These volumes conclude a series initiated in 1974, marking almost fifty years of effort by a huge cohort of scholars. This review is thus a valedictory for the whole series as well as an account of what we have learned from the most recent volumes about Darwin's final years (1879–82). The project was begun by Frederick Burckhardt, who shared the editorial role for the early volumes with Sydney Smith and a rolling sequence of assistant editors and advisers who eventually comprised a significant fraction of the leading members of what used to be called the ‘Darwin industry’. Smith passed away in 1988 (volume 7 notes his legacy). Burkardt too left this world in 2007 – volume 16, part 1 includes an obituary, but his name has been retained and Cambridge University Press still ask that the series be cited as ‘Burkhardt et al.’ Duncan Porter took over for volumes 8–15, again with a sequence of fellow editors and assistants, after which James Secord became head of the project through its final years. The dedications of successive volumes record the efforts of individual scholars who have aided the teams and the involvement of the many institutions and foundations that have leant moral and material support over the years. For those of us with Cambridge connections, the University Library will not seem the same without the presence of the team it supported.

Gordon Barrett (GB): Research Associate, Centre for the History of Science, Technology and Medicine, University of Manchester, UK (special issue co-editor).

In 1976 Raymond Williams commented, ‘Culture is one of the two or three most complicated words in the English language.’ Such implied difficulty has not prevented Bloomsbury Academic, since the 2000s, from publishing around forty series of their well-produced and generously illustrated Cultural Histories, with, according to their website, a further fifty in progress. Each series contains six volumes, each book covering, in theory, the same chronological period (antiquity, the Middle Ages, the Renaissance, the Enlightenment, the age of empire and the modern age), though there is some variation depending on precise topic. The idea is that one can use these books not only to read ‘horizontally’ about a subject across time, but also ‘vertically’ through different subjects in the same period – a idea made easier by the e-texts of the series on Bloomsbury's website.

In 2005, year of the first YouTube upload, historian of science Michael Mahoney argued, ‘Whereas other technologies may be said to have a nature of their own and thus to exercise some agency in their design, the computer has no such nature.’1 In the next breath, Mahoney argued that the computer does have a nature, but that it is ‘protean’ and ‘what we make of it’.2 To a student born in 2005, now exiting young adulthood into a world of some 14 trillion or more YouTube videos (many of which, no doubt, inform their education), this claim may sound strange. The computer is … what … we … make of it? A curious student might squint. Who are ‘we’? Did he mean historians? Workers? Women?

Given how thoroughly the history of quantum physics has been excavated, it might be wondered what these two hefty volumes by a physicist (Duncan) and a historian (Janssen) bring to the table. Aside from their inclusion of a wide range of recent work in this area, including some notable publications by themselves, the answer is twofold: first, as they state explicitly in the preface to the first volume, derivations of the key results are presented ‘at a level that a reader with a command of physics and mathematics comparable to that of an undergraduate in physics should be able to follow without having to take out pencil and paper’ (vol. 1, p. vi). In response to those who might raise Whiggish eyebrows, I shall simply play the ‘you-try-reading-Pascual-Jordan's-groundbreaking-work-in-the-original’ card. As the authors suggest, by using modern notation and streamlining derivations whilst also, they maintain, remaining conceptually faithful to the original sources (ibid.), the book is rendered suitable for classroom use, albeit at the higher undergraduate or graduate levels.