HPSCGA24 Science in the 19th century Course Syllabus 2015-­‐2016 session | Convenor: Dr Carole Reeves | c.reeves@ucl.ac.uk The 19th century witnessed the origin of much of what we identify as ‘modern’ scientific and technological research, discovery, and practice. Laboratories, factories, mines, hospitals, explorations and empires – all had scientific significance and all were paramount in 19th century science. This is also perhaps the period that has enjoyed the most sustained attention from historians of science. This module offers a critical introduction to some major themes in 19th century science, from a range of historical approaches. Basic course information Moodle web site: https://moodle.ucl.ac.uk/course/view.php?id=22872 Assessment One essay 4000 words; one essay plan 1000 words Timetable: www.ucl.ac.uk/sts/hpsc Prerequisites: No prerequisites Required texts: See reading list below Course convenor: Dr Carole Reeves Contact: c.reeves@ucl.ac.uk | t: 020 7679 3160 Web: www.ucl.ac.uk/silva/sts/staff/reeves Office location: 22 Gordon Square, Room 1.1 Office hours: Monday 14.00 – 15.00; Tuesday 10.00 -­‐ 11.00 or by appointment Tutor Professor Joe Cain Contact j.cain@ucl.ac.uk | t: 020 7679 3041 | office hours Wednesday 10.00 – 11.00 Tutor Professor Frank James Contact frank.james@ucl.ac.uk | t. 020 7679 7713 HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Schedule This schedule lists topics for class sessions. Unless otherwise noted, you 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 the dates for an optional activity undertaken by the department. UCL Week Topic 6 English Enlightenment (Reeves) Date 05/10 Activity – pre-­‐class reading Primary: Bentham (1785) Secondary: Lawrence (1994), Porter (2000) 7 Age of Industry (Reeves) 12/10 Primary: Roscoe (1839) Secondary: Bernal (1953), Morrell (1972), Reed (1992) 8 Imperial Science (Reeves) 19/10 Primary: Carey (1814) Secondary: MacLeod (2001), Shiebinger (2004), Worboys (1996) 9 Professionalization (Reeves) 26/10 Primary: Blackwell (1895) Secondary: Morrell & Thackray (1981), Thomson (2013) Visit to Hunterian Museum and Sir John Soane’s Museum (optional but recommended), Lincoln’s Inn Fields 31/10 Lunch at Fields Bar and Kitchen, a culinary gem nestled in the heart of Lincoln’s Inn Fields. 10 Philosophical geology and deep time (Cain) 02/11 Primary: Mantell (1851) Secondary: Moore (1982) & Secord (2004) Essay plan due 08/11 11 Reading Week 09/11 12 Rise of hospitals and biomedical laboratories 16/11 (Reeves) 13 Industrialization and Mining (James) 23/11 14 Darwin and Darwinism (Cain) 30/11 Upload to Moodle before midnight Primary: Manuel (1834-­‐5, 2004) & Bernard (1865) Secondary: Jewson (1976), Weiner & Sauter (2003) & Richards (1992) Primary: Faraday & Lyell (1845) Secondary: Hunt (1991) & James & Ray (1999) Primary: Darwin (1839) Secondary: Moore (1982) & Bowler (1988) 2
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Primary: Tyndall (1874) 07/12 Secondary: James (2005) & Fyfe (1997) 15 Science and Religion (James) 16 Galton and Material Culture (Reeves with Subhadra Das and Nick Booth, UCL Museums). Venue: UCL Art Museum Primary: Galton (1872), Galton (1906) Skim Galton (1892) or Galton (1863) Secondary: Waller (2001) & van Whye (2004 Essay due – please note that this due date is 10/01/16 Upload to Moodle before midnight provisional 14/12 Assessment summary Description Essay plan Essay Deadline Topic to be discussed with Dr Reeves, Sunday 8 November, Professor Cain or Professor James midnight – 15% Sunday 10 January See coursework description below 2016, midnight – 85% Word limit 1000 4000 Assessment Assessment consists of one research project culminating in a 4000-­‐word essay. To assist with project development and time management, this project includes submission of a plan (1000 words), which contributes 15 per cent to the final mark. The essay plan must be submitted via Moodle by midnight on Sunday 8 November 2015 (may be subject to change), and the final essay submitted by midnight on Sunday 10 January 2016. Essay extensions will NOT be given unless for certified reasons of illness or other exceptional circumstances. Coursework For the coursework you have several options. Select one. 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 19th 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 19.5 (2010): 721-­‐740. A key primary source 3
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk 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). Dr 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. Professor 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 also substantial. 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. Professor James is the lead on this question. Option 2: content questions These topics focus attention on research grounded in primary source materials. • 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 somewhat of a parallel for the rise of hospitals and scientific medicine, as in Paris. • Technology redefined doctor-­‐nurse-­‐patient relationships during the nineteen century. • 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, pharmaceuticals. • 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 19th century. Select a decade and investigate the advice and opportunities tourists had for visiting or engaging science while in the metropolis. 4
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Option 3: historiography These questions focus attention on research grounded in historiographical conversations. • How do historians understand the relationship between professionals and amateurs in nineteenth century science? • Research into late 19th century 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 railways, 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. • Plan – (15%) 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 is fine to identify elements where advice will be needed, too. Our expectations for a plan are in the range of 1000 words in outline form, plus an annotated bibliography listing primary sources and essential secondary sources, with annotations to identify why they might be useful. We would expect the sources to be filtered at this point, but would not expect they 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. • Draft – A draft is not marked, but it should be worth reading. We expect solid writing in the range of 50-­‐70 per cent of the final length, incomplete, sketchy in places, with notes on where we can be most helpful. For drafts received on time, we will turn around comments within a few days. The most substantial the draft, the more useful our comments will be. No extensions for this deadline. • Final submission – (85%) This will be the complete, polished research paper. Criteria for assessment can be found in the STS Student Handbook. In sum, essays will be assessed on the following terms: • The depth of scholarship and use of resources beyond those in lecture and required reading 5
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk 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 Most common criticisms on student essays relate to: • Too much description/summary of readings and not enough analysis • Not developing your own argument • No evidence of independent research • Sloppy organisation and poor referencing techniques In general, historians favour Chicago referencing system (footnotes and bibliography at the end of the article) and a link to Chicago-­‐Style Citation Quick Guide will be posted on the Moodle site. If you are accustomed to Harvard in-­‐text referencing then this will be acceptable and a concise guide will also be posted on the Moodle site. Idiosyncratic referencing is not acceptable. Aims and objectives •
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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: • Identify key themes in 19th century 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. You are expected to further develop your skills working with original source materials: critical reading of testimony and evidence, plus critical reflection on their interpretation and extension. You will also be expected to develop further research skills to integrate archives, museum collections, and digital resources. By the end of this module you should be able to: • Demonstrate content knowledge for the module's domain and historiographical insight into relevant scholarly literature • Demonstrate the ability to critically interpret both primary and secondary sources • Demonstrate skill in historical reasoning and comparative analysis 6
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HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Approach new material in this module's domain from a historical perspective and with a critical historian's eye Demonstrate an appreciation for principles of historical contingency, myth making, and disease construction Objectives Knowledge By the end of this module you should be able to: • Demonstrate key themes in 19th century 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 • Demonstrate professional-­‐level research skills that integrate archives, museum collections, and digital resources Transferrable and Key Skills By the end of this module you should be able to: • 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 19th century • 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 you should come to seminar having read the essential material. You should be prepared to actively discuss that material and engage with others. Additional readings and Internet resources are suggested for continued investigation of module topics. We expect you to actively engage module themes. Reading list This is a list of readings for each lecture, which are linked to the Moodle page on the Library Resources block (Reading List). Essential reading is marked * and this is the reading we will discuss during the lectures although other sources have been suggested in order to offer a wider perspective on each topic. Needless to say, the primary and secondary sources for the 19th century are very rich and extensive, and the secondary material offers many historiographical approaches. A number of 7
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk the books listed here are in the Wellcome Library (some may be in the student loan collection) as well as UCL Library so always check both online catalogues if a book appears unavailable. Good general surveys from well-­‐respected historians include: Peter J Bowler & Iwan Rhys Morus (2005), Making modern science: a historical survey (Chicago: University of Chicago Press). Mark Jackson, ed. (2011), The Oxford handbook of the history of medicine (Oxford: OUP). David Knight (2009), The making of modern science: science, technology, medicine and modernity, 1789-­‐1914 (Cambridge: Polity). 1. English Enlightenment * Jeremy Bentham, ‘Offences against one’s self’ (written about 1785 but unpublished). Jeremy Bentham's essay on ‘Paederasty’ is the first known argument for homosexual law reform in England. Bentham advocates the decriminalization of' sodomy, the death penalty for which was placed on the statute books in 1533 by Henry VIII and was not revoked until 1861. Bentham argues that homosexual acts do not ‘weaken’ men, or threaten population or marriage, and documents their prevalence in ancient Greece and Rome. Bentham opposes punishment on utilitarian grounds and attacks ascetic sexual morality. Bentham's manuscript notes reveal his anxieties about expressing his views. Online at: http://www.columbia.edu/cu/lweb/eresources/exhibitions/sw25/bentham/index.html * Christopher Lawrence (1994), Medicine in the making of modern Britain, 1700-­‐1920 (London: Routledge), chapter 1, ‘The Enlightenment’ (pp. 7-­‐25). * Roy Porter (2000), Enlightenment: Britain and the creation of the modern world (London: Penguin Books): chapter 6, ‘The culture of science’ (pp. 130-­‐155). Accessible book by a historian who admitted to feeling more in tune with the ‘warm, witty, clubbable men’ of the Enlightenment than the ‘aggrieved Puritans’ or the ‘earnestly erotic Victorians’. Eric Gidal, ‘Civic melancholy: English gloom and French Enlightenment,’ Eighteenth-­‐Century Studies (2003) 37.1: 23-­‐45. Jan Golinski, ‘Science in the Enlightenment, revisited,’ History of Science (2011) 49: 217-­‐230. Thomas L Hankins (1985), Science and the Enlightenment (Cambridge: CUP). Perhaps now historiographically dated but was the first monograph to consider the role of the sciences in a broader process of cultural transformation. See Golinski’s article for a reappraisal of Hankins’ work. Negley Harte & John North (1991), The world of UCL, 1828-­‐1990 (London, UCL), pp. 17-­‐19 ‘University of London prospectus’ (1826), and p. 32 ‘Medical classes’ (1828). UCL was established in the wake of the Enlightenment. It was the first English university to be established following Oxford and Cambridge, which were essentially medieval establishments and only accepted scholars of the established church. UCL was non-­‐conformist. Dorinda Outram (2013), The Enlightenment (Cambridge, CUP). Third, revised edition of this important book, which considers the Enlightenment from a European perspective. 8
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Roy Porter, ‘The industrial revolution and the rise of the science of geology,’ in Mikuláš Teich & Robert Young (eds), Changing perspectives in the history of science (London: Heinemann, 1973). Ruth Richardson, ‘Popular beliefs about the dead body’, in Carole Reeves (ed), A cultural history of the human body in the age of Enlightenment, vol 4 (Oxford; New York: Berg, 2010). The age of ‘sensibility’ is seemingly at odds with the commodification of the dead body. Mary Wollstonecraft Shelley (1818), Frankenstein, or, the modern Prometheus (Ann Arbor, Michegan, 2011). Online via UCL Library. Explores the new science of the Enlightment, man’s preoccupation with the modification of Nature and reanimation through Galvanism, and the awful trade of the ‘resurrectionists’. Jenny Uglow (2003), The Lunar men: five friends whose curiosity changed the world (New York: Farrar, Straus & Giroux). Also published as The Lunar men: the friends who made the future, 1730-­‐1810 (London: Faber & Faber, 2003). The Lunar Society was founded in Birmingham by Erasmus Darwin, physician, inventor (and grandfather of Charles), Matthew Boulton and his partner James Watt, the potter Josiah Wedgwood; and Joseph Priestley, discoverer of oxygen and fighting radical. 2. Age of Industry * Thomas Roscoe (1839), The London and Birmingham railway; with the home and country scenes on each side of the line (London: Charles Tilt). Chapters I – III, pp. 1-­‐24. Online at: https://books.google.co.uk/books?id=zwoHAAAAQAAJ&printsec=frontcover&source=gbs_ge_summa
ry_r&cad=0#v=onepage&q&f=false * J D (John Desmond) Bernal, ‘Science, industry and society in the nineteenth century,’ Centaurus 3 (1953) 138-­‐165. Important work by a leading Marxist historian. For Bernal’s views on Dialectical Materialism and Modern Science (written in the 1930s), see: https://www.marxists.org/archive/bernal/works/1930s/dsams.htm * J B Morrell, ‘The chemist breeders: the research schools of Liebig and Thomas Thomson,’ AMBIX (1972) 19.1: 1-­‐46. * Peter Reed, ‘The British chemical industry and the indigo trade,’ The British Journal for the History of Science (1992) 25.1: 113-­‐125. Sven Beckert, ‘Emancipation and Empire: reconstructing the worldwide web of cotton production in the age of the American Civil War,’ The American Historical Review 109.5 (2004): 1405-­‐1438. One of the world’s largest industries at mid-­‐19th century but worth remembering that it was largely built on slavery. Tobias Cramer, ‘Building the “world’s pharmacy”: the rise of the German Pharmaceutical industry, 1871-­‐1914,’ Business History Review 89.1 (2015): 43-­‐73. Stephen Halliday, ‘The most extensive and wonderful work of modern time,’ in The great stink of London: Sir Joseph Bazalgette and the cleansing of the Victorian capital (Stroud: Sutton Publishing, 1999), chapter 4, pp. 78-­‐107. Public health in the 19th century had little to do with medicine but was a feat of engineering. 9
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Andreas Malm, ‘The origins of fossil capital: from water to steam in the British cotton industry,’ Historical Materialism 21.1 (2013): 15-­‐68. A modern Marxist interpretation -­‐ up for discussion! M Wainwright (2011), Handbook of textile and industrial dyeing (Elsevier): read chapter 6, ‘Dyes for the medical industry’ – online via UCL Library. M Weatherall (1990), In search of a cure: a history of pharmaceutical discovery (Oxford: Oxford University Press), chapter 2, ‘The chemistry of medicines’, pp. 27-­‐49. 3. Imperial Science * William Carey, ‘Introduction’, in William Roxburgh (ed), Hortus Bengalensis, or a catalogue of the plants growing in the honourable East India Company’s botanic garden at Calcutta (Calcutta: Mission Press, 1814): pp. i-­‐xii. Online and downloadable at: http://www.biodiversitylibrary.org/item/173186#page/21/mode/1up * Roy MacLeod (2001), Nature and Empire: science and the colonial enterprise (Chicago: University of Chicago Press), introduction, pp. 1-­‐13. * Londa Shiebinger, ‘Feminist history of colonial science,’ Hypatia 19.1 (2004): 233-­‐254. * Michael Worboys, ‘Germs, malaria and the invention of Mansonian tropical medicine: from ‘Diseases in the Tropics’ to ‘Tropical Diseases’,’ in David Arnold (ed), Warm climates and western medicine: the emergence of tropical medicine, 1500-­‐1900 (Amsterdam; Atlanta: Rodopi, 1996), pp. 181-­‐207. David Arnold (2000), Science, technology and medicine in colonial India (Cambridge, CUP). Online via UCL Library. Rohan Deb Roy, ‘Science, medicine and new imperial histories,’ The British Journal for the History of Science (2012) 45: 443-­‐450. Richard Drayton (2000), Nature’s government: science, imperial Britain, and the ‘improvement’ of the world (New Haven; London: Yale University Press), chapter 4, ‘”Improving” the British Empire: Sir Joseph Banks and Kew, 1783-­‐1820’ (pp. 85-­‐128). Andrew Goss, ‘Building the world’s supply of quinine: Dutch colonialism and the origins of a global pharmaceutical industry,’ Endeavour 38.1 (2014): 8-­‐18. Douglas Haynes, Imperial medicine: Patrick Manson and the conquest of tropical disease (Philadelphia: University of Pennsylvania Press, 2007). Daniel R Headrick (1988), The tentacles of progress: technology transfer in the age of imperialism, 1850-­‐1940 (New York; Oxford: OUP), chapter 4, ‘The Imperial telecommunications networks’, pp. 97-­‐
144. 10
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk 4. Professionalisation * Elizabeth Blackwell (1895), Pioneer work in opening the medical profession to women (London: Longmans, Green & Co). All chapters are interesting but particularly chapters III to V (pp. 58-­‐212). Online and downloadable via Wellcome Library (requires login). * Jack Morrell & Arnold Thackray (1981), Gentlemen of science: early years of the British Association for the Advancement of Science (Oxford: Clarendon Press), chapter 1, ‘Knowledge in context’, pp. 1-­‐34. (Not in UCL Library) * Michael Thomson, ‘Abortion law and professional boundaries,’ Social & Legal Studies 22.2 (2013): 191-­‐210. Sam Alberti, ‘Amateurs and professionals in one county: biology and natural history in late Victorian Yorkshire,’ Journal of the History of Biology 34.1 (2001): 115-­‐147. Charles Babbage (1830), Reflections on the decline of science in England, and on some of its causes (London: B Fellowes). Read the preface and any other chapters of interest. Online and downloadable via UCL Library: http://www.gutenberg.org/ebooks/1216#download Heather Ellis, ‘Knowledge, character and professionalization in nineteenth-­‐century British science,’ History of Education: Journal of the History of Education Society 43.6 (2014): 777-­‐792. Lynn McDonald, ‘Florence Nightingale a hundred years on: who she was and what she was not,’ Women’s History Review (2010) 19.5: 721-­‐740. Regina Morantz-­‐Sanchez, ‘Mary Amanda Dixon Jones: woman surgeon in a man’s world,’ The Lancet 382 (2013): 1088-­‐1089. Ivan Waddington, ‘The movement towards the professionalization of medicine,’ BMJ 301 (1990): 688-­‐
690. 5. Philosophical geology and deep time * Gideon Mantell (1851), Petrifactions and their teachings, or a hand-­‐book to the gallery of organic remains of the British Museum (London: Henry G Bohn); Read ‘The country of the Iguanodon (pp. 335-­‐338) and ‘The Plesiosauri’ (pp. 340-­‐349). Online and downloadable via UCL Library. * Martin Rudwick, ‘Georges Cuvier’s paper museum of fossil bones,’ Archives of Natural History 27.1 (2000): 51-­‐68. * James Secord, ‘Knowledge in transit,’ Isis 95 (2004): 654-­‐672. 6. Rise of hospitals and biomedical laboratories Hospitals * Diana Manuel, ‘Walking the Paris hospitals: diary of an Edinburgh medical student, 1834-­‐1835,’ Medical History, supplement 23 (2004): vii-­‐211. Read part of the introduction (pp. 14-­‐37), and the 11
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk entries for December 1834 (pp. 74-­‐96) and April 1835 (pp. 151-­‐163). Online via UCL e-­‐journals. * Nick Jewson, ‘The disappearance of the sick man from medical cosmology, 1770-­‐1870,’ Sociology 10 (1976): 225-­‐244. * Dora B Weiner & Michael J Sauter, ‘The city of Paris and the rise of clinical medicine,’ Osiris (2003); 18: 23-­‐42. Michel Foucault (1973), The birth of the clinic: an archaeology of medical perception (London: Tavistock). Chapter 8, ‘Open up a few corpses’, pp. 124-­‐148. Stanley Joel Reiser, ‘The science of diagnosis: diagnostic technology,’ in W F Bynum & Roy Porter (1993), Companion Encylopedia of the History of Medicine, vol 2 (London & New York, Routledge), pp. 826-­‐851. Laboratories * Claude Bernard (1865), An introduction to the study of experimental medicine (New York: Dover Publications, 1957), pp. 1-­‐26. * WF Bynum, Science and the practice of medicine in the nineteenth century (Cambridge: Cambridge University Press, 1994), chapter 4: ‘Medicine in the laboratory’: pp. 92-­‐117. * Ben Garlick, ‘Not all dogs go to heaven, some go to Battersea: sharing suffering and the ‘Brown Dog affair,’ Social & Cultural Geography (2015), published online 2 March 2015: 1-­‐23. UCL and the limits of vivisection – largely forgotten but important episode in the history of animal welfare in laboratory research. Stewart Richards, ‘Anaesthetics, ethics and aesthetics: vivisection in the late nineteenth-­‐century British Laboratory’, in Andrew Cunningham & Perry Williams (eds), The laboratory revolution in medicine (Cambridge: Cambridge University Press, 1992), pp. 142-­‐69. Rebecca Skloot, The immortal life of Henrietta Lacks (London: Macmillan, 2010). Compelling history of HeLa cells – the oldest and most commonly used human cell line, and the woman who ‘donated’ them without her knowledge or consent. 7. Industrialisation and mining * Faraday & Lyell, ‘Report … on the subject of the explosion at the Haswell Collieries, and on the means of preventing similar accidents,’ The London, Edinburgh & Dublin Philosophical Magazine and Journal of Science XXVI (1845): 16-­‐35. Journal in UCL but not online * Bruce Hunt, ‘Michael Faraday, cable telegraphy, and the rise of field theory,’ History of Technology 13 (1991): 1-­‐19. * Frank AJL James & M Ray, ‘Science in the pits: Michael Faraday, Charles Lyell and the Home Office Enquiry into the Explosion at Haswell Colliery, County Durham, in 1844,’ History & Technology 15.2 (1999): 213-­‐231. 12
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Frank James, ‘Davy in the dockyard: Humphry Davy, the Royal Society and the electro-­‐chemical protection of the copper sheeting of His Majesty’s ships in the mid-­‐1820s,’ Physis (1992) 29: 205-­‐225. (Query about this article) Frank AJL James, ‘Michael Faraday and lighthouses,’ in Ian Inkster (ed), The Golden Age: essays in British social and economic history, 1850-­‐1870 (Aldershot: Ashgate, 2000), pp. 92-­‐104. Frank AJL James, ‘How big is a hole? The problems of the practical application of science in the invention of the miners’ safety lamp by Humphry Davy and George Stephenson in late Regency England,’ Transactions of the Newcomen Society 75 (2005): 175-­‐227. 8. Darwin and Darwinism * Charles Robert Darwin (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. Vol III (London: Henry Colburn), chapter XIX, Galapagos Archipelago (pp. 453-­‐478), and chapter XX, Tahiti and New Zealand (pp. 479-­‐496). Online at: http://literature.org/authors/darwin-­‐charles/the-­‐voyage-­‐of-­‐the-­‐beagle/chapter-­‐17.html * Peter J Bowler (1988), The non-­‐Darwinian revolution: reinterpreting a historical myth (Baltimore: Johns Hopkins University Press), chapter 1 (pp. 1-­‐19). * James Moore, ‘Charles Darwin lies in Westminster Abbey,’ Biological Journal of the Linnean Society 17.1 (1982): 97-­‐113. 9. Science and religion John Tyndall (1874), Address Delivered Before the British Association Assembled at Belfast, With Additions (London: Longmans, Green & Co). Online at: http://www.victorianweb.org/science/science_texts/belfast.html * Aileen Fyfe, ‘The reception of William Paley’s “Natural Theology” in the University of Cambridge,’ British Journal for the History of Science 30 (1997): 321-­‐335. * Frank AJL James, ‘”An open clash between science and the church?” Wilberforce, Huxley and Hooker on Darwin at the British Association, Oxford, 1860,’ in David Knight & Matthew Eddy (eds), Science and belief: from natural philosophy to natural science, 1700-­‐1900 (Aldershot: Ashgate, 2005). 10. Galton and material culture * Francis Galton, ‘Statistical enquiries into the efficacy of prayer,’ Fortnightly Review 68 (1872): 125-­‐
135. Journal in UCL but not online * Francis Galton, ‘Cutting a round cake on scientific principles,’ Nature 75 (1906): 173. Francis Galton (1892), Fingerprints (London: Macmillan & Co). Online at: http://galton.org/fingerprinter.html 13
HPSCGA24 Science in the 19th century 2015-­‐2016 session Convenor: c.reeves@ucl.ac.uk Francis Galton (1863), Meteorographica, or methods of mapping the weather (London: Macmillan & Co). Online at: http://galton.org/books/meteorographica/ * John van Whye (2004), Phrenology and the origins of Victorian scientific naturalism (London: Ashgate), chapter 2 (pp. 23-­‐71). * John Waller, ‘Gentlemanly men of science: Sir Francis Galton and the professionalization of the British life sciences,’ Journal of the History of Biology 34.1 (2001): 83-­‐114. Important policy information Details of college and departmental policies relating to modules and assessments can be found in the STS Student Handbook www.ucl.ac.uk/sts/handbook All students taking modules in the STS department are expected to read these policies. 14