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Picturing Ecology
Photography and the Birth of a New Science
Damian Hughes
Picturing Ecology
Damian Hughes
Picturing Ecology
Photography and the birth
of a new science
Damian Hughes
Photographic History Research Centre (PHRC)
De Montfort University
Leicester, UK
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Singapore
Pte Ltd. 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
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This Palgrave Macmillan imprint is published by the registered company Springer Nature Singapore
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The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
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Acknowledgements
All books feel a long time coming, and all book-work is broadly collab-
orative, dependent upon the contributions, influence and support
of others.
My lifelong partner Teresa is a practical ecological thinker, and she was
there at the birth of the idea that transformed into this book. My under-
standing of ecological ideas and practices has been informed by more
than three decades as a professional ecologist and field naturalist, and the
influence of numerous colleagues along the way, but always in conversa-
tion with Teresa.
As a photohistorian, I have been profoundly shaped by thinking and
talking with my good friend Professor Kelley Wilder––my first and
continuing mentor in photographic history––and by the always original
and influential thinking of Professor Elizabeth Edwards. The Photographic
History Research Centre which they built together at De Montfort
University provided an ideal professional framework against which to
build a project of this kind.
I would also like to acknowledge the all too invisible dedication of staff
at the various museums, libraries, archives and other organisations who
have supported my research with specific resources, or otherwise contrib-
uted to my understanding of the wider contexts of my research.
In particular, I thank Hazel Norman at the British Ecological Society
for unreserved access to the Tansley Photographic Collection, without
v
vi Acknowledgements
which this work would have been fatally impoverished. I would like to
recognize especially the hard-pressed and under-resourced dedication of
staff and volunteers in local museums and libraries everywhere and, in
connection with this work, particularly at Huddersfield’s Tolson Memorial
Museum, and the Huddersfield Local Studies Library.
Image credits: Images reproduced in this book are from digital copies
of originals made by the author, except where otherwise indicated.
Photographs from the Tansley Photographic Collection are reproduced
with the kind permission of the British Ecological Society. For other
images, from published sources, images in the public domain, and images
still subject to copyright, the source of each image and relevant copyright
details are provided in the figure captions.
About This Book
vii
viii About This Book
1 Ecological
History, Visual Science and Photography 1
‘At a Glance’ 1
Visual Science, Visual Ecology 4
Exchange and Flow 11
Visual Methods, Visual Tools 17
Visual Places, Visual Bodies 20
Botany into Ecology 25
Mapping the Book 30
Bibliography 41
2 New
Natural Landscapes: Nature Tracing Its Own Shape 53
Visual and Natural Knowledge in Alexander Humboldt’s
Phytogeography 55
The General Physiognomies of Anton Kerner von Marilaun 61
Ecological Foundations: Eugenius Warming and Andreas
Schimper 67
Mapping the Field: The Beginnings of British Vegetation
Survey 75
Bibliography 92
ix
x Contents
3 Expanding
the Field: Making Associations 97
British Associations: Ecology at the BAAS 99
Collecting Associations 104
Professional Associations 118
Ecological Associations 128
Photographic Associations 135
Outdoor Associations 148
Amateur Associations 158
Bibliography 188
4 Picturing
Vegetation: The Print Cultures of Ecology197
Printing Pictures 199
The New Phytologists 206
A Journal for Ecology 217
Textbook Photography 224
Die Vegetation der Erde 241
Picturing British Vegetation 254
Bibliography 264
5 Hidden
in Plain Sight: Visual Knowledge and Ecological
Method271
Scaling the View: Vegetation Mapping and Visual Ecology 273
Mapping, Rational Inventory and Affective Knowledge 283
Mapping and the Visual Body 288
Sketching Knowledge 296
Walking and Looking: Estimating Abundance and
Characterising Vegetation 304
Looking and Counting: Mathematical Vision 309
Experiments in Ecological Surveying 322
Bibliography 346
Contents xi
6 Taking
to the Field: Exchanging Objects/Exchanging Views357
Exchanging Photographs/Exchanging Objects 359
Natural Cultures of Collecting 364
Talking, Showing, Publishing 370
Rational Pleasures, Affective Objects, Authentic Places 379
Natural Objects of Photography 389
Bibliography 415
7 Conclusion:
Ecology and Photography as Visual Field
Science421
Ecological Vision 423
Material and Social Practice 426
Rhetoric and Representation 428
Visual Tools 429
Ecology in Place 432
Photography, History, Theory 434
Bibliography 439
A
rchival Sources443
B
ibliography445
I ndex485
About the Author
xiii
List of Figures
xxiv
Fig. 1.1
6
Fig. 1.2
12
Fig. 1.3
16
Fig. 1.4
17
Fig. 1.5
20
Fig. 1.6
24
xv
xvi List of Figures
Fig. 5.12 Arthur Tansley’s chart quadrats and photographs from Crockham
Common 1905 and 1907. Photographs (BES Tansley
Photographic Collection. TAN/3/26 & 28) and squared
paper mounted onto card c.4½ inches × 6inches (Tansley
Papers, Cambridge University Library. CUL/TP/B.84) 319
Fig. 5.13 Arthur Tansley, Quadrats photographs Plot A4, Crockham
Common 1905. BES Tansley Photographic Collection.
TAN/3/26320
Fig. 5.14 Part of the Bouche d’Erquy, showing a gridiron survey under
way in 1904. From Oliver and Tansley (1904). (Image:
Biodiversity Heritage Library [Harvard University Botany
Libraries])324
Fig. 5.15 The same mapped ‘gridiron’ from the Bouche d’Erquy in
1904. From Oliver and Tansley (1904). (Image: Biodiversity
Heritage Library [Harvard University Botany Libraries]) 324
Fig. 5.16 Repeat vegetation mapping at the Bouche D’Erquy,
1907–1908. From Hill (1909). (Image: Biodiversity Heritage
Library [Harvard University Botany Libraries]) 330
Fig. 5.17 Francis Oliver. Colonising sand-bank at the Bouche d’Erquy, in
1903 and 1907. From Carey and Oliver (1918): Plate
XIX. (Image: Biodiversity Heritage Library [Cornell
University])331
Fig. 6.1 Louis-Jacques-Mandé Daguerre. Arrangement of Fossils
(Coquillage), 1837–1839 (Daguerrotype). Musée des arts et
métiers. (Image: Musée des arts et métiers, Paris) 361
Fig. 6.2 William Henry Fox Talbot. Wrack, 1839. Metropolitan
Museum of Art. 36.37 (25) (Photogenic drawing). (Image:
Metropolitan Museum of Art, New York) 362
Fig. 6.3 ‘Capturing insects’, from Anon (1839) The History of Insects.
The Religious Tract Society 364
Fig. 6.4 Sir Vauncey Harpur-Crewe, Calke Abbey, National Trust.
©National Trust Images/Andreas von Einsiedel/John
Hammond366
Fig. 6.5 R.M. Adam, Photographing Shags, 1905. Robert Moyes
Adam Photographic Collection, RMA-S.87A. (Image:
Courtesy of University of St Andrews Libraries and Museums
and D.C. Thomson) 369
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d. Artistic qualities of Hawthorne’s versions; how far can these be shown in
the school?
e. The ethical element: how treated?
f. Typical lessons.
7. Whittier’s “Snow Bound.”
a. Its historical value as a presentation of a type of civilization: occupation,
pleasures, interests, types of character.
b. Its literary value as an ideal treatment of its theme.
c. The point of view that of an old man’s retrospect. How far is this
appreciable by children?
d. The study of this poem involves also attention to structure, diction,
allusions, poetic descriptions, and metrical form.
e. Typical passages treated in lessons.
8. Longfellow’s “Evangeline.”
a. The poet’s departure from historical fact; its justification.
b. The idyllic element; the descriptions.
c. The central theme, and its treatment in the first and second parts of the
poem.
d. The different quality of the two parts; predominance of description and
the meditative element in the second.
e. Metrical structure.
f. What things in the poem can be made especially interesting to young
people?
9. Scott’s “Ivanhoe.”
a. Its free treatment of historical fact. The difference between historic and
poetic truth.
b. The historical novel: its general relations to history; to be regarded
primarily as literature, not as history.
c. The portrayal of ideals and customs of a past age: types of characters;
structure (plot) of the book built in accordance with this purpose.
d. Difficulties of language, allusions, etc.
e. Means of arousing interest in romantic literature. Comparisons with other
books commonly read by children.
10. Shakspere’s “Julius Cæsar.”
a. Historical basis, anachronisms, etc.
b. The nature of its appeal to young readers.
c. Treatment of verbal difficulties and of the dramatic form.
d. The action, the characters, the dramatic motives and situations.
V. Composition
VI. Grammar
1. Historical Review.
1. Historical changes in the idea of English grammar.
2. Attempt, in the Renaissance period, to Latinize the grammar of English.
Persistence of this point of view.
3. Recent changes due to philological study.
4. What now constitutes English grammar?
5. What problems remain unsolved?
2. Objects of Teaching Grammar.
1. Various theories: for correctness of expression and for discipline.
2. Modern notions of authority in usage, and of the province of grammar.
3. Amount of Grammar to be Taught.
1. How much grammar shall be taught in the schools?
2. What things are of most value?
3. Importance of syntax; of study of forms.
4. The Order of Treatment.
1. Syntax or etymology first?
2. A study of the methods of development adopted by some of the
representative textbooks.
References: Laurie, Hinsdale, Carpenter, Baker and Scott, and Chubb. Liddell,
“English Historical Grammar,” Atlantic Monthly, Vol. LXXXII. Sweet, New English
Grammar, Part II. Barbour, The Teaching of English Grammar; Goold Brown,
Grammar of Grammars (Introduction). Krapp, Syllabus of English Language and
Grammar (Columbia University Extension Syllabi, Series A, No. 5).
I I . T H E T E A C H I N G O F M AT H E M AT I C S I N E L E M E N TA RY
SCHOOLS
VI. Method
Professor Suzzallo’s list of details as set forth in The Teachers College Record,
January, 1909, p. 43, and in Smith, The Teaching of Arithmetic, chap. xiv.
I I I . T H E T E A C H I N G O F G E O G R A P H Y.
1. Course as a Whole.
A. Must be capable of being judged as good by geographers.
B. Must lead to knowledge and power.
C. Must be arranged so as to lead from known to unknown along lines of
least resistance but not least effort.
D. Method of approach of mature mind must not always be followed.
2. Some Fundamental Considerations.
A. No one course available for all localities.
B. Course should start with home geography.
C. Should lead next to elementary knowledge of world whole.
D. The emphasis to be given to continental work.
Division of work by grades.
E. Disadvantages of teaching all continents twice.
The following compromise is suggested as in general workable:
a. Twice: North America, United States, Europe, and perhaps portions of
Asia.
b. Once: Asia, Africa, Australia, and South America.
Present importance of South America.
F. Plan of intermediate work should differ from plan of upper grades.
“Concentric Circles.”
G. The place of physical geography in the course of study:
a. Home geography: observational side.
Danger of overemphasis, of giving wrong outlook.
b. Intermediate grades: give setting to life side.
Larger facts only.
c. Upper grade: basis of work.
Not to be taught as a topic by itself but as a means to an end.
H. Emphasis of industries and commercial side.
I. “Following interests of children,”—best meaning of phrase. Value and
dangers.
Recent interest in industrial education places a renewed obligation on
geography to be practical and to be free from fads.
Developing interest. Temporary and permanent interests.
References: Teachers College Record, March, 1901, pp. 9-15. McMurry, C. A.,
Special Method in Geography, chap. ii. Redway, J. W., New Basis of Geography,
chap. x. Bagley, W. C., Function of Geography in Elementary Schools, Journal of
Geography, Vol. III, p. 222. Dodge, Richard E., “Some Suggestions Concerning a
Course of Study in Geography,” Journal of Geography, vii, pp. 7-14.