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The museum in the garden: Research, display, and education at the Missouri Botanical Garden since 1859.

机译:花园里的博物馆:自1859年以来在密苏里植物园进行研究,展示和教育。

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摘要

This study views the Missouri Botanical Garden as a natural history museum striving to balance and integrate the sometimes complementary, sometimes conflicting demands of scientific research, public display, and education of graduate students, amateur gardeners, and school children. The method has been to reconstruct what the visitors saw, thought about and learned by examining the Garden's Bulletin and archival press clippings.;The founder, Henry Shaw, was advised by the preeminent botanists of his day to construct his garden along all three lines: research, display, and education, But as the first director, serving from 1889 to 1912, William Trelease perceived a lack of scientific affiliations and built graduate research with a first-rate library and herbarium. When leaders of the Board of Trustees called for "more garden and less science," Trelease saw his position as untenable. He was succeeded by George Moore (director from 1912 to 1953) who delivered more garden in the form of increased accessibility and new grounds and display houses. By continuing the Garden's scientific advance, the first two decades of Moore's directorship reflected an unprecedented integration of research, display, and education.;The effects of the 1930s Depression and World War II diminished the Shaw estate's ability to finance Garden activities and they declined. Some revial was possible after 1958 with new leadership and funding. But between the late 1950s and 1971 Frits Went and David Gates only served short tenures as director and were unable to lead a sustained recovery. For the past 25 years, the current director, Peter Raven, has led the rebuilding of the Garden as a major scientific and popular institution.;Over its long history the Garden has gained strength from the dynamic interplay of research display and education. Focusing on the fluid, ongoing solution and resolution of this inherent tension is key to understanding the Garden's past.
机译:这项研究将密苏里植物园视为自然历史博物馆,致力于平衡和整合有时互补,有时相互矛盾的科学研究,公众展示以及对研究生,业余园丁和学童的教育的需求。方法是通过检查花园的公告和档案剪报来重建访客的视野,思想和学习内容;创始人当时的杰出植物学家亨利·肖(Henry Shaw)建议他沿三条线建造花园:研究,展示和教育,但作为第一任馆长,1889年至1912年在职,威廉·特里斯(William Trelease)意识到缺乏科学联系,并用一流的图书馆和植物标本室进行了研究生研究。当董事会领导人呼吁“更多的花园,更少的科学”时,Trelease认为他的立场站不住脚。他由乔治·摩尔(George Moore,1912年至1953年担任导演)继任,乔治·摩尔(George Moore)以增加可及性,新场地和陈列室的形式提供了更多花园。通过继续花园的科学发展,摩尔担任董事的前二十年反映了研究,展示和教育的空前融合; 1930年代大萧条和第二次世界大战的影响削弱了邵氏房地产为花园活动筹集资金的能力,但遭到拒绝。 1958年以后,在新的领导层和资金支持下,可能会有所复兴。但是在1950年代末至1971年之间​​,弗里斯·温特(Frits Went)和戴维·盖茨(David Gates)仅担任了短暂的董事,无法领导持续的复苏。在过去的25年中,现任董事彼得·拉文(Peter Raven)领导着花园的重建,使其成为一门主要的科学和大众机构。在悠久的历史中,花园由于研究展示和教育的互动而获得了优势。专注于流畅,持续的解决方案和解决这种固有压力的方法,对于理解花园的过去至关重要。

著录项

  • 作者

    Kleinman, Kim J.;

  • 作者单位

    The Union Institute.;

  • 授予单位 The Union Institute.;
  • 学科 Science history.;Botany.;Education history.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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