74 
orchard, through the ornamental garden, the physic gardens 
and the private gardens of the herbalists, an interesting and very 
natural parallel to the development of the science of botany 
itself; for plants were first studied as articles of diet, then as the 
source of remedies for disease, and only subsequently for their 
own sake, from the standpoint of the modern botanist. 
There are to-day over 200 so-called botanical gardens in 
various parts of the world, 36 of which are in Germany, 23 in 
Italy, 22 in France, 16 in Russia, 13 in Austria-Hungary, and 
12 each in Great Britain and Ireland, and the United States. 
Forma! instruction was undertaken by botanical gardens as 
early as 1545, in the garden at Padua, where lectures on plant 
life were given, and a crude form of laboratory work undertaken 
in the form of “‘ostencio simplicium,”’ or demonstrations of 
medicinal herbs. Even before this date the public study of 
botany was inaugurated at the garden of Pisa (1543), by order 
of the Grand Duke Cosmo I., and the second director of this 
garden was the celebrated nee Caesalpino, the successor of 
hini who, in 1547, founded the garden at Bolog: 
The educational work of botanic gardens falls de il under 
six heads: 
I. Sue tion — means of well- labeled specimens. 
2 pular lectu 
3 aesins . 
4. Periodical and other publications. 
5. Courses of lectures and instruction to organized classes. 
Docentry. 
These various phases of botanical education developed in con- 
nection with gardens approximately in the order here named. 
I. Rak aes by Means of Well-labeled Specimens—A 
um has recently been described as a collection of attractive 
nee well illustrated by specimens. The earliest educational 
work of botanic gardens was confined pee entirely to what 
might be accomplished by such means. In other words, the 
garden was a place where anyone sufficiently interested could go 
and ‘‘educate” himself, ¢. e., secure without the aid of a teacher 
a certain limited amount of information about plants. From 
