred to 1365 ......-+-++- $ 4.44
Transferred to 1366-C ......... _ 30.90

a a 0 2 oe 6 a 8 4 8 © mpeleielstersl suemanenensnsy eas) <)

eee eee ee

ween reas

$ 7,451.00

pe7jdo 1-00
$ 848.00

__ 848.00
$ 500.00
mun 23:29)
$ 923.29
e235 -29
$ 500.00
- 1,379.25
$ 1,879.25

_ 1,879.25

$ 150.00
SE
$ 161.37

161.37
$ 720.00

37.60
$ 757.60
__ 757.60
$ 150.00
___ 150.00

1369 General Plant Service:
Transferred to 1366-C
PPATISTeRUCMetO SIATOs .i gos, cuca ey

1370 Contingencies:
dimanstenred «iromet300 6.3 occ f.che tee $77.07
Contributed from Private Funds ..........

Expended

vol ASA Sy) AE set a ee Peet ir eee bat ie al fen Wert eC hes ML a

Summary of Municipal Accounts:
Appropriation by City for maintenance.............
Contributed from Private Funds ..................
Expended

Spr atee ees ese a ake rae 4s 6 (pi gible eos) akatalnnavis: a’ gta cakateligts) pushes

2. Private Funps Accounts For 1918

1. Endowment Fund, Income:

IC OMe; 1 Opiate th Ao wT oo, Se tee
Contributed to City Accounts ............. $ 14,12
BEDended," Atma e eye Pave ae 1,351.62
Balance, December 21, tore 5.0.2... eae

2. Botanic Garden Collections, 1918:
IVECRIVEC) OLGs Seymee nt. eke sl One, ne
Transferred from Collections (1917) Account, bal
ba Led oasis its SMe oH acy mA Ae ea NR ai
Refund from express company for slides broken
EL CAAT STEN, eee tea tee a «Pe a ws SOM
Transferred to Special Contributions ...... $8,137.09
Bpended@ stint art dee | 2,507.31
Balance Wecemiper 31. 191 a4... eee

3. Spectal Contributions:

RevUDds sone Waarccolnts: A: 0 xe eet eee ane
Contributed by A. T. White, for PRIZES te. ee ee
Transferred from Collections (1918) Account......
Ol Sale (ce enc Ara, RAR aa, ON cee $3,835.15
Contributed to Maintenance accounts...... 5,401.62

__ 450.00

$ 150.00

114.81

$ 264.81
264.81

$53,229.00

$ 3,900.00

1,365.74
$ 2,534.26

10,739.00
08

8.10

$10, 747.18

10,644.40

$ 102.78

$ 836.80
262.88
8,137.09

$ 9,236.77

_ 9,236.77

79
4. Cary Library Fund, Income:
Balances, Januatyel, LOLS occ cc osc lee sues
ITVCO MENTO USM Merrett wines corn veel oten
Fix pend edu terre ici Sts vee avchs
Balance, December 31, 1918 ........

5. George C. Brackett Library Fund, Income:
Balance, January 1, 1918 .........:...; cs
TI COMe MBL OM Spm rarse certs 5 vss a dicks cto ee

Lela joyevavaleyal ” Sic 85 a pe a ee
Balance, December 31, 1918 ........

6. Sustaining Membership:

Balance jatitianyer 1018 ........- Scotts
IECEIV.COMBIONGGM MR ts ccc hese vee s unten

lapel” Soca abate ae E eens

7. Annual Membership:

Balance, January 1, 1918 ...............
ARGCSTECS Kea F574 UO hey 5 aa ak

SPV Tn CU itpneeeres See wee oe es Se brew ecw ate
Balance, December 31, 1918 ........

8. Tuition and Sales:

ee ed

Balan cesajanuaiyalemlONG 2. oc ose tes ae cdeclas selec
Received, 1918:
(Cap) eslbtitton Spires cnc se eke = $ 361.76
(bh) Bennysseed-packets .............- 1,891.39
Go) lncidentalspeerrntr ns. ec eras 193.49
Expended, 1918:
(a) Tuitions (postage, printing, etc.)....$ 946.79
(b) Penny seed-packets ............. 983.05
Go )mincidentalsmerpitir on «2... 6 ac eee 208.75
Balances ecemben gt, IO1G :.,......ee0es Betis

9g. Benjamin Stuart Gager Memorial Fund, Income:

Exc en de demsmeanterestsecer ca stores ase cect elector el eee

$ 2.36
100.00

$ 102.36
47.49

$ 54.87
Seme26.35
25.00

$ 53.35

$ 43.78
105.58

____ 405-25
$ 510.83

43.10
$ 467.73

__ 2,446.64
$ 3,273.93

2,138.59

$ 1,135.34

Lada

10, Martha Woodward Stutzer Memorial Fund, Income:

NGO MENTOR a eis yo vin say Oc areca cclaece ee 31.25
SD) OU Oe testa recat ovals shal adds! als gain ¢ ns seneie ammeter 4 0-00
Balance, December 31, 1918 ..................5 $ = 31:25
11. Spectal Fund:
TMG OMOR TONS) Sit ie each ieee sige ete mea naira 5,826.41
Jeb ejnYcl oVe (cal Aaa ee an at eee een ER eee ee on ee 0.00
Balance “December 41> 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

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

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

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.

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.

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.

—— 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.

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,

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

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

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.

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.

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.

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.

iN)

VANES

es BO te

s
Pie:
eee

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-

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-

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-

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

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

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

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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.

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(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. .

ee
Spel ors

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

ge oe zo ee |
_ 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

cee TH ENT OF THE BOROUGH OF BROOKLYN

: A THE COMMISSIONER OF ES BOROUGH OF BRO DE

eee ee

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

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,

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,

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

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 ©

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.

IDENT—A. ae HEALY

EDWIN P. MAYNARD
ELAM A. PUTNAM
HERMAN se

mbna 6 OF THE BOROUGH OF pee ee
F BR

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