The Swedish naturalist Carl Linnaeus is famous for having turned botany into a systematic discipline, through his classification systems—most notably the sexual system—and his nomenclature. Throughout his life, Linnaeus experimented with various paper technologies designed to display information synoptically. The list took pride of place among these and is also the common element of more complex representations he produced, such as genera descriptions and his “natural system.” Taking clues from the anthropology of writing, this essay seeks to demonstrate that lists (...) can be considered as genuine research technologies. They possess a potential to generate research problems of their own but also pose limitations to inquiries that can be overcome only by the use of new media. (shrink)

Abstract“Staining is the Best Policy”. Visualization in the work of Paul Ehrlich. For nearly all of his life, the biomedical scientist Paul Ehrlich dedicated himself to work on dyes and staining at the interface between so‐called color‐chemistry and histopathology. The article begins by sketching out the field of histopathology at the junction of pathological anatomy, microtechniques, and the development of chemical dyes in the early 1870s when Ehrlich began his training as a medical student. The article explores Ehrlich's work staining (...) first tissue and blood, and then pathogens and vital staining in the 1880s. In the late 1880s and 1890s, Ehrlich experimented with dyes as therapeutic agents. Staining made the invisible visible, revealing cell structures, pathogens, or vital physiological processes within the cell itself. The article shows how visualization became an essential – albeit laborious and painstaking – element in the epistemic process of Ehrlich's work. The production of histological specimens required special skills acquired through extensive practice, especially in the techniques of visualization, manipulation, observation, and tacit understanding. These practices were needed because it was increasingly necessary to produce objective results once the various techniques of visualization came to be assessed within a discourse on objectivity. Visualization itself became an epistemic object and was ultimately “more important than the subject matter itself”. (shrink)

This paper proposes an outline for a typology of the different forms that scientific objects can take in the life sciences. The first section discusses preparations (or specimens)—a form of scientific object that accompanied the development of modern biology in different guises from the seventeenth century to the present: as anatomical–morphological specimens, as microscopic cuts, and as biochemical preparations. In the second section, the characteristics of models in biology are discussed. They became prominent from the end of the nineteenth century (...) onwards. Some remarks on the role of simulations—characterising the life sciences of the turn from the twentieth to the twenty-first century—conclude the paper. -/- . (shrink)

The article analyses the role of time in the visual culture of two phases in embryological research: at the end of the nineteenth century, and in the years around 2000. The first case study involves microscopical cytology, the second reproductive genetics. In the 1870s we observe the first of a series of abstractions in research methodology on conception and development, moving from a method propagated as the observation of the “real” living object to the production of stained and fixated objects (...) that are then aligned in temporal order. This process of abstraction ultimately fosters a dissociation between space and time in the research phenomenon, which after 2000 is problematized and explicitly tackled in embryology. Mass data computing made it possible partially to re-include temporal complexity in reproductive genetics in certain, though not all, fields of reproductive genetics. Here research question, instrument and modelling interact in ways that produce very different temporal relationships. Specifically, this article suggests that the different techniques in the late nineteenth century and around 2000 were employed in order to align the time of the researcher with that of the phenomenon and to economize the researcher’s work in interaction with the research material’s own temporal challenges. (shrink)

What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching (...) from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time. (shrink)