ï~~ 32 THE MICHIGAN BOTANIST Vol. 50 THE BOTANICAL TEACHING LEGACY OF EDWARD G. VOSS AT THE UNIVERSITY OF MICHIGAN BIOLOGICAL STATION Charles C. Davis Harvard University Herbaria 22 Divinity Avenue Cambridge, MA 02138 Melanie Gunn C. Eric Hellquist Point Reyes National Seashore Department of Biological Sciences Point Reyes, CA 94956 State University of New York Oswego Oswego, NY 13126 The end of May marked Ed Voss' annual trip to northern Michigan-his botanical getaway since well before he became Professor of Biology and Curator at the University of Michigan, Ann Arbor. This locale fortuitously provided his inspiration for decades of pioneering research on the Michigan flora. His grandfather had acquired their cabin on the Straits of Mackinac in 1930 to avoid hay fever in their hometown of Dayton, Ohio. In September of that year, at the age of one, Ed spent his first night along the Straits (Voss 2008). It was here in northern Michigan that Ed established a lasting legacy from the many lives he touched in the classroom, and field, at the University of Michigan Biological Station (UMBS). Ed became a faculty member at UMBS in 1963 and taught four courses during his tenure: Systematic Botany (1967-1969, 1971-1974), Boreal Flora (1967-1974, 1976-1994) (Fig. 14), Aquatic Flowering Plants (1963-1969; 1971; 1991), and Field Botany of Northern Michigan (1995-1998; 2003). From 1963-2003, he would miss only five summer sessions at UMBS. Ed treasured his time at UMBS. As he once noted, "UMBS is a place you cannot stay away from!" Ed taught his students with an enthusiasm that was legendary. It was peppered with exclamations and tempered with precision to help students understand the challenges, nuances, joys, and importance of botany. For example, on a class field trip in 1995, Ed remarked with irritation about a motel named "The Birches" that was surrounded by aspen. He curtly observed to the class that, "There is a lot of botanical ignorance out there!" It was this dedication to the appreciation of the natural world, and of its accurate depiction, that were cornerstones of his teaching. The many students he inspired have become land managers, park rangers, policy makers, doctors, lawyers, professors, and of course, well informed citizens of the botanical world (Fig. 14). As we reflect on our experiences of Ed in the classroom and the field we are struck by some of the traits that made Ed such a singular and inspiring botanical educator.
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