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Archive for the ‘herbarium’ Category

Writer, producer, photographer and educator, Anna Laurent, connects people with plants through her writing, research and design work.

A native of New England and Harvard graduate, Anna moved to Los Angeles four years ago. Soon after, she became

Isomeris arborea (Bladderpod). © Anna Laurent. All rights reserved

fascinated with the diversity of plants that could be found in California. Anna says it took moving to L.A. for her to notice plants.

And notice plants she has!

In 2008, Anna launched a personal project in which she began to collect seed pods (seeds and fruits) in her Hollywood neighborhood. Curious observers would occasionally ask her what she was doing. As Anna explained the seed pods she was collecting, she developed an interest in their diverse forms and universal functions. Her audience always appreciated the information she shared with them. That same year, Anna was approached by Print magazine to write a column. She chose to write a column about the form and function of seed pods and the role they play in a plant’s life cycle. She named the column Botany Blueprint and published articles about seed pods from September 2010 through June 2012. Her seed pod articles are now published on her website. Anna’s goal is to tell the stories of 100 seed pods and then publish this information, plus much more, in her new book, The Form and Function of Seed Pods (expected in 2013). The project’s geographic range has grown as she’s been partnering with botanic gardens and arboretums across the country, including Harvard’s Arnold Arboretum, Genna Walska’s Lotusland, the Hawaii Tropical Botanic Garden, and Queens Botanical Garden.

Increasing public knowledge about plants is at the heart of everything Anna does. In addition to collecting seed pods and writing for Botany Blueprint, Anna writes two weekly columns for Garden Design magazine. Her Art + Botany column focuses on plant-related art themes and her Botanic Notables column brings attention to a wide range of interesting stories about plants. Other projects she’s pursuing include a digital field guide to botanical gardens that gardens can use to teach visitors about plants and their respective collections.

I recently had the opportunity to speak with Anna about how she educates the public about plants through her creative projects.


ARTPLANTAE
: How did you come to realize that botanical literacy was something you wanted to dedicate yourself to?

ANNA LAURENT: My projects now are a culmination of my previous work. I studied literature and biological anthropology in college, in particular evolutionary mechanisms and behaviors. I spent the next years photographing, writing, and working on documentary media projects. Finally, when I moved to L.A., my interest in the natural world returned.

Salazaria mexicana (Paperbag Bush). © Anna Laurent. All rights reserved

The diversity of plant life in southern California — species native to tropical, desert, temperate, and riparian (water) regions – blew my mind. I realized how little I knew about the plants around me, and that didn’t seem right. So I began taking lots of walks and hikes, and just looking at plants. I was fascinated by the diversity of structures — flowers and seed pods — that work in different ways to accomplish the same ends; namely, attracting pollinators, repelling predators, and dispersing seeds. I also observed the way they interact with our built environment, and with each other. One of my favorite relationships was in front of my apartment – a wisteria vine embedded around a fig tree. They were battling it out through a gap in the pavement; neither had been planted by human hand. Both plants are really strong, which was fascinating, and appropriate. It was a tableau of botanic heavyweights. Plants are quiet and slow, so finding the drama requires a bit of patience, but it’s there. Botanic gardens are a fantastic place to learn about plants, of course, and I also love observing plants in the wild – observing species that make their way through sidewalk cracks, that populate disturbed areas, that crawl over fences in abandoned spaces. It’s so thrilling when you begin to notice it all.


AP
: In what ways do you hope to promote botanical literacy?

AL: Every plant has a story, and I hope to encourage people to ask questions that begin to unravel that story. How did this individual plant happen to germinate at this particular location (e.g. Did the seed float by on a breeze?, Was it carried by an unwitting animal?)? When were the seeds of the species introduced into the region? What behaviors and structures has the plant evolved in its native habitat? What are the plant’s ethnobotanical uses? How has the plant been culturally referenced — have authors employed it as a metaphor, have countries adopted it as a national symbol?

Learning about plants offers a unifying perspective on history and space.

Koelreuteria paniculata (Golden Rain Tree). @Anna Laurent. All rights reserved

By following the historical arc of a plant’s evolution, and its cultural associations, we build a unity between the modern era and our past. And plants also unify our disparate geographies. When I traveled to Iraqi Kurdistan last year, it was fascinating to see hollyhocks and oleander — plants I associate with southern California gardens — growing wild in the mountains, and to learn about how people perceive them. Kurdistan is a pastoral region, which means that human settlements have evolved closely with plants. Knowledge is passed through generations, and plants are deeply embedded in the culture. I was told that the First Lady of Iraq was named for the hollyhock, and I heard a folk story about an early village that wielded oleander poison to defend against invasion. The oleander is still highly regarded today.

In the United States, there is a luxurious buffer between people and plants. We generally live amidst cultivated plants that don’t pose a significant threat, and we have pharmacies and markets that have packaged our plant-derived plants, so botanical literacy isn’t all that necessary for survival. At the same time, plants are nonetheless embedded in our lives, and it’s so important to understand how they behave, and what stories they carry with them.

Acacia podalyriifolia (Pearl-Wattle). @Anna Laurent. All rights reserved

In my seed pod project, I examine seeds and fruits, asking questions such as: Why is this seed red? (Often because birds are the plant’s preferred dispersal agent), Why does the seed pod stay attached to the parent plant for so long? (This often occurs in vines and plants that tend to grow on sloping areas, so when the seeds mature, they have a little momentum when they hit the ground, and will travel farther). After I collect the specimens, I photograph them and write about their form and function. I am thrilled to have partnered with botanic gardens, receiving permission to collect at their gardens. I then put together an exhibit of the photographs to promote the garden’s collection and educational mission.


AP
: Your mobile field guide app project is very interesting. Can you describe briefly what you would like to accomplish with your guide?

AL: I wanted people to have access to the stories behind each plant. When you visit a botanical garden, you see a plant in a single cycle of its life,

Astragalus fasciculifolius (Milkvetch). © Anna Laurent. All rights reserved

and there is rarely room for more than a name label. The digital field guide will enable visitors to view all aspects of a plant’s life cycle, and to learn more about the plant. Plants can be identified through a map of the garden, but the app can also be used off-site to browse plant profiles. I find botanic field guides to be lovely bed time reading.


AP
: How did you get started in journalism?

AL: I’ve always been a writer, and writing has been a significant component of everything I’ve worked on — companion content for photojournalism essays, grants for documentary films, typeface reviews for Print magazine. My writing now is really no different, I am just doing a lot more of it, and I am able to focus on one broad topic that I love. I’m really enjoying figuring out how to describe plants in new ways, and the process of writing about them inevitably gives me a greater appreciation of the species in particular, and the plant world in general.


AP
: What have you been working on lately?

AL: For the past year, I’ve been working on a documentary media project, The Iraqi Seed Project. Looking at the agricultural landscape in modern-day Iraq and Kurdistan, it asks why farming is disappearing in the land where it was born. We bring into focus the region’s botanic legacies and current efforts to restore the Fertile Crescent. We just launched a website (www.thisisfertileground.com) with clips from three years of filming. The video player is poised over a farm with seeds of the region’s historically major crops. We call the site a collective garden; every time a video is watched, a plant grows a little bit. The idea is that by learning about Iraq’s farmers and plants, we are helping their crops grow anew. It’s a nice metaphor.

Aristolochia fimbriata (White-Veined-Dutchman’s-Pipevine). © Anna Laurent. All rights reserved

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Artwork © Susan Brown Hardy. Image courtesy of Greg Bolosky.

Artist Susan Hardy Brown brings a fresh perspective to the important work performed in herbaria throughout the world. Using materials gathered from her work as a curatorial assistant at the Herbarium of the Arnold Arboretum, Brown captures plants and their diversity in paintings created using beeswax and resin — a technique called encaustic painting.

An exhibition of Brown’s work, Ex Herbario:
Recent Works by Susan Hardy Brown
, will be on view in the Hunnewell Building Lecture Hall at the Arnold Arboretum from July 14 – September 16, 2012.

Brown will discuss her work during Artist Talk: Susan Hardy Brown, a free lecture to be held on Thursday, September 13, 2012 from 7:00 – 8:30 PM. To attend this event, please register here.

The public will have another opportunity to meet Susan Hardy Brown during a special reception scheduled for Saturday, September 15 from 1-3 PM.

Harvard University’s Arnold Arboretum is a 265-acre living collection of trees, shrubs and woody vines. It is the oldest public arboretum in North America and is free and open to the public everyday. The Hunnewell Building Lecture Hall is in continuous use for classes and other events. Please check the current visiting hours of the Hunnewell Building and call (617) 384-5209 to confirm the exhibition will be available for viewing.



Related

Learn more about encaustic art. Visit International Encaustic Artists online.

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To bring attention to the shapes of leaves, flowers, and the types of fruit a plant produces is a fairly straightforward process. The usual approach is to point, name and label.

But how do you teach people to see color?

This week we look at an activity that goes beyond asking, “What color is it?”

The key question today is, “Can you find this color?”

In Nature’s Palette, authors and educators, Brooke B. McBride and Carol A. Brewer describe how they turn students into explorers in search of color.

Using the color cards readily available in the paint aisle at home improvement stores, McBride and Brewer (2010) create field cards for students to use in outdoor investigations. With these cards in hand, students are assigned the task of looking for natural objects matching the colors on their respective cards.

What makes this activity more than one requiring students look for green, red and yellow, is that McBride and Brewer (2010) do not create cards with predictable color schemes. Instead, they collect a broad range of colors from the paint aisle. To make sure they collect a broad selection, they pull “every fifth or tenth paint chip” as they work their way down the aisle. When they pull a chip containing many shades of color, McBride and Brewer (2010) simply cut the cards to separate the shades.

To make the reference cards their students use in the field, McBride and Brewer (2010) cut the poster board down to a size that is easily transported. They then paste 5-10 colors on each sheet of poster board. One board is then given to each group of 2-4 students. To get students excited about their investigation, McBride & Brewer (2010) engage students in conversations about where they may find the range of colors before them and encourage students to match the colors as best they can. They also remind students to collect only natural items, not manmade items, and remind students that what they collect has to fit on their piece of poster board. The reason for this is that when their investigation ends, students must present their posters and their observations to their classmates.

McBride and Brewer (2010) have found that students need only 25 minutes to conduct successful color searches and to collect specimens matching the colors on their assigned color card. They go on to say the number of natural objects students find in 25 minutes has been “mind-boggling and far surpassed” their expectations.

During the poster presentations, McBride & Brewer (2010) ask the following types of questions to help guide student discussions:

  • Which color did you observe the most? Which color did you observe the least often? What was the most unusual color you found?
  • Which of your senses did you have to rely on during your search? How did you find the objects you collected?
  • What is the most interesting object your group found? What makes it so interesting? What do you think it is?

The authors have found these questions, and this activity, helps students “focus and observe with a purpose” (McBride & Brewer, 2010).

Readers, how do you help others see nature’s colors?
Share your stories in the Comment box below.



Literature Cited

McBride, Brooke B. and Carol A. Brewer. 2010. Nature’s palette. Science and Children. 48(2): 40-43.

Visit your local college library to get a copy of this article or purchase a copy online (99¢).

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Yesterday the Transit of Venus across the sun received a lot of attention. Many of us were able to view it on the Internet through the many gadgets we have at our disposal. In 1769, however, James Cook, Joseph Banks and surviving members of the Endeavour crew had to endure many months at sea to watch this event unfold in Tahiti. Observing and documenting the Transit of Venus was one of the expedition’s assignments. They did see it and they did take notes.

This wasn’t their only mission, however. The Endeavour crew was sent out to confirm the presence or absence of a certain land mass in the southern hemisphere (i.e., Australia).

With the current attention focused on the Transit of Venus, I thought it would be a good time to give a little attention to the work of botanist Joseph Banks.

During the Endeavour expedition’s travels to South America, Tahiti, New Zealand and Australia, Joseph Banks and his crew collected and described thousands of plants. Specimens were drawn by artist Sydney Parkinson who also applied watercolor to his sketches as a way of recording the colors of each plant.

The hard work of Banks’ team was to be recognized in a florilegium Banks wanted to create. He hired artists and master engravers, but in the end, never published his book. The 743 plates created by his team of artists and engravers were transferred to the British Museum and were not printed until 200 years later.

Today we are able to gain insight into the printing of Banks’ florilegium thanks to The National Museum of Australia. They created Banks’ Florilegium: From Plant to Print, an online gallery featuring nine plates from this historic work. This online gallery is more than a collection of nine colorful thumbnail-sized images. The gallery provides information about the materials behind each plate. Viewers are able to compare each plate to its herbarium specimen, the original sketch by Sydney Parkinson, and the final watercolor painting that was based on Parkinson’s sketch. The information in the interactive gallery is presented thoughtfully and provides an engaging learning experience.

Tour this fascinating exhibit for yourself. Go to Banks’ Florilegium: From Plant to Print.



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Botanist and botanical artist, Linda Ann Vorobik, will teach workshops in four states this summer and fall. Here is what’s new in the Classes Near You section for California, Oregon, Washington, and Hawaii.


Vorobik Botanical Art

www.vorobikbotanicalart.com
Linda Ann Vorobik, Ph.D. is a botanical illustrator and botanist who teaches at the Jepson Herbarium at UC Berkeley, conducts field research in the Siskiyou Mountains in Oregon and teaches botanical illustration in California, Oregon, Washington and Hawaii. Visit Linda’s website to view her current teaching schedule, online gallery, blog, and to sign-up for her newsletter. Upcoming classes include:

  • Introduction to Botanical Illustration – May 31 – June 3, 2012;
    9 AM – 5 PM. Siskiyou Field Institute, Selma, Oregon.
  • Botanical Art: Field Sketching to Studio Watercolors
    June 22-24, 2012. Point Reyes, CA.
  • Crash Course in Flowering Plant Families – July 7-10, 2012.
    Siskiyou Field Institute, Selma, Oregon.
  • Painting Orchids on the Big Island of Hawaii – October 14-20, 2012. Captain Cook, Hawaii.

An exhibition of Linda’s botanical art and hand-painted silk scarves will open on June 9 at the Chimera Gallery on Lopez Island in Washington.

Linda will also participate in the Lopez Island Studio Tour scheduled for Labor Day weekend (September 1-2, 2012).

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Looking at plants isn’t always as simple as simply looking at plants. It can be when you have a cut flower from the florist staring back at you. However when there is a bigger story to tell, it is helpful to know the life history of your subject. In Plants Alive! Revealing Plant Lives Through Guided Nature Journaling, educator and author Charles E. Roth teaches plant observation skills to amateur plant observers.

In his book, Roth encourages amateurs to move beyond being familiar with only one or two species. He teaches plant observers how to understand seasonal changes experienced by plants and how to observe a plant and its neighbors in their natural environment. Roth explains how to gather information about a plant’s life history, how to observe growth patterns, how to study plant communities, and even how to observe the ferns, mosses, aquatic plants and lichens one might encounter in the field. Roth presents a list of investigative questions for each of the life history stages he presents. These questions serve as prompts to help bring attention to specific elements of a plant’s life cycle.

The field techniques in Roth (2005) will be familiar to anyone who has studied population biology or plant ecology. Roth provides instruction about how to observe the life history of plants along a familiar route, as well as how to set up more formal study areas using quadrats, line transects and belt transects. All techniques, while appearing large-in-scope initially, are doable for amateur botanists and can be modified to a smaller scale by classroom teachers who have limited amounts of time in which to teach plant observation skills.

In the journaling section of this book, plant observers will learn how to create a field journal, how to press plants, how to record information using photographic techniques, how to incorporate field sketches, how to draw maps in the field, and how to mark the plants they are studying. To give plant observers a good start on their projects, Roth dedicates a section of his book to templates that serve as guides to the type of information plant observers should record in their journals. In this section, plant observers will find helpful guides to:

  • Building Life Stage Observations
  • Keeping Bloom Calendars
  • Observing Insect Visitors & Plant Diseases
  • Observing Seeds
  • Observing Plants Growing Near Your Specimen
  • Observing Trees
  • Observing Lichens
  • Observing Ferns
  • Observing Bryophytes (mosses, liverworts)
  • Observing Plant Communities
  • Reflective Journaling About Your Experiences Observing Plants

Included throughout Roth (2005) are hand-drawn illustrations by Roth and Mary Sage Shakespeare. Each clarifies related text and serves as inspiring examples of what plant observers could include in their own journals.

In the interest of providing a complete review, I need to mention one thing and this is the number of typographical hiccups present in the text. They are the types of hiccups usually observed in the unedited proofs distributed to bookstores by publishers. I am not sure why they are present in the final version of this title. This said, these typographical hiccups, while noticeable, do not reduce the value of the many skills Roth teaches to plant observers. If you are seeking a way to understand the “big picture” of a native plant and its natural habitat, Plant’s Alive! will help you paint this picture.


Literature Cited

Roth, Charles E. 2005. Plants Alive! Revealing Plant Lives Through Guided Nature Journaling. Lincoln, NE: iUniverse, Inc.

Plants Alive! is available at ArtPlantae Books. ($18.95)


Related Resources

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Cultural anthropologist, Emanuela Appetiti, and historian of science, Alain Touwaide, believe that cultures would not have invested time and energy into medical formulas if they were not effective. To preserve traditional therapeutic remedies before they are lost forever, Emanuela and Alain founded the Institute for the Preservation of Medical Traditions. The Institute is a research and education organization with non-profit 501(c)(3) status hosted by the Smithsonian. Through the Institute, Emanuela and Alain pursue their research activities, including research for the PLANT program.

The acronym PLANT stands for PLantarum Aetatis Novae Tabulae (meaning in Latin Renaissance botanical illustrations). The PLANT website is a historical encyclopedia of botanical illustrations found in Renaissance herbals and is a collaborative effort between the Smithsonian Libraries Digital Collections department, the Biblioteca Nazionale Centrale di Roma (National Library of Rome) and the Library of the Botanic Gardens of Padua. While still under development, the website contains a lot of interesting information and images. Visitors are able to view images from ancient herbals. Visitors can enlarge an image so they can view each illustration up close, closer than if each herbal were in front of them. When you visit the PLANT website, be prepared to be there for a while.

Today we have the unique opportunity to learn from Emanuela and Alain. Please join me in welcoming them.


    ARTPLANTAE
    : The PLANT project currently features 149 herbals created between 1470-1745. Funding was awarded in 2002 and research for this project began in 2003 in Rome, Padua, and Washington, DC. This comprehensive project has already been a 10-year effort. How much work remains?

    EMANUELA APPETITI and ALAIN TOUWAIDE:
    During 2003-2006 we browsed, analyzed and photographed all these books with the help of about 250 Earthwatch volunteers who came with us to work in the National Library in Rome, and later on in the Library of the Botanic Gardens of Padua. As a result, we have collected more than 70,000 images and generated three dictionaries of plant names, one for ancient names (Greek and Latin), another for Medieval and Renaissance names (including 32,000 items in Arabic, Medieval Latin and vernacular languages), and a third with the names of plants in five modern languages (12,000+ items). We are now in the process of double-checking all this information. We are writing original bios and essays about the authors and their books, based on the direct contact we have had with these works. We have completed our collection of portraits in collaboration with the National Library of Medicine and the Hunt Institute for Botanical Documentation, both of which own extensive collections of historical portraits. A few biographies have already been uploaded, such as those of Prospero Alpini and John Gerard.

    Once all the databases and the images are uploaded and connected, it will be possible to retrieve all the illustrations of the same plant in chronological order, so as to visually follow the transformation of the botanical drawing and knowledge. Each image will come up with its names from all the dictionaries listed above. This means that users interested in a plant of which they know only the vernacular or the common name, for instance, will be able to retrieve it and get all its names, including the scientific, binomial name. For the user to contextualize the books, the Latin names of cities where these books where printed are translated into their current name. Also, a short bio-sketch of publishers is provided together with the list of the botanical books they have published in order to see their contribution to the production of herbals. The cities should already be clickable on the website. We are currently working on the bios of the publishers, research that requires hours of investigation into the field of Renaissance publishing.


    AP
    : Many of the illustrations in the herbals are highly stylized renderings containing elements that look as if they were meant to serve as symbols of something else (e.g., Arbor vel lignum vite paradisi, folio 20 verso in the anonymous Ortus sanitatis (1491) published by Jacobus Meydenbach). How do you determine the accuracy of an illustration?

    When you know what a plant looks like, you have a sense of the elements that may have been a bit exaggerated (e.g., Ananas, page 268 in Trattato della historia, natura, et virtu delle Droghe Medicinali, & altri Semplici rarissimi, che vengono portati dalle Indie Orientali in Europa (1585) by Cristobal Acosta). But when you are not familiar with a plant, how do you check on the accuracy of an illustration, and more importantly, the accuracy of the species name?

    AT: These are two different cases, both very interesting and hinting at fascinating aspects of our work.

    One, the arbor paradisi (which is also the tree of knowledge), opens to the anthropological dimension of the research. Part of the text related to this tree (tree or wood of paradise life) reads as follows:

    “They naturally have such a property that he who eats its fruit, is invigorated by a perpetual strength [....] and will not be affected by any illness, anxiety, sign of tiredness, or weakness [...]”.

    As you can understand from this extract of the text, this is an imaginary plant that serves educational and moral purposes. Theoretically, it should not appear in a book of herbs, but its presence clearly indicates that the benefits to be obtained from a plant were both physical and spiritual. And the Ortus Sanitatis is indeed about body and soul. Incidentally, you will note that the initial letter of the word arbor (tree) is missing. However a space has been left for it to be added, probably by hand, as a painted initial.

    The second case you mention, the ananas (pineapple), makes clear the function of this kind of illustration: it emphasizes the most characteristic features of the plants for identification purposes. So, when you did not know the plant, you memorized this peculiar morphology so as to recognize it in the field, being able to connect the plant with such characteristics and its name.

    Concerning the botanical identification, we use all possible available information to propose the best possible identification. This includes the text related to the illustration, the botanical tradition (coming from the most remote antiquity and continuously handed down up to the Renaissance), and the modern (= post-Linnean) scholarly and scientific literature, along with dry specimens from herbaria. Of course, we do this work in collaboration with botanists; sometimes, one ancient plant name corresponds to more than one modern taxon, and therefore we cannot arrive at the species level.


    AP
    : There are times when I wish I could read every language on the planet on demand. Exploring the herbals on the PLANT website made me wish for this ability yet again so I could learn more about the illustrations. In the herbals you have studied, is there any mention about how the illustrations were created?

    AT: In the preface of the herbals, several authors discuss this point. For example, Otto Brumfels, Leonhard Fuchs and Matthioli. Publishers were pushing authors to include illustrations with their texts. A significant case is the publisher and printer, Christian Egenolph, in Frankfurt, Germany. He created a set of woodblocks that he used for several texts, which were not originally illustrated. In so doing, he expanded considerably the market for his production. Though initially reluctant, the authors followed his example and agreed to have their works illustrated. Matthioli perfectly understood this logic and, besides repeatedly publishing new editions of his work, moved from small to large illustrations, each time also adding new items.


    AP
    : Do you know of any studies focused specifically on the marks used to depict form (or light and shade) in the herbals? Some of the marks seem a bit excessive and confusing (e.g. Rhamnus secundus, page 73 in Pedacio Dioscorides Anazarbeo, Acerca de la materia medicinal, y de los venenos mortiferos, Traduzido de lengua Griega, en la vulgar Castellana, & illustrado con claras y substantiales Annotationes, y con las figuras de innumeras plantas exquisitas y raras, por el Doctor Andres de Laguna (1570).

    EA: There is quite a body of literature on the history of botanical illustration in early printed books. However, studies have mainly focused on botanical accuracy, sources of illustration, floristic extensiveness and, more recently, on printing techniques. Rarely, analysis has addressed such an aspect at the crossroads of the visual arts and botanical knowledge.


    AP
    : The hand-colored illustrations I saw in the Kreuterbuch herbal by Adamus Lonicerus (1582) were colored loosely. It looks like the coloring was done very quickly. Is this approach to hand-coloring commonly observed in herbals?

    EA: There are indeed several herbals in collections worldwide that are hand-colored. Each and every such book is an individual case. Some have been very roughly and rapidly made like the Kreuterbuch, whereas others were artistically painted with botanical exactness, as in Fuchs. It depended on the personal choice of the owner of the book. Some probably wanted to have a nice copy, while others needed it to study and work with in the field.


    AP
    : I have a question about Alain’s Life & Literature slideshow that you shared with me. On the slide that shows what I assume to be Arabic characters, certain words/phrases were circled in red. Why were these words/phrases highlighted? What was the story behind this particular slide? I’m curious, that’s all.

    AT: Good catch! You are totally right in asking, and you’ll be amazed to know this story (which is one of our most cutting-edge programs). This is indeed the reproduction of a page from a Chinese manuscript containing formulae for medicines. This page should be vertical to read Chinese in the proper way (in columns), but I turned it horizontally to read what are, in fact, Arabic terms (names of medicines)! This story is long, but let’s make it short. Greek pharmaceutical texts were translated into Arabic and, the Arabic versions were transmitted up to China through India. So, we can state that Greek science traveled up to China.

    The most marvelous thing is that the terms in Arabic are actually Greek words written with the Arabic alphabet (what is called transliteration). And, these Arabic terms have been reproduced as such in the Chinese manuscript. This means that we have in China the Greek names of medicines, even though they are written in Arabic.

As mentioned above, Emanuela and Alain’s research includes the preservation of information about plants and their use in medicine. Their current focus is on Greek medical heritage and contributions to medicine made by the Arabo-Islamic World. The website of the Institute for the Preservation of Medical Traditions (IPMT) features a growing collection of books, images, digital texts and databases related to plants and medicine. The Institute’s website is very interesting and contains many layers of information. You are sure to spend hours on this website too.

Emanuela and Alain have studied medical traditions for decades and have worked in Spain, France and England. Emanuela says that they work in at least four languages everyday!

What is the relationship between the PLANT project and the Institute for the Preservation of Medical Traditions?

After moving to the US in 1999, Emanuela and Alain worked for a few years as independent scholars affiliated with the Smithosonian. Alain received a grant from the National Institutes of Health (NIH) to conduct research on the therapeutic uses of plants in Classical Antiquity. Alain conducted his research at the Smithsonian. The PLANT program arose as an extension of this NIH project and received early support from the EarthWatch Institute.

The PLANT project is a consortium composed of Alain & Emanuela (project authors and co-principal investigators), both libraries in Italy and the Smithsonian Institution Libraries (SIL). The SIL and the Italian libraries helped to collect the primary information for this project, and each library owns the rights of the images coming from its herbals and then published on the website. SIL Digital Collections is the e-publisher of this work.

The Institute for the Preservation of Medical Traditions (IPMT) is a natural extension of Emanuela and Alain’s research that, over time, grew into a new field of its own. This area of research needed its own space, so Emanuela and Alain created IPMT. The Institute is a self-funded entity that is now affiliated with, and currently housed at, the Smithsonian.

Alain and Emanuela work with about ten students and volunteers who help develop the Institute’s programs. The Institute has established an extended network of institutions and scholars with whom Alain and Emanuela work. A short list of their partners can be viewed on the IPMT website. It is IPMT’s mission to disseminate the concepts and methods they have developed to recover, preserve and analyze ancient knowledge. Emanuela says they want to educate the next generation of educators who will “expand the scope of our activity and broaden the audience we reach.”

The Institute hosts seminars at the Master’s and Doctoral level and conducts classes worldwide to interested audiences. The Institute’s educational activities address all disciplines related to its research, from ancient books to scientific technology. Emanuela describes the Institute’s mission succinctly, “We trace and follow the development and transmission of knowledge in the field of the natural and life sciences based on the written record, with a special focus on the Mediterranean area.”

Botanical artists painting medicinal plants and interpreters researching a heritage site will find the Science Services offered by IPMT especially interesting. Emanuela explains how the Institute can assist artists and interpreters with their research:

Our work is not only about collecting, but also, if not mainly, interpreting. We have created tools for a correct understanding of ancient botanical history and illustration, and also heritage sites. For example, in approaching ancient illustration of plants in books, we read the illustrations together with the related text. In so doing, we inject botany into history, and we are in a better position to properly understand the ancient documentation. Similarly, to approach a site, for example, we connect it to its contemporary botanical knowledge and create bridges between such knowledge, on the one hand, and, on the other, architecture and landscape. Alain has studied the representation of a garden in a 1st-century Roman palace and demonstrated that it reproduces the organization of a garden in nature, which, in turn, was based on the classification of plants in ancient botanical knowledge. There thus is a strong link between artistic creation and scientific theory.

When asked how they would like scholars, physicians and the public to use the IPMT website and its resources, Emanuela replies:

As a research entity, the IPMT is both a laboratory and a library collection. Alain and I have been collecting books on all the topics covered by our research for years and years and currently own a specialized library of circa 15,000+ items. This is a research collection for consultation. It is currently housed at the Smithsonian and is open to the scholarly and scientific community. We regularly receive requests for information, and for permission to visit the collection and take advantage of its resources from students and colleagues. In the future, we hope to be able to offer grants for students to stay in-house for a certain period of time, to carry on their own research.

As for our research, our vision is to generate new data from tradition and to inspire further innovative investigation. Ancient information is indeed a source for new developments that will contribute to (the improvement of) people’s health and healthy lives. In this view, we wish to partner with entities that will capitalize on our work and translate it into new applications, in the fields of medicines, food, hygiene and cosmetics.

A not-for-profit organization, the Institute for the Preservation of Medical Traditions relies on donations to conduct its research. Interested individuals can contribute to the Institute by becoming an Associate Member ($20/yr.) or by making contributions through NetworkforGood.org, JustGive.org, or Razoo.com.

The PLANT website will be the focus of a roundtable discussion during a meeting of the Renaissance Society of America in Washington, DC (March 22-24, 2012). On March 24, Alain will co-present The Digital Herbal: Roundtable on Renaissance Botanical Illustration on the Internet.




A Special Viewing

Emanuela and Alain’s research started, and still focuses, on handwritten manuals of therapeutics, conserved in libraries or private collections all over the world. Unlike printed books produced on a larger scale, each handwritten manuscript is unique. As an example of their analysis and study of manuscripts, Emanuela and Alain have provided a link to view the Padua manuscript. This section is still a work in progress, with several parts still to be presented. This is the first time this manuscript has been uploaded and Emanuela and Alain hope you enjoy the sneak preview!




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Almost 100 years before the publication of the first text-based dichotomous key, an image-based dichotomous key was presented to the scholars of the Royal Society in London. The year was 1689.

The story behind this identification tool, its creator and the scientific community’s reaction to it, is the focus of Who Invented the Dichotomous Key? Richard Waller’s Watercolors of the Herbs of Britain by Lawrence R. Griffing.

Griffing provides fascinating insight into the history of the dichotomous key.

What is a dichotomous key, exactly?

It’s an identification tool. Think of it as a field guide’s more analytical cousin. You can’t flip though a key as casually as you can flip through an illustrated pocket field guide. Keys require users to sit down and observe a specimen carefully. The identification process requires the user to make a series of observations in a very methodical way and to choose between the presence or absence of a specific feature or to make “either/or observations” (Griffing, 2011) resulting in a user choosing one feature (or condition) over the other. This methodical dichotomous decision-making process leads a user through a key and eventually to a species description matching the specimen collected or observed by the key’s user.

Richard Waller’s idea for an image-based dichotomous key came from a suggestion he made to naturalist, John Ray, author of Historia Plantarum (1686). Waller suggested that Ray use images in his dichotomous tables to make plant identification easier for beginners (Griffing, 2011). Ray did not appreciate Waller’s suggestion, nor the implication that his descriptive text was not good enough (Griffing, 2011). Unaffected by Ray’s negative defensive reaction, Waller continued to build upon his idea for an image-based dichotomous key so that “one wholly ignorant in Plants may know how to find any unknown Plant” (Waller (1688), as cited in Griffing 2011).

Griffing (2011) goes into great detail about how Waller’s image key may have been constructed, using Waller’s own description of his key. Griffing (2011) includes in his paper, figures of tables Waller could have created using images from the archives of The Royal Society. How Waller actually assembled his images is not known.

Interestingly, Waller’s visual key did not receive broad support from his colleagues at The Royal Society. Griffing (2011) explains the lukewarm response Waller received could have been attributed to the fact that Waller was ahead of his time and that Waller was creating a tool to be used by beginners and herbalists, an audience quite different from the Society’s expert audience.

The botanical watercolor paintings of British grasses and wildflowers Waller used in his key can be viewed online as a Turning-the-Pages document on the website of The Royal Society. Waller’s plant studies feature paintings of whole plants accompanied by close-up studies of a plant’s unique characteristics. Waller completed his close-up studies in pencil. Look for them as you view Waller’s work. In his paper, Griffing (2011) makes reference to select paintings in the Turning-the-Pages document. You may want to view Waller’s paintings while reading Griffing’s article. Be advised that the page numbering is off between MS/131 and the online version (Griffing, 2011).

To learn more about Waller’s image-based dichotomous key, purchase Griffing’s article online from the American Journal of Botany for $7 or visit the periodicals section at your local college library.


Literature Cited

Griffing, Lawrence R. 2011. Who invented the dichotomous key? Richard Waller’s watercolors of the herbs of Britain. American Journal of Botany.
98(12): 1911-1923.
View abstract


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When teacher and textile artist, Rebecca Burgess was 19, she was asked to teach a textile arts class to children. Having received some training in art and education before entering the UC Davis Research Arts Center, she confidently lead group activities in the textile arts — activities that happened to require a lot of synthetic dyes. At this time, Rebecca knew nothing about natural dyes. She did, though, think it was unfortunate that an Art History major with a minor in Art Studio had not been told where paint or color came from. She took it upon herself to investigate where color came from and posed the occasional question to Jeeves of Ask Jeeves. She collected color recipes and learned how to make color using turmeric, berries, beets and cabbage. When she brought her new knowledge into the classroom, her students devoured all she taught them. They loved learning about natural dyes! She continued to explore color on her own and continued to fuel her students’ passion for nature’s palette.

Back then (as now), Rebecca felt that art is about “moving culture in a new direction” and felt that art missed the boat when it came to ecological awareness. She began vocalizing her concerns while she was an undergraduate student at UC Davis in the late 1990s. Unfortunately, the work she created within an ecological arts model was not well-received. She found herself pushing her professor’s buttons without intending to do so.

Today, Rebecca’s work and viewpoints about art and ecology are more appreciated. After graduating with a major in Art History, a major in Nature & Culture and minors in Art Studio and Design, she left the art world for a while and focused on earning her Masters in place-based education. During this time, she studied how human brains work and how they retain information. She also trained with an ethnobotanist and studied native plant restoration. When she realigned herself with the art world around 2005, she formed a bridge between the arts, education, and native plant restoration using her knowledge of these subjects. She began building restoration gardens at the school where she taught. Students learned the common names and Latin names of plants and witnessed the return of frogs, reptiles and birds to the restored habitat they created. All the while, students harvested art materials, natural dyes and natural inks. Rebecca’s curriculum took off.

The ecological literacy program Rebecca created provides many opportunities for children to experience plants in new and practical ways. Throughout the program, students document and reinforce what they have learned through drawing activities. Rebecca created her program by responding to what she thought was the “most instructive and holistic way” to introduce kids to plants. Rebecca explains:

With the curriculum, I aim for relevance, authenticity and honesty. Merging personal history and experience. Merging place-based history and experience. Merging the collective histories of students to create a single woven piece.

When asked what she feels people need to know about plants, Rebecca replies:

(People need to know) they are carbon. They can make food from sunlight and have a remarkable advantage over humans. They are constantly keeping the planet in balance. They manage the health of the planet through photosynthesis. They have a functional foundational place in our world and we need to appreciate their service.

When designing her curriculum, Rebecca created several activities and taught each of them over a three-year period. The eight lessons she includes in her free packet for educators, were chosen because they are the lessons that best embody the message Rebecca wants to deliver.

Second-grade teachers, textile artists and mothers have taught Rebecca’s lessons. While she knows of people as far away as Mississippi who have taught her curriculum, she receives the most feedback from teachers who have incorporated her lessons into their California classrooms.

Of the eight lessons Rebecca includes in her packet, seven can be adapted to any location. Only one lesson needs to be customized and tied-in directly with a school’s local ecology. To prepare for this lesson, Rebecca recommends teachers speak with professors at local colleges, botanists at a local herbarium, or ecologists familiar with an area’s ecological history. She also suggests teachers contact the native tribes in their region. Native tribes are often involved in restoring the traditional ecology of an area and are a rich source of information. The names of federally-recognized tribes in any region can be obtained online from the Bureau of Indian Affairs.

Today Rebecca no longer builds restoration gardens herself. She consults with schools and works closely with them on their projects. The Fibershed Project she launched with the publication of her book, Harvesting Color, demands a lot of her time. What began as a project to see if she could live off the natural resources within a 150-mile radius of her northern California home (this includes materials for clothing), has become a movement that will soon benefit the local economy of her area. The focus of the Fibershed Project has moved away from how to keep Rebecca clothed, to how to create a sustainable system that will give artisans and cottage industries access to local farmers for linen, cotton, hemp and more. The health of this system will be monitored by the Fibershed Marketplace, an online store that brings with it a no-nonsense analysis of what artisans, local industry and farmers can and cannot do using local resources. When it launches, the Fibershed Marketplace will launch with an assortment of raw materials. Items available for purchase will include yarn, raw fleece, knitting patterns created for Rebecca’s 1-year wardrobe, jewelry made from scraps of fabric created for Rebecca’s 1-year wardrobe, and small hand knit pieces. A percentage of each sale will go back into the Project’s fund to buy equipment for farmers and to improve the supply chain of goods for the online marketplace.

Finished garments will not be available at launch because fabric will not be ready. Currently the Fibershed Project, now a 501(c)(3), is working on issues related to the milling process that will utilize natural instead of synthetic dyes.

The Fibershed Marketplace will open on November 1, 2011.

To receive updates about the Fibershed Project and the grand opening of the Fibershed Marketplace, add your name to the Fibershed mailing list today.



Teaching Ecological Literacy

The curriculum Rebecca developed around native plants, habitat restoration, and plant dyes is available to educators for free. Download Teaching Ecological Literacy to Grades 1-5: Restoration Dye Gardens in the Restoration Education section on her website. If you use Rebecca’s curriculum, please let her know how you used it, how students responded, and tell her your thoughts about the experience. She would love to hear from you!

Rebecca’s new book, Harvesting Color complements the lessons in her curriculum.

Save 25%
ArtPlantae Books
$17.21 (reg. $22.95)

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The year was 1765. Eminent botanist Philibert Commerson had just been appointed to a grand new expedition: the first French circumnavigation of the world. As the ships’ official naturalist, Commerson would seek out resources—medicines, spices, timber, food—that could give the French an edge in the ever-accelerating race for empire.
 
Jeanne Baret, Commerson’s young mistress and collaborator, was desperate not to be left behind. She disguised herself as a teenage boy and signed on as his assistant. The journey made the twenty-six-year-old, known to her shipmates as “Jean” rather than “Jeanne,” the first woman to ever sail around the globe. Yet so little is known about this extraordinary woman, whose accomplishments were considered to be subversive, even impossible for someone of her sex and class.
           
When the ships made landfall and the secret lovers disembarked to explore, Baret carried heavy wooden field presses and bulky optical instruments over beaches and hills, impressing observers on the ships’ decks with her obvious strength and stamina. Less obvious were the strips of linen wound tight around her upper body and the months she had spent perfecting her masculine disguise in the streets and marketplaces of Paris.
           
Expedition commander Louis-Antoine de Bougainville recorded in his journal that curious Tahitian natives exposed Baret as a woman, eighteen months into the voyage. But the true story, it turns out, is more complicated.



Who was herb woman, Jeanne Baret?

Find out during EE Week! You are invited to participate in a conversation with author Glynis Ridley during EE Week (April 10-16, 2011).

Immerse yourself into the life story of Jeanne Baret and get ready to ask questions. Order a copy of The Discovery of Jeanne Baret from ArtPlantae Books and save 20% off the list price for this special event.
Offer ends April 17, 2011.


EVENT DETAILS
:

    When: Saturday April 16, 2011 at 11 am-12 pm (PST) / (2-3 pm EST)
    Where: Discussion Forum on the ArtPlantae Facebook page.

UPDATE (4/21/11): Read interview with Glynis Ridley


Synopsis courtesy of Random House, Inc.

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Now at Classes Near You > California:


California State University, Chico
Chico State Herbarium

www.csuchico.edu/biol/Herb
The following classes are sponsored by the Friends of the Chico State Herbarium. All proceeds benefit the herbarium at CSU Chico. Obtain course details and registration forms here.

  • Care of Trees in the Landscape – January 15, 2011
  • Plant Photography – March 5, 2011
  • Introduction to Lichen Identification – March 26, 2011
  • Botanical Illustration – April 16, 2011
  • Introduction to Keying the Fabacaeae – April 30, 2011
  • Intro. to Identifying Northern California Grasses – May 14, 2011
  • Fire Ecology – June 11, 2011
  • Introduction to the Willows of California – June 18, 2011
  • Introduction to the Serpentine Ecosystem – June 25, 2011

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The Book of Leaves: A Leaf-by-Leaf Guide to Six Hundred of the World’s Great Trees
Coombes, Allen J. 2010. University of Chicago Press. ISBN: 9780226139739

If you have a recurring daydream about having a labeled leaf collection composed of perfect leaves that never wilt, dry, and get crunchy, stop dreaming. You can now take one step closer to making your dream a reality. Author Allen J. Coombes (Coordinator of Scientific Collections at the Herbarium and Botanic Garden of the University of Puebla, Mexico) and editor Zsolt Debreezy (Research Director of the International Dendrological Research Institute in Boston) have created a glorious collection of leaves.

Each leaf is actual size. Leaves are arranged by family, genus, and then species. Coombes and Debreezy provide an overview of leaf morphology and teach readers how to look at leaves and how to arrange them systematically. Each entry is accompanied by a description of a leaf’s type, shape, size, and arrangement along a stem. A summary about each tree’s bark, flowers, fruit, distribution, and habitat is also included. Information about each tree’s growth pattern, observable changes in leaf appearance, ethnobotanical use, and similarity to other trees is provided as well. Of interest to plant enthusiasts and botanical illustrators in particular, is the section in which the authors arrange leaves by their position along a stem, their overall shape, the type of margin they have, and the status about their evergreen or deciduous nature. Categories in this section are labeled as “Alternate, Simple, Lobed, Deciduous” and “Opposite, Pinnately Compound, Entire Leaflets, Deciduous” and contain corresponding photographs of leaves.

Not only is this book an informative reference, it is a great way for botanical illustrators to study venation patterns and leaf margins. One look at this book and you’ll be reaching for your 0.2 mm mechanical pencil!


The Book of Leaves
is available at ArtPlantae Books ($55). This hefty five-pound book ships for free everyday.


Images used with permission from The University of Chicago Press

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