Volume 4 • Number 1

rBotanic Gardeons Conservation Internoational Education Revitew s April 2007

Is it an apple? Is it a pear? Who knows?! Cultivating urban ambassadors for nature Systematic education and interpretation BGCI education – your views!

Linnaeus: 20 YEARS still relevant 300 years on? 1987-2007 BGCI education – your views!

BGCI education department decided Roots is useful Sustainability; Marketing your education last year that it was time we practiced Roots readers find the articles the most programmes; Interpretation; Working what we preached and carried out useful (50%), followed by the whole of with school gardens; Volunteers. We some formative evaluation of our the journal (22%), then the resources will focus on these themes over the next resources. With the 6th International section (17%), then the editorial (6%). few issues – keep an eye out for the Congress on Education in Botanic This does indicate overwhelmingly that ones you voted for. We will also provide Gardens bringing hundreds of our readers find Roots supports their work. material on the other themes you colleagues from around the world Importantly, 84% of respondents said selected and include this on the together we couldn’t think of a better they found the different language website. time to get your opinions down on sections useful – indicating that we paper. A massive thank you to should continue with our trilingual You enjoy surfing the web! everyone who completed the forms at editorial, summaries and resources Your feedback on the website has been 3 the congress and on the International section. particularly useful, nearly ⁄4 of you have Diploma on Education in Botanic accessed it, which is very encouraging. Gardens (run at Kew in October and You want to get involved! Your ideas for improvements are November 2006), and to those who Over half of the respondents offered to excellent and we have been returned one of the forms sent out with contribute an article. We have your implementing some of them already. the last issue of Roots . We appreciate details and will contact you in due For example, we have just loaded over your input and can assure you that course. One suggestion was that we 300 case studies from back issues of your responses, comments and ideas should make forthcoming themes more Roots and congress proceedings onto are feeding directly into our planning widely known (e.g. through the the website. As requested by many of for the next couple of years. website, or given more prominence in you, we are currently working on the Roots ) so that potential authors can resource section of the website and this What did we find out from you? offer to share their experiences on the should be ready soon. subject. We will do this through the You read Roots website, and remember if you have any Future developments Happily, there is a high level of news or ideas that could fit into Roots You gave us ideas about Cuttings , the readership of Roots – with 87% of do let us know. BGCI newsletter, how many of you people either reading selected articles receive it and read it and what format or reading Roots cover to cover. 96% You want more practical ideas you would like it in, which again will of users usually read the editorial and On the whole, respondents think we feed into BGCI’s planning everyone reads at least one article in have a good mix of content in Roots – 3 Roots , with ⁄4 of users reading 3–7 they want to keep the amount of theory You were also very supportive of the articles on average per issue. The and research, external contributions and ideas we have about creating an resources section is also popular with contributions from botanic garden international e-newsletter and an on- 82% of people always or sometimes colleagues the same. What you want is line distance learning programme for 1 reading it. Interestingly only ⁄3 of more practical ideas. As so many of you education in botanic gardens. readers sometimes obtain hardcopies offered to provide articles for Roots we Because of this we have submitted of the recommended resources, will follow this up and ask for your funding proposals and hope to be able 2 whereas ⁄3 of readers favourite practical activities. to take these projects forward, we will (always/sometimes) access the keep you updated! recommended websites. Due to this Sustainability is the top issue we will be increasing the number of There were a huge number of responses So thank you again, and if you have online resources we include in the to the question about what themes you any other comments, queries or resource section; if you have any ideas, want the next few issues of Roots to suggestions for us please do get in do get in touch. cover. The top five were: Education for touch, [email protected] Contents

02 Editorial: Linnaeus – still relevant 300 years on? Julia Willison, Botanic Gardens Conservation International

Editors : Julia Willison, Sarah Kneebone 05 Is it an apple? Is it a pear? Who knows?! Gail Bromley, Royal Botanic Gardens Kew, UK Cover Photo : Taxonomy in action, Timothy Walker, University of Oxford Botanic Garden, UK

Design : John Morgan, Seascape. Tel: +44 (0)1273 416842 09 Linnaeus as a teacher Magnus Lidén and Mariette Manktelow, University of Uppsala Botanic Forthcoming Issues Volume 4 Number 2 – Education for Sustainability - Garden, Sweden focus on water. Last submission date July 20 2007

Roots is produced by Botanic Gardens Conservation 12 We shall always need taxonomists International (BGCI) . It is published twice a year and is Timothy Walker, University of Oxford Botanic Garden, UK sent to all BGCI members. Membership is open to all interested individuals, institutions and organisations that support the aims of BGCI (see inside back cover for membership application form). 15 Taxonomy for horticulture students Gregory Kenicer, Royal Botanic Garden Edinburgh, Scotland, UK Further details available from: • Botanic Gardens Conservation International, Descanso House, 199 Kew Road, Richmond, Surrey TW9 3BW 17 Systematic education and interpretation UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 email [email protected], www.bgci.org Nick Meijdam, Utrecht University Botanic Garden, The Netherlands • BGCI-Russia, c/o Main Botanical Gardens, Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, 20 Teaching children using the essence of nature E-mail: [email protected], www.bgci.ru • BGCI (U.S.) Inc.,1000 Washington Avenue, Brooklyn, Merilyn Haigh, Gladstone Tondoon Botanic Gardens, Australia New York 11225-1099, U.S.A. Tel: +1 718 623 7200, Fax: +1 718 857 2430, www.bgci.org/us • BGCI-Netherlands, c/o Delft University of Technology 22 Cultivating urban ambassadors for nature Julianalaan 67, NL-2628 BC Delft, Netherlands Suma TS, D.K. Ved, Vijay Barve, M. Supriya, Sathya Sangeetha, and Tel: +31 15 278 4714 Fax: +31 15 278 2355 email: [email protected] Savitha B, Foundation for Revitalisation of Local Health Traditions, India www.botanischetuin.tudelft.nl • BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo, Apartado de Correos 14, Tafira Alta 35017, 26 Reporting on BGCI’s education congress Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, E-mail: [email protected] 28 Resources • BGCI-China and South East Asia, c/o Registry, Singapore Botanic Gardens, 1 Cluny Road, Singapore Educational resources for botanic gardens 259569. Email: [email protected], www.bgci.org/china • BGCI-Colombia, c/o Jardín Botánico de Bogotá, Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887, Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949, Fax: +57 630 5075, E-mail: [email protected], www.humboldt.org.co/jardinesdecolombia / html/la_red.htm • BGCI-Deutschland, c/o Botanische Gärten der 05 09 Universität Bonn, Meckenheimer Allee 171, 53115 Bonn, Germany. Tel: +49 2 2873 9055, Fax: +49 2 28731690, E-mail: [email protected]

BGCI is a worldwide membership organization established in 1987. Its mission is to mobilise botanic gardens and engage partners in securing plant diversity for the well- being of people and the planet . BGCI is an independent organization registered in the United Kingdom as a charity (Charity Reg No 1098834) and a company limited by 12 15 guarantee, No 4673175. BGCI is a tax-exempt (501(c)(3) non-profit organization in the USA and in Russia.

Opinions expressed in this publication do not necessarily reflect the views of the Boards or staff of BGCI or of its members

17 20 22

BGCI would like to thank the co-editors for their work in the production of Roots: For the French Section: For the Spanish Section: Loïc Ruellan – Conservatoire Botanique de Brest, France Maricela Rodriguez Acosta – Herbario y Jardín Botánico de la Benemérita Universidad Autónoma de Anne Lindsey – Jardins du Monde, France Puebla, Mexico Thierry Helminger – Musée National d’Histoire Naturelle, Arboretum Kirchberg, Antonio Lopez Quintana – Universidad de Pais Vasco, Bilbao, Spain Luxembourg Lourdes Rico-Arce – Royal Botanic Gardens, Kew, UK Francoise Brenckmann

Roots • Vol 4 (1) 01 Linné – toujours pertinent 300 ans après ? Linnaeus, 300 años después ¿…y todavía actual?

Julia Willison Linnaeus - still relevant 300 years on?

Editorial - English Editorial - Français Editorial - Español

Le déclin vraisemblablement inexorable La inexorable pérdida de popularidad de l’intérêt porté à la taxonomie semble, de la taxonomía con el paso de los au fil du temps, être devenu une años ha sido una preocupación inquiétude récurrente chez beaucoup de recurrente entre nuestros colegas de nos collègues des jardins botaniques. los jardines botánicos. El año 2007 L’année 2007 marque le tricentenaire de marca el tricentenario del nacimiento la naissance de Carl Von Linné, le père de Carl Linnaeus, padre de la de la nomenclature binomiale, et nous nomenclatura binomial, y creemos que pensons donc que le moment est venu es el momento justo para una de réfléchir à l’héritage de Linné et à sa reflexión acerca de su legado y pertinence actuelle. C’est la raison pour relevancia actual, por lo que laquelle nous consacrons notre nouveau dedicamos este nº de Roots a ello. numéro de Roots à l’analyse de cette thématique. Buscando a nuestro alrededor casos paradigmáticos, nos encontramos Nos recherches d’études de cas ont varios ejemplos de jardines que abouti à plusieurs exemples de jardins enseñan taxonomía a estudiantes de enseignant la taxonomie aux étudiants horticultura y biológicas, así como en horticulture ou en sciences clases especializadas para adultos. biologiques, ou offrant des cours Sin embargo no hay prueba de que se spécialisés pour adultes. Mais, des cas enseñe taxonomía y clasificación al concrets de programmes sur taxonomie público en general ni a menores. La et classification destinés aux enfants et pregunta es si a nosotros como au grand public étaient bien plus educadores nos parece importante y si difficiles à trouver. La question à nous nos concierne. En concreto, dado que poser, en tant qu’éducateurs, est la la salud del planeta depende de la suivante : est-ce que cela est biodiversidad, ¿tienen los jardines que important ? Cela nous concerne-t-il ? dar el salto y dedicar esfuerzos a Plus précisément, étant donné que la enseñar taxonomía? En definitiva, a santé de notre planète dépend de la menos que la juventud reconozca y diversité, les jardins doivent-ils porter comprenda la importancia de la leurs efforts sur l’enseignement de la biodiversidad vegetal ¿cómo pueden Above: The A recurring concern of many of our taxonomie ? Après tout, à moins que asimilar el escenario global de la original drawing botanic garden colleagues over the les jeunes commencent à reconnaître et sostenibilidad? for Linnaeus’ years has been the apparently comprendre l’importance de la diversité Garden inexorable decline in the popularity of végétale, comment pourraient-ils faire Hemos pedido el artículo principal a taxonomy. With 2007 marking the le lien avec la notion plus générale de Gail Bromley, Consultora Internacional tercentenary of Carl Linnaeus, the développement durable ? de Biodiversidad y Gerente en father of binomial nomenclature, we Educación del Royal Botanic Gardens feel that the time is right for a reflection Afin d’analyser ces problématiques, de Kew, RU. Gail comenzó su carrera on Linnaeus’ legacy and current nous avons demandé à Gail Bromley, como taxónoma en el herbario de Kew relevance and have devoted our latest consultante internationale en éducation antes de organizar su actual issue of Roots to explore this theme. à la biodiversité et responsable du departamento de educación.

02 Roots • Vol 4 (1) • 02-04 Looking around for case studies, we développement de l’éducation aux Su profundo artículo concluye came across several examples of jardins botaniques royaux de Kew, au constatando la necesidad de encontrar gardens teaching taxonomy to Royaume-Uni, d’écrire notre article nuevas formas o caminos para atraer a students of horticulture and biological central. Gail a commencé sa carrière la juventud hacia la taxonomía. sciences, as well as offering specialist en tant que taxonomiste avant de classes for adults. But evidence of quitter l’herbier pour créer le Hace 300 años Linnaeus tuvo poca children and the general public being département d’éducation à Kew. Son dificultad en conectar con el interés de taught taxonomy and classification was article, riche en réflexions, conclut que la juventud por la taxonomía. much harder to find. The question we les jardins doivent en effet trouver de Estudiantes de todas partes viajaban as educators need to address is does nouvelles méthodes pour inciter les para estudiar con él y los relatos de la this matter? Should it concern us? jeunes à faire de la taxonomie. época cuentan que sus excursiones de More specifically, given that the health historia natural eran muy famosas. En of our planet depends on diversity do Il y a 300 ans, Linné n’avait pas grand- reconocimiento y tributo al gran gardens need to step up their efforts in peine à éveiller l’intérêt des jeunes hombre que fue, Magnus Lidén, teaching taxonomy? After all, unless pour la taxonomie. Les étudiants Superintendente, y Mariette young people begin to recognise and venaient en masse de tous côtés pour Manktelow, Educadora Jefe del Jardín understand the importance of plant suivre ses cours et des récits de cette Botánico de Uppsala, Suecia, diversity how can they connect to the époque indiquent que ses sorties subrayan que Linnaeus era profesor bigger picture of sustainability? botaniques étaient devenues des ante todo y un apasionado de su tema. événements de grande notoriété. Dans Creía en el profundo deseo de conocer To examine these issues we asked Gail leur hommage au grand homme, como la mejor forma de aprender. Dos Bromley, International Consultant for Magnus Lidén, directeur, et Mariette artículos de Timothy Walker, Director Biodiversity Education and Education Manktelow, responsable de l’éducation del Jardín Botánico de Oxford y el Development Manager, Royal Botanic au jardin botanique de l’université Harcourt Arboretum y Gregory Kenicer, Gardens, Kew, UK, to pen our lead d’Uppsala en Suède, insistent sur le Jefe de Horticultura del Jardín article. Gail began her career as a fait que Linné était avant tout un Botánico de Edimburgo, Escocia, taxonomist before moving out of the enseignant et qu’il était passionné par describen los programas de taxonomía herbarium to set up Kew’s education son sujet. Il était persuadé que la que desarrollan en sus respectivos department. Her thoughtful article meilleure méthode pour acquérir des jardines. Comparten con Linnaeus la concludes that gardens do need to find connaissances passe par le désir firme convicción de que donde mejor new ways to engage young people in d’apprendre. Deux articles, celui de se aprende taxonomía es en el campo, taxonomy. Timothy Walker, directeur du jardin ya sea un jardín botánico o un botanique d’Oxford et de l’arboretum arboretum. Mirando atrás y con 300 years ago Linnaeus had little d’Harcourt, et celui de Gregory Kenicer, perspectiva podemos afirmar que difficulty in engaging young people’s responsable du service d’horticulture ¡Linnaeus fue la vanguardia de la interest in taxonomy. Students flocked au jardin botanique royal d’Edinburgh pedagogía activa! from far and wide to study with him en Écosse, brossent les grandes lignes and contemporary accounts suggest des programmes de taxonomie qu’ils No estaría completo este nº de Roots that his natural history excursions were conduisent dans leurs jardins dedicado a la taxonomía sino notorious events! In their tribute to the respectifs. Ils partagent les convictions hablamos del jardín sistemático. Es el great man, Magnus Lidén, Curator, and de Linné sur le fait que le meilleur eje de actividad del jardín y Mariette Manktelow, Education Officer endroit pour enseigner la taxonomie, correctamente interpretado ayuda a los of Uppsala University Botanical c’est « dans les champs », qu’il visitantes a poner orden donde había Garden, Sweden, emphasise that s’agisse d’un jardin botanique ou d’un caos. Nick Meijdam, Educador Jefe del Linnaeus was a teacher first and arboretum. Avec du recul, nous Jardín Botánico Universitario de passionate about his subject. He pouvons constater que Linné était un Utrecht, describe la planificación del believed that the best way to acquire pionnier en matière d’éducation par la jardín sistemático más grande de knowledge was through a desire for pratique. Países Bajos y los métodos de learning. Two articles, from Timothy interpretación empleados para Walker, Director of Oxford Botanic Un numéro de Roots sur la taxonomie comunicar el mensaje al público. Nick Garden and Harcourt Arboretum and serait incomplet sans jeter un regard ofrece una fascinante historia de los Gregory Kenicer, Head of Horticulture aux parterres consacrés à la jardines sistemáticos, en la que at the Royal Botanic Garden, systématique. Ils sont les fondements demuestra cómo han cambiado Edinburgh, Scotland, outline the de l’activité des jardins botaniques et, radicalmente con los avances de la taxonomy programmes they run in their s’ils sont accompagnés d’une bonne tecnología y el conocimiento. respective gardens. They share interprétation, ils permettent aux Linnaeus’ belief that the best place to visiteurs de remettre de l’ordre dans la Volviendo nuestro interés hacia el teach taxonomy is ‘in the field’, confusion. Nick Meijdam, responsable público joven, destacamos dos whether that be a botanic garden or du service éducatif au jardin botanique programas de educación con mucho arboretum. With hindsight, we can see de l’université d’Utrecht, décrit les éxito. Merilyn Haigh, Coordinadora de that Linnaeus was in the vanguard for plans du plus grand jardin de los Servicios de Visitantes del Jardín advocating hands-on education! systématique des Pays-Bas et les Botánico de Gladstone Tondoon,

Roots • Vol 4 (1) 03 Right: The No issue of Roots on taxonomy would méthodes d’interprétation utilisées Baroque Garden be complete without looking at pour diffuser leurs messages au public. at Uppsala systematic beds. They are the Nick présente également brièvement Royal Palace bedrock of botanic garden activity l’histoire fascinante des jardins de became the new and, if well interpreted, help visitors systématique, démontrant comment ils botanic garden make order out of chaos. Nick ont radicalement changé au cours du in 1790. The Meijdam, Education Officer at the temps grâce à l’enrichissement des Linnaeanum, in Utrecht University Botanic Garden, connaissances et des technologies. the background, describes the layout of the largest will house systematic garden in The Netherlands Portant notre attention au jeune public, exhibits and an and the methods of interpretation nous présentons deux programmes information used to communicate their messages éducatifs qui rencontrent un grand centre during to the public. Nick also offers a succès. Merilyn Haigh, coordinatrice the Linnaeus fascinating short history on systematic du service « visiteurs » aux jardins Australia, descubre cómo el jubilee this year gardens, demonstrating how radically botaniques de Gladstone Tondoon, en aprendizaje activo capacita a la they have changed over time with Australie, s’est aperçue que infancia en el reconocimiento de la increased knowledge and technology. l’apprentissage par la mise en situation importancia de la taxonomía. Usando permet aux enfants de comprendre hojas con estadillos, se anima a los Turning our attention to younger l’importance de la taxonomie. Utilisant infantes para que investiguen audiences, we showcase two very des fiches pour enregistrer leurs diferentes características de las successful education programmes. informations, les enfants sont plantas. Y desde India, Suma Tagudar, Merilyn Haigh, Visitor Services encouragés à rechercher les différentes Educadora Jefe de la Fundación para Coordinator at Gladstone Tondoon caractéristiques des plantes. Dans un la Revitalización de las Tradiciones Botanic Gardens, Australia, has found autre exemple provenant d’Inde, Suma Locales de Salud, cuenta su trabajo de that hands-on-learning enables Tagudar, responsable éducatif de la cómo los niños urbanitas desarrollan children to gain an understanding of Fondation pour la revitalisation locale sus propias bases de datos de plantas. the importance of taxonomy. Using de la santé traditionnelle, nous raconte Argumenta que la infancia se convierte data record sheets, children are son travail avec les enfants des zones en embajadora de la conservación a encouraged to investigate various urbaines pour développer leur propre través de este proceso. characteristics of plants. And from base de données taxonomique de India, Suma Tagudar, Education plantes. A travers ce procédé, soutient- Internacionalmente existe un consenso Officer for the Foundation of the elle, les enfants deviennent des de que la taxonomía per se es Revitalisation of Local Health ambassadeurs pour la conservation importante para la conservación y el Traditions, tells us of her work with des plantes. uso sostenible de la biodiversidad urban children to develop their own vegetal. Sabemos que los jardines taxonomic plant databases. Through Sur le plan international, il apparaît que botánicos juegan un importante papel this process, she argues, children la taxonomie est importante, en soi, en la capacitación de la nueva become ambassadors for pour la conservation et l’utilisation generación de taxonomistas. La conservation. durable de la diversité végétale. Nous pregunta es ¿qué papel deben jugar en savons que les jardins botaniques la educación de escolares y público en Internationally there does appear to be jouent un rôle déterminant dans la general en taxonomía? Si los jardines consensus that taxonomy per se is formation de la prochaine génération botánicos, custodios de una important for the conservation and de taxonomistes. La question est insuperable diversidad de plantas, no sustainable use of plant diversity. donc : quel rôle doivent-ils jouer dans ven su función en este proceso ¿quién We know that botanic gardens play a l’éducation des scolaires et du grand pues? significant role in training the next public, en matière de taxonomie ? Si generation of taxonomists. The les jardins botaniques, gardiens d’une question is what role should they play diversité végétale inégalable, ne in educating school children and the trouvent pas leur rôle dans ce general public about taxonomy? If processus, qui d’autre le fera ? botanic gardens, custodians to an unrivalled diversity of plants, do not see a role for themselves in this process, then who will?

04 Roots • Vol 4 (1) Est-ce une pomme ? Une poire ? Qui sait ?! ¿Es una manzana? ¿Es una pera? ¡ Quien sabe!

Gail Bromley

Is it an apple? Is it a pear? Who knows?!

Left: Transverse Summary Since the demise of ‘whole organism’ section of biology in favour of biotechnology and molecular biology at Ramin universities and research institutes, taxonomy has become (Gonystylus sp) viewed under less available as a subject and is fast disappearing out of the microscope, school curricula across the world. And yet taxonomy is as reveals its important today as ever, supporting forensic work, the unique structure search for new medicinal compounds, the fight to combat (Photo: Dr Peter climate change and the development of many new everyday Gasson, RBG products. Kew)

As huge repositories of diverse species, botanic gardens offer the ideal and easily recognizable characteristics that can be used identify us. And so it site for the teaching of taxonomy to a number of audiences - inspiring a is with the plant world. If we know what passion for plants, developing observation skills and ultimately building a plant looks like, where it comes from, capacity for environmental action and conservation work globally. Many what it is called and what it is related to botanic garden education staff, in countries from Australia to the UK, – everyone else, from the gardener to have been developing and offering activities and programmes that the medical practitioner and from the encourage people to recognise, identify and understand plant florist to the forensic scientist is able to work with it. relationships and are rolling out everything from games, role-play, talks, tours and fancy microscopes to hook and inspire their audiences. We Taxonomy has unfortunately become need all gardens to take up the baton, explaining new and exciting one of those disciplines that are stories about the role of taxonomy and encouraging the next generation unsung and un-championed in our of field botanists; without them, plant conservation will be even more of world today. This was certainly not the case for the two centuries following the an uphill struggle. initial publication (1753) of the classification system as developed by Carl Linnaeus; in fact taxonomy was The importance of teaching about mentality seems to pervade the system. taught well and enjoyed up until the classification and taxonomy is one of And yet we know that the discipline 1970s. Throughout that period, children those issues that occasionally divides itself is at the very heart of how we and older students regularly enjoyed friends and colleagues in education organize everything in our everyday nature studies, ecology and fieldwork, circles. When I talk to some who work lives, whether at work or play. It comes and the discipline of biological in formal science education, I find that as second nature to sort out the world sciences focused on the study of many think that identifying and naming around us, to classify it, so that we can ‘whole organisms’, recognizing the plants, or any other living creature for easily distinguish the nature, role and importance of their overall morphology that matter, is neither particularly useful value of any item or process. As and their relationships to other living nor exciting. A sort of ‘so what’ humans, we all have our ‘name’ tags specimens.

Roots • Vol 4 (1) • 05-08 05 Right: Series of For example, nowadays construction facing them. In the 250 years post posters work across the developed world Linnaeus, we have documented only produced for usually requires an environmental about 10 % of the world’s biodiversity, the ‘taxonomy’ impact assessment, but there is often so there is still a great deal of work to festival days no-one with the skills to identify the be done, even in the area of higher held at the biodiversity present on potential plant groups, where roughly 2000 University of development sites. Many botanic species are described and published Oxford Botanic gardens across Europe are regularly each year. Worse still, taxonomists Garden, UK receiving requests to run short courses globally are not evenly distributed. (Photo: to help staff in local councils and survey Over 80% of the world’s population live University of companies identify flora and fauna. in less developed countries, alongside Oxford Botanic Similarly, poison cases still occur, fairly probably 80% of the world’s Garden, UK) In today’s formal education system in often in the case of pets and livestock, biodiversity, but where only about 15% the US, the UK and across much of but nearly all of these need to be of the wealth exists and where good Europe, you can just about get by referred to botanic gardens for help in quality training and resources to deliver without knowing the name, scientific or identifying potential poisonous plants plant taxonomy is often sadly lacking. common, of any plant. Children are and fungi, as neither farming nor occasionally able to recognise more veterinary workers have had training in Even in the UK, of the 25,780 students commercially available species such as the basic identification skills that could who took a topic in biological sciences daffodils, roses or tulips – but usually help them identify potential hazards. as a first degree, only 60 studied only because they have been with their Officers bravely trying to control illegal botany and for the 4,340 taking parents when the flowers were bought trade in natural products and living straightforward biology, there was very at a supermarket or, in the case of a specimens the world over, need little emphasis on whole organism few keen families, because their specialist training to enable them to biology. Where it does exist in courses, parents have got them to help out in identify suspicious cargoes of plants it is mostly skewed towards zoology. the garden or on allotments. This and animals. And the current ‘big issue’, This huge problem has at least now general lack of knowledge was tracking the effects of climate change, been recognised by signatories to the highlighted recently in a recent survey also relies heavily on the ability of data CBD and Global Strategy for Plant completed by Dr. Anne Bebbington. recorders to identify and track targeted Conservation, who have set up a She found that in a sample size of over species. Recently scientists programme called the ‘Global 800 A level biology students, almost demonstrated, using the results of a Taxonomy Initiative’ (GTI) to actively half (41%) could name only one wild monitoring study of 1700 plant and promote and develop taxonomic skills flower from a selection of 10; trainee animal species, that there had been a and hopefully implement them so that teachers were only marginally better range shift of 6.1 km per decade of we can at last do more to document with 36% able to name only one wild these species towards the poles. global biodiversity. flower and 64% able to name more Right: In 2001, than one. Little wonder then that our It is estimated that there are currently So what can we, as botanic garden the torso of a local, regional and national biodiversity about 6000 taxonomists working educators, do to help this key initiative? boy was found goes unloved and undervalued! And worldwide on all organisms combined, How can we inspire and support the in the River the trend continues in universities, and yet there is an enormous task next generation to take up the baton, Thames in where taxonomy has largely been London. When abandoned in favour of newer and Dr Hazel rapidly growing disciplines such as Wilkinson, a molecular biology, genetics and scientist at Kew, biochemistry. examined samples from But does it really matter? Do we really the boy’s gut, need to know how to tell the difference she found between a dandelion and a daisy? fragments of Arguably yes, if we want to support the poisonous conservation and encourage more calabar bean people into the field of plant science. which is Edward Wilson (2004) wrote ‘Among its indigenous to cascade of derivative functions, Western Africa taxonomy… provides the requisite and commonly database for ecology and conservation associated with science, and, not least, it makes voodoo accessible the vast and still largely practices.(Photo unused benefits offered by biodiversity : Dr Peter to humanity’ ! And it is becoming ever Gasson, RBG more evident that the lack of these Kew,) basic skills hamper our every day lives.

06 Roots • Vol 4 (1) select plant science as a chosen field Left: Close-up and, in particular, take up coursework in view of a higher and further education that will wooden blind facilitate future taxonomic work? How containing can we build public interest and illegally sympathy for taxonomy and its imported Ramin relevance, so that people everywhere wood can support the work of taxonomists (Gonystylus sp), and lobby government to ensure which is listed resources are available for future in CITES training and research work? We are appendix 2 nearly all based in botanic gardens, (Photo: Dr Peter where an amazing wealth of taxonomic Gasson, RBG skill and knowledge exists. We could be Kew) helping to translate and transform this for our audiences - and we should be doing more!

Once audiences are captured, they seem to revel in their newly found skills. Kew and several other gardens teach ‘Basic Botany’, focusing on the skills needed to identify and recognize the plant world around us, and I have to say that the adults who participate in the classes love it. There are shrieks of excitement at exploring the various elements of flowers under the microscope and breathless wonder at those seeking further education gourds) and then to decide which of a the amazing diversity. Students have qualifications, as in New York’s range of fresh vegetables they’ve been huge deliberations over whether the accredited courses on ‘Field botany’ or given fits where! In a pilot, the children character in view under their hand-lens ‘Plant systematics’. found the exploration fun– and were is what they think it is and huge pride heard to make such comments as ‘No in being able to articulate what they But how about something for the family silly, it can’t fit in the potato group can can recognize about a plant. And they (no pun intended!)? The University of it - the flowers are different!’, and find it enormously encouraging that Oxford Botanic Garden held a ‘Gosh, these two smell exactly the even good taxonomists have problems wonderfully inspiring series of same, Miss!’ (celeriac and celery). sometime! Students go away happy ‘taxonomic’ festival days in 2006. They that they know what to look out for, chose to celebrate five plant families So who say’s it can’t be fascinating confident to try out a key and positive (rose, buttercup, mint, daisy and and fun? Let’s take on the challenge: about exploring the world about them. potato) and held a number of activities after all, we are the best placed people They are inspired! that included tours of the plant family to do it. Botanic garden educators are specimens in the garden, storytelling renowned for tackling the invisibility of Several education programmes around sessions, performance art and ‘drop-in’ plant science – coming up with the around the world have already botanical illustration sessions to help interesting activities and positive stepped up to the mark, although when understand the plant family outcomes. And this is one field where researching for this article, I found far characteristics. Over 1,000 people per there is no shortage of new things to less than I had hoped for. One day enjoyed that taste of taxonomy! discover. common offering is through professional or further education References courses, mostly in the larger institutes A new EU project will shortly provide a across the northern hemisphere and resource to use with younger children. ¬ The Royal Society, 2006, A degree Australia. New York Botanical Botanic gardens in Italy, Austria, of concern? UK first degrees in Gardens, for instance, offers a huge Bulgaria and the UK will be offered science, technology and range of adult education courses. This downloadable free resources for mathematics Policy Document year’s course programme has, as primary schoolchildren aged 8-11. One 31/06 usual, taxonomy as a pivotal element, activity gets the children to record, ¬ House of Lords, 2002, What on even when geared towards the using hand held electronic data earth? The threat to the science amateur taking such courses as collectors, the similarities and underpinning biodiversity ‘Herbal identification and cultural differences across a range of key plant conservation . London: select importance’ and ‘Plant structures for families for vegetables (cabbage, Committee on Science and naturalists’. A few are designed for potato, carrot, mint, pumpkins and Technology

Roots • Vol 4 (1) 07 Right: Customs ¬ Valdecasas, A. G. & Camacho, A. I., Officer, Guy 2003, Conservation to the rescue of Clarke, taxonomy . Biodiversity examining the Conserv. 12, 1113–1117. wooden blind ¬ Hopkins, G. W. & Freckleton, R. P., suspected to 2002, Declines in the numbers of contain Ramin amateur and professional wood taxonomists: implications for (Gonystylus sp) conservation . Anim. Conserv. 5, (Photo: Dr Peter 245–249. Gasson, RBG ¬ Mace, G. M., 2004, The role of Kew) taxonomy in species conservation: one contribution of 19 to a theme issue ‘Taxonomy for the twenty-first century’. Philos. Trans. R. Soc. Lond. Ser. B 359, 711–719 ¬ Samper, C., 2004, Taxonomy and environmental policy . Phil. Trans. R. Soc. Lond. B 359, 721–728. ¬ Raven. P. H., 2004, Taxonomy, where are we now? Phil. Trans. R. Soc. Lond. B 359, 729 - 730 développer l’art de l’observation et medicinales, la lucha para combatir el ¬ May. R. M., 2004, Tomorrow’s enfin renforcer les capacités pour la cambio climático y el desarrollo de Taxonomy: collecting new species in conduite d’actions environnementales muchos productos nuevos cada día. the field will remain to rate-limiting et des travaux de conservation au step . Phil. Trans. R. Soc. Lond. niveau mondial. De nombreux services Como depósitos inmensos de diversas B 359, 733-734 éducatifs de jardins botaniques de especies, los jardines botánicos ofrecen ¬ Wilson E.O., 2004, Taxonomy as a divers pays, depuis l’Australie jusqu’au el sitio ideal para la enseñanza de la fundamental discipline Phil. Trans. Royaume-Uni, proposent des activités taxonomía a un número de audiencias – R. Soc. Lond. B 359, 739 et des programmes qui encouragent inspirando una pasión por las plantas, ¬ Barker S., Slingsby D., Tilling S., les gens à reconnaître, à identifier et à desarrollando habilidades de 2002, Teaching biology outside the comprendre les relations entre les observación y construyendo classroom: Is it heading for plantes par le biais d’animations, des capacidades para la acción ambiental y extinction? A report on biology jeux de rôle, des discussions, des trabajo de conservación a nivel global. fieldwork in the 14-19 Curriculum . visites et des microscopes originaux Publ. FSC and BES. FSC pour accrocher et inspirer leur Mucho personal de educación en Occasional Publication 72 auditoire. Jardines Botánicos, en países desde Australia al Reino Unido, ha estado Nous avons besoin du relais de tous desarrollando y ofreciendo actividades Résumé les jardins pour expliquer les nouveaux y programas que animan a la gente a enjeux prometteurs de la taxonomie et reconocer, identificar y entender Depuis la fin de la biologie des encourager les prochaines générations relaciones de plantas y están « organismes entiers » dans les de botanistes de terrain. Sans eux, la produciendo todo desde juegos, obras universités et les instituts de recherche conservation des plantes risque para actuar, viajes y sofisticados au profit de la biotechnologie et de la davantage d’être une lutte vaine. microscopios para atraer e inspirar sus biologie moléculaire, la taxonomie a audiencias. Nosotros necesitamos que peu à peu été délaissée et a todos los jardines tomen la batuta, rapidement disparu des programmes Resumen explicando nuevas y excitantes scolaires à travers le monde. Pourtant, historias acerca del papel que la de nos jours, la taxonomie est plus Desde el ocaso del concepto del taxonomía y animen la siguiente importante que jamais pour soutenir “organismo como un todo” en la generación de botánicos de campo, les sciences légales, la recherche de biología a favor de la biotecnología y sin ellos, la conservación de plantas nouveaux composés en médecine, la biología molecular en las universidades serán aun mas difíciles cuesta arriba. lutte contre le changement climatique e institutos de Investigación, la et le développement de nouveaux taxonomía ha empezado ha hacerse Gail Bromley produits du quotidien. menos disponible como un tema y esta International Consultant for desapareciendo de los programas de Biodiversity Education & Education Comparables à d’immenses entrepôts todas las escuelas alrededor del Development Manager de la diversité des espèces, les jardins mundo. Sin embargo, la taxonomía es Royal Botanic Gardens botaniques sont des lieux parfaits pour tan importante hoy como nunca, Kew, Surrey, TW9 3AB, UK enseigner la taxonomie à un large apoyando el trabajo forénsico, la Email: [email protected] public, inspirer la passion des plantes, búsqueda de nuevos compuestos Website: www.kew.org

08 Roots • Vol 4 (1) Linné tel un enseignant Linneaeus como maestro

Magnus Lidén and Mariette Manktelow Linnaetuseasaa cher

This two-volume work is the primary starting point of plant nomenclature as Summary It is 300 years since the birth of Carl Linnaeus ‘when it exists today. In the spirit of the the cuckoo was announcing the imminence of summer’. His tercentenary enlightment he stressed observation as has created quite a stir in Sweden, not only in Uppsala, but also among the primary source of knowledge, and the learned societies of England and America. But why? This man, who contributed to innumerable studies on phenology, ethnobotany, ecology, created a now obsolete plant classification system, who believed that insect biology, distribution, etc. His swallows hibernate deep in the bottom of ponds and that species were ordines naturales for the Plant created once and for all in the Beginning of Time, who was a racist and a Kingdom, where he suggested that all biopirate, had a big nose and wore a wig, is he really someone to plant diversity evolved from 58 original celebrate? It is true that our Swedish national hero has not met uniform creations, is also worth noting, although he completely mistook the acclaim. But while there may be a grain of truth in some of the mechanisms of change. statements above, this article will testify that they completely miss his more important achievements and The socially adept fail to consider that his ideas Besides a remarkably structured mind, Left: What better developed through time. his charm and charisma were of critical crown for importance in earning him benefactors Linnaeus than from the early years, from Stobaeus in his own Fumaria Lund, Celsius and Rudbeck in Uppsala nobilis L . Linnaeus the scientist to Gronovius, Boerhaave, Burman and (now Corydalis ‘There has not been a greater botanist Clifford in Holland. The rapid spread of nonilid ) or zoologist’ his ideas is of course primarily (Photo: Uppsala (Linné, Vita III, autobiographical explained by their clarity and utility, but University manuscript) without well timed promotion, money Botanical and authority provided by senior Garden) It is indisputable that Linnaeus was of scientists, the success of these ideas immense importance for systematic would have been less certain. Linnaeus biology, and we can only list his more paid his debt, with high interest, in his significant contributions here. He generosity towards his own students. completely reformed botanical terminology into a clear and economic The poet language that we still use today. His ‘Now the earth began to thrive and Systema sexualis , although artificial smile, now Flora comes and sleeps and not a theoretical improvement on with Phoebus’ pre-existing systems, was much easier classifications. His binomial system for So starts his Lapland diary. It shows a to use and resulted in botany reaching naming species is ingenious and will side of Linnaeus that is very important an all time high in terms of popularity. probably survive as long as taxonomy. for his status as a national figurehead. As a scientific tool this system was His encyclopaedic project Species His personal and poetic prose was full replaced by attempts at natural Plantarum is a fantastic achievement. of love and amazement yet economic

Roots • Vol 4 (1) • 09-11 09 Right: In 1758 in style. His travelogues and other Linnaeus works in Swedish are reprinted in new bought the editions and read by new generations. manor estate of Linnaeus detested needlessly Hammarby, embroidered language, and claimed outside that clear and straightforward writing Uppsala, where was more entertaining to read: a he built a small recommendation that still holds. museum for his extensive The teacher personal Now you perhaps begin to understand collections why Linnaeus became a legend during (Photo: Uppsala his own lifetime and why 74 foreign University students came to Uppsala and Botanical Hammarby to seek enlightment. Garden) The same traits that enabled his scientific success made him a star on the teaching stage. Together with his co- professor Rosén he was responsible for education in the Faculty made the audience burst out laughing. After the students searched an area, of Medicine at Uppsala University. In contrast to other professors at the Linnaeus assembled them at certain academy, he always spoke without a stations along the path to discuss and manuscript. Instead he held a narrow teach about their various finds. The strip of paper, with selected key-words, student who contributed the rarest between his thumb and index finger. plant or bird was particularly credited. Eventually, his rhetorics became a The returns to Uppsala in the evening standard academic example of after a full day’s fieldwork involved excellence. veritable triumphant processions with singing, trumpets, and merriments. Next he took his students to the Hortus Some of his colleagues of course Academicus (botanic garden), which highly disapproved of Linnaeus’ was laid out as a living textbook of his shameless encouragement of such Systema sexualis . “In the garden” he improper behaviour! remarked “there are more plants than you could possibly see if you Linnaeus’ students were very keen wandered through all Europe looking about natural history. He always tried for plants”. And he added “in the field to answer every question from every you will see the species in their student, and – while happily repeating habitats”. He saw field studies as a the message time and again for those natural and necessary follow-up of the who did not get it the first time – kept a demonstrations in the garden. special regard for those with particular talent. These students were selected The field botanist for more personal supervision, and His annual field excursions eventually took part in or led ‘Herbationes Upsalienses ’ (eight in all) explorations to other Swedish Above: The They had divided the subject between were extremely popular and organised provinces. A treasured few of the Uppsala them, such that Rosén lectured in in an almost military fashion. The students, his apostles , were deemed University pathology and physiology, Linnaeus in students were instructed to wear so bright and independent that they Botanical diet, diagnosis, and natural history. loose-fitting, robust and comfortable were encouraged to take part in Garden is a Linnaeus’s lectures were widely clothes. He selected an able student as explorations to other parts of the tremendous renowned. They attracted students responsible for shooting birds, another world. Linné (as he was known after resource for from other faculties than his own to to keep the protocol, and one with the being granted nobility in 1761) was students to such an extent that he became the authority to discipline those that there, as mentor and supervisor, all the learn about the victim of his colleague’s jealousy. He dropped behind or otherwise way from the professor’s chair to the identification of hypnotized his audience. Listeners misbehaved. All finds were duly port in Göteborg. plants (Photo: described how they would hang on his recorded. This may have appeared to Uppsala words while he led them from stories be a strict regime, but the field The team leader University about the greatness of Creation to excursions attracted up to 200 In the creative atmosphere that Botanical down-to-earth particularities, from students. This was a significant developed between Linnaeus and his Garden) broad generalisations to detailed and number considering that the total senior students, new scientific ideas vivid accounts of a plant or animal, number of students at the academy were born and tested. A case in point is often interspersed with jokes that was less than 600. binary nomenclature, which started to

10 Roots • Vol 4 (1) develop during excursions, and was were appreciated, and his high school Resumen used in some dissertations before being teacher Rothmann helped him to obtain Bottom middle: finally launched in an international a university education in natural history Ya son 300 años desde que Carl Flowering plants arena with Species Plantarum 1753. and medicine. The rest is history. Linnaeus nació ‘cuando el cucú estuvo are sorted into Linnaeus encouraged in his students a anunciando la iminencia del verano’. classes desire to learn, love and discover, and 250 years have passed since Linnaeus Su tricentenario ha creado una according to the this helped many of them carve out lectured, and yet his pedagogical agitación en Suecia, notablemente en number and great careers. Of course he benefited ideas, unlike his theories on Uppsala, pero también entre las organization of himself from their activities. He hybridisation, seem completely sociedades cultas en Inglaterra y the stamens. expected his apostles to send back to modern. It is our conviction that we América. Pero porque? Este hombre, This Canna their master plants and animals from could all learn from his example, not quien creo lo que ahora es un sistema indica has only a ‘unexplored’ parts of the world and was only his general attitude, but his actual obsoleto de clasificación de plantas, single stamen annoyed by Solander who kept his teaching practice. quien creyó que las golondrinas and belongs in collections for himself. Solander, whom hibernan en la profundidad de los the class he had pictured as his son-in-law and estanques y que las especies fueron Monandria (one his successor to the botanical chair, Résumé creadas en el Principio del Tiempo, man) remained in London following his quien fué un racista y un biopirata, Below: In expedition on the Endeavour with Cela fait 300 ans que Charles Linné est tenía una gran nariz y usaba una Linnaeus’ very Captain Cook to the Pacific. né, « lorsque le coucou annonçait peluca, es realmente alguien para first scientific l’imminence de l’été ». Son celebrar? Es verdad que nuestra heroe paper, ‘ Praeludia Linnaeus’ summer school tricentenaire a créé de véritables nacional Sueco no tiene una Sponsaliorum Linnaeus received several students for remous en Suède, notamment à aclamación uniforme. Pero mientras Planetarum ’, he private lessons, and not only Swedes. Uppsala, mais aussi parmi les sociétés hay gran parte de verdad en algunas discusses the Of a documented 74 foreign students, savantes d’Angleterre et d’Amérique. de las afirmaciones hechas sexuality of the majority came from neighbouring Mais pourquoi ? anteriormente, este artículo testificara plants (Photos: countries. After returning home, several que ellos no mencionan el logro más Uppsala of them became professors, from Cet homme, qui a créé un système de importante alcanzado y fallan en University which position they further extended classification des plantes à présent considerar que sus ideas se Botanical their teachers’ fame. His supervision of obsolète, qui croyait que les desarrollaron a través del tiempo. Garden) his favourite foreign students continued hirondelles hibernaient sous l’eau au throughout the summer months at fond des marais et que les espèces Hammarby, his retreat in the avaient été créées une fois pour toutes countryside 15 km SE of Uppsala. au début des temps, qui était un Linné’s tuition fees were not fixed: poor biopirate et un raciste, avait un gros students went for free or were even nez et portait une perruque, est-il provided for, whereas the two réellement digne d’une Demidoffs, Russian noblemen, paid commémoration ? 3 500 dalers. Il est vrai que notre héro national What can we learn from Suédois n’a pas été acclamé de façon Linnaeus? uniforme. Mais, bien qu’il y ait un Linnaeus passion for teaching seems to soupçon de vérité parmi les allégations emanate from his very early years. susdites, cet article témoignera Encouraged by a loving father, he qu’elles passent complètement à côté learned every species of plants in the de ses exploits les plus conséquents et Stenbrohult countryside. At the age of négligent le fait que ses idées se soient eight, he taught his play-mates. When développées au fil du temps. he later had a [private] teacher, he suffered a different regime: if he did not know his homework, he received a spanking. Unlike many others with that experience, he drew the conclusion that the best way to acquire knowledge is through a desire for learning, and that it Magnus Lidén, Curator and is the duty of every teacher to inspire Mariette Manktelow, Education that love. He would rather spend his Officer time botanising in the forest than University of Uppsala Botanic wasting it on boring lessons with Garden sadistic teachers. Consequently he Villavagen 8, S-752 36 Uppsala, was deemed unfit for an intellectual Sweden career (priesthood, that is). Eventually, Email : [email protected] however, his talents for natural history e

Roots • Vol 4 (1) 11 Nous aurons toujours besoin de taxonomistes Siempre necesitaremos taxónomos

Timothy Walker

We shall always need taxonomists

It is a valuable lesson (for all of us) to read the observations made by Summary 2007 is the 300th anniversary of the birth of one of the Theophrastus over 2,300 years ago. greatest biologists of all time: Carl Linnaeus (1707-1778). When he was The groups of plants that he describes just 20, Linnaeus recognised that the naming of plants had never been are clearly identifiable today. Despite treated seriously by botanists. It is impossible now to imagine how the fact that cataloguing the world’s plants has been ongoing for more than biology could function without the universally accepted system of 80 generations it is still not complete binomial nomenclature which he developed. Taxonomy lies at the core of and it does not seem to be getting biological science and for that reason is still taught in many universities all closer to completion since the number over the UK. In fact the best place to teach taxonomy is not in a of new species (a group of plants that classroom but “in the field”; be it a field, a botanic garden or an arboretum. share a unique set of characteristics that can be replicated into the next generation) described each year

Right: Biology All the great botanists have been undergraduates exceptional field biologists. From at Cape St. Theophrastus to Mark Chase via John Vincent learning Ray, Carl Linnaeus and Charles Darwin, how to use a we have only been able to make sense botanical key of the fascinating matrix that is biology (Photo: Timothy by observing organisms in their Walker) habitats and comparing each one with its neighbour. The exact science and subtle art of comparative biology has enabled us to create catalogues of names of groups of organisms that are distinct from one another. We can thus monitor the rise and fall in abundance of any one group and act to support those that are declining. We are now able to identify those areas that are particularly rich in numbers of different groups. We can identify regions that have exceptionally high numbers of unique groups found nowhere else. This enables us to set conservation priorities.

The process of describing individuals, defining groups and placing the groups into a hierarchy began many years ago.

12 Roots • Vol 4 (1) • 12-14 were the Annotators. Their work was Left: Biology difficult because not only were there no undergraduates universally accepted system for identifying naming plants but also each of the euphorbias species would have a name as long as during their a sentence (a polynomial). This annual field trip hampered the process of recording the to Portugal data in the field. Linnaeus realised that (Photo: Timothy a simple, accessible language was Walker) required for naming species if he was to practice science. Furthermore, he believed (correctly) that without permanent names there could be no permanence of knowledge. From the practical needs of field biologists came Linnaeus’s main contribution to science – binomial nomenclature. The genus was retained in the name (using the genera listed in Tournefort’s 1694 remains constant at over 2,000. It is very successful piece of teaching as Éléments de Botanique ) but all the rest therefore clear that we must still train well as being very enjoyable. One of the polynomial was reduced to a new taxonomists to work in the field. student reported that he had “never trivial, but often descriptive, specific learned so much, so quickly and so epithet. It is clear that it was only At the University of Oxford we teach a pleasurably since meeting his first towards the end of his career that three year Biological Sciences degree serious girlfriend”. When the students Linnaeus realised that his legacy to that replaced and combined the return to Oxford there are further science would be binomial separate degrees in Zoology and lectures and tutorials in the botanic nomenclature. Botany. When this change occurred in garden looking at the world flora and 1991 many saw it as the final death how we now classify it using Linnaeus really wanted to be taken knell for botany and plant taxonomy in phylogenetic approaches. seriously as a taxonomist rather than particular. The reverse has happened. just a nomenclaturist. He wanted to In their final year 25 of the 100 Of course, field trips and lectures are create an artificial system designed students opt to become plant nothing new as a teaching strategy but specifically for ease of use in the field. scientists. So it is in the final year that they have become more subdued. In He used a hierarchy from classes, they are exposed to field botany and the summers of the 1740s Linnaeus led through orders, genera and species, to plant systematics in fine detail for the twice-weekly 12 hour natural history varieties (interestingly omitting the first time. This is a significant change excursions that started from the concept of ‘family’ proposed by Ray). from the situation 30 years ago when University of Uppsala. These field trips This was welcomed by many for its this was taught at school in the UK. were very colourful affairs with the workaday usefulness and because it The fact that very few students applied students carrying banners and with was understandable by novices as well to read botany could signify that they Linnaeus marching at the front as experienced botanists. When were not ready for field botany and accompanied by a band. Sadly, in Linnaeus visited the University of systematics. It could also be because 1748 the Rector of Uppsala ordered a Oxford Botanic Garden in 1736 he they did not have sufficient exposure to halt to the field work following received a cool welcome from J.J. field work during their school days. complaints from local residents who Dillenius (Professor of Botany). This is However, by the time they reach their objected to being woken at seven not surprising since here was a 29 year third year, our undergraduates are o’clock in the morning. The Rector’s old botanist proposing a radical, new certainly ready to see how taxonomy bizarre reason was that Swedes could way to classify the world’s plants that and systematics lie at the core of all not “unite the pleasurable and fun with would require a re-labelling and biology. the serious and useful” (Koerner, L. reorganising of the plant collection. 1999). All of us involved in By the end of the tour of the botanic For our 21st century botanists the field environmental education, in its broadest garden Dillenius was so impressed by trip occurs in the second half of March sense, know this to be nonsense. Linnaeus that he offered Linnaeus half in the form of a two week field trip to Linnaeus later claimed that the Rector’s of his professorial stipend to remain in the Algarve. Southern Portugal is an actions nearly killed him and that he Oxford. especially magical place in the spring didn’t sleep for two months. and it is the perfect place to introduce Linnaeus’s system was totally artificial our fledgling botanists to field biology. Despite the pomp and ceremony these and made no attempt to reveal Within a 250 km 2 area there are were serious scientific events and were evolutionary relationships, not least representatives of over 50 botanical planned like military expeditions with because evolution had not been families many of which flower in March. each of the 300 participants being proposed. However, we now think we Student feedback shows that this is a given a specific task. Among these know differently. Since Darwin’s

Roots • Vol 4 (1) 13 Great botanists and their legacy

Theophrastus (371-286 BC) was a pupil of Aristotle and spent the decisive d’imaginer comment la biologie pourrait years of his life in Athens, where he was in charge of the first existing fonctionner sans le système botanical garden. He is author of two remaining works Enquiry into Plants , universellement accepté de la and On the Causes of Plants . which constitute the most important nomenclature binomiale. La taxonomie contribution to botanical science during antiquity and the middle ages. se trouve au cœur de la biologie et, pour cette raison, est toujours enseignée John Ray (1627-1705) laid the foundations of botany and zoology in Britain. dans la plupart des universités du The botanical terms ‘petal’ and ‘pollen’ were first used by Ray, and he was Royaume-Uni. Et le meilleur endroit pour the first botanist to distinguish between monocotyledons and dicotyledons. enseigner la taxonomie ? Pas dans une Ray’s Historia Plantarum was the first textbook of modern botany. classe, mais sur le terrain ! Qu’il s’agisse d’un champ, d’un jardin botanique ou Carl Linnaeus (1707-1778), was a Swedish botanist, physician and zoologist d’un arboretum. who laid the foundations for the modern scheme of nomenclature. He is known as the “father of modern taxonomy.” Resumen Charles Darwin (1809 –1882) was an eminent English naturalist who achieved lasting fame by convincing the scientific community that species 2007 es el año del tricentenario del develop over time from a common origin. His theories, explaining this nacimiento de uno de los mas grandes phenomenon through natural and sexual selection, are central to the modern biólogos de todos los tiempos: Carl understanding of evolution. Linnaeus (1707-1778). Cuando solo tenía 20 años, Linneo reconoció que el Mark W. Chase (1951-present day) is Keeper of the Jodrell Laboratory, Kew, nombre de las plantas nunca había UK, and a Fellow of the Royal Society. He has pioneered the use of DNA to sido tratado seriamente por los unravel the relationships of flowering plant families and this has caused a botánicos. Es imposible ahora imaginar major shift in the field of botany and taxonomy. Chase is a member of the como la biología podría funcionar sin el Angiosperm Phylogeny Group who have published a number of papers on the universalmente aceptado sistema de subject, Their first paper in 1998, known as APG1, resulted in the systematic nomenclatura binomial. La taxonomía reclassification of angiosperms (flowering plants) on the basis of their radica en el corazón de la ciencia de la molecular characteristics. biología y por esa razón todavía se enseña en muchas universidades en el reino Unido. Y el mejor lugar para proposal “that from so simple a tool then the students instantly grasp enseñar taxonomía? no lo es el salón beginning endless forms … have been, the value of their studies. However, de clases, sino en “la naturaleza”; and are being, evolved” we have the unlike most tools, the study of estar en el campo, el jardín botánico o opportunity to classify plants into taxonomy is “most beautiful and most el arboretum. phylogenies in line with the great wonderful” (Darwin 1859). unifying force of biology i.e. evolution. Timothy Walker Of course, this meant that we had to References Director reorganise the botanical family beds University of Oxford Botanic Garden again but that is the nature of science. ¬ Darwin, C., 1859, The Origin of Rose Lane, Oxford OX1 4AZ It is inconceivable that we should Species Email: [email protected] attempt to teach our undergraduates ¬ Koerner, L., 1999, Linnaeus, Nature Website: www.botanic- about the classification proposed by the and Nation . Harvard University Press garden.ox.ac.uk Angiosperm Phylogeny Group (APG) if ¬ Theophrastus, 1990, Enquiry into Right: the botanic garden’s collection was not Plants , Harvard University Press J.J. Dillenius arranged according to the APG orders ¬ The Angiosperm Phylogeny Group, (Professor of and families. The new classification, 1998,. An ordinal classification for Botany) when based on an amalgamation of both the the families of flowering plants. Linnaeus visited morphological and molecular data, has Annals of the Missouri Botanical Oxford (Photo: breathed new life into taxonomy and Garden 85 : 531–553 Timothy Walker) systematics and thus into the teaching of the same. Résumé We do not see the decline in interest in taxonomy. These claims are based on 2007 est le 300ème anniversaire de la the decline of botany degree courses. naissance de l’un des plus grands However, taxonomy and systematics biologistes de tous les temps : Carl are alive and well in biology, Linné (1707-1778). Lorsqu’il avait tout conservation and environmental juste 20 ans, Linné s’est rendu compte science courses to name but a few. que la dénomination des plantes n’avait Taxonomy is at the core of all of these jamais sérieusement été traitée par les subjects and if it is taught as a practical botanistes. Il est maintenant impossible

14 Roots • Vol 4 (1) La taxonomie pour les étudiants en horticulture Taxonomía para estudiantes de horticultura

Gregory Kenicer Taxonomy for horticulture students

Left: Student learning how to work a Summary At the Royal Botanic Garden Edinburgh, dissecting Scotland, horticulture students learn taxonomy from the plants microscope themselves. We encourage students to be constantly aware of how which is bringing the plants are related to each other. By training the students’ eyes to intricacies of look for common characteristics in flowers, patterns of veins in the ferns to life leaves or any one of the thousands of other different characters in (Photo: RBG the plants, they gain a new appreciation of the sheer diversity that Edinburgh) is linked together by so many common threads. This article describes the various methods we use to teach plant taxonomy, including: Plant Classification and Systematics , a module in the second year of the • Short garden tours and discussion sessions that allow the students to course, lasts for 35 half-day sessions and gives the class a broad but fairly see the plants in a living horticultural situation complete overview of the Plant • Close observation and dissection of flowers and other important Kingdom. Last year we started structures in the laboratory, encouraging students to develop their following the most modern APG II drawing skills. (Angiosperm Phylogeny Group) • Lectures on the theory of taxonomy and classification by enthusiastic classification. The phylogenetic trees experts. that are available on the APG website (see references) are a great resource – an excellent way for students at this level to visualise the relationships It used to be difficult for many great tool for understanding among the plants. We begin the classes horticultural students in further biodiversity. Because horticulture with a look at mosses and liverworts, education to understand the importance students use garden plants every day, then ferns and gymnosperms. This is of plant taxonomy and systematics. it makes sense to introduce them to then followed by a grand tour through Although they became familiar with taxonomy through these familiar the most important horticultural cultivating and identifying a huge range plants. At The Royal Botanic Garden flowering plant families. Throughout the of plants during their studies at college, Edinburgh (RBGE), we do this course we discuss the theory as well as they seldom had the chance to relate all throughout our four year BSc course in the practical applications of taxonomy these plants together in the grand ‘Horticulture with Plantsmanship’. and encourage students to use and scheme of the Plant Kingdom . Plantsmanship is a subject that build botanical keys. emphasises the diversity and flexibility This has all changed since the concept of plants in horticulture, and draws in The usual format for a teaching session of ‘biodiversity’ entered the mainstream key elements of plant conservation begins with a short lecture on a plant discourse. Plant biodiversity gives and ecology. Students are taught family or other taxonomic group, tutors and lecturers an accessible, plants in a taxonomic context picking out the key characters and the easily understood framework within throughout the whole course, and ecological similarities that tie the which to base lessons. Students can there are some modules that focus members of the family together. We relate to the idea that taxonomy is a purely on taxonomy and systematics. then turn to the main teaching tools -

Roots • Vol 4 (1) • 15-16 15 As well as these core courses, • Balades – de courtes sorties dans le students apply their taxonomic training jardin avec des sessions de during regular plant identification discussion qui permettent aux sessions as well as on the annual étudiants de voir les plantes en study tour. The study tour takes the situation de culture. students to important historical • Observations précises et gardens, nurseries and also to sensitive dissections en laboratoire de fleurs wild habitats, where they can make use et d’autres parties clés, afin of their identification skills in the field. d’encourager les étudiants à développer leurs compétences en Although the very best learning dessin. resources are, of course, the plants, we • Conférences théoriques par des have found that Michael Simpson’s experts passionnés sur la taxonomie Plant Systematics is a very useful core et la classification. text for students at this level, although Above: the plants themselves. RBGE has a it is only available in English. Lecturer and world class living collection, which Resumen conservationist allows us to study live plants as they There has always been a trend in Phil Lusby grow. This offers us an opportunity to garden design and horticulture in the En el Jardín Botánico de Edinburgo, shows students discuss the plants before we return to UK to use plants from farther afield. In los estudiantes de horticultura the distinctive the teaching lab and dissect them. As recent years, plants from New Zealand, aprenden taxonomía de las plantas flora of Atlantic the students dissect flowers we get South Africa and Chile have become mismas. Nosotros animamos a que los clifftop habitats them to make close observations –a particularly popular. As such, we feel it estudiantes estén constantemente during a study ×10 magnifier or dissecting microscope is extremely important that our alertas de cómo las plantas están tour in Cornwall is extremely useful here. They make horticulture students have the chance relacionadas una con otra. Por (Photo: RBG careful drawings and over the course to truly understand the diversity of entrenamiento de los ojos de los Edinburgh) of a year, build up a portfolio of plants and gain a real appreciation of estudiantes para buscar características botanical drawings, which we use to how good stewardship of plant comunes en flores, patrones de assess their work. The groups of biodiversity is the key to a sustainable venación en las hojas o en cualquiera students also research the diversity in horticulture industry. de las miles de caracteres en las a flowering plant family and present plantas, ellos adquieren una nueva their findings to their fellow students. apreciación de la cantidad de References diversidad que esta relacionada por The greatest challenge in teaching this muchas ligas comunes. Este artículo course is availability of plants at the ¬ Angiosperm Phylogeny Group describe los varios métodos que right time through the year. This is a Website: http://www.mobot.org/ nosotros usamos para enseñar la particular problem as climate change MOBOT/research/APweb/ taxonomia de plantas, incluyendo: appears to be playing havoc with ¬ Simpson M., 2005, Plant flowering times of interesting species in Systematics Elsevier, Amsterdam. • Caminatas – paseos cortos por el the garden such as Corylus avellana jardín y sesiones de discusión que (hazel). However, the local florist is permita a los estudiantes ver las always a useful backup and as I write Résumé plantas en una situación hortícola this, I am already planning a trip there viviente. to buy some showy flowering Au Jardin Botanique Royal • Observación cercana y disección de monocots for this week’s class! d’Edinburgh, les étudiants en flores y otras estructuras horticulture apprennent la taxonomie à importantes en el laboratorio, The third year Plant Geography module partir des plantes elles-mêmes. Nous animando a los estudiantes a builds on the knowledge gained in encourageons les étudiants à avoir desarrollar sus habilidades en el Plant Classification and Systematics , constamment connaissance des dibujo. putting plant relationships in an relations qui existent entre les plantes. • Lecturas sobre la teoría de la evolutionary context and looking at the Nous formons leurs yeux à relever les taxonomía y clasificación por evidence for plant evolution through caractéristiques communes des fleurs, expertos entusiastas. paleobotany and the modern des motifs des nervures des feuilles ou distribution of plant diversity les mille et unes autres particularités Gregory Kenicer ‘hotspots’. Horticultural Taxonomy (also des plantes ; ainsi les étudiants Horticultural Lecturer a third-year course) focuses purely on acquièrent une nouvelle perception de Royal Botanic Garden Edinburgh the science of taxonomy. By the time la véritable diversité, reliée par tant de 20A Inverleith Row students take this course, they are fils communs. Cet article décrit les Edinburgh, EH3 5LR, UK armed with a good working knowledge diverses méthodes que nous utilisons Email: [email protected] of plant diversity and relationships so pour enseigner la taxonomie végétale, Website: www.rbge.org.uk they can begin to get to grips with the telles que : ‘how’ of classification.

16 Roots • Vol 4 (1) Interprétation et éducation sur la systématique Educación sistematica e interpretación

Nick Meijdam

Systematic education and interpretation

Summary The Systematic Garden at Utrecht University Botanic Garden is the largest and arguably the most attractive systematic garden in the Netherlands. Laid out in 1988, it follows the ideas of the American botanist Arthur Cronquist (1919-1992). Its central point is the ‘Magnolia square’ ( Magnoliidae ), from which springs four evolutionary paths. The systematic garden was primarily developed to guide university students in progression of evolution with respect to biology in identifying plants in the field and to give them an overall idea of flowering plants. So it is possible for the relationships between the different families as well as the evolutionary visitors to travel through time in just a development in the flowering plants. However, over the last few decades, few steps! In the Magnolia square, visitors will find a stone table which the focus of biology and botany has shifted more to a molecular displays the layout of the Systematic perspective. As a result the Systematic Garden has also changed and Garden. today interpretation has become particularly important, with signs and guided tours being the main methods used to interpret the garden. Evolution at a dead end

As mentioned before, the main part of the Systematic Garden consists of History the main part of the garden. In this Dicotyledons only (or Magnoliopsida in article, the term Systematic Garden terms of Cronquist). The The Systematic Garden of the Utrecht refers only to the Dicotyledons. Monocotyledons (Cronquist: Liliopsida ) University Botanic Garden is the largest are set apart from the Dicotyledons for and arguably the most attractive Five evolutionary paths evolutionary reasons in this particular garden in the Netherlands. Its history taxonomic system. dates back to 1639 when the first The Systematic Garden was laid out in Utrecht University Garden was created 1988 following the ideas of the In our Systematic Garden the five on an old bastion in the fortified area of American botanist Cronquist (1919- paths represent subclasses of the plant the city. In 1724, due to lack of space, 1992). Its central point is the ‘Magnolia kingdom. Every path has several the Systematic Garden was moved to square’ ( Magnoliidae ), a cluster of hexagonal beds representing orders in another place within the city. Then in Magnolia trees, from which spring four which plants are placed. The the 20th century the garden was finally evolutionary paths. These paths hexagonal shape has no special located in the university centre situated represent the Dilleniidae, meaning, except an aesthetic one. just outside Utrecht. Nowadays the Caryophyllidae, Rosidae and Plants on a path that grow near each Systematic Garden consists of three Hamamelidae . At some point the other are more closely related than distinct and spatially separate areas: Rosidae -path forks into an Asteridae- plants further away. All paths are dead 1) the so called ‘paleocorner’ with branch (the fifth evolutionary path) and ends and at the ends visitors find the Gymnosperms, 2) the Monocotyledons a Rosidae branch. The distance from most advanced plant families, and 3) the Dicotyledons, which take up the central Magnolia square equals the according to Cronquist.

Roots • Vol 4 (1) • 17-19 17 Dating Service’ in 2004, about pollination), during which children and adults can follow specially laid out trails. The trails are designed for the public to cross the Systematic garden and become familiar with its structure and lay out. Nevertheless, despite the signage and tours, the Systematic garden can sometimes be hard to appreciate by visitors who know little about botany – particularly teenagers whose minds are often on other things and lack the concentration or motivation to listen and read.

Above: Education and interpretation Using familiar A short history of systematic gardens flowering plants The Systematic Garden was primarily makes the study developed to guide university students Order beds have been a part of botanic gardens almost since their of plant in biology in identifying plants in the establishment in the 1540s at Pisa (1544), Padua (1542), Bologna (1547) and evolution more field and give them an overall idea of Florence (1540s). Other historical gardens include Leipzig and Leiden (1578), enjoyable the relationships between the different Montpellier (1593), Oxford (1621), Utrecht (1639) and Edinburgh (1670). (Photo: Utrecht families as well as the evolutionary University development in the flowering plants. These early botanic gardens were used to familiarise university students with Botanic Garden) Over the past few decades, however, medicinal and other useful plants. They were not open to the general public. the focus of biology and botany has Hence, the collection was displayed in a methodical, scientific manner. moved more towards a molecular Typically the plants were planted in formal geometrical beds arranged by perspective. As a result, the focus of properties and gross morphological features. The earliest layout of the Utrecht the Systematic Garden and the Botanic Botanic Garden is often referred to as a ‘hondenkerkhof’, which means dog Garden, as a whole, has changed. cemetery: rectangular beds in rows resembling a graveyard. However, as There is less focus on teaching Biology increasing numbers of plants were discovered and described (especially when students and more emphasis on new territories were discovered), the work of botanic gardens extended to interpreting the garden for the general include displays of how plants might be related to one another. Throughout public. history plants have been ordered according to various systems. The following is a brief overview of the major systems used: To make the Systematic Garden more accessible to the general public, we • ‘Heterodox’ systematics (16th and 17th centuries), e.g. alphabetizers, have made some minor adaptations. chronologists (based on a floral calendar or clock), topographers (with a First of all, the plants used to illustrate geographical arrangement), rhizotomi (by the form of the roots) and the evolutionary paths are flowering physiognomi (by general habit). The latter is the basis of most folk plants that most people are familiar classifications. A famous heterodox systematist is Dalechamp. with. We choose colourful plants so • ‘Orthodox’ or ‘universal’ systematics (16th, 17th and 18th centuries) that the garden looks beautiful and not This kind of classification is based on reproductive features, such as like a ‘boring and dull study garden’. characters of the fruit (fructists), the corolla (corollists), the calyx (calycists) Visitors are attracted to the vibrant and the stamens and pistils (sexualists). Well known botanists in this colours and varying shapes - category are Andrea Caesalpino, Pierre Magnol and Tournefort. information is an additional benefit! • ‘Natural systematics’ (18th, 19th and 20th centuries) This classification Easily accessible sign boards are used system is based on overall similarity and difference. The relative weight to convey information and in the given to particular features varies. Bernard de Jussieu, Linnaeus and Systematic garden many plant families Bentham & Hooker are exponents of this group. have their own sign board. • ‘Phylogenetic’ systematics (20th and 21st centuries) This is a fairly recent development, explicitly taking into account evolution and relationships We find the best way to inform visitors between plants. The relationships established by phylogenetic systematics is through guided tours. These guided often describe a species' evolutionary history and, hence, its phylogeny, the tours can be ‘garden wide’ or with a historical relationships among lineages or organisms or their parts, such as strong focus on, for instance, the their genes. The work of the Angiosperm Phylogeny Group (APG) is the Systematic garden. Our guides are well latest development in this field. Mark Chase, Royal Botanic Gardens, Kew, trained to interpret the ideas behind is a pioneer of this system. the Systematic garden and the general evolutionary trends in (flowering) This text is largely taken from the presentation ‘Order beds in a botanical plants. Every year we organise a garden’ by Dr. D.G. Frodin, June 2003 special theme (such as ‘Darwin’s

18 Roots • Vol 4 (1) Having said that, we still think our Systematic Garden is presented in such a way that the concept is easy to grasp.

Changes due to APG

Nowadays the Cronquist-system has become obsolete due to the insights of the Angiosperm Phylogeny Group (APG). Lots of presumed relationships between plants were found to be incorrect. We are therefore adapting the Systematic Garden to this new situation. However, due to lack of money and the value of the Cronquist- garden in its own right, we have decided for now not to reconstruct the garden altogether. For the time being we are planning to place 10 APG-sign boards to explain the changes in some plant families and orders. An example of such an alteration is the shift of the Monocotyledons from outside the Dicotyledons in the Cronquist-system to a more central place, comfortably embedded in between the aider les étudiants en biologie à desarrollo evolutivo de las plantas con Above: An aerial Dicotyledons, in the APG-system. The identifier les plantes sur le terrain et flores. Sin embargo, en las últimas photograph signage is designed for the general leur donner une idée globale des décadas, el principal objetivo de la illustrating the public. For visitors who want to know relations entre les différentes familles biología y botánica se ha movido a una layout of the more about APG, we have an elaborate ainsi que des évolutions dans le perspectiva molecular. Como Systematic brochure in our shop. développement des plantes à fleurs. resultado, el jardin sistemático también Garden (Photo: Cependant, au cours des dernières ha cambiado y su interpretación ha Utrecht There are inconveniences associated décennies, l’intérêt porté à la biologie empezado a ser particularmente University with the partial transition of the et la botanique a changé au profit importante, siendo la señalización y Botanic Garden) Systematic Garden to the APG-system, d’une approche plus moléculaire. Par tours guiados, los principales métodos however they can also be seen as conséquent, ce jardin de systématique usados para interpretar el jardín. opportunities. Every time a change a lui aussi changé et aujourd’hui takes place in the Systematic Garden, l’interprétation, notamment à l’aide de Nick Meijdam we make sure it’s marked in an eye- panneaux et de visites guidées, est Education and Interpretation catching way so that people know devenue particulièrement importante Officer about it. Changes in scientific beliefs dans la compréhension de ce jardin. Utrecht University Botanic Garden and knowledge are an inherent P.O. Box 80.162 component of science. We might not Budapestlaan 17 know where Systematics will take us in Resumen Utrecht, NL-3508 TD Netherlands the future, but we do know that our Email: [email protected] garden will be user-friendly and up-to- El Jardin Sistemático en el Jardin Web Site: date! Botanico de la Universidad de Utrecht www.botanischetuinen.uu.nl es el mas grande y probablemente el jardin sistemático mas atractivo en Résumé Holanda. Iniciado en 1988, continúa las ideas del botanico Cronquist (1919- Le jardin de systématique du jardin 1992). Su punto central es la “Cuadra botanique de l’Université d’Utrecht est de las Magnolias” ( Magnoliidae ), de los le plus grand et probablement le plus cuales surgen cuatro vías evolutivas. El attractif des Pays-Bas. Tracé en 1988, jardin sistemático estuvo il suit les idées du botaniste américain principalmente desarrollado para guiar Cronquist (1919-1992). Son point los estudiantes de la Universidad en central est le « square des Magnolias » Biología en la identificación de plantas (Magnoliidae ) d’où surgissent quatre en el campo, darles una idea total de chemins de l’évolution. A l’origine, le las relaciones entre las diferentes jardin de systématique a été créé pour familias así también como del

Roots • Vol 4 (1) 19 Enseigner aux enfants grâce à l’essence de la nature Enseñando a niños usando la esencia de la naturaleza

Merilyn Haigh

Teaching children using the essence of nature

Summary Gladstone Tondoon Botanic Gardens is a regional garden maintaining a scientific collection of plants from Below: two main areas, the Port Curtis Region and Far North Hands-on- Students often work in small groups to Queensland. Through a range of botanical and environmental learning can experience hands-on activities. One inspire children experiences, we aim to increase students’ awareness of their such activity involves them using data about the natural environment. We find hands-on teaching is the best way record sheets to discover different wonders of to deliver interpretation and the importance of taxonomy to school plants and investigate what special taxonomy children. We encourage children to investigate characteristics characteristics are visible, for example: (Photo: Bill such as: leaf features, bark, petals, tubular flowers, stamens, fruit Watson, • Leaf features and seeds. We also look at plant structures, classification and Brisbane, • Bark Australia) reproduction and explain the role • Visible petals of the herbarium in identifying • Tubular flowers plants. Around 5,000 students • Numerous stamens per year enjoy environmental • Woody fruit - eg if seeds are papery • Woody fruit - eg fine seed education experiences in • Fluffy seed Gladstone Tondoon Botanic Gardens. A popular activity is the collection of many different shaped coloured, textured leaves, seed pods, and Botanical and environmental grasses. Students enjoy collecting experiences have been developed to them and then discovering the increase awareness of our natural uniqueness of each plant and their environment and stimulate students’ special associated characteristics. awareness in line with Queensland’s, Australia Syllabus Learning Outcomes. Students from Year Level 4-7 study different structures of plants and their Through our team of dedicated staff, classification and how plants the Gladstone community has reproduce. To identify and classify embraced environmental education at plant structures, the students examine: the garden extremely well and interest is growing in the programmes we offer. • Different types of leaves We have found that a hands-on- • Different types of flowers The physical qualities of the 104 learning approach is the best way to • Different types of seeds (fruits) hectare site were the major deliver interpretation and the • Different types of bark determinants influencing the planning importance of taxonomy to school concept for the Tondoon Botanical children. This approach also helps The students also visit the Norm Gardens, which provides for an students to become more aware of the Gibson Herbarium which contains only arboretum and forest reserve as an botanic garden and encourages them plants from the local area. We show adjunct to the botanic gardens. These to gain an appreciation of plant students what a plant looks like elements are integrated with a lake and conservation and taxonomy from an pressed and explain how, once water system to enhance the site. early age. pressed, it can be kept like this for

20 Roots • Vol 4 (1) • 20-21 years allowing us plenty of time to Left: Merilyn identify it. We also explain that Haigh delivering unidentified specimens are sent to education to Queensland Herbarium for other some of the botanists to identify. 5,000 students that visit The Herbarium has a collection of Gladstone 3,000 pressed plant specimens which Tondoon are used for research and as reference Botanic Gardens material to verify plant identifications. each year It is a major resource for scientific (Photo: Bill research by visitors, the community Watson, and future generations. Our volunteers Brisbane, and staff dedicate many hours to Australia) ensuring plant species are collected from the surrounding region and providing specimens to the Résumé Queensland Herbarium, Brisbane. When teaching children, staff place a Les jardins botaniques de Gladstone great deal of significance on the Tondoon sont des jardins régionaux qui importance of plant classification and maintiennent une collection scientifique why and how plants are classified. The de plantes provenant de deux zones significance of plant biodiversity is also principales : la région de Port Curtis et emphasized using the Port Curtis area le Grand Nord du Queensland. À travers (prime display) in the garden, which un éventail d’expériences botaniques et contains only local species. Around environnementales, nous avons pour 5,000 students per year currently enjoy objectif de sensibiliser les étudiants à environmental education experiences leur environnement naturel. Nous avons in the Gladstone Tondoon Botanic constaté que l’enseignement pratique Gardens. Future planning for plant est la meilleure façon de transmettre classification and identification une interprétation ainsi qu’une encontramos que la enseñanza Above: experiences will include interpretative compréhension de l’importance de la práctica es la mejor forma para llevar Encouraging and interactive displays so we can taxonomie auprès des scolaires. Nous interpretación y la importancia de la students to get further educate children and the public encourageons les enfants à rechercher taxonomía a los niños de las escuelas. their hands dirty about the importance of plant des caractéristiques telles que : les Nosotros promovemos que los niños increases their classification in our local area. particularités des feuilles, du tronc, des investiguen características de las hojas awareness of pétales, des fleurs tubulaires, des como, corteza, pétalos, flores the natural étamines, des fruits et des graines. tubulares, estambres, frutos y semillas. environment Nous nous intéressons aussi à la Nosotros miramos en las estructuras (Photo: Bill structure des plantes, la classification et de las plantas, clasificacion y Watson, la reproduction des végétaux et reproducción, explicando el papel del Brisbane, expliquons le rôle de l’herbier dans herbario en identificar plantas. Australia) l’identification des plantes. Environ 5 Alrededor de 5,000 estudiantes por 000 étudiants par an profitent de ces año disfrutan las experiencias de la expériences d’éducation à educación ambiental en el Jardin l’environnement aux jardins botaniques Botánico de Gladstone Tondoon. de Gladstone Tondoon. Acknowledgements I would like to acknowledge the following people in Resumen the development and running of education programmes at Gladstone Tondoon Botanic El Jardin Botánico de Gladstone Gardens: Brent Braddick, Curator, Lindsay Boyd, Tondoon es un jardin regional que Casual Technical Officer, Ann McHugh and all staff. Left: Close mantiene una colección de plantas en observation dos areas principales, La región de Merilyn Haigh reveals the Port Curtis y la region Far North Visitor Services Co-ordinator special Queensland. A través de un rango de Gladstone Tondoon Botanic characteristics Jardines Botánicos y experiencias Gardens, Gladstone, 4680 of the plant medioambientales, nosotros Queensland, Australia (Photo: Bill pretendemos incrementar la Email: [email protected] Watson, preocupación de estudiantes por su Website: www.gladstone.qld.gov. Brisbane, medio ambiente natural. Nosotros au/gcc/index.asp?id=232 Australia)

Roots • Vol 4 (1) 21 La culture d’ambassadeurs urbains Cultivando embajadores urbanos

Suma TS, D.K. Ved, Vijay Barve, M. Supriya, Sathya Sangeetha, and Savitha B Cultivating urban ambassadors for nature

Genesis of an idea Summary This article describes FRLHT’s new experience One evening during November 2005, related to encouraging young minds to appreciate and explore their over a cup of coffee, some of us at neigbourhood plants. Students learn that many plants have medicinal FRLHT, came up with an idea, ‘Why not value and are related to their lives. We strongly believe children are develop a nature education programme ambassadors who will carry forward our conservation messages to their for busy city kids to learn about their neighbourhood plants through a families and friends in a constructive way, provided their interest is combination of nature walks, talks and nurtured. e-learning, using an interactive CD- ROM?’. Driving us was our view that We began the project by attempting to understand urban students’ children increasingly lead busy life interest towards nature, their natural skills, their understanding about styles and spend more time on indoor nature, their traditions, their hobbies and kinds of outdoor activities they activities. Their lack of time to prefer. This exploratory study showed that students lack exposure and appreciate nature has resulted in a drift away from nature to monotony. There awareness towards nature. Foreseeing the cascading implications, we is also sparse coverage of local flora have initiated a participatory approach, where teachers and children are and fauna in the school curriculum, involved in an interactive, educative and enjoyable manner to learn about inadequate availability of educational the plants in their vicinity. Our aim is to ignite young minds to think and material on local biodiversity and a lack act locally, to conserve medicinal plants and traditional knowledge. of awareness about medicinal plants and traditional knowledge.

Right: Convinced that our idea was a good Students one, we scrutinised book stalls to find making careful out what the availability was of observations publications dealing with local flora, and drawings of especially on medicinal plants for plants (Photo: school students. Next, we consulted Suma Tagadur) textbooks from state and central education departments. All these efforts confirmed our views, enabling us to feel confident about designing an educational programme and resources.

Our objectives

The main objectives for the programme were: • To inspire young minds to appreciate the plants in their neighbourhood

22 Roots • Vol 4 (1) • 22-25 • To know that many of the plants Left: Students have medicinal value and are using their associated within traditional detective skills knowledge to identify • To encourage students to think plants from a globally and act locally range of • To generate pro-environmental materials behaviour and attitudes (Photo: Suma • To design the supplementary Tagadur) resources in the form of an interactive CD-ROM entitled ‘Neighbourhood Medicinal Plants of Bangalore City’ • To demonstrate the use of a CD- ROM prototype with the outdoor- based activities such as nature walks, observation studies, project work etc. • To undertake participatory field testing of the CD-ROM prototype with the school students (high Below: school) and teachers. Demonstrating the CD-ROM At FRLHT, we identified two main steps prototype in testing the educational programme: ‘Neighborhood Medicinal Plants 1. Designing a CD-ROM prototype for School entitled ‘Neighborhood Medicinal Children of Plants for School Children of Bangalore City’ Bangalore City’ (Photo: Suma 2. Field-testing and dissemination of Tagadur) prototype CD-ROM through the nature education programme. this programme was interesting and provided ‘life long learning’ Step one - Designing the experiences for students. They said it CD-ROM would provide students with the correct information and would allow A comprehensive checklist of common them space to link the learning to their plants was prepared by experienced lifestyles in an enjoyable fashion. Their field botanists through field surveys first impression about the CD-ROM across Bangalore city. Field data was was that “it could become a overlaid with information in the supplementary learning aid for Encyclopaedia on Indian Medicinal students and teachers to know about Plants database ( www.medicinal the commonly found medicinal plants plants.in ). A list of 269 plants emerged of Bangalore city, learn the plant as common medicinal plants in names, use it as authentic reference Bangalore city. To this list, additional material for building science projects, information on medical systems, and enthuse students to identify plants, medicinal uses and associated thus building interest and skills.” information was included gradually. This list was then incorporated into the With this initial feedback, we moved students’ level of knowledge about prototype CD-ROM. forward to test the education approach their neighbourhood plants, whether and the CD-ROM among five schools they could identify them and whether Step two - Field-testing and in Bangalore city. The teachers were they knew their medicinal values and dissemination also willing to participate in the trialling the traditional practices associated of the nature education programme. with them. The teachers also Once the first prototype CD-ROM was suggested that the ideal target designed, we organised a teachers’ With the teachers as the backbone to audience was students of 7 th to 9 th workshop to get feedback on the the programme and the driving force standard. These students are free from nature education programme and CD- behind its implementation, we competitive examinations and so have ROM. The biology teachers and designed the approach. This was ample time to explore and learn about education experts who took part said based on the teachers’ views about the plants. They are also receptive and

Roots • Vol 4 (1) 23 Right: Students inquisitive at this age. Looking at all the To date, 130 students representing 6 th planting a practical possibilities, we collectively to 9 th standard (11 to 14 yeays old) school herb developed learning objectives for the have taken part in the nature education garden with the nature walks and trails and project programme and are involved in various support of their works. These objectives focused on activities including: teachers (Photo: developing observational, data Suma Tagadur) organisation, data collection and • Active participation in nature walks analysis skills as well as improving to deepen their understanding of communication skills and developing local plants. empathy and a positive behaviour and • Exposure to well referenced attitude towards the environment. education material such as the prototype CD-ROM based on the Learning through experience Encyclopaedic series • Obtaining feedback from students We began our nature education and teachers for improving the programme with schools, through the educational material obtained through focused group establishment of nature clubs. In each • Undertaking self-defined research discussions, personal interactions, club there are 20 to 30 students as projects related to local plants frequent peer reviews and members by choice. Before taking the • Sharing of learning experiences with questionnaires. Based on the students on nature walks, we assessed participating schools suggestions, we have included a their level of understanding about local • Gradually setting up school herbal module in the programme called ‘Green plants through games and themed gardens with students and teacher Pad’, to help users create their own discussions. During the nature walks, participation. personal digital database on field learning objectives developed by notes. Thus the educational material is teachers were delivered. The initial Audience based evolving and has graduated to include walks focussed on looking at plants, evaluation two interactive prototypes. learning their various parts and how these are arranged and observing their The nature education programme and What next? interactions with other plants and CD-ROM have undergone front end animals. and formative evaluation. During the We are looking forward to finalising the testing stage, we have received nature education programme. In the We found that motivated students took feedback from students on the future we are keen to develop similar the initiative to come up with nature usefulness and user- friendliness of the approaches and CD-ROMs for various books, record their observations, and prototype. So far nearly 220 students other cities across India and to share share information with their friends. across Bangalore city have fedback our experiences with like-minded They learnt to identify plants in a their comments - from urban and semi- organisations. Currently we are simple way and also learn the local urban students who visit the FRLHT experimenting with school children on names and botanical names with the campus and are part of the nature tree identification in a similar way. The help of a botanist and the CD-ROM. education initiatives. This feedback was feedback suggests that another e-tool would be useful in helping children Right: Motivated identify trees of Bangalore city. students from Ramagondana Conclusion hali School share their The prime focus of this interactive learning approach is to nurture love towards experiences plants and build scientific skills in (Photo: Suma students. Through this approach we Tagadur) aim to build skills, provide authentic information and create learning environment to think, act and share experience with others. Our goal is to create many ambassadors who can propagate the conservation message.

Additional inputs: K. Ravikumar, V.P. Mangala, B. Lavanya and B.S. Somashekhar from FRLHT, Bangalore

Acknowledgements The authors wish to thank all the teachers for extending their time and

24 Roots • Vol 4 (1) support. In particular Dr. Meenakshi Left: Close Barve, Retired Reader, SNDT College observational of Education, Pune, Mrs. Shobha Bhat, drawing is a Principal, biology teachers and good way to students of Nagajuna Vidyaniketan learn the School, Yelahanka Bangalore; Mrs. Anu different parts Thomas, Principal, biology teachers of a plant Mrs. Sandya, Mr. Eshwarappa and Mr. (Photo: Suma Ananda Kasturi, and students of GC- Tagadur) KVCRPF, Yelahanka, Bangalore; Mrs. Hemalatha, Principal and Mrs. Anuradha, biology Teacher and students of Seshadripuram Primary School, Yelahanka, Bangalore and Mrs.Shyamala, Principal, biology teachers Mrs. Manjula and Mrs. Shashikala, and students of Seshadripuram High School, Yelahanka for their input, zest and enthusiasm to actively engage in this approach. Our heartfelt thanks are also due to all les jeunes esprits pour les inciter à the students, educationalists and penser et à agir localement afin de Left: FRLHT staff members for their kind co- conserver les plantes médicinales et Interactive sign operation and constant support and les savoirs traditionnels. board, encouragement. encouraging students to Resumen identify as many Résumé plants as Este artículo describe la nueva possible (Photo: Cet article décrit les nouvelles experiencia FRLHT destinada a Suma Tagadur) expériences menées par le FRLHT, qui motivar jóvenes mentes a apreciar y cherche à encourager les jeunes explorar sus plantas vecinas. Los esprits à apprécier et à explorer leur estudiantes aprenden que muchas environnement végétal. Les étudiants plantas tienen un valor medicinal y apprennent que beaucoup de plantes están relacionadas a sus vidas. ont une valeur médicinale et sont liées Nosotros creemos fuertemente que los à leur vie. Nous pensons fermement niños son embajadores quienes que les enfants sont des llevaran nuestros mensajes de ambassadeurs qui diffuseront notre conservación a las familias y amigos message sur la conservation d’une en una forma constructiva, probando es animar a estas mentes jóvenes a façon constructive auprès de leur que su interés queda consolidado. pensar y actuar localmente, para famille et de leurs amis, pour autant conservar las plantas medicinales y que leur intérêt soit sustenté. Nosotros comenzamos el proyecto conocimiento tradicional. intentando entender los intereses de Nous avons commencé le projet en los estudiantes urbanos hacia la Suma TS, D.K. Ved, Vijay Barve, essayant de comprendre l’intérêt des naturaleza, sus habilidades naturales, M. Supriya and Sathya Sangeetha étudiants des zones urbaines envers la su entendimiento acerca de la Foundation for Revitalisation of nature, leurs compétences naturelles, naturaleza, sus tradiciones, sus Local Health Traditions, Bangalore leur compréhension de la nature, leurs pasatiempos y tipos de actividades 74/2, Jaraka Bhande Kaval, Post traditions, leurs passe-temps et quels extramuros que ellos prefieren. Attur, Via Yelahanka, Bangalore- types d’activités de plein air ils 560064, India préfèrent. Cette étude exploratoire a Sus estudios exploratorios mostraron Email: [email protected] démontré le manque d’exposition et de que los estudiantes carecen de Website: www.frlht.org.in sensibilisation à la nature dont exposición y preocupación hacia la souffrent les étudiants. Au vu de naturaleza. Previniendo las Savitha B l’enchaînement des implications, nous implicaciones derivadas de esto, Bharatiya Vidya Bhavan’s avons initié une approche participative nosotros hemos iniciado iniciativa Nagarjuna Vidyaniketan School, où les enseignants et les enfants sont participativa, donde los maestros y 38/1, Ramagondana halli, engagés dans un apprentissage niños están involucrados en una Yelahanka Hobli, Bangalore- interactif, éducatif et agréable manera interactiva, educativa y amena 560064, India concernant les plantes de leur para aprender acerca de las plantas Website: voisinage. Notre but est d’enflammer en sus alrededores. Nuestro objetivo www.nagarjunaeducation.com

Roots • Vol 4 (1) 25 Reporting on BGCI’s education congress

Right: Congress delegates on the day trip to the Royal Botanic Gardens, Kew

Far right: Thanks to the generosity of BGCI’s 6th International Congress on Peace Laureate, this was the largest businesses, Education in Botanic Gardens, held botanic garden education congress to botanic gardens from 10-14 September 2006 and date, demonstrating the growing and individuals, hosted by the University of Oxford importance of education in the work of the congress Botanic Garden, UK, was a resounding botanic gardens around the world. was able to success. 340 delegates attended from The congress showcased the offer 32 45 countries and 32 delegates from 18 contribution of botanic gardens to the scholarships to countries received a scholarship to UN Decade on Education for educators attend the congress. Endorsed by the Sustainable Development, with papers around the UK Ministry of the Environment and and workshops highlighting the globe Professor Wangari Maathai, Nobel innovative and inspirational ways in

26 Roots • Vol 4 (1) • 26-27 Far left top: Enjoying the outdoor theatre. Left to right Khaled Sawalha, Palestine, Alla Andreeva, Russia and Malta Qwathekana, South Africa

Left: Jacob Oxford was a superb location for the Bobart, first congress and the University of Oxford curator of Botanic Garden was a fantastic host. Oxford Botanic Delegates all remarked on the excellent Garden, returns organisation carried out by the staff of to discover how BGCI and OBG. The day visit to the the garden has Royal Botanic Gardens, Kew and the changed since pre- and post-congress tours were also 1642 very successful. The feedback, both solicited and un-solicited, from Far left: The delegates on all aspects of the party is in full congress was extremely positive. swing on the which gardens can encourage visitors last night of the to live more sustainably. The Achieving the international biodiversity congress. importance of integrating evaluation conservation strategies cannot happen into practice was also emphasised, without education. This congress Left: Delegates with a larger than usual number of proved unquestionably that botanic listen to the key academics attending the congress to gardens have the tools and the vision note speech by share their research. Findings were to encourage their audiences to secure Christian presented during the congress from six plant diversity for the well being of Samper, national meetings convened in 2006 by people and the planet. Director of the BGCI to examine the status of plant Smithsonian based education in their respective National countries. The aim of the meetings Museum of was to take forward the Natural History, implementation of Target 14 of the USA Global Strategy for Plant Conservation. The meetings revealed the need for Left: governments to provide increased Emma Williams, support for training, resources and Education information exchange. This call was Officer, shows subsequently presented to an Expert congress Group meeting in Dublin who met to delegates round review the implementation of the the glasshouse GSPC. at the University of Oxford Botanic Garden

Far Left: During the visit to the University of Oxford Botanic Garden, delegates were encouraged to experience nature through drawing

Roots • Vol 4 (1) 27 Disponibles Recursos Resources

Resources Disponible Recursos

Proceedings of the 6th International Comptes-rendus du 6ème Congrès Memorias del 6o Congreso Congress on Education in Botanic International sur l’Éducation dans Internacional de Educación en Gardens les Jardins Botaniques Jardines Botánicos.

BGCI’s 6th International Congress on Le 6ème Congrès International sur El 6o Congreso Internacional de Education in Botanic Gardens, ‘The l’Éducation dans les Jardins Educación en Jardines Botánicos de la Nature of Success: Success for Botaniques du BGCI, ‘The Nature of BGCI tuvo el tema ‘El éxito de la Nature’, was held in September 2006 Success: Success for Nature’ (‘La naturaleza: éxito para la naturaleza’; at University of Oxford Botanic Garden. nature du succès: le succès pour la éste se llevo a cabo en septiembre del The congress proceedings are nature’), s’est déroulé en Septembre 2006 en el jardín Botánico de la available at http://www.bgci.org/ 2006 au jardin botanique de l’université Universidad de Oxford. Las memorias educationcongress/ d’Oxford. Les Comptes-rendus du del congreso se encuentran The report, evaluation, congress photo congrès sont disponibles à l’adresse disponibles en la liga http://www.bgci. and delegate list are all available on the http://www.bgci.org/educationcongress/ org/educationcongress/ BGCI education website at Le rapport, l’évaluation, la photo du Reporte, evaluación y fotografía de los http://www.bgci.org/education/1588/ congrès et la liste des délégués sont delegados del congreso se pueden disponibles sur le site éducation du consultar en la página de la BGCI Learning science outside the BCGI à l’adresse http://www.bgci. http://www.bgci.org/education/1588/ classroom org/education/1588/

Informal non-classroom based Apprendre les sciences en dehors contexts make an important des salles de classe (en anglais) contribution to learning for pupils in many subjects, including science. This Des contextes informels, en dehors des book demonstrates how a wide range salles de classe, apportent une of contexts for learning science can be contribution importante à used with pupils, including leaning at l’apprentissage des élèves dans de botanic gardens, museums, science nombreuses matières, y compris la centres and zoos. Using case studies science. Ce livre démontre comment un and with contributions from large éventail de contextes, y inclus practitioners in all fields of science l’apprentissage dans les jardins education, this book offers guidance botaniques, les musées, les centres de for teachers enabling them to widen science et les zoos, peut être utilisé the scientific understanding and avec les élèves pour l’apprentissage experience of pupils. des sciences. En donnant des exemples pratiques et par des contributions de Martin Braund and Michael Reiss praticiens de tous les bords de (eds.), 2004 l’éducation aux sciences, ce livre offre RoutledgeFalmer, London, 238pp son assistance aux enseignants et leur ISBN 0-415-32117-4 permet d’élargir la compréhension et l’expérience scientifique des élèves.

28 Roots • Vol 4 (1) • 28-32 Education for conservation (Spanish) Martin Braund and Michael Reiss Aprendiendo ciencia fuera del salón (eds.), 2004 de clases Education for Conservation brings RoutledgeFalmer, London, 238pp together the perspectives of 37 ISBN 0-415-32117-4 Actividades fuera del salón de clase researchers and practitioners from contribuyen al aprendizaje de los different national and international Éducation à la conservation (en alumnos en diferentes temas, organisations. Aimed at professionals espagnol) incluyendo ciencia. Este libro muestra a and students working in the field of los alumnos en un contexto amplio educational research, in particular Éducation à la conservation rassemble como pueden aprender ciencia usando environmental education, this work les opinions de 37 chercheurs et los jardines botánicos, museos, centros brings together aspects of history, the praticiens de différentes organisations científicos y zoológicos. Por medio de theory of knowledge, of nationales et internationales. Destiné casos de estudio y contribuciones de communication and environmental aux professionnels et étudiants dans le algunos de los practicantes de varios education with experiences and domaine de la recherche sur campos en la educación científica, el concrete actions for biodiversity l’éducation, en particulier l’éducation libro orienta a los profesores, conservation. Section one defines and environnementale, ce livre assemble habilitándolos a ampliar el discusses concepts such as des aspects de l’histoire, de la théorie conocimiento y entendimiento científico biodiversity, conservation, restoration du savoir, de la communication et de y experiencias con los alumnos. and social participation, while section l’éducation environnementale à des two and three focus on formal and expériences et des actions concrètes Martin Braund and Michael Reiss informal case studies with initiatives pour la conservation de la biodiversité. (eds.), 2004 orientated towards the development of La première section définit et discute RoutledgeFalmer, London, 238pp flexible and participative les concepts, comme la biodiversité, la ISBN 0-415-32117-4 methodologies in education. The end conservation, la restauration et la result being people directly involved in participation sociale, alors que les Educación para la conservación environmental education activities. sections deux et trois se concentrent (Español) sur des études de cas formelles et Ana Barahona and Lucia Almeida- informelles sur des initiatives orientées El libro reúne las perspectivas de 37 Lenero (eds.), 2006 vers le développement de investigadores y profesionales a Faculty of Sceince, Nacional University méthodologies flexibles et diferente nivel nacional e internacional. of Mexico, Mexico City participatives dans l’éducation. Le but Es dirigido a estudiantes y especialistas ISBN: 970 32 2868 final étant que les gens soient que trabajan en el campo educativo, directement impliqués dans les particularmente en educación ambiental. activités d’éducation Este trabajo conjunta aspectos environnementales. históricos, teoría del conocimiento, comunicación y educación ambiental Ana Barahona and Lucia Almeida- con experiencias practicas y acciones Lenero (eds.), 2006 concretas para la conservación de la Faculty of Science, Nacional University biodiversidad. En la primera sección se of Mexico, Mexico City define y discuten los conceptos como ISBN: 970 32 2868 son biodiversidad, conservación, restauración y participación social; Apprendre pour une vie durable au segunda y tercera secciones se enfocan Kenya (en anglais) a caso estudios, formales e informales. En ambos, con iniciativas orientadas Ce livre de ressources très attractif, para el desarrollo de metodologías produit en collaboration par Nature educativas flexibles y participativas. El Kenya et Birdlife International, est libro concluye con gente directamente destiné aux 8 à 11 ans et vise à involucrada en las mismas actividades. explorer quelques sujets du développement durable. Il est conçu Ana Barahona and Lucia Almeida- non seulement pour augmenter la Lenero (eds.), 2006 conscience environnementale, mais Faculty of Sciences, Nacional Learning for sustainable living in aussi pour développer les University of Mexico, Mexico City Kenya connaissances pratiques et encourager ISBN: 970 32 2868 les lecteurs à s’engager activement This very attractive resource book, dans des mesures de conservation. Aprendiendo sostenibilidad viviendo produced as a collaboration between Les chapitres traitent de sujets comme en Kenya Nature Kenya and Birdlife International, l’homme et l’environnement, l’eau, is targeted at ages 8 – 11 and aims to l’énergie, la santé et l’agriculture. Le Es un libro muy atractivo, producido en explore some issues of sustainable livre est rempli de descriptions écrites, colaboración entre Nature Kenya y development. Importantly it is d’activités pratiques et d’expériences, Birdlife International, es orientado a

Roots • Vol 4 (1) 29 designed not only to raise d’illustrations multicolores et d’encarts chicos de 8 – 11 años de edad; como environmental awareness but also to accentués, qui présentent des études meta, explora algunos aspectos de develop practical skills and encourage de cas locaux afin de rendre le sujet desarrollo sustentable. Está diseñado learners to become actively involved attrayant au lecteur. Les différentes no solo para profundizar la conciencia with conservation measures. The sections sont codées en couleur pour con medio ambiente sino también chapters cover themes such as people faciliter la recherche. Ce livre de para desarrollar aptitudes y motivar a and the environment, water, energy, ressources est un très bel exemple los chicos a involucrarse activamente health and agriculture. It is filled with d’un support sur l’environnement en estrategias o medidas para la written descriptions, practical activities destiné aux enfants, avec une note conservación. Los diferentes capítulos and experiments, colourful illustrations pratique et positive. cubren temas como son: la gente y el and highlighted text boxes with local medio ambiente, agua, energía, salud y case studies to make the subject Fleur Ng’weno, Eric Deche and agricultura. El libro contiene relevant to the reader. The sections Paul Matiku descripciones, actividades practicas y are also colour coded to allow ease of Nature Kenya, The East Africa Natural experimentos, ilustraciones a color; navigation. This resource book is a History Society, 2006 tablas y cuadros resaltados donde se very nice example of a children’s ISBN 9966-761-01-2 exponen caso estudios para hacer el resource on the environment with a Site Internet: www.naturekenya.org tema mas relevante hacia el lector. Las practical and positive focus. Contact: [email protected] diferentes secciones tienen códigos a color y facilitan la localización de Fleur Ng’weno, Eric Deche and Paul Sites Internet temas. Este libro es un ejemplo muy Matiku bonito, para los chicos, de recursos del Nature Kenya, The East Africa Natural Mettre en place et entretenir un medio ambiente con un enfoque History Society, 2006 jardin d’école: Un manuel pour positivo y practico. ISBN 9966-761-01-2 enseignants, parents et Website: www.naturekenya.org communautés (en anglais ou Fleur Ng’weno, Eric Deche and Contact: [email protected] espagnol) Paul Matiku Nature Kenya, The East Africa Natural Les écoles de l’occident se trouvent en History Society, 2006 ce moment sous pression pour assurer ISBN 9966-761-01-2 une alimentation saine de leurs Website: www.naturekenya.org enfants; ce manuel vise à adresser ce Contact: [email protected] problème à une échelle globale. Les auteurs du livre, produit par Paginas Web l’organisation des Nations Unies pour l’alimentation et l’agriculture (FAO), Crear y manejar un huerto escolar argumentent que l’éducation sur l’alimentation doit commencer en bas Escuelas en el Oeste se encuentran âge au moyen de l’apprentissage « en estos días bajo la presión de asegurar faisant » - cultivant et mangeant leurs que los alumnos tengan comida sana; propres aliments sains dans un jardin este manual trata y orienta este tema d’école. Destiné aux enseignants de manera global. Fue elaborado por la travaillant avec des jeunes de 9-14 Organización de alimentos y agricultura ans, le développement d’un jardin (FAO); los autores fundamentan que la d’école est supposé améliorer le bien- buena nutrición debe comenzar a edad être social et physique de la temprana, aprendiendo como y communauté écolière et donner aux llevándolo a la práctica – creciendo y élèves une meilleure compréhension du alimentándose sanamente con un monde naturel. Le manuel doit assister huerto escolar. El manual esta dirigido Websites les enseignants, les parents et les a profesores que trabajan con communautés, en se rapportant à des alumnos de 9 – 14 años de edad. Setting up and running a school expériences faites dans les salles de Llevando a cabo actividades en un garden: A manual for teachers, classe à travers le monde. Parmi les huerto escolar, se estima que el parents and communities astuces données: de quoi a-t-on bienestar social y físico de la besoin? quelle taille aura le jardin? comunidad mejora y asimismo dará a Schools in the West are currently under combien de temps cela prendra-t-il? et los estudiantes un mejor entendimiento pressure to ensure they provide comment s’occuper de plantes y comprensión del mundo de la children with healthy food; this manual malades? aussi bien que des sujets naturaleza. Este manual orienta a aims to address the issue on a global plus complexes comme la gestion profesores y padres y comunidades, scale. Produced by the Food and intégrée des parasites. Tout ce dont fue diseñado en salones escolares de Agricultural Organisation (FAO), the vous pourriez avoir besoin pour mettre varias partes del mundo. Las pautas authors argue that education about en place un jardin d’école. para hacer un huerto escolar incluyen nutrition must begin at an early age, aspectos como: qué tan grande debe

30 Roots • Vol 4 (1) with learning by doing - growing and Disponible en anglais sous forme ser el huerto, cuánto tiempo llevara eating their own healthy food within a électronique à l’adresse esta meta y como cuidar las plantas school garden. Aimed at teachers www.fao.org/docrep/009/a0218e/a021 (incluyendo a las no estén sanas); working with 9 – 14 year olds, 8e00.htm, ou en espagnol ( Crear y también abarca temas mas complejos development of a school garden is manejar un huerto escolar ) à como son un control y manejo de thought to improve the social and l’adresse www.fao.org/docrep/009/ plagas. ¡Tiene todo lo que usted physical wellbeing of the school a0218s/a0218s00.htm necesita para crear su huerto escolar! community, and give students a better understanding of the natural world. The Ellen Muehlhoff (ed), 2005 Versión electrónica disponible en inglés manual is to assist teachers, parents Publié par la Food and Agricultural www.fao.org/docrep/009/a0218e/a021 and communities, drawing on Organisation, Rome 8e00.htm, o en Español www.fao.org/ classroom experiences from across the Dos spiralé, 208pp, prix $30.00 plus docrep/009/a0218s/a0218s00.htm world. Tips include deciding what will frais d’envoi be needed, how big the garden will be, ISBN 92 5 105408 8 Ellen Muehlhoff (ed), 2005 how much time it will take, and how to Commander le livre par Publicado por la FAO, Rome look after ‘sick’ plants, as well as more www.fao.org/icatalog/inter-e.htm 208pp, precio $30.00 incluyendo complex topics such as integrated pest gastos de correo management. All you could need for Le Secrétariat Linné National (en ISBN 92 5 105408 8 setting up your own school garden! anglais) www.fao.org/icatalog/inter-e.htm www.linnaeus2007.se Available electronically in English at Secretaria nacional de Linnaeus www.fao.org/docrep/009/a0218e/a021 Le Secrétariat National Linné (National (en inglés) 8e00.htm, or in Spanish ( Crear y Linnaeus Secretariat) à l’Académie www.linnaeus2007.se manejar un huerto escolar ) at Royale des Sciences de Suède www.fao.org/docrep/009/a0218s/a021 coordonne les célébrations, El Secretaria nacional de Linnaeus de 8s00.htm évènements, informations et les la Academia Real de Ciencias Sueca commercialisations pour le está coordinando la celebración, Ellen Muehlhoff (ed), 2005 tricentenaire. Leur site Internet eventos, información y publicidad de Published by the Food and Agricultural comporte une chronologie des los festejos del tricentenario de Organisation, Rome évènements dans la vie de Linné, une Linnaeus. El sitio web incluye eventos Spiralbound, 208pp, price $30.00 plus biographie de ses voyages et oportunos de la vida de Linnaeus, shipping découvertes et des détails sur le biografía, viajes, descubrimientos y ISBN 92 5 105408 8 Project Linnaeus , qui espère publier detalles del Proyecto Linnaeus , Order hardcopy through toutes les lettres connues écrites par eventualmente se publicara toda la www.fao.org/icatalog/inter-e.htm ou envoyées à Carl Linné. On y trouve correspondencia escrita o enviada a des informations au sujet des Carl Linnaeus. Al momento hay The National Linnaeus Secretariat expositions sur Linné, sur les información acerca de las exposiciones www.linnaeus2007.se célébrations de son oeuvre qui auront acerca de él, celebraciones acerca de lieu cette année, sur une expédition et su trabajo, una excursión, también se The National Linnaeus Secretariat at un film en train d’être réalisés et un esta haciendo una película y un the Swedish Royal Academy of programme d’écoles. Une lettre programa para escuelas. Existe un Sciences is coordinating the d’information électronique gratuite est boletín gratuito para estar al día con celebrations, events, information and disponible, qui permet de rester à jour las actividades y proyectos que se marketing for the tercentenary. Their avec les activités et les projets de están celebrando de su trabajo, este website includes a timeline of events in célébration les plus récents, ce qui puede ser muy útil si usted esta Linnaeus’ life, a biography of his peut être utile pour mettre en place ou llevando actividades relacionados al journeys and discoveries and details of organiser des manifestations tema. Project Linnaeus , which is hoping to thématiques. publish all known letters written by or Sociedad Linnaeana, UK sent to Carl Linnaeus. There is useful www.linnean.org information about exhibitions on Linnaeus, celebrations being held this La Sociedad Linneana de Londres es la year of his work, an expedition and film sociedad biológica mas antigua en el being produced and a schools mundo, fundada en 1788; es también programme. A free e-newsletter is la cede de las colecciones botánicas, available to keep up-to-date with the zoológicas y biblioteca de Linnaeus. latest activities and projects to Esta sociedad publica revistas celebrate his work, which could be periódicas científicas (en la actualidad helpful when setting up or running impresas y en forma electrónica), themed events. asimismo guías de campo y un boletín trimestral ‘ The Linnean ’. Los resúmenes de la revista y boletín de

Roots • Vol 4 (1) 31 Linnaean Society, UK Société Linnéenne, Royaume Uni números ya publicados se pueden www.linnean.org (en anglais) consultar electrónicamente y son www.linnean.org gratis. Este es un recurso muy útil para The Linnean Society of London is the estar al día con las ultimas noticias y world’s oldest biological society, Fondée en 1788, la Société Linnéenne descubrimientos biológicos; en este founded in 1788 and is home to (Linnean Society) de Londres est la año, en particular, hay numerosa Linnaeus’ botanical and zoological plus ancienne société biologique du información acerca del mismo collections and library. It publishes monde et abrite les collections Linnaeus y las celebraciones scientific journals (in print and online) botaniques et zoologiques de Linné, conmemorativas que se están llevando as well as field guides and a quarterly ainsi que sa bibliothèque. Elle publie efectuando. newsletter ‘ The Linnean ’. The des journaux scientifiques (imprimés et abstracts of back issues of their en-ligne) ainsi que des guides Orden desde el caos: Linnaeus journals and the newsletter can be pratiques et une lettre d’informations decide searched on-line for free. It is a useful trimestrielle ‘ The Linnean ’. Une http://huntbot.andrew.cmu.edu/HIBD/E source of news about the latest in recherche en-ligne gratuite dans les xhibitions/OrderFromChaos/pages/Disc biological findings, and this year has a résumés des éditions antérieures de laimer.shtml lot of information about Linnaeus leurs journaux et de la lettre himself and news on the celebrations. d’information est offerte. C’est une source utile pour des nouvelles sur les Order from Chaos: Linnaeus dernières trouvailles en biologie qui Disposes contient cette année beaucoup http://huntbot.andrew.cmu.edu/HIBD/E d’informations sur Linné lui-même et xhibitions/OrderFromChaos/pages/Disc des nouvelles sur les célébrations. laimer.shtml De l’Ordre en partant du Chaos: Developed by the Hunt Institute for Linné dispose (en anglais) Botanical Documentation, this on-line http://huntbot.andrew.cmu.edu/HIBD/E exhibition includes details of the xhibitions/OrderFromChaos/pages/Disc science of taxonomy, its history, the laimer.shtml role of Linnaeus and the legacy of Esta es una exposición en línea Linnaeus’ work. It includes a lot of Développée par le Hunt Institute for [electrónica] desarrollada por el good background and source material Botanical Documentation, cette Instituto Hunt para la documentación for anyone wanting to develop exposition en-ligne présente des Botánica: incluye detalles de comó se education programmes based on this détails sur la science de la taxonomie, desarrollo la taxonomia, su historia, el theme, as well as useful links and a son histoire, le rôle de Linné et le legs papel que tuvo Linnaeus, su trabajo y bibliography. de son travail. Elle contient beaucoup su legado. La exposición contiene de matériel de fond pour quiconque bastantes y muy buenos fundamentos voulant développer des programmes para cualquier persona que desea éducatifs sur ce thème, avec des liens elaborar programas educativos en este utiles et une bibliographie. tema, asimismo numerosas ligas electrónicas y bibliografía.

32 Roots • Vol 4 (1) How to join Botanic Gardens Conservation International

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Volume 3 • Number 2

rootsBotanic Gardens Conservation International Education Review October 2006 Volume 2 • Number 1 Environmental education and play

Aula verde Playing wild Creating a place for nature play rootsBotanic Gardens Conservation International Education Review April 2005 The phenomenon of the night safari

International W! agendas NE Implications for botanic garden education programmes

Volum From paper to practice - e 1 • Number 1 botanic gardens and the CBD Projects bridging conventions Education and wetland conservation Botanic Gar rdens Conserva t oion Internation al Ed The Global Strategy for Plant oucation Review t A spril 2004 Conservation and you! Roots on the web

Back issues of Roots are now available to download free from the BGCI education website. Bo tanic gardens and tourism

C hanging perce ptions with eco You can download individual articles as either PDFs or web pages, Tou tours ris m for survival In tégration du ja rdin dan des « ‘Ge produits touris otourists’ – the tiques » using the Roots archive at www.bgci.org/education/journal_archive next big thing?

Or, download whole issues of Roots from www.bgci.org/education/roots_pdfs Plus – Congress proceedings!

Proceedings of all of BGCI’s international congresses on education in botanic gardens are now available for download at www.bgci.org/education/edu_proceedings

BGCI’s latest education congress ‘The Nature of Success: Success for Nature’ was held in September 2006 at University of Oxford Botanic Garden. The congress proceedings are available at www.bgci.org/educationcongress

For more information including the congress report and evaluation, congress photo and delegate list, visit www.bgci.org/education/1588

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