This superb account of the development of scientific research in the state of Baden places the growth of big science in 19th century Germany within a broad social and economic context. The book analyses the growth of scientific research and its institutionalization in the state university system. With the focus on the experimental sciences, the book explores the introduction of the research ethic into the university medical curriculum, and the process by which laboratory science came to be an essential pedagogical tool in the education of the future citizens of the state. The social and economic changes that ultimately transformed Germany into a modern industrial state are considered. It was within this setting that laboratory training, once considered inappropriate for university studies, slowly increased in status, and dissatisfaction with the overly theoretical education traditionally offered by the universities began to grow. Thus, much like computers today, the scientific method in the nineteenth century came to represent an instrument for teaching not only specific skills but also a particular way of approaching, analysing, and solving the problems of an industrializing economy. This compelling volume will be of interest to historians of science, medicine, and European studies.

Who gets diabetes and why? An in‑depth examination of diabetes in the context of race, public health, class, and heredity.

Who is considered most at risk for diabetes, and why? In this thorough, engaging book, historian Arleen Tuchman examines and critiques how these questions have been answered by both the public and medical communities for over a century in the United States.

Beginning in the late nineteenth century, Tuchman describes how at different times Jews, middle‑class whites, American Indians, African Americans, and Hispanic Americans have been labeled most at risk for developing diabetes, and that such claims have reflected and perpetuated troubling assumptions about race, ethnicity, and class. She describes how diabetes underwent a mid-century transformation in the public’s eye from being a disease of wealth and “civilization” to one of poverty and “primitive” populations.

In tracing this cultural history, Tuchman argues that shifting understandings of diabetes reveal just as much about scientific and medical beliefs as they do about the cultural, racial, and economic milieus of their time.

German-born Marie Zakrzewska (1829-1902) was one of the most prominent female physicians of nineteenth-century America. Best known for creating a modern hospital and medical education program for women, Zakrzewska battled against the gendering of science and the restrictive definitions of her sex. In Science Has No Sex, Arleen Tuchman examines the life and work of a woman who continues to challenge historians of gender to this day. At a time when most women physicians laid claim to ""female"" qualities of care and nurturance to justify their professional choice, Zakrzewska insisted that all physicians, regardless of gender, should depend upon the rational faculties developed through training in the natural sciences. She viewed science as a democratizing tool--anyone could master science, she asserted, and therefore the doors to the elite profession of medicine should be opened to all. Shedding light on the changes that radically transformed medicine in the late nineteenth century, Tuchman's analysis also demonstrates how Zakrzewska's activism is important to the ongoing debate over the relationship between science and sex.