Over the last forty years several historians have drawn attention to aspects of the activities of lecturers on natural philosophy in Britain in the eighteenth century. Hans and others looked at the part these lecturers played in the development of education, particularly adult education. Musson and Robinson considered the possible connection between the work of the lecturers and the growth of industry, and Inkster and others have explored the relationship between lecturers and the institutions set up to support science, especially (...) around 1800.4 More recently, Schaffer has pointed to the parallels between the performances of the lecturers on natural philosophy and other contemporary cultural activities. As a consequence of these studies we know much more about the work of the lecturers, its significance, and, to a lesser extent, their relationship to their audience. (shrink)

This paper attempts to suggest the changing organisation of scientific culture and scientific institutions in London in the approximate period 1790–1820. A preliminary survey of the varieties of science in the city is followed by a treatment of one instance of informal association, the Askesian Society of 1796–1807. The intention is to provide a significant amount of data in an extra-institutional manner, and to illustrate a possible relationship between scientific culture and scientific advance. It is hoped that the essay might (...) provide a starting-point for subsequent treatments of group science in urban contexts during this phase of England's history. (shrink)

A recent note by lan Inkster observed that a Parliamentary Act of 1817 to suppress seditious meetings also posed a threat to scientific lecturers and societies between 1817 and 1820. Further evidence is presented here as to the intentions of the 1817 Act and its effects on science. It is particularly important to add to the observations of Inkster, first, that chartered societies were exempt, and second, that the Act expired on 14 July 1818, although further measures were introduced in (...) December 1819. To explain the provisions of these Acts, especially the distinctions made between lectures held by chartered societies as opposed to independent associations, it is relevant to consider how legislation to prevent seditious meetings and societies in the wake of the French Revolution demarcated between seditious blasphemy and legitimate scientific inquiry. The Acts provide an opportunity of locating science in contreversies over the freedom of speech and association. The questions arise of the relation of the 1817 Act to legislation of 1795, 1799, 1801, and 1819 which imposed licensing on lectures, and of the extent to which repressive legislation inhibited the activities of lecturers and societies. The intellectual repercussions were of such magnitude that the mathematician de Morgan observed in retrospect, ‘From 1815 to 1830 the question of revolution or no revolution lurked in all our English discussions’. (shrink)

In his recent study of the Sandemanian religious beliefs of Michael Faraday , Geoffrey Cantor points out that relatively little is known of Faraday's early life. Yet Cantor, like many biographers and authors, believes that the early life of an individual is important and needs to be studied carefully to develop a full and rounded account of the subject. The problem with Faraday is that not much was noted down at the time since his father came from the artisan class, (...) being a Sandemanian blacksmith from north-west England who had moved to London in early 1791. When a person dies at a great age there is always a problem about finding out about their early life, views and friendships. This is especially difficult if their social background is particularly humble or if they do not write an autobiography. Furthermore those who knew them when they were young are either dead, or at an advanced age where their memory may have become faulty. This circumstance can lead to anecdotal stories, without much basis, becoming enshrined uncritically in the literature. The life of Faraday provides many examples of this. (shrink)