Department of
Science and Technology Studies
HPSCGA24
Science in the Nineteenth Century
Syllabus
Session
2014-15
Web site
www.ucl.ac.uk/sts/ga24
Moodle site
moodle.ucl.ac.uk/course/view.php?id=4923
Timetable
<www.ucl.ac.uk/timetable> or <www.tinyurl.com/hpscga24>
Description
The nineteenth century saw the origin of much of what we might identify as “modern” scientific and
technological research and practice. Laboratories, factories explorations, empires – all had scientific
significance and all were paramount in nineteenth century science. This is also perhaps the period
which has enjoyed most sustained attention from historians of science. This course will give a critical
introduction to some major themes of nineteenth century science, from a range of historical
approaches.
Key Information
Assessment
100%
essay (up to 5,000 words)
Required texts
readings listed in schedule
HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
Module tutors
Lead tutor
Professor Joe Cain
Contact
J.Cain@ucl.ac.uk | t: 0207 679 3041
Office location
22 Gordon Square, Room 1.3
Office hours:
Mondays and Thursdays 12:00-13:00
Tutor
Dr Carole Reeves
Contact
C.Reeves@ucl.ac.uk | t: 0207 679 3223
Tutor
Professor Frank James
Contact
Frank.James@ucl.ac.uk | t: 0207 679 7713
Aims and objectives
aims
This is a Masters-level module. HPSCGA24 pursues several kinds of goals. First, this is a module
about the history of science and technology. This includes not only the substance of science, but
also the people, places, contexts and consequences that surround and help to shape the course of
events. Time is strictly limited in this module, so we’ve made some choices about how to focus the
curriculum.
Content aims are straightforward:
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identify key themes in 19thC science, both regarding content and historiography
study this period in an integrated way, combining written sources, material artifacts, physical
geography, and cultural geography
while the focus is primarily on the British diaspora, this module will integrate some limited
material from other contexts and geographies
The nineteenth century is a subject given considerable attention in English-speaking academic
communities. The secondary literature is enormous. Another aim is to further develop the ability to
assess interpretative work and relate evidence to interpretations.
Primary sources will make up some of the essential readings. The aim is to promote a direct
encounter with the activity in this period. Students are expected to further develop their skills
working with original source materials: critical reading of testimony and evidence, plus critical
reflection on their interpretation and extension. They also will be expected to develop further
research skills to integrate archives, museum collections, and digital resources.
objectives
Knowledge
By the end of this module students should be able to:
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demonstrate key themes in 19thC science, both in content and historiography
demonstrate an ability to research historical topics, including collecting and assessing primary
sources, and relating primary sources to historiographical themes,
demonstrate an ability to test historiographical arguments and develop relational points
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
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demonstrate professional-level research skills that integrate archives, museum collections,
and digital resources
Transferrable and Key Skills
By the end of this module students should be able to:
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demonstrate the ability to critically interpret both primary and secondary sources
demonstrate skill in historical reasoning and comparative analysis
demonstrate skill collecting primary materials relevant to the 19thC
relate geographic and architectural knowledge to other types of historical artifacts
approach new material in this course’s domain from a historical perspective and with a critical
historian's eye
demonstrate critical analysis of science communication and public engagement over a variety
of venues
Module plan
Student responsibilities in this module will revolve around two components: seminars and a
research project, culminating in a research essay.
seminars
A series of seminars is timetabled, with two contact hours per week. Seminars are related to specific
required readings, and students should come to seminar having read the essential material. They
should be prepared to actively discuss that material and engage with others.
Additional readings and Web sites are suggested for continued investigation of module topics. I
expect students to actively engage module themes.
essay
One 5,000-word essay is set for this module. Details are provided in this syllabus. To assist in a
formative way, we ask students to prepare incrementally more involved tasks. Feedback will be
provided with the aim of increased engagement with the historical research and the historiographical
conversation.
Schedule
This schedule lists topics for class sessions. Most reading materials are available via Moodle, as are
instructions for what we’d like you to prepare prior to the session. Unless otherwise noted, students
are expected to have read the primary and secondary materials prior to class.
Also on the schedule are due dates related to the assessment and dates for optional activities
undertaken by the department.
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
Schedule
Wk
Date
Topic
Activity
06
03/10
English Enlightenment
primary: UoL (1826)
secondary: Porter (1973)
07
10/10
Age of Industry
primary: Roscoe (1839: i-47)
secondary: Morrell (1972)
and Reed (1992)
08
17/10
Imperial Science
primary: Carey (1814)
secondary: Drayton (2000: 50-128)
and Headrick (1988: 3-17, 97-114)
09
24/10
Professionalization
primary: Babbage (1830: iii-2)
secondary: Morrell and Thackray (1981: 2-34)
26/10
Plan due
submit via Moodle before 24:00 midnight
10
31/10
Rise of Hospitals and
Biomedical Laboratories
(Reeves)
primary: Bernard (1865: 1-26)
secondary: Jewson (2009)
and Weiner (2003)
11
07/11
Reading Week
no lectures
12/11
Prospectus due
submit via Moodle before 24:00 midnight
14/11
Philosophical Geology
and Deep time
primary: Mantell (1851: 335-338)
secondary: Rudwick (2000)
and Secord (2004)
15/11
Optional event
Visit to Maritime
Greenwich
Thames River cruise
Queen’s House
National Maritime Museum
Royal Observatory, Greenwich
13
21/11
Industrialization and
Mining
(James)
primary: TBC
secondary: Hunt (1991)
and James and Ray (1999)
14
28/11
Darwin and Darwinism
primary: Darwin (1839: 453-478)
secondary: Moore (1982)
and Bowler (1988: 1-19)
15
05/12
Science and Religion
(James)
primary: Tyndall (1874)
secondary: James (2005)
and Fyfe (1997)
06/12
Optional Field Trip:
Oxford
Oxford Museum of Natural History
Museum for the History of Science
optional primary: Acland (1859)
12/12
Galton and Material
Culture
Venue: South Wing,
room 23
primary: Galton (1872), Galton (1906)
skim: Galton (1892) or Galton (1863)
secondary: Waller (2001)
and Van Wyhe (2004)
15/12
Draft due
submit via Moodle before 24:00 midnight
Winter closure
23/12 through 05/01 plan accordingly
Final submission
submit via Moodle before 24:00 midnight
12
16
06/01
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
Assessment
summary
Assessment consists of one research project culminating in an 5000-word essay. To assist with
project development and time management, this projects includes submission of a plan and a
prospectus, which contribute to the final mark. Submission of a draft is expected, too, which is not
assessed but which will receive formative feedback.
coursework
For the coursework, you have several options. Select one. Essays must be submitted via Moodle.
Option 1: personalities
Biography is a major avenue for professional discourse and for public support for history of science.
These options use biography as a jumping point for integrating primary and historiographical
research.
1. Florence Nightingale’s reputation and achievements have been subject to wide-ranging
historiographical interpretation in the century since her death. Critically assess her ideas and
achievement within the context of nineteenth century institutional or social reform.
Advice: Lynn McDonald, ‘Florence Nightingale a hundred years on: who she was and what
she was not,’ Women’s History Review 2010; 19(5): 721-40. A key primary source will be
the collected works of Florence Nightingale (http://www.uoguelph.ca/~cwfn/), also in The
Wellcome Library. The Florence Nightingale Museum is in Lambeth Palace Road, London
SE1 (http://www.florence-nightingale.co.uk). Reeves is the lead on this question.
2. Charles Darwin was a sophisticated social agent. First, he was skilled at cultivating collaborators
and informants. Second, he encouraged others to undertake work he found difficult or awkward.
Third, he was no recluse, but he actively projected this image to increase his own control over
events.
Advice: The secondary literature on Darwin is substantial. Some of the best focusing on
Darwin as a social agent has been written by Janet Browne, James Moore, and Jim Secord.
The key primary sources will be the Darwin Correspondence Project and the Complete
Work of Charles Darwin, both are online. Also useful might be materials from family
members, close associates, and domestic staff. Darwin’s public profile can be followed in
newspapers of the day. Cain is the lead on this question.
3. Michael Faraday combined disciplinary, civic, and commercial activities into an integrated vision
of science distinct from the natural philosophy of the preceding generation.
Advice: The secondary literature on Faraday is substantial, also. Some of the best
comprehensive work has been written by Frank James and Geoffrey Cantor. The key
primary sources will be the Correspondence of Michael Faraday. The Royal Institution has
extensive materials about Faraday’s life and work. Faraday also is widely noted in
newspapers and periodicals of the day. James is the lead on this question.
Option 2: content questions
These topics focus attention on research grounded in primary source materials.
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Scientists were engaged on all sides of the slavery question during the nineteenth century.
Mary Anning didn’t simply find fossils, she developed expertise and actively commercialized
the resources she acquired.
University College Hospital presents a clear parallel for the rise of hospitals and scientific
medicine, as in Paris.
Technology redefined doctor-nurse-patient relationships during the nineteen century.
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
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Science was one way military officers became gentlemen in the nineteenth century.
Science was good for business. Use one of these cases: brewing, communication, fashion,
travel.
Natural history became industrialized in the nineteenth century.
Compare the reception of Darwin’s (1859) Origin of Species in technical and public spheres
in the first decade.
Science became part of London's tourist landscape in the 19thC. Select a decade and
investigate the advice and opportunities tourists had for visiting or engaging science while in the
metropolis.
Option 3: historiography
These questions focus attention on research grounded in historiographical conversations.
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How do historians understand the relationship between professionals and amateurs in
nineteenth century science?
Research into late 19thC interactions between science and religion are focusing on the rise
of “scientific naturalism”. Investigate this research direction and consider how it clarifies and
obscures.
The literature is growing rapidly about science in parlours, for children, in literature, and in
entertainment in the nineteenth century. What does this add to historiography of science
beyond making the point that science is present in these settings?
Investigate how the evolving historiography of empire leads to redefinitions of the role of an
institution such as Royal Botanic Gardens, Kew.
Did science really play a major role in the development of railroads, shipping,
communications, or sanitation? Choose one.
What did it matter if evolution was a “radical” and “sensational” idea in the nineteenth
century?
plan for assessment
A paper carrying this weight cannot be produced at the last minute. This module follows a plan for
the tutor to assist with the research, thinking, and time management. The plan builds-in formative
assessment and relatively light benchmarks to check progress. The writing plan follows a
developmental sequence:
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plan – (10%) A plan should identify the research question and present a preliminary
inventory of resources to be used. A plan looks to the future and is speculative in nature. It
should demonstrate effort towards dissecting the research problem, identifying elements that
seem straightforward versus those that may require extra effort. It’s fine to identify elements
where advice will be needed, too. My expectations for a plan are in the range of 750 words
in outline form, plus an annotated bibliography listing primary sources and essential
secondary sources, with annotations to identify why they might be useful. I would expect the
sources to be filtered at this point, but I would not expect they’d be closely read. Your goal
should be to show you have a focus and a starting point. You can expect formative
assessment that points you to resources and relevant secondary material.
prospectus – (10%) A prospectus should demonstrate your research is gaining specificity
and clarity: what are you going to argue, what’s your plan for working through the task. The
project will be a long way from completion, but you should demonstrate you’ve done
sufficient work at this point to show a direction of travel. Some elements will be more-or-less
done except for the writing up, but some elements will still be speculative. You should show
you’re gaining a grasp of the primary material, and you should show you’re in conversation
with secondary material more than simply extracting information. You can expect formative
assessment that helps you focus and points you to highly relevant additional material.
draft – (0%) – A draft is not marked, but it should be worth reading. I’m expecting solid
writing something in the range of 50-70% percent at length, incomplete, sketchy in places,
with notes on where I can be most helpful. For those drafts I receive on time, I will turn
around comments within a few days. The most substantial the draft, the more useful my
comments will be. No extensions for this deadline.
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
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final submission – (80%) This will be the complete, polished research paper. Criteria for
assessment will be provided.
Normally, discrete marks only will be awarded for the plan and prospectus are: solid pass (receiving
a mark of 80), basic pass (60), and bare pass (40), condonable fail (20) or uncondonable fail (0).
Exceptions will be explained as they arise.
supporting information
I encourage you to discuss your essay with me well in advance of the due date. Best to e-mail to
make an appointment.
The criteria for assessment will be available via the Moodle site. Marks generally follow the
departmental criteria for assessment. In sum, essays will be assessed on the following terms:
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the depth of scholarship and use of resources beyond those in lecture and required
reading
the ability to identify both major and subtle points of the subject
the extent of your critical assessment
the evidence you provide for having reflected on and extended module content and
themes
the general scholarly presentation of the work performed
My most common criticisms on student essays relate to:
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too much description/summary of readings and not enough analysis
not developing your own argument
no evidence of independent research
terrible organisation and poor referencing techniques
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
Reading list
This is a complete list of essential readings, those used in seminars to explore essential themes of
the module.
Acland, Henry W., and John Ruskin. 1859. The Oxford Museum. London: Euston Grove Press.
Babbage, Charles. 1830. Reflections on the Decline of Science in England, and on Some of its
Causes. London: Fellowes.
Bernard, Claude. 1865. An introduction to the study of experimental medicine. London: Macmillan.
Bowler, Peter J. 1988. Non-Darwinian revolution: reinterpreting a historical myth. Baltimore, MD:
Johns Hopkins University Press.
Carey, William. 1814. "Introduction." In Hortus Bengalensis, or a catalogue of the plants growing in
the honourable East India Company’s botanic garden at Calcutta, edited by William
Roxburgh, i-xii. Calcutta: Mission Press.
Darwin, Charles Robert. 1839. Narrative of the Surveying Voyages of His Majesty's Ships Adventure
and Beagle, Between 1826 and 1836, Describing the Examination of the Southern Shores of
South America, and the Beagle's Circumnavigation of the Globe, in three volumes. Volume
III. London: Henry Colburn.
Drayton, Richard. 2000. Nature’s Government: Science, Imperial Britain, and the “Improvement” of
the World. New Haven: Yale University Press.
Fyfe, Aileen. 1997. "The reception of William Paley’s Natural Theology in the University of
Cambridge." British Journal of the History of Science 30:321-335.
Galton, Francis. 1863. Meteorographica, or Methods of Mapping the Weather. London: Macmillan
and Co.
Galton, Francis. 1872. "Statistical Enquiries into the Efficacy of Prayer." Fortnightly Review 68:125135.
Galton, Francis. 1892. Fingerprints. London: Macmillan and Company.
Galton, Francis. 1906. "Cutting a round cake on scientific principles." Nature 75:173.
Headrick, Daniel 1988. The Tentacles of Progress : Technology Transfer in the Age of Imperialism,
1850-1940: Technology Transfer in the Age of Imperialism, 1850-1940. Chicago: University
of Chicago Press.
Hunt, Bruce. 1991. "Michael Faraday, cable telegraphy and the rise of field theory." History of
Technology 13:1-19.
James, Frank A. J. L. 2005. "An ‘open clash between Science and the Church’?: Wilberforce,
Huxley and Hooker on Darwin at the British Association, Oxford, 1860." In Science and
Beliefs: From Natural Philosophy to Natural Science, 1700-1900, edited by David Knight and
Matthew Eddy, 171-193. Aldershot: Ashgate.
James, Frank A. J. L., and M. Ray. 1999. "Science in the Pits: Michael Faraday, Charles Lyell and
the Home Office Enquiry into the Explosion at Haswell Colliery, County Durham, in 1844."
History and Technology 15:213-231.
Jewson, Nick. 2009. "The Disappearance of the Sick-Man From Medical Cosmology, 1770-1870
[first published 1976]." International Journal of Epidemiology 38:622-633.
Mantell, Gideon. 1851. Petrifactions and Their Teachings, or A Hand-Book to the Gallery of Organic
Remains. London: Henry G. Bohn.
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HPSCGA24 Science in the Nineteenth Century
2014-15 syllabus
Moore, James. 1982. "Charles Darwin Lies in Westminster Abbey." Biological Journal of the Linnean
Society 17 (1):97-113.
Morrell, Jack. 1972. "The Chemist Breeders: The Research Schools of Liebig and Thomas
Thomson." Ambix 19:1-46.
Morrell, Jack , and Arnold Thackray. 1981. Gentlemen of Science: Early Years of the British
Association for the Advancement of Science Oxford: Clarendon Press
Porter, Roy. 1973. "The Industrial Revolution and the Rise of the Science of Geology." In Changing
Perspectives in the History of Science, edited by Mikulas Teich and Robert Young, 320-343.
London: Heinemann.
Reed, P. 1992. "The British Chemical Industry and the Indigo Trade." British Journal for the History
of Science 25 (84):113-125.
Roscoe, Thomas. 1839. The London and Birmingham Railway; with the Home and Country Scenes
on Each Side of the Line. London: Charles Tilt.
Rudwick, Martin. 2000. "Georges Cuvier's paper museum of fossil bones." Archives of Natural
History 27 (1):51-68.
Secord, James A. 2004. "Knowledge in Transit." Isis 95 (4):654-672.
Tyndall, John. 1874. Address Delivered Before the British Association Assembled at Belfast, With
Additions. London: Longmans, Green, and Co.
UoL. 1826. "University of London Prospectus [1826], with medical classes [1828]." In The Wrold of
UCL 1828-1990, edited by Negley Harte and John North, 17-19, 32. London: University
College London.
Van Wyhe, John. 2004. Phrenology and the Origins of Victorian Scientific Naturalism. Vol. London:
Ashgate.
Waller, John. 2001. "Gentlemanly Men of Science: Sir Francis Galton and the Professionalization of
the British Life-Sciences." Journal of the History of Biology 34 (1):83-114.
Weiner, Dora B., and Michael J. Sauter. 2003. "The City of Paris and the Rise of Clinical Medicine."
Osiris, 2nd Series 18:23-42.
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