The Botanizers: Amateur Scientists in Nineteenth-Century America

By Elizabeth B. Keeney | Go to book overview

4
Children, Education, and Amateur Botany

During the nineteenth century, schools of every kind-- common schools, academies, seminaries, the new high schools, colleges, and medical schools--served as important institutional homes for botany. 1 Schools not only provided training and jobs for those who wished to pursue botany vocationally, but also offered botany to students who had no scientific aspirations. Indeed, schools and textbooks were the media through which many, if not most, botanizers first encountered the science. Throughout the century, educators and scientists debated at what level and by what methods to teach botany--and most basically, why botany should be taught. These debates about the content, methodology, and philosophy of school and textbook botany both reflected and influenced changes in botanical expertise, pedagogy, and the perceived value of botany.

From its introduction into curricula in the 1820s and 1830s,

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The Botanizers: Amateur Scientists in Nineteenth-Century America
Table of contents

Table of contents

  • Title Page ii
  • Contents vii
  • Illustrations ix
  • Acknowledgments xi
  • Introduction 1
  • 1 - Botanizing 9
  • 2 - Information Networks in the Botanical Community 22
  • 3 - Botanizing and Self-Improvement 38
  • 4 - Children, Education, and Amateur Botany 51
  • 5 - Gender and Botany 69
  • 6 - Botanizing and the Invention of Leisure 83
  • 7 - Natural Theology and Amateur Botany 99
  • 8 - Botany and the Rhetoric of Utility 112
  • 9 - The Triumph of Professionalization 123
  • 10 - The Nature-Study Movement: The Legacy of Amateur Botany 135
  • Couclusion 146
  • Notes 151
  • Index 197
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