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  1. Oct 20, 2024 · Glasshouses and a lecture room for the professor were built and the teaching of botany in Cambridge, which was then at a low ebb, received, for a time, a considerable stimulus. This improvement, however, did not last for long. Miller left in 1770 and Martyn, after 1798, visited Cambridge only occasionally until his death in 1825.

  2. Mar 12, 2004 · The Cambridge Botany School building provided a place for the development of the subject, development that has impacted significantly on the wider world. It was also the intellectual home for Sir Arthur Tansley at the time that he launched New Phytologist ( Lewis & Ingram, 2002 ).

    • John A. Raven
    • 12 March 2004
    • 2004
    • 162, Issue1
  3. Jun 17, 2019 · Cambridge has played a key role in the development of botany as a scientific field of study in its own right. This exhibition chronicles key points in the history of botanical learning and teaching at Cambridge, from herbals which occupied medieval scholars to the striking prints illustrating theories of plant classification during the Enlightenment.

  4. This exceptional breadth results from the very prolonged development of botany as an academic subject in Cambridge. Botanical teaching and research in Cambridge dates from the time of William Turner, whose N e w Herball of 1551-1568 records the botanical features of 238 plants native to England, and marks the beginning of plant systematics and taxonomy in this country.

  5. May 29, 2023 · It has been suggested that the university “did nothing to advance science either by teaching or by facilitating research,” Footnote 4 with botany and natural history being placed “at the periphery of Cambridge intellectual life” and leaving “no lasting impression on the university.” Footnote 5

  6. Jan 1, 2016 · The teaching of botany is characterised as being taught in a theoretical and uninteresting way for students. The purpose of this work is to discover what students think of the way Botany is taught ...

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  8. Henslow and Cambridge University Henslow came as an undergraduate student to St John’s College in 1814. He had been passionately interested in natural history as a child but at that time the Cambridge degree was mainly devoted to mathematics; there were no degrees specialising in the sciences and attendance at any lectures in these subjects was entirely voluntary.

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