When the editorial board of the British Journal for the History of Science was considering ways to mark the fiftieth anniversary of the foundation of the British Society for the History of Science, it was quickly decided that the occasion presented an ideal opportunity for publishing a collection of student essays. For few areas have changed so much over the last fifty years as the actual teaching of the history of science. When the Society began in 1947, the subject was offered in only three universities: Oxford, Cambridge and London. Now, in 1997, it is available in more than twenty-two institutions across the country and in many more worldwide. University teaching has become an essential part of our professional activities – essential and greatly valued. And the work of students today is of a calibre hardly anticipated fifty years ago. By publishing a selection of student papers during this Anniversary year, we aim to celebrate the strengths of our subject at the institutional level.

As the British Society for the History of Science's president during its fiftieth year, it gives me the greatest pleasure to introduce this anniversary issue of the Journal. For some readers there will be a special poignancy in recalling the vision and energy of the Society's founding fathers who, believing that the history of science had a strategic role to play both as a humanizing force and as an integral part of the culture of science, turned their belief into action. Many justifications have been and will continue to be given for the importance of our subject. Prominent among them when the Society was launched in 1947 was that the history of science would underpin claims for the inherent progressiveness and universality of scientific knowledge. In his presidential address, delivered in May 1948, the Society's first president, Charles Singer, also drew a parallel between the humanism of the Renaissance and a new humanism represented by the cultural possibilities of this history of science: both had had ‘small beginnings in a disturbed world’.

I think you would be amused if you were here now to see my lectures – in my elementary one I have got a front row entirely consisting of young women (some of them not so young neither, as someone says in Jeames' Diary) and they take notes in the most painstaking and praiseworthy fashion, but the most extraordinary thing is that I have got one at my advanced lecture. I am afraid she does not understand a word and my theory is that she is attending my lectures on the supposition that they are Divinity and she has not yet found out her mistake.

Professor J. J. Thomson to Mrs H. F. Reid, 4 November 1886

When Joseph John Thomson used this light-hearted description to brighten up a letter to a family friend, women had been attending physics lectures at the Cavendish Laboratory for four years. Though the picture was designed to amuse the recipient, a married woman, joviality thinly disguised unease. Thomson's previously homogeneous audience had been physically split into two opposing sections with young, male students at the back and older, female students along the front row. Intellectual divisions were also apparent; the women took notes in a different, non-male way, and without the sharpness of a masculine mind they could not understand the content. The message was plain – the women had made a mistake. Their infiltration had been unsuccessful and they did not fit in.

Presidential addresses offer an opportunity to reflect on the history of our subject and where the history of science stands in our own day. Such reflections are particularly appropriate with the fiftieth anniversary of the founding of the British Society for the History of Science (BSHS) which is marked in 1997. Some may consider that looking back over our past is either an unacceptable luxury or an occasion for the kind of celebration that can all too easily degenerate into hagiography and an excuse to rake over the past in a thoroughly uncritical manner. This address – and I trust the events of 1997 – will try to avoid such excesses and instead contribute to the historiography of our subject.

Much ink has been spilt in consideration of the once pervasive reliance on military metaphors to depict the relationships between science and religion in the nineteenth century. This has resulted in historically sensitive treatments of secularization; and the realization that the relationship between science and religion was not a bloody war between intellectual nation states, but a protracted divorce of former partners. Moreover, historians of science have been encouraged to throw off the yoke of the internalism–externalism debate, and to explore the cultural boundaries that impinged upon practitioners of a natural knowledge of the world. Within the historiography of nineteenth-century science, this has resulted in many new perspectives on science and natural knowledge in relation to cultural control and authority.

On 22 December 1827, a letter was received by the council of the newly founded London University from a ‘Scholar of Trinity College, Cambridge ċ desirous of becoming a Candidate for the Mathematical Chair in the University of London’. The letter proceeded ‘to refer the Council to the Tutors of Trinity College, and to his degree in the Tripos of 1827, for testimonials of qualifications &c’. Two months later, the applicant received a brief note ‘informing you that the Council yesterday elected you professor of Mathematics after the most distinguished competition that there has been for any chair’. The recipient was (with the exception of the years 1831–36) to remain in this position for over a third of a century, during which time he would establish and maintain not only the reputation of the fledgling university, but also his own as a highly respected mathematician and logician. His name was Augustus De Morgan.

According to articles and books published at the end of the nineteenth century, the introduction of photography to astronomy was one of the most notable events in the discipline in a period chock full of important inventions and amazing discoveries. Edward Holden, director of the Lick Observatory in California, between 1887 and 1898, was rapturous about the promise of photography: it would simplify astronomical observation, increase the reliability of data and produce permanent records of the heavens untainted by distraction, ill discipline or bias. This would happen, he argued, because of the mechanical virtues of the camera:

It does not tire, as the eye does, and refuse to pay attention for more than a small fraction of a section, but it will faithfully record every ray of light that falls upon it even for hours and finally it will produce its automatic register [ctdot ] [that] can be measured, if necessary, again and again. The permanence of the records is of the greatest importance, and so far as we know it is complete [ctdot ] We can hand down to our successors a picture of the sky, locked in a box.

The role and status of writing in scientific practice have become central concerns in the history and philosophy of science. Investigations into the rhetoric of scientific texts, the ‘language games’ of calculation, experimentation and proof, and the uses of textbooks, reports and specialized journals in the formation of scientific communities have all brought a growing awareness of what the American author Edgar Allan Poe (1809–49) heralded as ‘The Power of Words’. In discussing several works of this author, who perhaps more than any of his ‘literary’ contemporaries grappled with the growing dominance of science and technology in his time, this paper shows the potential ambiguity and polyvalence of the rhetoric of science. Poe's writings exploit this increasingly powerful language in a variety of ways: through logical proofs, satires, hoaxes, and the analysis of mysteries, codes and poetry, notably his own. Poe's unorthodox use of scientific rhetoric highlights the importance of historically specific modes of discourse for the consolidation of truth.

In the Annual Report of University College London (UCL) for 1946–47 it is stated that ‘the Department of History and Philosophy of Science played a leading part in the formation of the British Society for the History of Science’ and that four members or former members of the department were serving on its Council, one of them as the founder president. A brief account of the early history of the department may therefore be of interest to members of the Society.

Historical accounts of the practice of smallpox inoculation in the late eighteenth century invariably make a distinction between the widespread general inoculations carried out within small rural parishes and the partial inoculations in urban centres such as London, Manchester, Newcastle and Leeds. This distinction, moreover, is generally reinforced by concluding that the rural inoculation programmes were ‘highly effective’ or ‘successful’ in contrast with the urban inoculation schemes, which are often seen as ‘marginally effective’ or indeed ‘failing’. Success or failure tends to be judged by the impact which inoculation had upon reducing mortality from smallpox, but as a result of this demographic focus the motives behind the implementation of urban inoculation have been overlooked. My paper readjusts this balance by looking more closely at motives and by judging success in relation to aims. To achieve this I have taken a new approach towards the history of smallpox inoculation as a whole, and portray the basic idea of giving a person smallpox in order to confer subsequent immunity as being modified in the hands of different people throughout the course of the century. Hence it is possible to trace the development of inoculation from a folk practice carried out within the home with the aim of protecting individuals, to large-scale general inoculations of an entire community, which aimed to eradicate the disease altogether.

The controversy between Alfred Werner and Sophus Mads Jørgensen over the structure of complex inorganic compounds is not among the best known of the many controversies in the history of chemistry, but it is one of the most thoroughly described in the historical literature. This is due almost solely to the works of George Kauffman, the distinguished American historian of chemistry and specialist in the history of coordination chemistry. Kauffman has described and analysed almost every aspect of the development of coordination chemistry and has in several works dealt with the Werner–Jørgensen controversy which ran from 1894 to 1899. Because of Kauffman's expertise and many works in the area, his account is likely to be taken as authoritative and his conclusions repeated in later historical works. This paper argues that this is unwarranted at least in one particular respect, namely the evaluation of Jørgensen and the way the controversy terminated. Kauffman's version of this episode has frequently appeared in print during a period of thirty-five years, first in 1959 and most recently in 1994. My conclusion is that it cannot survive critical examination.

In the Spring of 1944, an informal discussion took place in Cambridge between Mr. R. S. Whipple, Professor Allan Ferguson and Mr. F. H. C. Butler, concerning the formation of a national Society for the History of Science.

This is the opening sentence of the inaugural issue of the Bulletin of the British Society for the History of Science, the Society's first official publication. Butler himself was the author of this outline account of the subsequent approach to the Royal Society, the parallel moves to establish a National Committee of the International Academy of the History of Science, the formation of a provisional committee to prepare a draft constitution for a national society, and the proceedings of the first Annual General Meeting in May 1947. Whipple had been in Cambridge to discuss his offer to present his collection of old scientific instruments to the University and the possible foundation of a new museum, and Butler, as Secretary of the History of Science Committee in Cambridge, was the chief mover in both this development and an initiative coupled with it to establish a department of the history of science.

Whereas the academic discipline of the history of science has made enormous strides in half a century, ironically, recognition from without has often been disappointing. Private success has not been matched by public status. The work of the Science Museum in London as one of the few widely accessible windows into the discipline is therefore worth remarking upon here, and more detailed investigations are even now under way. The foundation of the British Society for the History of Science at the Museum, in 1947, symbolized a role that the Museum had already played for decades and plays to this day: the pre-eminent public space of the history of science. This distinctive role has of course been shared by other object-based museums attracting large numbers of visitors in places such as Manchester, Greenwich and Edinburgh as well as in Munich and Washington.

The editing of the correspondence of major figures in intellectual history is an essential scholarly activity. Yet in this country in recent years it has neither been the priority it should be, nor has it received the support that it deserves. Of course there have been exceptions to this, perhaps notably – for the early modern period – the epic one-man effort of Esmond de Beer in his later years in producing The Correspondence of John Locke (though this regrettably, and frustratingly, lacks a composite index). A further exception, the edition of The Correspondence of Henry Oldenburg by A. R. and M. B. Hall, was unfortunately flawed by the need to change publishers midway in the series, which has led to a marked disparity in the availability of the latter part of the set compared with its early volumes. In any case, like the Locke edition, this was conceived in the heady days of the 1960s and early 1970s, and few have ventured such enterprises since. Virtually the only exception is Noel Malcolm's edition of the manageable-sized Correspondence of Thomas Hobbes (two volumes, 1994). Moreover, it is revealing of the acute need to justify the publication of such material felt by editors and publishers alike that the promotional leaflet for this edition went so far as to claim that it was ‘one of the most important scholarly publications of the twentieth century’ – a claim that is the more ironic in view of the quite significant shortcomings in its method of presenting the material that it contains.

Dugald Stewart (1753–1828) lectured in astronomy and political economy, held the chair of mathematics at Edinburgh University from 1775 to 1785, then the chair of moral philosophy from 1785 to 1810, and wrote extensively on metaphysics, political economy, ethics, philology, aesthetics, psychology and the history of philosophy and the experimental sciences. He is commonly regarded as the last voice of the Scottish Enlightenment, the articulate disciple of Thomas Reid, father of Scottish common sense philosophy. Recently some historians have begun to rediscover elements of the contribution Stewart made to early nineteenth-century British intellectual culture, and his Collected Works have been republished with a new introduction by Knud Haakonssen.

In order to pass the BA examination, it was, also, necessary to get up Paley's Evidences of Christianity, and his Moral Philosophy. This was done in a thorough manner, and I am convinced that I could have written out the whole of the Evidences with perfect correctness, but not of course in the clear language of Paley. The logic of this book and, as I may add, of his Natural Theology gave me as much delight as did Euclid. The careful study of these works, without attempting to learn any part by rote, was the only part of the Academical Course which, as I then felt and as I still believe, was of the least use to me in the education of my mind.

Charles Darwin

Autobiography

One of the books Charles Darwin read at Cambridge University was William Paley's Natural Theology (1802). Many scholars have assumed that this was a set text at the university in the early nineteenth century. However, a study of the examination papers of the university, and contemporary memoirs, autobiographies and correspondence, reveals no evidence that this was so, though it did appear in some of the college examinations. This contrasts with other books by Paley which did appear for many years in both university and college examinations. This paper uses the misapprehension about Paley's text as a starting point to investigate the role of natural theology in a Cambridge education in the first three decades of the nineteenth century.