Louis Leconte's Bulb Garden, 1813-1838
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University of Oklahoma Graduate College
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SCIENCE IN THE AMERICAN STYLE, 1700 – 1800 A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By ROBYN DAVIS M CMILLIN Norman, Oklahoma 2009 SCIENCE IN THE AMERICAN STYLE, 1700 – 1800 A DISSERTATION APPROVED FOR THE DEPARTMENT OF HISTORY BY ________________________ Prof. Paul A. Gilje, Chair ________________________ Prof. Catherine E. Kelly ________________________ Prof. Judith S. Lewis ________________________ Prof. Joshua A. Piker ________________________ Prof. R. Richard Hamerla © Copyright by ROBYN DAVIS M CMILLIN 2009 All Rights Reserved. To my excellent and generous teacher, Paul A. Gilje. Thank you. Acknowledgements The only thing greater than the many obligations I incurred during the research and writing of this work is the pleasure that I take in acknowledging those debts. It would have been impossible for me to undertake, much less complete, this project without the support of the institutions and people who helped me along the way. Archival research is the sine qua non of history; mine was funded by numerous grants supporting work in repositories from California to Massachusetts. A Friends Fellowship from the McNeil Center for Early American Studies supported my first year of research in the Philadelphia archives and also immersed me in the intellectual ferment and camaraderie for which the Center is justly renowned. A Dissertation Fellowship from the Gilder Lehrman Institute for American History provided months of support to work in the daunting Manuscript Division of the New York Public Library. The Chandis Securities Fellowship from the Huntington Library, Art Collections, and Botanical Gardens brought me to San Marino and gave me entrée to an unequaled library of primary and secondary sources, in one of the most beautiful spots on Earth. -
Sources and Bibliography
Sources and Bibliography AMERICAN EDEN David Hosack, Botany, and Medicine in the Garden of the Early Republic Victoria Johnson Liveright | W. W. Norton & Co., 2018 Note: The titles and dates of the historical newspapers and periodicals I have consulted regarding particular events and people appear in the endnotes to AMERICAN EDEN. Manuscript Collections Consulted American Philosophical Society Barton-Delafield Papers Caspar Wistar Papers Catharine Wistar Bache Papers Bache Family Papers David Hosack Correspondence David Hosack Letters and Papers Peale Family Papers Archives nationales de France (Pierrefitte-sur-Seine) Muséum d’histoire naturelle, Série AJ/15 Bristol (England) Archives Sharples Family Papers Columbia University, A.C. Long Health Sciences Center, Archives and Special Collections Trustees’ Minutes, College of Physicians and Surgeons Student Notes on Hosack Lectures, 1815-1828 Columbia University, Rare Book and Manuscript Library Papers of Aaron Burr (27 microfilm reels) Columbia College Records (1750-1861) Buildings and Grounds Collection DeWitt Clinton Papers John Church Hamilton Papers Historical Photograph Collections, Series VII: Buildings and Grounds Trustees’ Minutes, Columbia College 1 Duke University, David M. Rubenstein Rare Book & Manuscript Library David Hosack Papers Harvard University, Botany Libraries Jane Loring Gray Autograph Collection Historical Society of Pennsylvania Rush Family Papers, Series I: Benjamin Rush Papers Gratz Collection Library of Congress, Washington, DC Thomas Law Papers James Thacher -
1 It's All Geek to Me: Translating Names Of
IT’S ALL GEEK TO ME: TRANSLATING NAMES OF INSECTARIUM ARTHROPODS Prof. J. Phineas Michaelson, O.M.P. U.S. Biological and Geological Survey of the Territories Central Post Office, Denver City, Colorado Territory [or Year 2016 c/o Kallima Consultants, Inc., PO Box 33084, Northglenn, CO 80233-0084] ABSTRACT Kids today! Why don’t they know the basics of Greek and Latin? Either they don’t pay attention in class, or in many cases schools just don’t teach these classic languages of science anymore. For those who are Latin and Greek-challenged, noted (fictional) Victorian entomologist and explorer, Prof. J. Phineas Michaelson, will present English translations of the scientific names that have been given to some of the popular common arthropods available for public exhibits. This paper will explore how species get their names, as well as a brief look at some of the naturalists that named them. INTRODUCTION Our education system just isn’t what it used to be. Classic languages such as Latin and Greek are no longer a part of standard curriculum. Unfortunately, this puts modern students of science at somewhat of a disadvantage compared to our predecessors when it comes to scientific names. In the insectarium world, Latin and Greek names are used for the arthropods that we display, but for most young entomologists, these words are just a challenge to pronounce and lack meaning. Working with arthropods, we all know that Entomology is the study of these animals. Sounding similar but totally different, Etymology is the study of the origin of words, and the history of word meaning. -
Proposal 2017-C-15 Below)
AOS Classification Committee – North and Middle America Proposal Set 2017-C 15 March 2017 No. Page Title 01 02 Revise the linear sequence of genera in Fringillidae, and transfer Serinus mozambicus to Crithagra 02 09 Split Brown Creeper (Certhia americana) into two species 03 16 Transfer Violet-bellied Hummingbird from Damophila to Juliamyia 04 18 Elevate Colaptes auratus mexicanoides to species rank 05 23 Split Nashville Warbler (Oreothlypis ruficapilla) into two species 06 26 Adopt new English names for Melozone biarcuata and Melozone cabanisi 07 29 Lump Thayer’s Gull (Larus thayeri) with Iceland Gull (Larus glaucoides) 08 43 Change the spelling of the English names of Le Conte’s Thrasher (Toxostoma lecontei) and Le Conte’s Sparrow (Ammodramus leconteii) 09 46 Add Common Scoter (Melanitta nigra) to the Main List 10 49 Add Blyth’s Reed Warbler (Acrocephalus dumetorum) to the Main List 11 52 Add Chatham Albatross (Thalassarche eremita) to the Main List 12 55 Add Red-legged Honeycreeper (Cyanerpes cyaneus) to the U.S. list 13 57 Add nine species recorded from Greenland to the Main List 14 68 Split Bell’s Vireo (Vireo bellii) into two species 1 2017-C-1 N&MA Classification Committee pp. 658-679 Revise the linear sequence of genera in Fringillidae, and transfer Serinus mozambicus to Crithagra Background: In the past decade, several phylogenetic papers have elucidated relationships within the Fringillidae (Arnaiz-Villena et al. 2007, 2008, Nguembock et al. 2009, Lerner et al. 2011, Zuccon et al. 2012). NACC already has taken a series of actions (reviewed below) based on this research. -
Nematode, Ditylenchus, Stem and Bulb, Meloidogyne, Root Knot
BIOLOGY AND CONTROL OF STEM AND ROOT KNOT NEMATODES r Becky B. Westerdahl1 Abstract: Plant parasitic nematodes are nonsegmented-microscopic roundworms which are frequently present in alfalfa fields. Although more than 10 different genera have been found in alfalfa fields in California, two (stem and bulb, and root knot) are most commonly associated with damage. A management plan to fit a particular growing situation should be developed using a combination of techniques including: planting site selection, certified seed, clean equipment, weed and irrigation management, resistant varieties, crop rotation, fallow, organic amendments and chemical nematicides. Ke~words nematode, Ditylenchus, stem and bulb, Meloidogyne, root knot, INTRODUCTION Plant parasitic nematodes are nonsegmented-microscopic roundworms which are frequently present in alfalfa fields. Whether or not alfalfa is to be planted in a nematode infested area, a grower should be knowledgeable about nematodes. If nematodes are present, both pre and postplant management strategies should be developed for pathogenic species. If an alfalfa field or a potential planting site is not infested, a grower should be aware of techniques available to prevent the introduction of harmful species. For growers to carry on a nematode pest management program they need to be familiar with (1) nematode biology; (2) symptoms and signs of nematode f damage; (3) how nematodes injure plants; (4) how to sample for nematodes; and (5) the principles underlying various management techniques including: planting site selection, the use of certified seed, the importance of using clean equipment and irrigation water, weed management, the use of resistant varieties, crop rotation, fallow, organic amendments, and chemical nematicides. -
Document Resume Ed 049 958 So 000 779 Institution Pub
DOCUMENT RESUME ED 049 958 SO 000 779 AUTHCE Nakosteen, Mehdi TITLE Conflicting Educational Ideals in America, 1775-1831: Documentary Source Book. INSTITUTION Colorado Univ., Boulder. School of Education. PUB DATE 71 NOTE 480p. EDES PRICE EDES Price MF-SC.65 HC-$16.45 DESCRIPTORS *Annotated Bibliographies, Cultural Factors, *Educational History, Educational Legislation, *Educational Practice, Educational Problems, *Educational Theories, Historical Reviews, Resource Materials, Social Factors, *United States History IDENTIFIERS * Documentary History ABSTRACT Educational thought among political, religious, educational, and other social leaders during the formative decades of American national life was the focus of the author's research. The initial objective was the discovery cf primary materials from the period to fill a gap in the history of American educational thought and practice. Extensive searching cf unpublished and uncatalogued library holdings, mainly those of major public and university libraries, yielded a significant quantity of primary documents for this bibliography. The historical and contemporary works, comprising approximately 4,500 primary and secondary educational resources with some surveying the cultural setting of educational thinking in this period, are organized around 26 topics and 109 subtopics with cross-references. Among the educational issues covered by the cited materials are: public vs. private; coed vs. separate; academic freedom, teacher education; teaching and learning theory; and, equality of educational opportunity. In addition to historical surveys and other secondary materials, primary documents include: government documents, books, journals, newspapers, and speeches. (Author/DJB) CO Lir\ 0 CY% -1- OCY% w CONFLICTING EDUCATIONAL I D E A L S I N A M E R I C A , 1 7 7 5 - 1 8 3 1 : DOCUMENTARY SOURCE B 0 0 K by MEHDI NAKOSTEEN Professor of History and Philosophy of Education University of Colorado U.S. -
Tyler Schmidt, Plant Science Major, Department of Horticultural Science
Interspecific Breeding for Warm-Winter Tolerance in Tulipa gesneriana L. Tyler Schmidt, Plant Science Major, Department oF Horticultural Science 19 December 2015 EXECUTIVE SUMMARY Focus on breeding of Tulipa gesneriana has largely concentrated on appearance. Through interspecific breeding with more warm-tolerant species, tolerance of warm winters could be introduced into the species, decreasing dormancy requirements and expanding the range of tulips southward. Additionally, long-lasting foliage can be favored in breeding to allow plants to store more energy for daughter bulbs. Continued virus and fungal resistance breeding will decrease infection. Primary benefits are for gardeners and landscapers who, under the current planting schedule, are planting tulip bulbs annually, wasting money. Producers benefit from this by reducing cooling times, saving energy, greenhouse space, and tulip bulbs lost to diseases in coolers. UNIVERSITY OF MINNESOTA AQUAPONICS: REPORT TITLE 1 I. INTRODUCTION A. Study species Tulips (Tulip gesneriana L.) are one of the most historically significant and well-known horticultural crops in the world. Since entering Europe via Constantinople in the mid-sixteenth century, the Dutch tulip market became one of the first “economic bubbles” of modern civilization, creating and destroying fortunes in four brief years (Lesnaw and Ghabrial, 2000). Since this time, tulips have remained extremely popular as more improved cultivars are released. However, a problem remains: even though viral resistance and long-lasting cultivars are introduced, few are capable of surviving in a climate with truly mild winters and only select cultivars are able to store enough energy for another year of flowering, even in climates with colder winters. Current planting schemes suggest planting annually, wasting tulip bulbs (Dickey, 1954). -
Bulbs: Culture and Maintenance by Diane Relf and Elizabeth Ball, Revised by Joyce Latimer, Virginia Cooperative Extension
GARDENING FACT SHEET Harris County Cooperative Extension 3033 Bear Creek Drive, Houston, Texas 77084 281.855.5600 • http://harris-tx.tamu.edu/hort Bulbs Culture and Maintenance Originally published in the Arizona Master Gardener Manual, produced by the Cooperative Extension, College of Agriculture, The University of Arizona, 1998. Edited and reformatted by Texas Cooperative Extension, Harris County, September 2007 he term bulb is loosely used to include corms, tubers, tuberous roots, and rhizomes, as well as true bulbs. This publication will T refer to all of the above as bulbs. leaves A true bulb is a complete or nearly complete miniature of a plant stem encased in fleshy modified leaves called scales which contain reserves of food. Corms are the base of a stem that becomes swollen and solid with nutrients. It has no fleshy scales. The lateral bud tuber, which is an underground stem that stores food, differs from the true bulb internode Bulb or corm in that it has no covering of dry node leaves and no basal plant from which the old corm roots grow. Usually short, fat and rounded, it has a knobby surface with growth buds, or eyes, from which the shoots of the new plant emerge. Tuberous roots are the only ones Corm from this group that are real roots; their food supply is kept in root tissue, not in stem or leaf tissue as in other bulbs. Rhizomes, which are sometimes called rootstocks, are thickened stems that grow horizontally, weaving their way Tuber along or below the surface of the soil and at intervals sending stems above ground. -
George P. Merrill Collection, Circa 1800-1930 and Undated
George P. Merrill Collection, circa 1800-1930 and undated Finding aid prepared by Smithsonian Institution Archives Smithsonian Institution Archives Washington, D.C. Contact us at [email protected] Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Historical Note.................................................................................................................. 1 Descriptive Entry.............................................................................................................. 2 Names and Subjects ...................................................................................................... 3 Container Listing ............................................................................................................. 4 Series 1: PHOTOGRAPHS, CORRESPONDENCE AND RELATED MATERIAL CONCERNING INDIVIDUAL GEOLOGISTS AND SCIENTISTS, CIRCA 1800-1920................................................................................................................. 4 Series 2: PHOTOGRAPHS OF GROUPS OF GEOLOGISTS, SCIENTISTS AND SMITHSONIAN STAFF, CIRCA 1860-1930........................................................... 30 Series 3: PHOTOGRAPHS OF THE UNITED STATES GEOLOGICAL AND GEOGRAPHICAL SURVEY OF THE TERRITORIES (HAYDEN SURVEYS), CIRCA 1871-1877.............................................................................................................. -
Seed, Tuber, Bulb
Garden Education from the Salmon Center Seed, Tuber, and Bulb Exploration Activity Ages 9+ (can be adapted for younger age group if focus is primarily on observation) Overview: Most students know that plants grow from seeds, but did they know that they also grow from bulbs and tubers? The purpose of this activity is to investigate the differences and similarities between seeds, bulbs, and tubers through the use of observational skills. Students will also learn about the anatomy and function of seeds, bulbs, and tubers. Essential Questions: What do seeds, tubers, and bulbs have in common? What are their differences? Why does a seed, tuber, or bulb grow when planted, but if a leaf or stem is planted, it decomposes? Definitions: Tuber: A swollen, fleshy, usually underground part of a plant that provides food and bears buds from which a new plant arises (Examples include potatoes, artichokes, Jicama, and yams) Bulb: A short underground stem surrounded by fleshy leaves, which contain stored food for the embryo inside (Examples include garlic, tulips, daffodils, and lilies) Bud: Compact growth on a tuber and inside a bulb that develops into a leaf, flower, or shoot Seed: An embryonic plant enclosed in a protective outer layer Seed coat: The outer layer that protects the seed/embryo Embryo: The baby plant inside a seed. It has only two tiny leaves and the beginnings of a root Cotyledon: The part of the plant that provides food for the embryo Materials: ● Seeds of different shapes and sizes (If using beans, consider soaking beforehand to allow for easier dissection) ● A tuber (a potato is an easy one!) ● A bulb (try garlic or a flower bulb) ● Magnifying glass ● Dissection tools (tweezers, knife, fork, etc.) ● Seed, Tuber, and Bulb Anatomy Guide (included) Start the Activity: 1. -
Portraits in the Life of Oliver Wolcott^Jn
'Memorials of great & good men who were my friends'': Portraits in the Life of Oliver Wolcott^Jn ELLEN G. MILES LIVER woLCOTT, JR. (1760-1833), like many of his contemporaries, used portraits as familial icons, as ges- Otures in political alliances, and as public tributes and memorials. Wolcott and his father Oliver Wolcott, Sr. (i 726-97), were prominent in Connecticut politics during the last quarter of the eighteenth century and the first quarter of the nineteenth. Both men served as governors of the state. Wolcott, Jr., also served in the federal administrations of George Washington and John Adams. Withdrawing from national politics in 1800, he moved to New York City and was a successful merchant and banker until 1815. He spent the last twelve years of his public life in Con- I am grateful for a grant from the Smithsonian Institution's Research Opportunities Fund, which made it possible to consult manuscripts and see portraits in collecdüns in New York, Philadelphia, Boston, New Haven, î lartford. and Litchfield (Connecticut). Far assistance on these trips I would like to thank Robin Frank of the Yale Universit)' Art Gallery, .'\nne K. Bentley of the Massachusetts Historical Society, and Judith Ellen Johnson and Richard Malley of the Connecticut Historical Society, as well as the society's fonner curator Elizabeth Fox, and Elizabeth M. Komhauscr, chief curator at the Wadsworth Athenaeum, Hartford. David Spencer, a former Smithsonian Institution Libraries staff member, gen- erously assisted me with the VVolcott-Cibbs Family Papers in the Special Collectiims of the University of Oregon Library, Eugene; and tht staffs of the Catalog of American Portraits, National Portrait Ciallery, and the Inventory of American Painting. -
Specialized Roots and Stems Text Pages: 561 – 587
57 Specialized Roots and Stems Text Pages: 561 – 587. Objectives: 1. Be able to describe the various types of specialized roots or stems on some species of plants. 2. Be able to describe and explain propagation procedures used to multiply plants by specialized roots or stems. 3. Be able to describe and explain limitations of propagating plants by specialized roots or stems. 4. Be able to predict how physical manipulations or treatments affect propagation of specialized roots or stems. I. SPECIALIZED STEMS AND ROOTS A. Introduction – specialized structures B. Tubers 1. Tuber - is a swollen, modified stem that functions a. A tuber has all the parts of a stem, and i. a tuber has buds, leaf scars, and ii. eyes - are the buds on iii. a terminal bud is at iv. tubers exhibit apical dominance b. The tuber is borne on c. Examples: 58 2. The growth pattern is that the tuber forms the first year, a. The tuber is used as a food source and b. Certain environmental conditions favor 3. Propagate tubers by 4. Tubercles - are small tubers C. Tuberous Roots and Stems - these structures are 1. Tuberous root - is an enlarged a. It is a root b. Buds that are formed are c. Example: d. Growth is as a biennial i. tuberous root forms one year ii. then in spring, new shoots grow and produce iii. the swollen root provides 2. Tuberous stems - include swelling of the hypocotyl, lower epicotyl, and upper 59 a. Note: this structure is vertically oriented b. More then one bud can be produced c.