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The chapter provides an overview of how undergraduate history students are often introduced to historical research as well as a possible corrective. We offer a new approach, which we believe improves the undergraduate research experience for history students. We claim that the logic of the discipline tends to lead to curricula in which the first years of study are mainly based on secondary texts while sustained interaction with primary sources is often left toward the conclusion of undergraduate studies. At Valparaiso University we implemented a hybrid internship/independent study course in which students work at the University Archives and Special Collections while pursuing historical research projects based on the collections. We believe the course strengthens the connection of students to primary documents and encourages students to conceptualize research as a civic enterprise.
The period of the late eighteenth and early nineteenth centuries, familiar to students of literature as the age of Romanticism, has been named by some historians of science 'the second Scientific Revolution'. This chapter explores the transformation of Enlightenment public science into the more extensive but more fragmented enterprise of the early nineteenth century. It examines the several themes that featured centrally in scientific discourse of the period. Wariness and suspicion undermined the ideals of enlightened public science, of which Priestley had been the best-known spokesman. From the crucible of the 1790s, new forms of public science emerged. The cultivation of a sense of the sublimity of nature provided an aesthetic basis for communicating scientific discoveries to a broad public audience. Central to the new relationship between the sciences and their public audience was a new image of the man of science: the scientific hero.
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