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Volumn 40, Issue 4, 2002, Pages 445-472

Fatal mutations: Educationism and the British background to the 1931 International Congress for the History of Science and Technology

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EID: 0345756108     PISSN: 00732753     EISSN: None     Source Type: Journal    
DOI: 10.1177/007327530204000404     Document Type: Article
Times cited : (10)

References (272)
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    • Whereas standard readings suggest by implication that Sarton's educational commitments do not merit attention, Michael Dennis, in an insightful recent publication, has explicitly contrasted Sarton's promotion of the field in the university economy with the educationism of the authors of the Harvard report on General education in a free society (1945). See e.g. T. Frängsmyr, "Science or history: George Sarton and the positivist tradition in the history of science", Lychnos. xxvi (1973-4), 104-44; L. Pyenson, "Inventory as a route to understanding: Sarton, Neugebauer, and sources", History of science, xxxiii (1995), 253-82; A. Thackray and R. K. Merton, "On discipline building: The paradoxes of George Sarton", Isis, lxiii (1972), 473-95; Dennis, op. cit. (ref. 2), 11.
    • (1995) History of Science , vol.33 , pp. 253-282
    • Pyenson, L.1
  • 21
    • 0003886538 scopus 로고
    • On discipline building: The paradoxes of George Sarton
    • Whereas standard readings suggest by implication that Sarton's educational commitments do not merit attention, Michael Dennis, in an insightful recent publication, has explicitly contrasted Sarton's promotion of the field in the university economy with the educationism of the authors of the Harvard report on General education in a free society (1945). See e.g. T. Frängsmyr, "Science or history: George Sarton and the positivist tradition in the history of science", Lychnos. xxvi (1973-4), 104-44; L. Pyenson, "Inventory as a route to understanding: Sarton, Neugebauer, and sources", History of science, xxxiii (1995), 253-82; A. Thackray and R. K. Merton, "On discipline building: The paradoxes of George Sarton", Isis, lxiii (1972), 473-95; Dennis, op. cit. (ref. 2), 11.
    • (1972) Isis , vol.63 , pp. 473-495
    • Thackray, A.1    Merton, R.K.2
  • 22
    • 0346924133 scopus 로고    scopus 로고
    • ref. 2
    • Whereas standard readings suggest by implication that Sarton's educational commitments do not merit attention, Michael Dennis, in an insightful recent publication, has explicitly contrasted Sarton's promotion of the field in the university economy with the educationism of the authors of the Harvard report on General education in a free society (1945). See e.g. T. Frängsmyr, "Science or history: George Sarton and the positivist tradition in the history of science", Lychnos. xxvi (1973-4), 104-44; L. Pyenson, "Inventory as a route to understanding: Sarton, Neugebauer, and sources", History of science, xxxiii (1995), 253-82; A. Thackray and R. K. Merton, "On discipline building: The paradoxes of George Sarton", Isis, lxiii (1972), 473-95; Dennis, op. cit. (ref. 2), 11.
    • Isis , pp. 11
    • Dennis1
  • 23
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    • War and civilization
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1914) Isis , vol.2 , pp. 314-320
    • Sarton, G.1
  • 24
    • 0346924103 scopus 로고
    • The teaching of the history of science
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1918) Scientific Monthly , vol.7 , pp. 193-211
    • Sarton, G.1
  • 25
    • 0346294033 scopus 로고
    • An institute for the history of science and civilization
    • published successively
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1917) Science , vol.45 , pp. 284-286
    • Sarton, G.1
  • 26
    • 0348184752 scopus 로고
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1917) Science , vol.46 , pp. 399-402
  • 27
    • 0346294039 scopus 로고
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1938) Isis , vol.28 , pp. 7-14
  • 28
    • 0346294038 scopus 로고
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1924) Isis , vol.6 , pp. 542-543
  • 29
    • 85013319829 scopus 로고
    • G. Sarton, "War and civilization", Isis, ii (1914-19), 314-20: idem, "The teaching of the history of science", Scientific monthly, vii (1918), 193-211, pp. 196, 201; idem, "An institute for the history of science and civilization", published successively in Science, xlv (1917), 284-6; Science, xlvi (1917), 399-402; Isis, xxviii (1938), 7-14; see also Isis, vi (1924), 542-3; xxiv (1935-6), 167.
    • (1935) Isis , vol.24 , pp. 167
  • 31
    • 0042549694 scopus 로고
    • Cambridge
    • Hayward was a member of the Moral Instruction League (founded 1898). On this body see P. Mazumdar, Eugenics, human genetics and human failings: The Eugenics Society, its sources and its critics in Britain (London and New York, 1992); I. MacKillop, The British ethical societies (Cambridge, 1986).
    • (1986) The British Ethical Societies
    • MacKillop, I.1
  • 32
    • 0347204593 scopus 로고
    • Women in love, class war and school inspectors
    • C. Heywood (ed.), Basingstoke
    • On the differences in status between the London County Council and HMI inspectorate, see 1. MacKillop, "Women in love, class war and school inspectors", in C. Heywood (ed.), D. H. Lawrence: New studies (Basingstoke, 1987), 46-58. On the Historical Association, see R. Samuel. Theatres of memory, i: Past and present in contemporary culture (London and New York, 1994), 38; The Historical Association, 1906-1956 (London, 1957).
    • (1987) D. H. Lawrence: New Studies , pp. 46-58
    • MacKillop1
  • 33
    • 0003401672 scopus 로고
    • London and New York
    • On the differences in status between the London County Council and HMI inspectorate, see 1. MacKillop, "Women in love, class war and school inspectors", in C. Heywood (ed.), D. H. Lawrence: New studies (Basingstoke, 1987), 46-58. On the Historical Association, see R. Samuel. Theatres of memory, i: Past and present in contemporary culture (London and New York, 1994), 38; The Historical Association, 1906-1956 (London, 1957).
    • (1994) Theatres of Memory, I: Past and Present in Contemporary Culture , pp. 38
    • Samuel, R.1
  • 34
    • 0347555251 scopus 로고
    • London
    • On the differences in status between the London County Council and HMI inspectorate, see 1. MacKillop, "Women in love, class war and school inspectors", in C. Heywood (ed.), D. H. Lawrence: New studies (Basingstoke, 1987), 46-58. On the Historical Association, see R. Samuel. Theatres of memory, i: Past and present in contemporary culture (London and New York, 1994), 38; The Historical Association, 1906-1956 (London, 1957).
    • (1957) The Historical Association, 1906-1956
  • 35
    • 85013331994 scopus 로고
    • Papers, archives and manuscripts, wellcome library for the history and understanding of medicine
    • London, ref. PP/CJS/A.60
    • Various versions of the congress programme can be found in the Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60, and in Archeion, xiii (1931), 76. A final version is in the Needham Papers, Cambridge University Library, H140. Here, I discuss the first and second sessions only. A complete list of contributions to the latter is in Archeion, xiv (1932), 106. Both sessions took place consecutively on the morning of 30 June. For eye-witness accounts see Singer as reported in Observer, 5 July 1931, 13, and the diary of the chairman of the second session, William H. Welch, a transcript of which can be found in the Needham Papers, Cambridge University Library, H141.
    • (1931) Archeion , vol.13 , pp. 76
    • Singer, C.1
  • 36
    • 33748767796 scopus 로고
    • Various versions of the congress programme can be found in the Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60, and in Archeion, xiii (1931), 76. A final version is in the Needham Papers, Cambridge University Library, H140. Here, I discuss the first and second sessions only. A complete list of contributions to the latter is in Archeion, xiv (1932), 106. Both sessions took place consecutively on the morning of 30 June. For eye-witness accounts see Singer as reported in Observer, 5 July 1931, 13, and the diary of the chairman of the second session, William H. Welch, a transcript of which can be found in the Needham Papers, Cambridge University Library, H141.
    • (1932) Archeion , vol.14 , pp. 106
  • 37
    • 0346294032 scopus 로고
    • 5 July
    • Various versions of the congress programme can be found in the Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60, and in Archeion, xiii (1931), 76. A final version is in the Needham Papers, Cambridge University Library, H140. Here, I discuss the first and second sessions only. A complete list of contributions to the latter is in Archeion, xiv (1932), 106. Both sessions took place consecutively on the morning of 30 June. For eye-witness accounts see Singer as reported in Observer, 5 July 1931, 13, and the diary of the chairman of the second session, William H. Welch, a transcript of which can be found in the Needham Papers, Cambridge University Library, H141.
    • (1931) Observer , pp. 13
    • Singer1
  • 38
    • 24444452340 scopus 로고    scopus 로고
    • Cambridge University Library
    • Various versions of the congress programme can be found in the Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60, and in Archeion, xiii (1931), 76. A final version is in the Needham Papers, Cambridge University Library, H140. Here, I discuss the first and second sessions only. A complete list of contributions to the latter is in Archeion, xiv (1932), 106. Both sessions took place consecutively on the morning of 30 June. For eye-witness accounts see Singer as reported in Observer, 5 July 1931, 13, and the diary of the chairman of the second session, William H. Welch, a transcript of which can be found in the Needham Papers, Cambridge University Library, H141.
    • A Transcript of Which can be Found in the Needham Papers , pp. H141
    • Welch, W.H.1
  • 39
    • 0347834433 scopus 로고
    • The teaching of the history of science in the University of London
    • The journals in question were Annals of science (1936-) and Ambix (1937-). On the UCL department, see A. Armitage, "The teaching of the history of science in the University of London", Lychnos, i (1936), 302-7; W. Smeaton, "History of science at University College, London: 1919-1947", The British journal for the history of science, xxx (1997), 25-46. Many of the interviews in the oral history project of the British Society for the History of Science exemplify how the memory of the discipline works in the recollections of its practitioners. For a brief report see A. K. Mayer, "'I have been very fortunate': Brief report on the BSHS oral history project, 'The history of science in Britain, 1945-65'", The British journal for the history of science, xxxii (1999), 223-35.
    • (1936) Lychnos , vol.1 , pp. 302-307
    • Armitage, A.1
  • 40
    • 0043115410 scopus 로고    scopus 로고
    • History of science at University College, London: 1919-1947
    • The journals in question were Annals of science (1936-) and Ambix (1937-). On the UCL department, see A. Armitage, "The teaching of the history of science in the University of London", Lychnos, i (1936), 302-7; W. Smeaton, "History of science at University College, London: 1919-1947", The British journal for the history of science, xxx (1997), 25-46. Many of the interviews in the oral history project of the British Society for the History of Science exemplify how the memory of the discipline works in the recollections of its practitioners. For a brief report see A. K. Mayer, "'I have been very fortunate': Brief report on the BSHS oral history project, 'The history of science in Britain, 1945-65'", The British journal for the history of science, xxxii (1999), 223-35.
    • (1997) The British Journal for the History of Science , vol.30 , pp. 25-46
    • Smeaton, W.1
  • 41
    • 0042912076 scopus 로고    scopus 로고
    • 'I have been very fortunate': Brief report on the BSHS oral history project, 'The history of science in Britain, 1945-65'
    • The journals in question were Annals of science (1936-) and Ambix (1937-). On the UCL department, see A. Armitage, "The teaching of the history of science in the University of London", Lychnos, i (1936), 302-7; W. Smeaton, "History of science at University College, London: 1919-1947", The British journal for the history of science, xxx (1997), 25-46. Many of the interviews in the oral history project of the British Society for the History of Science exemplify how the memory of the discipline works in the recollections of its practitioners. For a brief report see A. K. Mayer, "'I have been very fortunate': Brief report on the BSHS oral history project, 'The history of science in Britain, 1945-65'", The British journal for the history of science, xxxii (1999), 223-35.
    • (1999) The British Journal for the History of Science , vol.32 , pp. 223-235
    • Mayer, A.K.1
  • 42
    • 0346574314 scopus 로고
    • Past, present, and future
    • M. Shortland and A. Warwick (eds), Oxford
    • W. H. Brock, "Past, present, and future", in M. Shortland and A. Warwick (eds), Teaching the history of science (Oxford, 1989), 30-41; W. Sherratt, "History of science in education: An investigation into the role and use of historical ideas and material in education with particular reference to science education in the English secondary school since the 19th century", Ph.D. thesis, University of Leicester, 1980; C. Webster, "Medicine asocial history: Changing ideas on doctors and patients in the age of Shakespeare", in L. G. Stevenson (ed.), A celebration of medical hisiory: The fiftieth anniversary of the Johns Hopkins Institute of the History of Medicine and the Welch Medical Library (Baltimore and London, 1982), 103-26. For another notable exception see Nick Jardine's observations on the close relationships between historiography and scientists' efforts to reform teaching: N. Jardine, "The mantle of Müller and the ghost of Goethe: Interactions between the sciences and their histories", in D. R. Kelley (ed.), History and its disciplines (Rochester, 1997), 297-317.
    • (1989) Teaching the History of Science , pp. 30-41
    • Brock, W.H.1
  • 43
    • 0042614591 scopus 로고
    • Ph.D. thesis, University of Leicester
    • W. H. Brock, "Past, present, and future", in M. Shortland and A. Warwick (eds), Teaching the history of science (Oxford, 1989), 30-41; W. Sherratt, "History of science in education: An investigation into the role and use of historical ideas and material in education with particular reference to science education in the English secondary school since the 19th century", Ph.D. thesis, University of Leicester, 1980; C. Webster, "Medicine asocial history: Changing ideas on doctors and patients in the age of Shakespeare", in L. G. Stevenson (ed.), A celebration of medical hisiory: The fiftieth anniversary of the Johns Hopkins Institute of the History of Medicine and the Welch Medical Library (Baltimore and London, 1982), 103-26. For another notable exception see Nick Jardine's observations on the close relationships between historiography and scientists' efforts to reform teaching: N. Jardine, "The mantle of Müller and the ghost of Goethe: Interactions between the sciences and their histories", in D. R. Kelley (ed.), History and its disciplines (Rochester, 1997), 297-317.
    • (1980) History of Science in Education: An Investigation into the Role and use of Historical Ideas and Material in Education with Particular Reference to Science Education in the English Secondary School since the 19th Century
    • Sherratt, W.1
  • 44
    • 0020216496 scopus 로고
    • Medicine asocial history: Changing ideas on doctors and patients in the age of Shakespeare
    • L. G. Stevenson (ed.), Baltimore and London
    • W. H. Brock, "Past, present, and future", in M. Shortland and A. Warwick (eds), Teaching the history of science (Oxford, 1989), 30-41; W. Sherratt, "History of science in education: An investigation into the role and use of historical ideas and material in education with particular reference to science education in the English secondary school since the 19th century", Ph.D. thesis, University of Leicester, 1980; C. Webster, "Medicine asocial history: Changing ideas on doctors and patients in the age of Shakespeare", in L. G. Stevenson (ed.), A celebration of medical hisiory: The fiftieth anniversary of the Johns Hopkins Institute of the History of Medicine and the Welch Medical Library (Baltimore and London, 1982), 103-26. For another notable exception see Nick Jardine's observations on the close relationships between historiography and scientists' efforts to reform teaching: N. Jardine, "The mantle of Müller and the ghost of Goethe: Interactions between the sciences and their histories", in D. R. Kelley (ed.), History and its disciplines (Rochester, 1997), 297-317.
    • (1982) A Celebration of Medical Hisiory: The Fiftieth Anniversary of the Johns Hopkins Institute of the History of Medicine and the Welch Medical Library , pp. 103-126
    • Webster, C.1
  • 45
    • 0039812031 scopus 로고    scopus 로고
    • The mantle of Müller and the ghost of Goethe: Interactions between the sciences and their histories
    • D. R. Kelley (ed.), Rochester
    • W. H. Brock, "Past, present, and future", in M. Shortland and A. Warwick (eds), Teaching the history of science (Oxford, 1989), 30-41; W. Sherratt, "History of science in education: An investigation into the role and use of historical ideas and material in education with particular reference to science education in the English secondary school since the 19th century", Ph.D. thesis, University of Leicester, 1980; C. Webster, "Medicine asocial history: Changing ideas on doctors and patients in the age of Shakespeare", in L. G. Stevenson (ed.), A celebration of medical hisiory: The fiftieth anniversary of the Johns Hopkins Institute of the History of Medicine and the Welch Medical Library (Baltimore and London, 1982), 103-26. For another notable exception see Nick Jardine's observations on the close relationships between historiography and scientists' efforts to reform teaching: N. Jardine, "The mantle of Müller and the ghost of Goethe: Interactions between the sciences and their histories", in D. R. Kelley (ed.), History and its disciplines (Rochester, 1997), 297-317.
    • (1997) History and Its Disciplines , pp. 297-317
    • Jardine, N.1
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    • ref. 10
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • History and Its Disciplines
    • Sherratt1
  • 47
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    • Oxford
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • (1997) Science at Oxford, 1914-1939: Transforming an Arts University , pp. 262-263
    • Morrell, J.1
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    • Charles Singer: A biographical note
    • idem (ed.), London, New York, Toronto
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • (1953) Science, Medicine and History: Essays on the Evolution of Scientific Thought and Medical Practice, Written in Honour of Charles Singer , pp. v-ix
    • Underwood, A.E.1
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    • The teaching of the history of science in the University of London: An address at the Congress of the History of Science
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • (1931) Science Progress , vol.26 , Issue.50 , pp. 275-279
    • Wolf, A.1
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    • The teaching of the history of science at the University of London
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • (1932) Archeion , vol.14 , pp. 94-95
    • Wolf, A.1
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    • ref. 9
    • For an analysis of students at UCL, see Sherratt, op. cit. (ref. 10). For Singer's work at Oxford (1913-22) and London (1920-), see J. Morrell, Science at Oxford, 1914-1939: Transforming an arts university (Oxford, 1997), 262-3; A. E. Underwood, "Charles Singer: A biographical note", in idem (ed.), Science, medicine and history: Essays on the evolution of scientific thought and medical practice, written in honour of Charles Singer (London, New York, Toronto, 1953), pp. v-ix. The rationale of the UCL department is discussed in chap. 2 of my forthcoming Ph.D. thesis. For contemporary efforts to document its activities, see A. Wolf, "The teaching of the history of science in the University of London: An address at the Congress of the History of Science", Science progress, xxvi/l (1931), 275-9; idem, "The teaching of the history of science at the University of London", Archeion, xiv (1932), 94-95; Armitage, op. cit. (ref. 9).
    • Archeion
    • Armitage1
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    • ref. 2
    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two- culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • Archeion , pp. 158-175
    • Werskey1
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    • Columbus
    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two- culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • (1984) Scientists, Society, and State: The Social Relations of Science Movement in Great Britain 1931-1947
    • McGucken, W.1
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    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two- culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • (1989) Science in Context , vol.3 , pp. 269-289
    • Mendelsohn, E.1
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    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two-culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • (1957) Sir Richard Oregory: Mix Life and Work
    • Armytage, W.H.G.1
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    • Public science in Britain, 1880-1919
    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two- culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • (1980) Isis , vol.71 , pp. 589-608
    • Turner, F.1
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    • 'On highest authority': The literary critic and other aviators in early twentieth-century Britain
    • D. Ross (ed.), Baltimore and London, also chap. 1 of my forthcoming Ph.D. thesis
    • On the popularizing activities of radical scientists, see Werskey, op. cit. (ref. 2), 158-75; W. McGucken, Scientists, society, and state: The social relations of science movement in Great Britain 1931-1947 (Columbus, 1984); also E. Mendelsohn, "Robert K. Merton: The celebration and defense of science", Science in context, iii (1989), 269-89. On the neglect-of-science debate and contemporary two- culture tensions, see W. H. G. Armytage, Sir Richard Oregory: Mix life and work (London, 1957); F. Turner, "Public science in Britain, 1880-1919", Isis, lxxi (1980), 589-608; S. Collini, "'On highest authority': The literary critic and other aviators in early twentieth-century Britain", in D. Ross (ed.), Modernist impulses in the human sciences 1870-1930 (Baltimore and London, 1994), 152-70; also chap. 1 of my forthcoming Ph.D. thesis.
    • (1994) Modernist Impulses in the Human Sciences 1870-1930 , pp. 152-170
    • Collini, S.1
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    • M.Sc. Thesis, CNAA (Council for National Academic Awards [In the U.K.])
    • J. Kinsman, "The contribution of Eric John Holmyard (1891-1959) to science education in England and Wales", M.Sc. thesis, CNAA (Council for National Academic Awards [in the U.K.]), 1985. On Holmyard's sales figures, see also M. Bassey, "A field review of O-level chemistry textbooks", Technical education, ii/12 (1960), 13-17. On the role Holmyard attributed to history in science teaching, see E. J. Holmyard, "The historical method in the teaching of chemistry", School science review, v (1923-4), 227-33.
    • (1985) The Contribution of Eric John Holmyard (1891-1959) to Science Education in England and Wales
    • Kinsman, J.1
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    • J. Kinsman, "The contribution of Eric John Holmyard (1891-1959) to science education in England and Wales", M.Sc. thesis, CNAA (Council for National Academic Awards [in the U.K.]), 1985. On Holmyard's sales figures, see also M. Bassey, "A field review of O-level chemistry textbooks", Technical education, ii/12 (1960), 13-17. On the role Holmyard attributed to history in science teaching, see E. J. Holmyard, "The historical method in the teaching of chemistry", School science review, v (1923-4), 227-33.
    • (1960) Technical Education , vol.2 , Issue.12 , pp. 13-17
    • Bassey, M.1
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    • J. Kinsman, "The contribution of Eric John Holmyard (1891-1959) to science education in England and Wales", M.Sc. thesis, CNAA (Council for National Academic Awards [in the U.K.]), 1985. On Holmyard's sales figures, see also M. Bassey, "A field review of O-level chemistry textbooks", Technical education, ii/12 (1960), 13-17. On the role Holmyard attributed to history in science teaching, see E. J. Holmyard, "The historical method in the teaching of chemistry", School science review, v (1923-4), 227-33.
    • (1923) School Science Review , vol.5 , pp. 227-233
    • Holmyard, E.J.1
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    • Clifton and science
    • N. G. L. Hammond (ed.), Bristol
    • Among the rara in the science library at Clifton were first editions of Newton's Opticks and Darwin's Origin of species; the college also acquired one of the lots at the famous 1936 Sotheby Sale of Newtoniana, as Westfall notes (see T. I. Williams, "Clifton and science", in N. G. L. Hammond (ed.), Centenary essays on Clifton College (Bristol, 1962), 195-212; R. S. Westfall, Never at rest: A biography of Isaac Newton (Cambridge, 1980), 876; also Holmyard in The Cliftonian, June 1927). This library was not old and the material had not accumulated over time. Rather, it would appear that the school acquired rare books for the scholarly and didactic objectives of its science masters.
    • (1962) Centenary Essays on Clifton College , pp. 195-212
    • Williams, T.I.1
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    • Among the rara in the science library at Clifton were first editions of Newton's Opticks and Darwin's Origin of species; the college also acquired one of the lots at the famous 1936 Sotheby Sale of Newtoniana, as Westfall notes (see T. I. Williams, "Clifton and science", in N. G. L. Hammond (ed.), Centenary essays on Clifton College (Bristol, 1962), 195-212; R. S. Westfall, Never at rest: A biography of Isaac Newton (Cambridge, 1980), 876; also Holmyard in The Cliftonian, June 1927). This library was not old and the material had not accumulated over time. Rather, it would appear that the school acquired rare books for the scholarly and didactic objectives of its science masters.
    • (1980) Never at Rest: A Biography of Isaac Newton , pp. 876
    • Westfall, R.S.1
  • 63
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    • June
    • Among the rara in the science library at Clifton were first editions of Newton's Opticks and Darwin's Origin of species; the college also acquired one of the lots at the famous 1936 Sotheby Sale of Newtoniana, as Westfall notes (see T. I. Williams, "Clifton and science", in N. G. L. Hammond (ed.), Centenary essays on Clifton College (Bristol, 1962), 195-212; R. S. Westfall, Never at rest: A biography of Isaac Newton (Cambridge, 1980), 876; also Holmyard in The Cliftonian, June 1927). This library was not old and the material had not accumulated over time. Rather, it would appear that the school acquired rare books for the scholarly and didactic objectives of its science masters.
    • (1927) The Cliftonian
    • Holmyard1
  • 64
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    • The old humanities and the new science
    • 5 July
    • W. Osler, "The old humanities and the new science", British medical journal, 5 July 1919, 1-7; A. E. Gunther, Early science in Oxford, xv: Robert T. Gunther: A pioneer in the history of science, 1869-1940 (London, 1967), 154-95.
    • (1919) British Medical Journal , pp. 1-7
    • Osler, W.1
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    • London
    • D. Follett, The rise of the Science Museum under Henry Lyons (London, 1978), 60. On the role of the historic mode of display in the museum, see H. Lyons, "The aim and scope of the Science Museum", Museums journal, xxiv (1924), 114-18; Mazda, op. cit. (ref. 16); Bunney, op. cit. (ref. 16).
    • (1978) The Rise of the Science Museum under Henry Lyons , pp. 60
    • Follett, D.1
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    • The aim and scope of the Science Museum
    • D. Follett, The rise of the Science Museum under Henry Lyons (London, 1978), 60. On the role of the historic mode of display in the museum, see H. Lyons, "The aim and scope of the Science Museum", Museums journal, xxiv (1924), 114-18; Mazda, op. cit. (ref. 16); Bunney, op. cit. (ref. 16).
    • (1924) Museums Journal , vol.24 , pp. 114-118
    • Lyons, H.1
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    • ref. 16
    • D. Follett, The rise of the Science Museum under Henry Lyons (London, 1978), 60. On the role of the historic mode of display in the museum, see H. Lyons, "The aim and scope of the Science Museum", Museums journal, xxiv (1924), 114-18; Mazda, op. cit. (ref. 16); Bunney, op. cit. (ref. 16).
    • Museums Journal
    • Mazda1
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    • ref. 16
    • D. Follett, The rise of the Science Museum under Henry Lyons (London, 1978), 60. On the role of the historic mode of display in the museum, see H. Lyons, "The aim and scope of the Science Museum", Museums journal, xxiv (1924), 114-18; Mazda, op. cit. (ref. 16); Bunney, op. cit. (ref. 16).
    • Museums Journal
    • Bunney1
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    • London
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1920) Greek Science and Modern Science: A Comparison & a Contrast , pp. 5
    • Singer, C.1
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    • Le nouvel humanisme
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1918) Scientia , vol.23 , pp. 161-175
    • Sarton, G.1
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    • ref. 5
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1918) Scientia
    • Sarton, G.1
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    • The faith of a humanist
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1920) Isis , vol.3 , pp. 3-6
    • Sarton, G.1
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    • The teaching of the history of science
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1921) Isis , vol.4 , pp. 225-249
  • 77
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    • Bloomington
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1937) The History of Science and the New Humanism
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    • Scientific humanism
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1929) The Realist , vol.1 , pp. 12-18
    • Singer, C.1
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    • The dark age of science
    • G. Sarton to R. Gregory, 28 February 1944, Sarton Papers, Houghton Library, Harvard University, bMS Am 1803.1(261); C. Singer, Greek science and modern science: A comparison & a contrast (London, 1920), 5. For their respective mission statements, see also G. Sarton, "Le nouvel humanisme", Scientia, xxiii (1918), 161-75; idem. op. cit. (ref. 5, 1918): idem, "The faith of a humanist", Isis, iii (1920-21), 3-6; idem, "The teaching of the history of science", Isis, iv (1921-22), 225-49; idem, The history of science and the new humanism (Bloomington, 1937); C. Singer, "Scientific humanism", The realist, i (1929), 12-18; idem, "The dark age of science", The realist, ii (1929), 281-95.
    • (1929) The Realist , vol.2 , pp. 281-295
    • Singer, C.1
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    • The teaching of the history of science
    • F. H. Hayward, "The teaching of the history of science", Archeion, xiv (1932), 100-1.
    • (1932) Archeion , vol.14 , pp. 100-101
    • Hayward, F.H.1
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    • The teaching of the history of science
    • my emphases
    • A. E. Heath, "The teaching of the history of science", Archeion, xiv (1932), 89 (my emphases).
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    • Heath, A.E.1
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    • London
    • H. G. Wells, The outline of history, being a plain history of life and mankind (London, 1920). Some editions (introduction, p. 2) refer to Gould's "excellent pamphlet", History, the supreme subject in the instruction of the young (London, 1917). Wells described the task of the Outline as a restoration of universal history: "We say 'restore' because all the great cultures of the world hitherto … have used some sort of cosmogony and world history as basis. It may indeed be argued that without such a basis any binding culture of men is inconceivable. Without it we are chaos."
    • (1920) The Outline of History, Being a Plain History of Life and Mankind
    • Wells, H.G.1
  • 84
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    • London
    • H. G. Wells, The outline of history, being a plain history of life and mankind (London, 1920). Some editions (introduction, p. 2) refer to Gould's "excellent pamphlet", History, the supreme subject in the instruction of the young (London, 1917). Wells described the task of the Outline as a restoration of universal history: "We say 'restore' because all the great cultures of the world hitherto … have used some sort of cosmogony and world history as basis. It may indeed be argued that without such a basis any binding culture of men is inconceivable. Without it we are chaos."
    • (1917) History, the Supreme Subject in the Instruction of the Young
  • 87
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    • London
    • A. Briggs, The history of broadcasting in the United Kingdom, ii: The golden age of wireless (Oxford, 1995), 172ff; F. H. Hayward, An educational failure (London, 1938), 144-50.
    • (1938) An Educational Failure , pp. 144-150
    • Hayward, F.H.1
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  • 89
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    • Bishop of Ripon
    • as reported, 5 September
    • Arthur Burroughs, Bishop of Ripon, as reported in New York times, 5 September 1927, 3; A. Wood, Joule and the study of energy (London, 1925), 84. One topical source for the metaphor of a moral lag was a lecture in which Henri Bergson reflected on the outbreak of the Great War (La signification de la guerre (Paris, 1915)). This image became a preoccupation of the era. See A. K. Mayer, "'A combative sense of duty': Englishness and the scientists", in idem and C. Lawrence (eds), Regenerating England: Science, medicine and culture in inter-war Britain (Amsterdam, 2000), 67-106.
    • (1927) New York Times , pp. 3
    • Burroughs, A.1
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    • London
    • Arthur Burroughs, Bishop of Ripon, as reported in New York times, 5 September 1927, 3; A. Wood, Joule and the study of energy (London, 1925), 84. One topical source for the metaphor of a moral lag was a lecture in which Henri Bergson reflected on the outbreak of the Great War (La signification de la guerre (Paris, 1915)). This image became a preoccupation of the era. See A. K. Mayer, "'A combative sense of duty': Englishness and the scientists", in idem and C. Lawrence (eds), Regenerating England: Science, medicine and culture in inter-war Britain (Amsterdam, 2000), 67-106.
    • (1925) Joule and the study of energy , pp. 84
    • Wood, A.1
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    • 'A combative sense of duty': Englishness and the scientists
    • Amsterdam
    • Arthur Burroughs, Bishop of Ripon, as reported in New York times, 5 September 1927, 3; A. Wood, Joule and the study of energy (London, 1925), 84. One topical source for the metaphor of a moral lag was a lecture in which Henri Bergson reflected on the outbreak of the Great War (La signification de la guerre (Paris, 1915)). This image became a preoccupation of the era. See A. K. Mayer, "'A combative sense of duty': Englishness and the scientists", in idem and C. Lawrence (eds), Regenerating England: Science, medicine and culture in inter-war Britain (Amsterdam, 2000), 67-106.
    • (2000) Regenerating England: Science, Medicine and Culture in Inter-war Britain , pp. 67-106
    • Mayer, A.K.1
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    • 'A savage struck by lightning': The idea of a research moratorium, 1927-37
    • C. Pursell, "'A savage struck by lightning': The idea of a research moratorium, 1927-37", Lex et scientia, x (1974), 146-61; Mayer. op. cit. (ref. 26).
    • (1974) Lex et Scientia , vol.10 , pp. 146-161
    • Pursell, C.1
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    • ref. 26
    • C. Pursell, "'A savage struck by lightning': The idea of a research moratorium, 1927-37", Lex et scientia, x (1974), 146-61; Mayer. op. cit. (ref. 26).
    • Lex et Scientia
    • Mayer1
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    • London
    • F. H. Hayward, A first book of school celebrations (London, 1920); idem, A second book of school celebrations (London, 1920); idem, A new book of celebrations (London, 1928); idem, "Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931", The celebration bulletin, xv (1931); idem, A fourth book of celebrations (London, 1932).
    • (1920) A First Book of School Celebrations
    • Hayward, F.H.1
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    • London
    • F. H. Hayward, A first book of school celebrations (London, 1920); idem, A second book of school celebrations (London, 1920); idem, A new book of celebrations (London, 1928); idem, "Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931", The celebration bulletin, xv (1931); idem, A fourth book of celebrations (London, 1932).
    • (1920) A Second Book of School Celebrations
    • Hayward, F.H.1
  • 96
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    • London
    • F. H. Hayward, A first book of school celebrations (London, 1920); idem, A second book of school celebrations (London, 1920); idem, A new book of celebrations (London, 1928); idem, "Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931", The celebration bulletin, xv (1931); idem, A fourth book of celebrations (London, 1932).
    • (1928) A New Book of Celebrations
    • Hayward, F.H.1
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    • Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931
    • F. H. Hayward, A first book of school celebrations (London, 1920); idem, A second book of school celebrations (London, 1920); idem, A new book of celebrations (London, 1928); idem, "Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931", The celebration bulletin, xv (1931); idem, A fourth book of celebrations (London, 1932).
    • (1931) The Celebration Bulletin , vol.15
    • Hayward, F.H.1
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    • London
    • F. H. Hayward, A first book of school celebrations (London, 1920); idem, A second book of school celebrations (London, 1920); idem, A new book of celebrations (London, 1928); idem, "Science number: Issued on the occasion of the Second International Congress of the History of Science and Technology, June 29-July 3, 1931", The celebration bulletin, xv (1931); idem, A fourth book of celebrations (London, 1932).
    • (1932) A Fourth Book of Celebrations
    • Hayward, F.H.1
  • 99
    • 0346574307 scopus 로고
    • The history of science
    • 1 January
    • J. A. Thomson, "The history of science", New statesman, 1 January 1921, 387-8, p. 388.
    • (1921) New Statesman , pp. 387-388
    • Thomson, J.A.1
  • 100
    • 0346574255 scopus 로고
    • The place of history of science in education
    • C. Singer, "The place of history of science in education", Report of the British Association for the Advancement of Science, 1926, 420-1, p. 421; idem, "The prehistory of science", review of J. R. Partington, Origins and development of applied chemistry (London, 1935), Science progress, xxxi/1 (1936), 344-8; G. Sarton, op. cit. (ref. 18, 1920-21); idem, op. cit. (ref. 18, 1937).
    • (1926) Report of the British Association for the Advancement of Science , pp. 420-421
    • Singer, C.1
  • 101
    • 0347555200 scopus 로고
    • The prehistory of science
    • review of J. R. Partington, London
    • C. Singer, "The place of history of science in education", Report of the British Association for the Advancement of Science, 1926, 420-1, p. 421; idem, "The prehistory of science", review of J. R. Partington, Origins and development of applied chemistry (London, 1935), Science progress, xxxi/1 (1936), 344-8; G. Sarton, op. cit. (ref. 18, 1920-21); idem, op. cit. (ref. 18, 1937).
    • (1935) Origins and Development of Applied Chemistry
    • Singer, C.1
  • 102
    • 0348184705 scopus 로고
    • C. Singer, "The place of history of science in education", Report of the British Association for the Advancement of Science, 1926, 420-1, p. 421; idem, "The prehistory of science", review of J. R. Partington, Origins and development of applied chemistry (London, 1935), Science progress, xxxi/1 (1936), 344-8; G. Sarton, op. cit. (ref. 18, 1920-21); idem, op. cit. (ref. 18, 1937).
    • (1936) Science Progress , vol.31 , Issue.1 , pp. 344-348
  • 103
    • 0346923933 scopus 로고
    • ref. 18
    • C. Singer, "The place of history of science in education", Report of the British Association for the Advancement of Science, 1926, 420-1, p. 421; idem, "The prehistory of science", review of J. R. Partington, Origins and development of applied chemistry (London, 1935), Science progress, xxxi/1 (1936), 344-8; G. Sarton, op. cit. (ref. 18, 1920-21); idem, op. cit. (ref. 18, 1937).
    • (1920) Science Progress
    • Sarton, G.1
  • 104
    • 0346923933 scopus 로고
    • ref. 18
    • C. Singer, "The place of history of science in education", Report of the British Association for the Advancement of Science, 1926, 420-1, p. 421; idem, "The prehistory of science", review of J. R. Partington, Origins and development of applied chemistry (London, 1935), Science progress, xxxi/1 (1936), 344-8; G. Sarton, op. cit. (ref. 18, 1920-21); idem, op. cit. (ref. 18, 1937).
    • (1937) Science Progress
    • Sarton, G.1
  • 105
    • 85013252736 scopus 로고
    • Science and the unity of mankind
    • C. Singer (ed.), Oxford
    • F. S. Marvin, "Science and the unity of mankind", in C. Singer (ed.), Studies in the history and method of science, ii (Oxford, 1921), 344-58, pp. 348-9.
    • (1921) Studies in the History and Method of Science , vol.2 , pp. 344-358
    • Marvin, F.S.1
  • 106
    • 0347555199 scopus 로고
    • For their respective papers, see Archeion, xiv (1932), 89, 90, 572-3; for Clark's statement, ibid., 272. As a scholar, Heath excelled more in philosophy than in history. See his discussions of scientific- method and his contribulion to the 1927 Newton celebrations ("The scope of the scientific method", Proceedings of the Aristotelian Society, xix (1918-19), 179-207; "Newton's influence on method in physical science", in W. J. Greenstreet (ed.), Isaac Newton, 1642-1727: A memorial volume edited for the Mathematical Association (London, 1927), 130-3).
    • (1932) Archeion , vol.14 , pp. 89
  • 107
    • 0346923934 scopus 로고    scopus 로고
    • For their respective papers, see Archeion, xiv (1932), 89, 90, 572-3; for Clark's statement, ibid., 272. As a scholar, Heath excelled more in philosophy than in history. See his discussions of scientific- method and his contribulion to the 1927 Newton celebrations ("The scope of the scientific method", Proceedings of the Aristotelian Society, xix (1918-19), 179-207; "Newton's influence on method in physical science", in W. J. Greenstreet (ed.), Isaac Newton, 1642-1727: A memorial volume edited for the Mathematical Association (London, 1927), 130-3).
    • Archeion , pp. 272
    • ClarK'S1
  • 108
    • 0346924093 scopus 로고
    • The scope of the scientific method
    • For their respective papers, see Archeion, xiv (1932), 89, 90, 572-3; for Clark's statement, ibid., 272. As a scholar, Heath excelled more in philosophy than in history. See his discussions of scientific-method and his contribulion to the 1927 Newton celebrations ("The scope of the scientific method", Proceedings of the Aristotelian Society, xix (1918-19), 179-207; "Newton's influence on method in physical science", in W. J. Greenstreet (ed.), Isaac Newton, 1642-1727: A memorial volume edited for the Mathematical Association (London, 1927), 130-3).
    • (1918) Proceedings of the Aristotelian Society , vol.19 , pp. 179-207
  • 109
    • 0346923924 scopus 로고
    • Newton's influence on method in physical science
    • London
    • For their respective papers, see Archeion, xiv (1932), 89, 90, 572-3; for Clark's statement, ibid., 272. As a scholar, Heath excelled more in philosophy than in history. See his discussions of scientific- method and his contribulion to the 1927 Newton celebrations ("The scope of the scientific method", Proceedings of the Aristotelian Society, xix (1918-19), 179-207; "Newton's influence on method in physical science", in W. J. Greenstreet (ed.), Isaac Newton, 1642-1727: A memorial volume edited for the Mathematical Association (London, 1927), 130-3).
    • (1927) Isaac Newton, 1642-1727: A Memorial Volume Edited for the Mathematical Association , pp. 130-133
    • Greenstreet, W.J.1
  • 110
    • 0346923929 scopus 로고
    • The sciences as an integral part of general historical study
    • W. Dampier, "The sciences as an integral part of general historical study", Archeion, xiv (1932), 573-4; A. V. Hill to C. Singer, 29 April 1931, and C. Singer to A. V. Hill, 30 April 1931, both Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60.
    • (1932) Archeion , vol.14 , pp. 573-574
    • Dampier, W.1
  • 111
    • 0346924090 scopus 로고    scopus 로고
    • ref. 24
    • Hayward, op. cit. (ref. 24), 17, 255.
    • Archeion , pp. 17
    • Hayward1
  • 113
    • 0346924090 scopus 로고    scopus 로고
    • ref. 24, (my emphasis)
    • Wells's comment on Hayward is cited in Hayward, op. cit. (ref. 24), 7 (my emphasis). On Wells's recognition of Hayward see M. Vogeler, "Wells and positivism", in P. Parrinder and C. Rolfe (eds), H. G. Wells under revision: Proceedings of the International H. G. Wells Symposium, London, July 1986 (Selinsgrove, London and Toronto, 1990), 181-91, p. 188.
    • Archeion , pp. 7
    • Hayward1
  • 114
    • 0346924009 scopus 로고    scopus 로고
    • Wells and positivism
    • P. Parrinder and C. Rolfe (eds), London, July 1986 (Selinsgrove, London and Toronto, 1990)
    • Wells's comment on Hayward is cited in Hayward, op. cit. (ref. 24), 7 (my emphasis). On Wells's recognition of Hayward see M. Vogeler, "Wells and positivism", in P. Parrinder and C. Rolfe (eds), H. G. Wells under revision: Proceedings of the International H. G. Wells Symposium, London, July 1986 (Selinsgrove, London and Toronto, 1990), 181-91, p. 188.
    • H. G. Wells under Revision: Proceedings of the International H. G. Wells Symposium , pp. 181-191
    • Vogeler, M.1
  • 115
    • 0346958687 scopus 로고
    • London and Glasgow
    • See e.g. F. W. Westaway's influential Science teaching: What it was - what it is - what it might be (London and Glasgow, 1929), 32; R. Gregory, Discovery, or the spirit and service of science (London, 1916). On Gregory and Discovery, see D. Hollinger, "Justification by verification: The scientific challenge to the moral authority of Christianity in modern America", in M. J. Lacey (ed.), Religion and twentieth-century American intellectual life (Cambridge, 1989), 116-35.
    • (1929) Science Teaching: What it Was - What it Is - What it Might Be , pp. 32
    • Westaway's, F.W.1
  • 116
    • 0345943105 scopus 로고
    • London
    • See e.g. F. W. Westaway's influential Science teaching: What it was - what it is - what it might be (London and Glasgow, 1929), 32; R. Gregory, Discovery, or the spirit and service of science (London, 1916). On Gregory and Discovery, see D. Hollinger, "Justification by verification: The scientific challenge to the moral authority of Christianity in modern America", in M. J. Lacey (ed.), Religion and twentieth-century American intellectual life (Cambridge, 1989), 116-35.
    • (1916) Discovery, or the Spirit and Service of Science
    • Gregory, R.1
  • 117
    • 0347555021 scopus 로고
    • Justification by verification: The scientific challenge to the moral authority of Christianity in modern America
    • M. J. Lacey (ed.), Cambridge
    • See e.g. F. W. Westaway's influential Science teaching: What it was - what it is - what it might be (London and Glasgow, 1929), 32; R. Gregory, Discovery, or the spirit and service of science (London, 1916). On Gregory and Discovery, see D. Hollinger, "Justification by verification: The scientific challenge to the moral authority of Christianity in modern America", in M. J. Lacey (ed.), Religion and twentieth-century American intellectual life (Cambridge, 1989), 116-35.
    • (1989) Religion and Twentieth-Century American Intellectual Life , pp. 116-135
    • Hollinger, D.1
  • 119
    • 0347555025 scopus 로고
    • Francis Sidney Marvin, 1863-1943
    • Wells gallantly credited Marvin with such an impact on the occasion of Marvin's seventieth birthday in 1933. He acknowledged Marvin's work in the introduction of the Outline and Marvin probably read sections of the work before it went into print. See C. Desch, "Francis Sidney Marvin, 1863-1943", Isis, xxxvi (1945-46), 7-9, p. 9; Vogeler, op. cit. (ref. 36), 188.
    • (1945) Isis , vol.36 , pp. 7-9
    • Desch, C.1
  • 120
    • 0347555032 scopus 로고    scopus 로고
    • ref. 36
    • Wells gallantly credited Marvin with such an impact on the occasion of Marvin's seventieth birthday in 1933. He acknowledged Marvin's work in the introduction of the Outline and Marvin probably read sections of the work before it went into print. See C. Desch, "Francis Sidney Marvin, 1863-1943", Isis, xxxvi (1945-46), 7-9, p. 9; Vogeler, op. cit. (ref. 36), 188.
    • Isis , pp. 188
    • Vogeler1
  • 121
    • 0348184570 scopus 로고    scopus 로고
    • ref. 38
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • Isis
    • Marvin1
  • 122
    • 0346293832 scopus 로고    scopus 로고
    • ref. 39
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • Isis
    • Desch1
  • 123
    • 24444458039 scopus 로고    scopus 로고
    • ref. 7
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • The Historical Association , pp. 28f
  • 124
    • 0346293845 scopus 로고
    • ref. 5
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1918) The Historical Association , pp. 211
    • Sarton, G.1
  • 125
    • 0347555035 scopus 로고
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1914) Isis , vol.2 , pp. 425-427
  • 126
    • 0346923957 scopus 로고
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1920) Isis , vol.3 , pp. 419
  • 127
    • 85013325623 scopus 로고
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1924) Isis , vol.6 , pp. 89
  • 128
    • 85013317932 scopus 로고
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1936) Isis , vol.26 , pp. 477
  • 129
    • 0002077388 scopus 로고
    • George Sarton: Episodic recollections by an unruly apprentice
    • Ixxvi
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1985) Isis , pp. 470-486
    • Merton, R.K.1
  • 130
    • 0347555036 scopus 로고
    • Introduction
    • C. Singer (ed.), Oxford
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • (1917) Studies in the History and Method of Science , vol.1 , pp. v-viii
    • Osler, W.1
  • 131
    • 0348184571 scopus 로고    scopus 로고
    • ref. 31
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • Studies in the History and Method of Science
    • Marvin1
  • 132
    • 85013325602 scopus 로고    scopus 로고
    • ref. 31
    • On Marvin's background and activities as a propagandist for historical education, see Marvin, op. cit. (ref. 38); Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f, 144. For Sarton on Marvin see e.g. G. Sarton, op. cit. (ref. 5, 1918), 211; Isis, ii (1914-19), 425-7; iii (1920-21), 419; vi (1924), 89, 119-21, 452; also his reminiscences in Isis, xxvi (1936), 477; R. K. Merton, "George Sarton: Episodic recollections by an unruly apprentice", Isis, Ixxvi (1985), 470-86, p. 480. For Osier see W. Osler, "Introduction", in C. Singer (ed.), Studies in the history and method of science, i (Oxford, 1917), pp. v-viii, p. vi. For Marvin's manifesto see Marvin, op. cit. (ref. 31); also C. Singer in Studies in the history and method of science, ii (ref. 31), p. viii.
    • Studies in the History and Method of Science , vol.2 , pp. viii
    • Singer, C.1
  • 136
    • 0348184608 scopus 로고
    • Newton's place in science
    • 26 March
    • F. S. Marvin, "Newton's place in science", Nature (Supplement), 26 March 1927, 24-28, p. 24.
    • (1927) Nature (Supplement) , pp. 24-28
    • Marvin, F.S.1
  • 141
    • 85013348136 scopus 로고
    • London
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • (1923) The Teaching of History: Board of Education Pamphlet , vol.3
  • 142
    • 0346923962 scopus 로고    scopus 로고
    • ref. 39
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • The Teaching of History: Board of Education Pamphlet
    • Desch1
  • 143
    • 24444458039 scopus 로고    scopus 로고
    • ref. 7
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • The Historical Association , pp. 28f
  • 144
    • 0347834502 scopus 로고    scopus 로고
    • Oxford
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • (1923) Science and Civilization
    • Marvin, F.S.1
  • 145
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    • ref. 38
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • Science and Civilization
    • Marvin, F.S.1
  • 146
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    • Moralizing science: The uses of science's past in national education in the 1920s
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • (1997) The British Journal for the History of Science , vol.30 , pp. 51-70
    • Mayer, A.K.1
  • 147
    • 0347555195 scopus 로고
    • For Marvin's influence at the Board of Education, see e.g. The teaching of history: Board of Education pamphlet, iii (London, 1923). Marvin was chairman of the Propaganda Committee of the Historical Association for over twenty years. During the first five years of his work in this capacity, membership tripled to just over 4,700 in 1922-23, while the number of branches shot up from 19 in 1918-19 to to 92 in 1926-27. On this and the Unity History Schools, see Desch, op. cit. (ref. 39); The Historical Association (ref. 7), 28f; F. S. Marvin (ed.), Science and civilization (Oxford, 1923); idem, op. cit. (ref. 38); A. K. Mayer, "Moralizing science: The uses of science's past in national education in the 1920s", The British journal for the history of science, xxx (1997), 51-70. See also Isis, xxx (1939), 97-99.
    • (1939) Isis , vol.30 , pp. 97-99
  • 149
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    • 9 August
    • This is most explicit in cases when Marvin refused to give a book full marks, as e.g. in his reviews of A. N. Whitehead's Gifford lectures, Process and reality, or Gerald Heard's The ascent of man (both 1929). See Nature, 9 August 1930, 196-7; 15 November 1930, 754-5.
    • (1930) Nature , pp. 196-197
  • 150
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    • ref. 18
    • Singer, Greek science (ref. 18); "The dark age" (ref. 18), 281, 283.
    • Greek Science
    • Singer1
  • 151
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    • ref. 18
    • Singer, Greek science (ref. 18); "The dark age" (ref. 18), 281, 283.
    • The Dark Age , pp. 281
  • 152
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    • The drama of life
    • rev. of C. Singer, Oxford. The listener, 29 April 1931, (my emphasis)
    • J. A. Thomson, "The drama of life", rev. of C. Singer, A short history of biology (Oxford. 1931), in The listener, 29 April 1931, 719 (my emphasis).
    • (1931) A Short History of Biology , pp. 719
    • Thomson, J.A.1
  • 153
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    • G. Sarton in Isis, vi (1924), 119-21, p. 120f.
    • (1924) Isis , vol.6 , pp. 119-121
    • Sarton, G.1
  • 154
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    • ref. 29
    • Thomson, op. cit. (ref. 29). On Thomson's programme of cooperative idealism, see Vogeler, op. cit. (ref. 36); P. Kitchen, A most unsettling person: An introduction to the ideas and life of Patrick Geddes (London, 1975), 151f.
    • Isis
    • Thomson1
  • 155
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    • ref. 36
    • Thomson, op. cit. (ref. 29). On Thomson's programme of cooperative idealism, see Vogeler, op. cit. (ref. 36); P. Kitchen, A most unsettling person: An introduction to the ideas and life of Patrick Geddes (London, 1975), 151f.
    • Isis
    • Vogeler1
  • 159
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    • 24 April
    • Thomson, op. cit. (ref. 29), 388; idem, review of Hayward and Freeman, op. cit. (ref. 23). Nature, 24 April 1919, 143.
    • (1919) Nature , pp. 143
  • 160
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    • London, Sydney and Wolfeboro
    • On Thomson's place in eugenics and the social hygiene movement, see G. Jones. Social hygiene in twentieth-century Britain (London, Sydney and Wolfeboro, 1986). Thomson was a member of the Eugenics Society and the Social Hygiene Council (founded in 1926). He contextualized his review of Hayward's scheme with the work of the science correspondent of the New statesman, the doctor, eugenicist and temperance activist Caleb Saleeby (pseudonym: "Lens") (Thomson, op. cit. (ref. 29), 387).
    • (1986) Social Hygiene in Twentieth-Century Britain
    • Jones, G.1
  • 161
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    • ref. 29
    • On Thomson's place in eugenics and the social hygiene movement, see G. Jones. Social hygiene in twentieth-century Britain (London, Sydney and Wolfeboro, 1986). Thomson was a member of the Eugenics Society and the Social Hygiene Council (founded in 1926). He contextualized his review of Hayward's scheme with the work of the science correspondent of the New statesman, the doctor, eugenicist and temperance activist Caleb Saleeby (pseudonym: "Lens") (Thomson, op. cit. (ref. 29), 387).
    • Social Hygiene in Twentieth-Century Britain , pp. 387
    • Thomson1
  • 165
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    • ref. 11
    • For Nunn's support see Wolf, op. cit. (ref. 11, 1931), 276. On Nunn's eugenic élitism, see P. Gordon and J. White, Philosophers as educational reformers: The influence of idealism on British educational thought and practice (London, 1979), 207-14. Further on this, Mazumdar, op. cit. (ref. 6). Concerning Cyril Burt, see e.g. T. P. Nunn, Education: Its data and first principles (London, 1920).
    • (1931) Social Hygiene in Twentieth-Century Britain , pp. 276
    • Wolf1
  • 168
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    • London
    • For Nunn's support see Wolf, op. cit. (ref. 11, 1931), 276. On Nunn's eugenic élitism, see P. Gordon and J. White, Philosophers as educational reformers: The influence of idealism on British educational thought and practice (London, 1979), 207-14. Further on this, Mazumdar, op. cit. (ref. 6). Concerning Cyril Burt, see e.g. T. P. Nunn, Education: Its data and first principles (London, 1920).
    • (1920) Education: Its Data and First Principles
    • Nunn, T.P.1
  • 170
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    • London
    • W. C. Dampier Whetham and C. D. Whetham, The family and the nation: A study in natural inheritance and social responsibility (London, 1909); idem. Heredity and society (London, 1912); idem. "Three English men of science", Isis, i (1913-14), 215-18: G. Sarton in Isis, xiv (1930), 264. Note also Sarton on Galton and his influence on the founder of Isis (Isis, xxii (1934-5), 255).
    • (1912) Heredity and Society
    • Dampier Whetham, W.C.1    Whetham, C.D.2
  • 171
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    • Three English men of science
    • W. C. Dampier Whetham and C. D. Whetham, The family and the nation: A study in natural inheritance and social responsibility (London, 1909); idem. Heredity and society (London, 1912); dem. "Three English men of science", Isis, i (1913-14), 215-18: G. Sarton in Isis, xiv (1930), 264. Note also Sarton on Galton and his influence on the founder of Isis (Isis, xxii (1934-5), 255).
    • (1913) Isis , vol.1 , pp. 215-218
    • Dampier Whetham, W.C.1    Whetham, C.D.2
  • 172
    • 0346924071 scopus 로고
    • W. C. Dampier Whetham and C. D. Whetham, The family and the nation: A study in natural inheritance and social responsibility (London, 1909); idem. Heredity and society (London, 1912); idem. "Three English men of science", Isis, i (1913-14), 215-18: G. Sarton in Isis, xiv (1930), 264. Note also Sarton on Galton and his influence on the founder of Isis (Isis, xxii (1934-5), 255).
    • (1930) Isis , vol.14 , pp. 264
    • Sarton, G.1
  • 173
    • 0346924072 scopus 로고
    • W. C. Dampier Whetham and C. D. Whetham, The family and the nation: A study in natural inheritance and social responsibility (London, 1909); idem. Heredity and society (London, 1912); idem. "Three English men of science", Isis, i (1913-14), 215-18: G. Sarton in Isis, xiv (1930), 264. Note also Sarton on Galton and his influence on the founder of Isis (Isis, xxii (1934-5), 255).
    • (1934) Isis , vol.22 , pp. 255
  • 174
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    • The sciences as an integral part of general historical study
    • A. V. Hill, "The sciences as an integral part of general historical study", Archeion, xiv (1932), 274-7, p. 275.
    • (1932) Archeion , vol.14 , pp. 274-277
    • Hill, A.V.1
  • 175
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    • Setting up a discipline: Conflicting agendas of the Cambridge History of Science Committee, 1936-1950
    • On how the trope that science was cooperative and international yet simultaneously peculiarly English (and vice versa) was worked on the Cambridge history of science scene, see A. K. Mayer, "Setting up a discipline: Conflicting agendas of the Cambridge History of Science Committee, 1936-1950", Studies in history and philosophy of science, xxxi (2000), 665-89; for an earlier example, see R. Iliffe, "Foreign bodies: Travel, empire and the early Royal Society of London. Part 2: The land of experimental knowledge", Canadian journal of history, xxxiv (1999), 23-50. Hayward apologized to the 1931 congress for his "over-emphasis … on celebrations on English science and English poetry" (Hayward, op. cit. (ref. 19), 101). Another striking example is Westaway, op. cit. (ref. 37), 378-9 (my emphasis): "The names of the great pioneers and discoverers, the things they have done, of what races they were, and how though separated by nationality each has built on the work of the rest: these are the things that history should teach."
    • (2000) Studies in History and Philosophy of Science , vol.31 , pp. 665-689
    • Mayer, A.K.1
  • 176
    • 0002692406 scopus 로고    scopus 로고
    • Foreign bodies: Travel, empire and the early Royal Society of London. Part 2: The land of experimental knowledge
    • On how the trope that science was cooperative and international yet simultaneously peculiarly English (and vice versa) was worked on the Cambridge history of science scene, see A. K. Mayer, "Setting up a discipline: Conflicting agendas of the Cambridge History of Science Committee, 1936-1950", Studies in history and philosophy of science, xxxi (2000), 665-89; for an earlier example, see R. Iliffe, "Foreign bodies: Travel, empire and the early Royal Society of London. Part 2: The land of experimental knowledge", Canadian journal of history, xxxiv (1999), 23-50. Hayward apologized to the 1931 congress for his "over-emphasis … on celebrations on English science and English poetry" (Hayward, op. cit. (ref. 19), 101). Another striking example is Westaway, op. cit. (ref. 37), 378-9 (my emphasis): "The names of the great pioneers and discoverers, the things they have done, of what races they were, and how though separated by nationality each has built on the work of the rest: these are the things that history should teach."
    • (1999) Canadian Journal of History , vol.34 , pp. 23-50
    • Iliffe, R.1
  • 177
    • 0034357393 scopus 로고    scopus 로고
    • ref. 19
    • On how the trope that science was cooperative and international yet simultaneously peculiarly English (and vice versa) was worked on the Cambridge history of science scene, see A. K. Mayer, "Setting up a discipline: Conflicting agendas of the Cambridge History of Science Committee, 1936-1950", Studies in history and philosophy of science, xxxi (2000), 665-89; for an earlier example, see R. Iliffe, "Foreign bodies: Travel, empire and the early Royal Society of London. Part 2: The land of experimental knowledge", Canadian journal of history, xxxiv (1999), 23-50. Hayward apologized to the 1931 congress for his "over-emphasis … on celebrations on English science and English poetry" (Hayward, op. cit. (ref. 19), 101). Another striking example is Westaway, op. cit. (ref. 37), 378-9 (my emphasis): "The names of the great pioneers and discoverers, the things they have done, of what races they were, and how though separated by nationality each has built on the work of the rest: these are the things that history should teach."
    • Canadian Journal of History , pp. 101
    • Hayward1
  • 178
    • 0034357393 scopus 로고    scopus 로고
    • ref. 37, (my emphasis)
    • On how the trope that science was cooperative and international yet simultaneously peculiarly English (and vice versa) was worked on the Cambridge history of science scene, see A. K. Mayer, "Setting up a discipline: Conflicting agendas of the Cambridge History of Science Committee, 1936-1950", Studies in history and philosophy of science, xxxi (2000), 665-89; for an earlier example, see R. Iliffe, "Foreign bodies: Travel, empire and the early Royal Society of London. Part 2: The land of experimental knowledge", Canadian journal of history, xxxiv (1999), 23-50. Hayward apologized to the 1931 congress for his "over-emphasis … on celebrations on English science and English poetry" (Hayward, op. cit. (ref. 19), 101). Another striking example is Westaway, op. cit. (ref. 37), 378-9 (my emphasis): "The names of the great pioneers and discoverers, the things they have done, of what races they were, and how though separated by nationality each has built on the work of the rest: these are the things that history should teach."
    • Canadian Journal of History , pp. 378-379
    • Westaway1
  • 179
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    • Head and hand: Rhetorical resources in British pedagogical writing, 1770-1850
    • B. Barnes and S. Shapin, "Head and hand: Rhetorical resources in British pedagogical writing, 1770-1850", Oxford review of education, ii (1976), 231-54; F. H. Hayward, "The dogma of formal or faculty training, and its downfall", The school world, November 1908, 417-19. On the enduring legacy of the formal training model, see R. J. Selleck, The new education 1870-1914 (London, 1968); W. H. Brock, H. E. Armstrong and the teaching of science, 1880-1930 (London, 1973); idem, "Science for all", in idem, Science for all: Studies in the history of Victorian science and education (Aldershot and Brookfield, Vermont, 1996), chap. XIX.
    • (1976) Oxford Review of Education , vol.2 , pp. 231-254
    • Barnes, B.1    Shapin, S.2
  • 180
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    • The dogma of formal or faculty training, and its downfall
    • November
    • B. Barnes and S. Shapin, "Head and hand: Rhetorical resources in British pedagogical writing, 1770- 1850", Oxford review of education, ii (1976), 231-54; F. H. Hayward, "The dogma of formal or faculty training, and its downfall", The school world, November 1908, 417-19. On the enduring legacy of the formal training model, see R. J. Selleck, The new education 1870-1914 (London, 1968); W. H. Brock, H. E. Armstrong and the teaching of science, 1880-1930 (London, 1973); idem, "Science for all", in idem, Science for all: Studies in the history of Victorian science and education (Aldershot and Brookfield, Vermont, 1996), chap. XIX.
    • (1908) The School World , pp. 417-419
    • Hayward, F.H.1
  • 181
    • 84963176053 scopus 로고    scopus 로고
    • London
    • B. Barnes and S. Shapin, "Head and hand: Rhetorical resources in British pedagogical writing, 1770- 1850", Oxford review of education, ii (1976), 231-54; F. H. Hayward, "The dogma of formal or faculty training, and its downfall", The school world, November 1908, 417-19. On the enduring legacy of the formal training model, see R. J. Selleck, The new education 1870-1914 (London, 1968); W. H. Brock, H. E. Armstrong and the teaching of science, 1880-1930 (London, 1973); idem, "Science for all", in idem, Science for all: Studies in the history of Victorian science and education (Aldershot and Brookfield, Vermont, 1996), chap. XIX.
    • (1968) The New Education 1870-1914
    • Selleck, R.J.1
  • 182
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    • London
    • B. Barnes and S. Shapin, "Head and hand: Rhetorical resources in British pedagogical writing, 1770- 1850", Oxford review of education, ii (1976), 231-54; F. H. Hayward, "The dogma of formal or faculty training, and its downfall", The school world, November 1908, 417-19. On the enduring legacy of the formal training model, see R. J. Selleck, The new education 1870-1914 (London, 1968); W. H. Brock, H. E. Armstrong and the teaching of science, 1880-1930 (London, 1973); idem, "Science for all", in idem, Science for all: Studies in the history of Victorian science and education (Aldershot and Brookfield, Vermont, 1996), chap. XIX.
    • (1973) H. E. Armstrong and the Teaching of Science, 1880-1930
    • Brock, W.H.1
  • 183
    • 84963176053 scopus 로고    scopus 로고
    • Science for all
    • idem, Aldershot and Brookfield, Vermont, chap. XIX
    • B. Barnes and S. Shapin, "Head and hand: Rhetorical resources in British pedagogical writing, 1770- 1850", Oxford review of education, ii (1976), 231-54; F. H. Hayward, "The dogma of formal or faculty training, and its downfall", The school world, November 1908, 417-19. On the enduring legacy of the formal training model, see R. J. Selleck, The new education 1870-1914 (London, 1968); W. H. Brock, H. E. Armstrong and the teaching of science, 1880-1930 (London, 1973); idem, "Science for all", in idem, Science for all: Studies in the history of Victorian science and education (Aldershot and Brookfield, Vermont, 1996), chap. XIX.
    • (1996) Science for All: Studies in the History of Victorian Science and Education
    • Brock, W.H.1
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    • New York
    • At this time, the American pedagogue John Dewey argued with compelling logic about the educational evils that spring from dualisms such as that between the intellect and the emotions (Democracy and education (New York, 1916), e.g. pp. 390-1). Dewey convinced some British educationists "that the primitive pursuits of the human race should constitute the keel and backbone of the school curriculum" (quoted in Selleck, op. cit. (ref. 63), 261). Both Hayward and Nunn were familiar with Dewey's work (Nunn. op. cit. (ref. 59); F. H. Hayward, Mental training and efficiency (London, 1921)).
    • (1916) Democracy and Education , pp. 390-391
  • 185
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    • ref. 63
    • At this time, the American pedagogue John Dewey argued with compelling logic about the educational evils that spring from dualisms such as that between the intellect and the emotions (Democracy and education (New York, 1916), e.g. pp. 390-1). Dewey convinced some British educationists "that the primitive pursuits of the human race should constitute the keel and backbone of the school curriculum" (quoted in Selleck, op. cit. (ref. 63), 261). Both Hayward and Nunn were familiar with Dewey's work (Nunn. op. cit. (ref. 59); F. H. Hayward, Mental training and efficiency (London, 1921)).
    • Democracy and Education , pp. 261
    • Selleck1
  • 186
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    • ref. 59
    • At this time, the American pedagogue John Dewey argued with compelling logic about the educational evils that spring from dualisms such as that between the intellect and the emotions (Democracy and education (New York, 1916), e.g. pp. 390-1). Dewey convinced some British educationists "that the primitive pursuits of the human race should constitute the keel and backbone of the school curriculum" (quoted in Selleck, op. cit. (ref. 63), 261). Both Hayward and Nunn were familiar with Dewey's work (Nunn. op. cit. (ref. 59); F. H. Hayward, Mental training and efficiency (London, 1921)).
    • Democracy and Education
    • Nunn1
  • 187
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    • London
    • At this time, the American pedagogue John Dewey argued with compelling logic about the educational evils that spring from dualisms such as that between the intellect and the emotions (Democracy and education (New York, 1916), e.g. pp. 390-1). Dewey convinced some British educationists "that the primitive pursuits of the human race should constitute the keel and backbone of the school curriculum" (quoted in Selleck, op. cit. (ref. 63), 261). Both Hayward and Nunn were familiar with Dewey's work (Nunn. op. cit. (ref. 59); F. H. Hayward, Mental training and efficiency (London, 1921)).
    • (1921) Mental Training and Efficiency
    • Hayward, F.H.1
  • 188
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    • ref. 7
    • Samuel, op. cit. (ref. 7), 37f; J. Needham to Roberts [at CUP], 12 May 1928, Cambridge University Press Archive, Cambridge University Library, Pr.C/N.25-7; H. W. Dickinson to J. Needham, 19 September 1931, Needham Papers, Cambridge University Library, H136; J. Needham (writing under the pseudonym Henry Holorenshaw), "The making of an honorary Taoist", in M. Teich and R. Young (eds), Changing perspectives in the history of science: Essays in honour of Joseph Needham (London, 1973), 1-20, p. 3; G. Montalenti, rev. of J. Needham, Chemical embryology (Cambridge, 1931), Archeion, xiv (1932), 152-4.
    • Mental Training and Efficiency , pp. 37f
    • Samuel1
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    • The making of an honorary Taoist
    • M. Teich and R. Young (eds), London
    • Samuel, op. cit. (ref. 7), 37f; J. Needham to Roberts [at CUP], 12 May 1928, Cambridge University Press Archive, Cambridge University Library, Pr.C/N.25-7; H. W. Dickinson to J. Needham, 19 September 1931, Needham Papers, Cambridge University Library, H136; J. Needham (writing under the pseudonym Henry Holorenshaw), "The making of an honorary Taoist", in M. Teich and R. Young (eds), Changing perspectives in the history of science: Essays in honour of Joseph Needham (London, 1973), 1-20, p. 3; G. Montalenti, rev. of J. Needham, Chemical embryology (Cambridge, 1931), Archeion, xiv (1932), 152-4.
    • (1973) Changing Perspectives in the History of Science: Essays in Honour of Joseph Needham , pp. 1-20
    • Needham, J.1
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    • Samuel, op. cit. (ref. 7), 37f; J. Needham to Roberts [at CUP], 12 May 1928, Cambridge University Press Archive, Cambridge University Library, Pr.C/N.25-7; H. W. Dickinson to J. Needham, 19 September 1931, Needham Papers, Cambridge University Library, H136; J. Needham (writing under the pseudonym Henry Holorenshaw), "The making of an honorary Taoist", in M. Teich and R. Young (eds), Changing perspectives in the history of science: Essays in honour of Joseph Needham (London, 1973), 1-20, p. 3; G. Montalenti, rev. of J. Needham, Chemical embryology (Cambridge, 1931), Archeion, xiv (1932), 152-4.
    • (1932) Archeion , vol.14 , pp. 152-154
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    • Science in secondary schools
    • R. W. Sanderson in "Science in secondary schools", Report of the British Association for the Advancement of Science, 1917, 123-207, pp. 157f. For Wells's experiences in London, see H. G. Wells, Experiment in autobiography (London, 1934), i, 199-289. On Oundle, see H. G. Wells, The story of a great schoolmaster (London, 1924), 137, 180 et passim.
    • (1917) Report of the British Association for the Advancement of Science , pp. 123-207
    • Sanderson, R.W.1
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    • London
    • R. W. Sanderson in "Science in secondary schools", Report of the British Association for the Advancement of Science, 1917, 123-207, pp. 157f. For Wells's experiences in London, see H. G. Wells, Experiment in autobiography (London, 1934), i, 199-289. On Oundle, see H. G. Wells, The story of a great schoolmaster (London, 1924), 137, 180 et passim.
    • (1934) Experiment in Autobiography , vol.1 , pp. 199-289
    • Wells, H.G.1
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    • London, 180 et passim
    • R. W. Sanderson in "Science in secondary schools", Report of the British Association for the Advancement of Science, 1917, 123-207, pp. 157f. For Wells's experiences in London, see H. G. Wells, Experiment in autobiography (London, 1934), i, 199-289. On Oundle, see H. G. Wells, The story of a great schoolmaster (London, 1924), 137, 180 et passim.
    • (1924) The Story of a Great Schoolmaster , pp. 137
    • Wells, H.G.1
  • 196
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    • London
    • Ibid., 212. Sanderson's aversions to discipline should be read also in the context of war-time rhetoric, in which Germany, previously hailed as an ideal of scientific education and research, became an example of plodding mediocrity and the potential damage inflicted on creativity by excessive method. See L. Badash, "British and American views of the German menace in World War I", Notes and records of the Royal Society of London, xxxiv (1979-80), 91-121; P. Alter, The reluctant patron: Science and the state in Britain, 1850-1920, transl. by A. Davies (Oxford, Hamburg and New York, 1987).
    • Natural Science and the Classical System in Education: Essays Old and New , pp. 212
  • 197
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    • British and American views of the German menace in World War I
    • Ibid., 212. Sanderson's aversions to discipline should be read also in the context of war-time rhetoric, in which Germany, previously hailed as an ideal of scientific education and research, became an example of plodding mediocrity and the potential damage inflicted on creativity by excessive method. See L. Badash, "British and American views of the German menace in World War I", Notes and records of the Royal Society of London, xxxiv (1979-80), 91-121; P. Alter, The reluctant patron: Science and the state in Britain, 1850-1920, transl. by A. Davies (Oxford, Hamburg and New York, 1987).
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    • Badash, L.1
  • 198
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    • transl. by A. Davies Oxford, Hamburg and New York
    • Ibid., 212. Sanderson's aversions to discipline should be read also in the context of war-time rhetoric, in which Germany, previously hailed as an ideal of scientific education and research, became an example of plodding mediocrity and the potential damage inflicted on creativity by excessive method. See L. Badash, "British and American views of the German menace in World War I", Notes and records of the Royal Society of London, xxxiv (1979-80), 91-121; P. Alter, The reluctant patron: Science and the state in Britain, 1850-1920, transl. by A. Davies (Oxford, Hamburg and New York, 1987).
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    • Sir John Adams (ed.), London, (my emphases)
    • T. P. Nunn, "Science", in Sir John Adams (ed.), The new teaching (London, 1918), 154-98, pp. 160, 161,168 (my emphases).
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    • Nunn, T.P.1
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    • Marvin
    • A. E. Heath, "Science and education", in Marvin, op. cit. (ref. 49, 1923), 221-46, p. 243.
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    • F. J. Gould, London
    • See e.g. F. W. Sanderson, "Introduction", in F. J. Gould, History the teacher (London, 1921), pp. vii-x. Also A. E. Heath, "Sanderson of Oundle and the ideal of science as service", Friends' quarterly examiner, lvi (1922), 321-7; idem. op. cit. (ref. 74), 245. For a discussion of Nunn, see Gordon and White, op. cit. (ref. 59).
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    • See e.g. F. W. Sanderson, "Introduction", in F. J. Gould, History the teacher (London, 1921), pp. vii-x. Also A. E. Heath, "Sanderson of Oundle and the ideal of science as service", Friends' quarterly examiner, lvi (1922), 321-7; idem. op. cit. (ref. 74), 245. For a discussion of Nunn, see Gordon and White, op. cit. (ref. 59).
    • (1922) Friends' Quarterly Examiner , vol.56 , pp. 321-327
    • Heath, A.E.1
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    • ref. 74
    • See e.g. F. W. Sanderson, "Introduction", in F. J. Gould, History the teacher (London, 1921), pp. vii-x. Also A. E. Heath, "Sanderson of Oundle and the ideal of science as service", Friends' quarterly examiner, lvi (1922), 321-7; idem. op. cit. (ref. 74), 245. For a discussion of Nunn, see Gordon and White, op. cit. (ref. 59).
    • Friends' Quarterly Examiner , pp. 245
    • Heath, A.E.1
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    • ref. 59
    • See e.g. F. W. Sanderson, "Introduction", in F. J. Gould, History the teacher (London, 1921), pp. vii-x. Also A. E. Heath, "Sanderson of Oundle and the ideal of science as service", Friends' quarterly examiner, lvi (1922), 321-7; idem. op. cit. (ref. 74), 245. For a discussion of Nunn, see Gordon and White, op. cit. (ref. 59).
    • Friends' Quarterly Examiner
    • Gordon1    White2
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    • ref. 11
    • For Nunn's support of the UCL department, see Wolf. op. cit. (ref. 11, 1931). Whitehead chaired the special board (instituted in 1922) as a result of whose efforts the history, methods and principles of science could be taken for the M.Sc. degree from 1924 (Wolf, op. cit. (ref. 11, 1932)).
    • (1931) Friends' Quarterly Examiner
    • Wolf1
  • 213
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    • ref. 11
    • For Nunn's support of the UCL department, see Wolf. op. cit. (ref. 11, 1931). Whitehead chaired the special board (instituted in 1922) as a result of whose efforts the history, methods and principles of science could be taken for the M.Sc. degree from 1924 (Wolf, op. cit. (ref. 11, 1932)).
    • (1932) Friends' Quarterly Examiner
    • Wolf1
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    • London
    • T. P. Nunn, Education: Its data and first principles (London, 1945), 268-72; A. N. Whitehead, "The rhythm of education", Journal of experimental pedagogy and training college record, vi (1922), 191-9. Nunn claimed he first worked out the formula in 1905. He acknowledged Whitehead's independently proposed model (op. cit., 270 fn, 271). In view of the ontological and ideological indistinctness of contemporary rhetoric about "wonder" and "romance", it makes little difference for the argument here whether or not the models of Whitehead and Nunn derived from vastly different intellectual traditions. For a discussion of their relationships with idealist philosophy, see Gordon and White, op. cit. (ref. 59), 176-7, 208-14.
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    • The rhythm of education
    • T. P. Nunn, Education: Its data and first principles (London, 1945), 268-72; A. N. Whitehead, "The rhythm of education", Journal of experimental pedagogy and training college record, vi (1922), 191-9. Nunn claimed he first worked out the formula in 1905. He acknowledged Whitehead's independently proposed model (op. cit., 270 fn, 271). In view of the ontological and ideological indistinctness of contemporary rhetoric about "wonder" and "romance", it makes little difference for the argument here whether or not the models of Whitehead and Nunn derived from vastly different intellectual traditions. For a discussion of their relationships with idealist philosophy, see Gordon and White, op. cit. (ref. 59), 176-7, 208-14.
    • (1922) Journal of Experimental Pedagogy and Training College Record , vol.6 , pp. 191-199
    • Whitehead, A.N.1
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    • T. P. Nunn, Education: Its data and first principles (London, 1945), 268-72; A. N. Whitehead, "The rhythm of education", Journal of experimental pedagogy and training college record, vi (1922), 191-9. Nunn claimed he first worked out the formula in 1905. He acknowledged Whitehead's independently proposed model (op. cit., 270 fn, 271). In view of the ontological and ideological indistinctness of contemporary rhetoric about "wonder" and "romance", it makes little difference for the argument here whether or not the models of Whitehead and Nunn derived from vastly different intellectual traditions. For a discussion of their relationships with idealist philosophy, see Gordon and White, op. cit. (ref. 59), 176-7, 208-14.
    • Journal of Experimental Pedagogy and Training College Record , pp. 270
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    • ref. 59
    • T. P. Nunn, Education: Its data and first principles (London, 1945), 268-72; A. N. Whitehead, "The rhythm of education", Journal of experimental pedagogy and training college record, vi (1922), 191-9. Nunn claimed he first worked out the formula in 1905. He acknowledged Whitehead's independently proposed model (op. cit., 270 fn, 271). In view of the ontological and ideological indistinctness of contemporary rhetoric about "wonder" and "romance", it makes little difference for the argument here whether or not the models of Whitehead and Nunn derived from vastly different intellectual traditions. For a discussion of their relationships with idealist philosophy, see Gordon and White, op. cit. (ref. 59), 176-7, 208-14.
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    • Gordon1    White2
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    • On inert knowledge see Whitehead's presidential address to the Mathematical Association of England, 1916 (A. N. Whitehead, The aims of education (London, 1929), 1-23) and Dewey, op. cit. (ref. 64), 258-9. Nunn contrasted mere ideas with the concept of an "idea-in-action", viz "a vehicle of the energies that are the prima materia of the self. This is … the rock upon which most 'systems' of education have eventually foundered" (Nunn. op. cit. (ref. 79), 185f).
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    • Whitehead, A.N.1
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    • ref. 64
    • On inert knowledge see Whitehead's presidential address to the Mathematical Association of England, 1916 (A. N. Whitehead, The aims of education (London, 1929), 1-23) and Dewey, op. cit. (ref. 64), 258-9. Nunn contrasted mere ideas with the concept of an "idea-in-action", viz "a vehicle of the energies that are the prima materia of the self. This is … the rock upon which most 'systems' of education have eventually foundered" (Nunn. op. cit. (ref. 79), 185f).
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    • Dewey1
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    • ref. 79
    • On inert knowledge see Whitehead's presidential address to the Mathematical Association of England, 1916 (A. N. Whitehead, The aims of education (London, 1929), 1-23) and Dewey, op. cit. (ref. 64), 258-9. Nunn contrasted mere ideas with the concept of an "idea-in-action", viz "a vehicle of the energies that are the prima materia of the self. This is … the rock upon which most 'systems' of education have eventually foundered" (Nunn. op. cit. (ref. 79), 185f).
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    • Nunn1
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    • Nunn, op. cit. (ref. 79), 268f; compare Nunn. op. cit. (ref. 59), 215f; Heath, op. cit. (ref. 74), 243. Nunn appeared to justify his formula as the blueprint for an ideal education both on the grounds that it represented a natural mechanism of cultivation and that it helped produce future creativity. There are obvious parallels between this evolutionist model and that of American sociology of invention of the period, whose argument that invention was determined by culture similarly raised questions about how to account for innovative change. See D. McGee, "Making up mind: The early sociology of invention", Technology and culture, xxxvi (1995), 773-801.
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    • Nunn1
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    • Nunn, op. cit. (ref. 79), 268f; compare Nunn. op. cit. (ref. 59), 215f; Heath, op. cit. (ref. 74), 243. Nunn appeared to justify his formula as the blueprint for an ideal education both on the grounds that it represented a natural mechanism of cultivation and that it helped produce future creativity. There are obvious parallels between this evolutionist model and that of American sociology of invention of the period, whose argument that invention was determined by culture similarly raised questions about how to account for innovative change. See D. McGee, "Making up mind: The early sociology of invention", Technology and culture, xxxvi (1995), 773-801.
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    • Nunn, op. cit. (ref. 79), 268f; compare Nunn. op. cit. (ref. 59), 215f; Heath, op. cit. (ref. 74), 243. Nunn appeared to justify his formula as the blueprint for an ideal education both on the grounds that it represented a natural mechanism of cultivation and that it helped produce future creativity. There are obvious parallels between this evolutionist model and that of American sociology of invention of the period, whose argument that invention was determined by culture similarly raised questions about how to account for innovative change. See D. McGee, "Making up mind: The early sociology of invention", Technology and culture, xxxvi (1995), 773-801.
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    • Hessen, op. cit. (ref. 1), 147; F. S. Marvin, "The significance of the seventeenth century", review of G. N. Clark, The seventeenth century (Oxford, 1929). Nature, 1 February 1931, 191-2; Whitehead, op. cit. (ref. 99).
    • (1929) The Seventeenth Century
    • Marvin, F.S.1
  • 263
    • 85013327658 scopus 로고
    • 1 February
    • Hessen, op. cit. (ref. 1), 147; F. S. Marvin, "The significance of the seventeenth century", review of G. N. Clark, The seventeenth century (Oxford, 1929). Nature, 1 February 1931, 191-2; Whitehead, op. cit. (ref. 99).
    • (1931) Nature , pp. 191-192
  • 264
    • 85013249889 scopus 로고    scopus 로고
    • ref. 99
    • Hessen, op. cit. (ref. 1), 147; F. S. Marvin, "The significance of the seventeenth century", review of G. N. Clark, The seventeenth century (Oxford, 1929). Nature, 1 February 1931, 191-2; Whitehead, op. cit. (ref. 99).
    • Nature
    • Whitehead1
  • 265
    • 85013344854 scopus 로고    scopus 로고
    • ref. 52 (my emphasis)
    • Thomson, op. cit. (ref. 52) (my emphasis).
    • Nature
    • Thomson1
  • 266
    • 0346293846 scopus 로고
    • History and philosophy of science
    • S. Toulmin, "History and philosophy of science", Universities quarterly, x (1955-6), 346-58, p. 357.
    • (1955) Universities Quarterly , vol.10 , pp. 346-358
    • Toulmin, S.1
  • 267
    • 0040623918 scopus 로고
    • 30 June
    • See e.g. the reports in New York times, 30 June 1931,8; Times educational supplement, 4 July 1931, 266; E. N. da C. Andrade to C. Singer, 1 July 1931, Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60.
    • (1931) New York Times , pp. 8
  • 268
    • 0347555009 scopus 로고
    • 4 July
    • See e.g. the reports in New York times, 30 June 1931,8; Times educational supplement, 4 July 1931, 266; E. N. da C. Andrade to C. Singer, 1 July 1931, Charles Singer Papers, Archives and Manuscripts, Wellcome Library for the History and Understanding of Medicine, London, ref. PP/CJS/A.60.
    • (1931) Times Educational Supplement , pp. 266
  • 269
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    • 28 June
    • Observer, 28 June 1931, 11.
    • (1931) Observer , pp. 11
  • 270
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    • The form in which these communications appeared in Archeion, xiv (1932) suggests that most of them were not rewritten. A comparison of extant manuscript copies of the papers delivered in the third session with the relevant accounts published in Archeion confirms this impression (Needham Papers, Cambridge University Library, H137).
    • Archeion , vol.14 , pp. 1932
  • 271
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    • ref. 10
    • For a noteworthy recent attempt to reverse this trend of diminishing pedagogic goals of the history of science, see Shortland and Warwick, op. cit. (ref. 10).
    • Archeion
    • Shortland1    Warwick2
  • 272
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    • ref. 104
    • Toulmin, op. cit. (ref. 104), 357.
    • Archeion , pp. 357
    • Toulmin1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.