It was in the closing year of the nineteenth century that Paul Tannery organized at an international historical congress the first international meeting devoted to the history of science. If antiquity would make a scholarly subject respectable, scholarship in the history of science must be beyond reproach; still earlier than Tannery and his colleagues in many European countries were the German historian of chemistry Kopp, and William Whewell, Master of Trinity; the eighteenth century had produced substantial works like those on mathematics and astronomy of Montucla and Delambre; Isaac Vossius and others virtually take these studies back to the Renaissance and Polydore Vergil. Just as in our day such classical scholars as Heiberg, Bailey, Housman, Drachman or Peck have chosen scientific texts as their subjects, so in the past, too, learning and science have met on this common ground. Few creative mathematicians of the seventeenth century thought that attention to the writings of Euclid or Archimedes was a waste of time.

The aim of this paper is to report some little-known aspects of sixteenth-century physics as these relate to the development of mechanics in the seventeenth century. The research herein reported grew out of a study on the mechanics of Domingo de Soto, a sixteenth-century Spanish scholastic,1 which has been concerned, in part, with examining critically Pierre Duhem's thesis that the English “Calculatores” of the fourteenth century were a primary source for Galileo's science.2 The conclusion to which this has come, thus far, is that Duhem had important insights into the late medieval preparation for the modern science of mechanics, but that he left out many of the steps. And the steps are important, whether one holds for a continuity theory or a discontinuity theory vis-à-vis the connection between late medieval and early modern science.

The list of Antoine-Laurent Lavoisier's opponents is a long and distinguished one, ranging from Joseph Priestley and Henry Cavendish to Jean-Paul Marat. Among the less distinguished members of this company is Antoine Monnet, a minor chemist and mineralogist whose fame rests in large part on the very fact that he and Lavoisier became enemies. Unlike his better-known contemporaries, Monnet remains almost wholly neglected, and no attempt has yet been made to sort out the issues in his controversy with Lavoisier; instead, Lavoisier's biographers have been content to accept Lavoisier's own version of at least a part of the affair, with the result that Monnet has emerged as the villain of the piece and Lavoisier as the injured victim. The two men probably first came into close contact in 1776 or 1777, the nature of their relationship has remained obscure for the period 1777–1780, and the situation after 1780 has been summarized by biographers in a manner resembling that of Edouard Grimaux:

“ayant en main tous les documents réunis par Guettard et Lavoisier, il [Monnet] ajouta de nouvelles cartes à celles qui étaient déjà gravées, et publia, en 1780, un altas minéralogique incomplet, qu'il signa avec Guettard, tout en s'attribuant la plus grande part du travail. Il cita, il est vrai, Lavoisier comme l'auteur des seize premières cartes, mais il utilisa sans son aveu et sans le nommer les matériaux préparés pour le reste du travail, et négligea d'indiquer que les coupes placées en marge de chaque carte étaient le résultat des nivellements faits au baromètre par Lavoisier. Celui-ci en fut vivement froissé … Il trouva toujours en Monnet un adversaire obstiné qui, en 1798, attaquait encore les doctrines nouvelles en publiant une soi-disant Démonstration de la fausseté des principes des nouveaux chimistes.”

Thomas Thomson (177–1852) is primarily remembered as the author of the textbook A System of Chemistry which dominated the British field for about 30 years. In his chosen subject of chemistry his enthusiastic support of Daltonian chemical atomism and his zealous support of Prout's hypothesis have been recently recognized. Yet his activities were not as restricted as received opinion suggests. When Thomson assumed in 1818 the newly created Regius Chair of Chemistry at the University of Glasgow, the prospects for him as teacher and researcher were apparently encouraging. But he met difficulties in his attempts to elevate the status of the Regius Professors at Glasgow and in his concurrent endeavours to develop chemistry as an autonomous science. The ensuing controversy, first private and then public, spanned more than 20 rancorous years. Only one of Thomson's obituarists, however, even briefly mentions this debate; and recent writers on Thomson either ignore it completely or skim over it lightly. The main purpose of this paper is therefore to redress the balance of previous work on Thomson by outlining the chief features of his professorial period, paying particular attention to his style of teaching and attitude to his subject. For Thomson the development of his discipline was inseparable from the question of his status as a Regius Professor. Accordingly I also try to show that he played an important role in the movement for reform of the Scottish Universities and I discuss the structure of power at the University of Glasgow. Such analysis is necessary for understanding Thomson's appraisal of his situation as Regius Professor of Chemistry. In order to put his professorial period into the context of his earlier work I introduce the main body of the article with a short reconsideration of the form and significance of his career before 1817, when he moved to Glasgow.

So great has been the impact of Darwinian evolution upon contemporary thought that even the tiniest aspect of Darwin's own history assumes importance as a datum in the history of those ideas which provide the ideological base of the contemporary world. In all of the accounts of the intellectual journey which led to the formulation of that theory, a great deal of stress is placed upon the Beagle voyage, that prolonged period of initiation from which the young Darwin returned, the sober—and too often in later accounts, sombre—naturalist, scientifically seasoned by his experiences with a world observed but still unexplained and hardly known. The traditional outlines of the story have been repeated over and over again: the outfitting of the Beagle for its surveying responsibilities; Fitzroy's proposal that “some well-educated and scientific person should be sought for who would willingly share such accommodations as I had to offer, in order to profit by the opportunity of visiting distant countries yet little known”; Henslow's recommendation of his friend and student Darwin; the parental refusal; and, finally, the permission granted. In the retelling, in the almost mystical affect attached to the Beagle voyage and to Darwin's participation, the association of the inexperienced youth with the Beagle has become a fixed point in intellectual history.