How do practitioners—of any form of specialized knowledge—learn technical skills, and how do they find knowledge deemed solid and secure? Clearly, much training occurs within formal situations such as schools and laboratories. Classrooms and their textbooks have attracted due attention from historians, with a focus in the last decade or so on how teachers convey working knowledge bodily and not only abstractly to their students or apprentices. But learning does not stop with formal education, and often enough it starts elsewhere. Manuals and handbooks have long enabled informal, often self-directed education and training. They also provide a new vantage point for bringing together history of science with history of books and media, from antiquity to the present. These instructional texts and compendia codify the knowledge of a working community with an eye to communicating what a new practitioner needs to know. Such texts have also played a key role in bringing local knowledge and know-how to far-flung readers and practitioners around the globe. By following these apparently mundane texts and their uses, rather than focusing only on elite practitioners, we bring into view an exciting new set of historical connections and participants.
Continue reading “Learning by the Book: Manuals and Handbooks in the History of Science” →
What does citizenship entail? For many it is not just a passive right but rather comprises a more fragile set of practices, duties, and beliefs that need to be reworked and reaffirmed along the way. It might be useful to think of “citizenship” as a container for a wide variety of ascribed meanings in time. A century ago, when World War I came to an end, many Western nations re-evaluated what it meant to be a citizen, who was entitled to become one, which rights it entailed, and what one needed to know in order to act properly. For the protagonists of suffrage movements, full citizenship could only be realized through the attainment of civil rights and participation in the formal political process, most notably voting. The ability and desire to do that required knowledge.
Continue reading “Women’s Citizenship Education and Voting as Knowledge Practices” →
In Elizabethan London, one of the more surprising things a wealthy owner of a beautifully illustrated folio volume could do was to take a sharp knife and cut it to pieces. John Blagrave’s 1585 Mathematical Jewel, in fact, demands nothing less. This work, which introduced an elaborate instrument of Blagrave’s design for performing astronomical calculations, included woodcuts that were specifically provided in order to be cut out and used as surrogates for the brass original:
get very fine pastboord made of purpose, and then spred your paste very fine thereon, & quickly laying on this picture & clappe it streight into a presse before it bee thorowe wette with the paste (fol. ¶6v)
Continue reading “More than a Manual: Early-Modern Mathematical Instrument Books” →
Readers of this blog may have asked themselves what the image identifying the Learning by the Book contributions shows. At first glance, the photo simply contains a row of worn, bound, heavy handbooks on a library shelf. The books are arguably very European and modern; however, they convey an aspect of “bookish” materiality that many of the contributions to this blog, regardless of time period or region, deal with in quite diverse ways. Continue reading “The Politics of the Handbook” →
In one month, an international group of almost 40 scholars will convene at Princeton for four days to discuss manuals and handbooks. We—Angela Creager, Elaine Leong, Kerstin von der Krone, and Mathias Grote, aka the organizers—are absolutely thrilled about what will be a great event to explore a novel field of study, straddling continents and ages, bringing together our field, the history of science/knowledge, with the history of the book and media. In posts added to this blog in the coming weeks, we aim to get the ball rolling among our participants and visitors, but we’d also like to start a conversation with everybody interested in this subject—not least since we received more than 150 applications to our conference and were not able to accommodate many promising proposals. So consider this a little virtual conference before the conference.
Continue reading “Why Manuals and Handbooks? Why Now?” →
Manuals and handbooks are widely disseminated tools in the production and circulation of knowledge, used not only in education, science, and technology, but also in broader social and cultural contexts, such as the arts, religion, business, and politics. Undertaking to present a concise body of knowledge on a specific subject, they serve as reference and instructional works about particular subjects and related practices and procedures. Originally in the form of compact books or brochures, they were easy to carry around, ready to use when needed. The claim to present the most comprehensive knowledge on a particular topic also produced less handy versions of handbooks, however, even multivolume reference works. In recent years, many handbooks have morphed into electronic tools accessible on our mobile devices, available almost everywhere.
Continue reading “Learning by the Book: Manuals and Handbooks in the History of Knowledge” →