The institutionalization of natural knowledge in the form of a scientific society may be interpreted in several ways. If we wish to view science as something apart, unchanging in its intellectual nature, we may regard the scientific enterprise as presenting to the sustaining social system a number of absolute and necessary organizational demands: for example, scientific activity requires acceptance as an important social activity valued for its own sake, that is, it requires autonomy; it is separate from other forms of (...) enquiry and requires distinct institutional modes; it is public knowledge and requires a public, universalistic forum; it is productive of constant change and requires of the sustaining social system a flexibility in adapting to change. Support for such an interpretation may be found in the rise of modern science in seventeenth-century England, France, and Italy and in the accompanying rise of specifically scientific societies. Thus, the founding of the Royal Society of London may be interpreted as the organizational embodiment of immanent demands arising from scientific activity—the cashing of a blank cheque payable to science written on society's current account. (shrink)

In 1736 Colin MacLaurin, Professor of Mathematics in the University of Edinburgh petitioned the Town Council for permission to erect an astronomical observatory in the College to broaden the research and teaching base of the University. After MacLaurin's death, the Town Council and University Senate, more concerned with the promotion of the Infirmary and associated medical teaching, took no further action. The funds raised by MacLaurin were lent to his successor, and largely dissipated. In 1776 the balance was transferred to (...) the proposed Calton Hill Observatory. This private scheme was to be financially self-sufficient, generating income from the casual visitor and fees charged to students. It too failed. Funds were wasted on unnecessary architectural elaboration, the Town Council failed to meet their financial obligations, the University acquiesced in the total inactivity of the Regius Professor of Astronomy, whilst the commercial management-base of the Observatory vitiated any serious scientific activity. (shrink)

In what follows I use the term ‘academic engineering’ to describe the teaching of engineering within a university or college of higher education: specifically, this differentiates an institutional teaching framework from the broader assimilation of engineering working practices in nineteenth-century Britain by the then standard method of apprenticeship or pupillage, and from the practice of engineering as a profession. The growth of academic engineering, both in terms of student numbers and the variety of courses, profoundly influenced the structure of what (...) we might call ‘practical engineering’, the status of engineering as a profession searching for recognition within society, and the corporate relationship between engineers and places of higher education. These are issues which I will only touch on here. (shrink)