Carl Linnaeus known after his ennoblement as Carl von Linné, was a Swedish botanist and zoologist who formalised binomial nomenclature, the modern system of naming organisms. He is known as the "father of modern taxonomy". Many of his writings were in Latin, his name is rendered in Latin as Carolus Linnæus. Linnaeus was born in the countryside of Småland in southern Sweden, he received most of his higher education at Uppsala University and began giving lectures in botany there in 1730. He lived abroad between 1735 and 1738, where he studied and published the first edition of his Systema Naturae in the Netherlands, he returned to Sweden where he became professor of medicine and botany at Uppsala. In the 1740s, he was sent on several journeys through Sweden to find and classify plants and animals. In the 1750s and 1760s, he continued to collect and classify animals and minerals, while publishing several volumes, he was one of the most acclaimed scientists in Europe at the time of his death. Philosopher Jean-Jacques Rousseau sent him the message: "Tell him I know no greater man on earth."
Johann Wolfgang von Goethe wrote: "With the exception of Shakespeare and Spinoza, I know no one among the no longer living who has influenced me more strongly." Swedish author August Strindberg wrote: "Linnaeus was in reality a poet who happened to become a naturalist." Linnaeus has been called Princeps botanicorum and "The Pliny of the North". He is considered as one of the founders of modern ecology. In botany and zoology, the abbreviation L. is used to indicate Linnaeus as the authority for a species' name. In older publications, the abbreviation "Linn." is found. Linnaeus's remains comprise the type specimen for the species Homo sapiens following the International Code of Zoological Nomenclature, since the sole specimen that he is known to have examined was himself. Linnaeus was born in the village of Råshult in Småland, Sweden, on 23 May 1707, he was the first child of Christina Brodersonia. His siblings were Anna Maria Linnæa, Sofia Juliana Linnæa, Samuel Linnæus, Emerentia Linnæa, his father taught him Latin as a small child.
One of a long line of peasants and priests, Nils was an amateur botanist, a Lutheran minister, the curate of the small village of Stenbrohult in Småland. Christina was the daughter of the rector of Samuel Brodersonius. A year after Linnaeus's birth, his grandfather Samuel Brodersonius died, his father Nils became the rector of Stenbrohult; the family moved into the rectory from the curate's house. In his early years, Linnaeus seemed to have a liking for plants, flowers in particular. Whenever he was upset, he was given a flower, which calmed him. Nils spent much time in his garden and showed flowers to Linnaeus and told him their names. Soon Linnaeus was given his own patch of earth. Carl's father was the first in his ancestry to adopt a permanent surname. Before that, ancestors had used the patronymic naming system of Scandinavian countries: his father was named Ingemarsson after his father Ingemar Bengtsson; when Nils was admitted to the University of Lund, he had to take on a family name. He adopted the Latinate name Linnæus after a giant linden tree, lind in Swedish, that grew on the family homestead.
This name was spelled with the æ ligature. When Carl was born, he was named Carl Linnæus, with his father's family name; the son always spelled it with the æ ligature, both in handwritten documents and in publications. Carl's patronymic would have been Nilsson, as in Carl Nilsson Linnæus. Linnaeus's father began teaching him basic Latin and geography at an early age; when Linnaeus was seven, Nils decided to hire a tutor for him. The parents picked a son of a local yeoman. Linnaeus did not like him, writing in his autobiography that Telander "was better calculated to extinguish a child's talents than develop them". Two years after his tutoring had begun, he was sent to the Lower Grammar School at Växjö in 1717. Linnaeus studied going to the countryside to look for plants, he reached the last year of the Lower School when he was fifteen, taught by the headmaster, Daniel Lannerus, interested in botany. Lannerus gave him the run of his garden, he introduced him to Johan Rothman, the state doctor of Småland and a teacher at Katedralskolan in Växjö.
A botanist, Rothman broadened Linnaeus's interest in botany and helped him develop an interest in medicine. By the age of 17, Linnaeus had become well acquainted with the existing botanical literature, he remarks in his journal that he "read day and night, knowing like the back of my hand, Arvidh Månsson's Rydaholm Book of Herbs, Tillandz's Flora Åboensis, Palmberg's Serta Florea Suecana, Bromelii Chloros Gothica and Rudbeckii Hortus Upsaliensis...."Linnaeus entered the Växjö Katedralskola in 1724, where he studied Greek, Hebrew and mathematics, a curriculum designed for boys preparing for the priesthood. In the last year at the gymnasium, Linnaeus's father visited to ask the professors how his son's studies were progressing. Rothman believed otherwise; the doctor offered to have Linnaeus live with his family in Växjö and to teach him physiology and botany. Nils accepted this offer. Rothman showed Linnaeus that botany was a serious sub
Natural history is a domain of inquiry involving organisms including animals and plants in their environment. A person who studies natural history is called natural historian. Natural history is not limited to it, it involves the systematic study of any category of natural organisms. So while it dates from studies in the ancient Greco-Roman world and the mediaeval Arabic world, through to European Renaissance naturalists working in near isolation, today's natural history is a cross discipline umbrella of many specialty sciences; the meaning of the English term "natural history" has narrowed progressively with time. In antiquity, "natural history" covered anything connected with nature, or which used materials drawn from nature, such as Pliny the Elder's encyclopedia of this title, published circa 77 to 79 AD, which covers astronomy, geography and their technology and superstition, as well as animals and plants. Medieval European academics considered knowledge to have two main divisions: the humanities and divinity, with science studied through texts rather than observation or experiment.
The study of nature revived in the Renaissance, became a third branch of academic knowledge, itself divided into descriptive natural history and natural philosophy, the analytical study of nature. In modern terms, natural philosophy corresponded to modern physics and chemistry, while natural history included the biological and geological sciences; the two were associated. During the heyday of the gentleman scientists, many people contributed to both fields, early papers in both were read at professional science society meetings such as the Royal Society and the French Academy of Sciences – both founded during the seventeenth century. Natural history had been encouraged by practical motives, such as Linnaeus' aspiration to improve the economic condition of Sweden; the Industrial Revolution prompted the development of geology to help find useful mineral deposits. Modern definitions of natural history come from a variety of fields and sources, many of the modern definitions emphasize a particular aspect of the field, creating a plurality of definitions with a number of common themes among them.
For example, while natural history is most defined as a type of observation and a subject of study, it can be defined as a body of knowledge, as a craft or a practice, in which the emphasis is placed more on the observer than on the observed. Definitions from biologists focus on the scientific study of individual organisms in their environment, as seen in this definition by Marston Bates: "Natural history is the study of animals and Plants – of organisms.... I like to think of natural history as the study of life at the level of the individual – of what plants and animals do, how they react to each other and their environment, how they are organized into larger groupings like populations and communities" and this more recent definition by D. S. Wilcove and T. Eisner: "The close observation of organisms—their origins, their evolution, their behavior, their relationships with other species"; this focus on organisms in their environment is echoed by H. W. Greene and J. B. Losos: "Natural history focuses on where organisms are and what they do in their environment, including interactions with other organisms.
It encompasses changes in internal states insofar as they pertain to what organisms do". Some definitions go further, focusing on direct observation of organisms in their environment, both past and present, such as this one by G. A. Bartholomew: "A student of natural history, or a naturalist, studies the world by observing plants and animals directly; because organisms are functionally inseparable from the environment in which they live and because their structure and function cannot be adequately interpreted without knowing some of their evolutionary history, the study of natural history embraces the study of fossils as well as physiographic and other aspects of the physical environment". A common thread in many definitions of natural history is the inclusion of a descriptive component, as seen in a recent definition by H. W. Greene: "Descriptive ecology and ethology". Several authors have argued for a more expansive view of natural history, including S. Herman, who defines the field as "the scientific study of plants and animals in their natural environments.
It is concerned with levels of organization from the individual organism to the ecosystem, stresses identification, life history, distribution and inter-relationships. It and appropriately includes an esthetic component", T. Fleischner, who defines the field more broadly, as "A practice of intentional, focused attentiveness and receptivity to the more-than-human world, guided by honesty and accuracy"; these definitions explicitly include the arts in the field of natural history, are aligned with the broad definition outlined by B. Lopez, who defines the field as the "Patient interrogation of a landscape" while referring to the natural history knowledge of the Eskimo. A different framework for natural history, covering a similar range of themes, is implied in the scope of work encompassed by many leading natural history museums, which include elements of anthropology, geology and astronomy along with botany and zoology, or include both cultural and natural components of the world; the pl
History of Animals
History of Animals is one of the major texts on biology by the ancient Greek philosopher Aristotle, who had studied at Plato's Academy in Athens. It was written in the fourth century BC. Seen as a pioneering work of zoology, Aristotle frames his text by explaining that he is investigating the what prior to establishing the why; the book is thus an attempt to apply philosophy to part of the natural world. Throughout the work, Aristotle seeks to identify differences, both between individuals and between groups. A group is established when it is seen that all members have the same set of distinguishing features; this relationship between the birds and their features is recognized as a universal. The History of Animals contains many accurate eye-witness observations, in particular of the marine biology around the island of Lesbos, such as that the octopus had colour-changing abilities and a sperm-transferring tentacle, that the young of a dogfish grow inside their mother's body, or that the male of a river catfish guards the eggs after the female has left.
Some of these were long considered fanciful before being rediscovered in the nineteenth century. Aristotle has been accused of making errors, but some are due to misinterpretation of his text, others may have been based on genuine observation, he did however make somewhat uncritical use of evidence from other people, such as travellers and beekeepers. The History of Animals had a powerful influence on zoology for some two thousand years, it continued to be a primary source of knowledge until in the sixteenth century zoologists including Conrad Gessner, all influenced by Aristotle, wrote their own studies of the subject. Aristotle studied at Plato's Academy in Athens. Like Plato, he sought universals in his philosophy, but unlike Plato he backed up his views with detailed observation, notably of the natural history of the island of Lesbos and the marine life in the island's lagoon at Pyrrha; this study made him the earliest natural historian. No detailed work on zoology was attempted until the sixteenth century.
His writings on zoology form about a quarter of his surviving work. Aristotle's pupil Theophrastus wrote a similar book on botany, Enquiry into Plants. In the History of Animals, Aristotle sets out to investigate the existing facts, prior to establishing their causes; the book is thus a defence of his method of investigating zoology. Aristotle investigates four types of differences between animals: differences in particular body parts. To illustrate the philosophical method, consider one grouping of many kinds of animal,'birds': all members of this group possess the same distinguishing features—feathers, wings and two bony legs; this is an instance of a universal: if something is a bird, it will have feathers and wings. On the other hand, some animals that have red blood have lungs; this implies, in Aristotle's reasoning. Book I The grouping of animals and the parts of the human body. Aristotle describes the parts that the human body is made of, such as the skull, face, ears, tongue, belly, viscera and limbs.
Book II The different parts of red-blooded animals. Aristotle writes about limbs, the teeth of dogs, horses and elephant. Book III The internal organs, including generative system, sinews, bone etc, he moves on to the blood, bone marrow, milk including rennet and cheese, semen. Book IV Animals without blood – cephalopods, etc. In chapter 8, he describes the sense organs of animals. Chapter 10 considers whether it occurs in fish. Books V and VI Reproduction and sexual of marine invertebrates, quadrupeds, snakes and terrestrial arthropods including ichneumon wasps, ants, scorpions and grasshoppers. Book VII Reproduction of man, including puberty, pregnancy, the embryo, labour and diseases of infants. Book VIII The character and habits of animals, migration, animal diseases including bee parasites, the influence of climate. Book IX Social behaviour in animals. A Book X is included in some versions, dealing with the causes of barrenness in women, but is regarded as not being by Aristotle. In the preface to his translation, D'Arcy Wentworth Thompson calls it "spurious beyond question".
The History of Animals contains a large number of eye-witness observations, in particular of marine biology, in sharp contrast to Plato's "symbolic zoology". Aristotle's style and precision can be seen in the passage where he discusses the behaviour and anatomy of the cephalopods, mentioning the use of ink against predators and signalling; this is D'Arcy Thompson's trans
Age of Enlightenment
The Age of Enlightenment was an intellectual and philosophical movement that dominated the world of ideas in Europe during the 18th century, the "Century of Philosophy". Some consider Descartes' 1637 statement "I think" to have sparked the period. Others cite the publication of Isaac Newton's Principia Mathematica. French historians traditionally date the Enlightenment from 1715 to 1789, from the beginning of the reign of Louis XV until the French Revolution. Most end it with the turn of the 19th century. Philosophers and scientists of the period circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons, coffeehouses and in printed books and pamphlets; the ideas of the Enlightenment undermined the authority of the monarchy and the Church and paved the way for the political revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage to the Enlightenment; the Enlightenment included a range of ideas centered on reason as the primary source of knowledge and advanced ideals such as liberty, toleration, constitutional government and separation of church and state.
In France, the central doctrines of the Enlightenment philosophers were individual liberty and religious tolerance, in opposition to an absolute monarchy and the fixed dogmas of the Roman Catholic Church. The Enlightenment was marked by an emphasis on the scientific method and reductionism, along with increased questioning of religious orthodoxy—an attitude captured by the phrase Sapere aude; the Age of Enlightenment was preceded by and associated with the scientific revolution. Earlier philosophers whose work influenced the Enlightenment included Bacon, Descartes and Spinoza; the major figures of the Enlightenment included Beccaria, Hume, Montesquieu, Adam Smith, Voltaire. Some European rulers, including Catherine II of Russia, Joseph II of Austria and Frederick II of Prussia, tried to apply Enlightenment thought on religious and political tolerance, which became known as enlightened absolutism. Benjamin Franklin visited Europe and contributed to the scientific and political debates there and brought the newest ideas back to Philadelphia.
Thomas Jefferson followed European ideas and incorporated some of the ideals of the Enlightenment into the Declaration of Independence. One of his peers, James Madison, incorporated these ideals into the United States Constitution during its framing in 1787; the most influential publication of the Enlightenment was the Encyclopédie. Published between 1751 and 1772 in thirty-five volumes, it was compiled by Diderot, d'Alembert and a team of 150 scientists and philosophers, it helped spread the ideas of the Enlightenment across Europe and beyond. Other landmark publications were Voltaire's Dictionnaire Letters on the English; the ideas of the Enlightenment played a major role in inspiring the French Revolution, which began in 1789. After the Revolution, the Enlightenment was followed by the intellectual movement known as Romanticism. René Descartes' rationalist philosophy laid the foundation for enlightenment thinking, his attempt to construct the sciences on a secure metaphysical foundation was not as successful as his method of doubt applied in philosophic areas leading to a dualistic doctrine of mind and matter.
His skepticism was refined by John Locke's Essay Concerning Human Understanding and David Hume's writings in the 1740s. His dualism was challenged by Spinoza's uncompromising assertion of the unity of matter in his Tractatus and Ethics; these laid down two distinct lines of Enlightenment thought: first, the moderate variety, following Descartes and Christian Wolff, which sought accommodation between reform and the traditional systems of power and faith, second, the radical enlightenment, inspired by the philosophy of Spinoza, advocating democracy, individual liberty, freedom of expression and eradication of religious authority. The moderate variety tended to be deistic, whereas the radical tendency separated the basis of morality from theology. Both lines of thought were opposed by a conservative Counter-Enlightenment, which sought a return to faith. In the mid-18th century, Paris became the center of an explosion of philosophic and scientific activity challenging traditional doctrines and dogmas.
The philosophic movement was led by Voltaire and Jean-Jacques Rousseau, who argued for a society based upon reason as in ancient Greece rather than faith and Catholic doctrine, for a new civil order based on natural law, for science based on experiments and observation. The political philosopher Montesquieu introduced the idea of a separation of powers in a government, a concept, enthusiastically adopted by the authors of the United States Constitution. While the Philosophes of the French Enlightenment were not revolutionaries and many were members of the nobility, their ideas played an important part in undermining the legitimacy of the Old Regime and shaping the French Revolution. Francis Hutcheson, a moral philosopher, described the utilitarian and consequentialist principle that virtue is that which provides, in his words, "the greatest happiness for the greatest numbers". Much of what is incorporated in the scientific method
A spice is a seed, root, bark, or other plant substance used for flavoring, coloring or preserving food. Spices are distinguished from herbs, which are the leaves, flowers, or stems of plants used for flavoring or as a garnish. Many spices have antimicrobial properties; this may explain why spices are more used in warmer climates, which have more infectious diseases, why the use of spices is prominent in meat, susceptible to spoiling. Spices are sometimes used in religious rituals, cosmetics or perfume production; the spice trade developed throughout the Indian subcontinent and Middle East by at earliest 2000 BCE with cinnamon and black pepper, in East Asia with herbs and pepper. The Egyptians used herbs for mummification and their demand for exotic spices and herbs helped stimulate world trade; the word spice comes from the Old French word espice, which became epice, which came from the Latin root spec, the noun referring to "appearance, kind": species has the same root. By 1000 BCE, medical systems based upon herbs could be found in China and India.
Early uses were connected with magic, religion and preservation. Cloves were used in Mesopotamia by 1700 BCE; the ancient Indian epic Ramayana mentions cloves. The Romans had cloves in the 1st century CE; the earliest written records of spices come from ancient Egyptian and Indian cultures. The Ebers Papyrus from Early Egyptians that dates from 1550 B. C. E. Describes some eight hundred different medicinal remedies and numerous medicinal procedures. Historians believe that nutmeg, which originates from the Banda Islands in Southeast Asia, was introduced to Europe in the 6th century BCE. Indonesian merchants traveled around China, the Middle East, the east coast of Africa. Arab merchants facilitated the routes through India; this resulted in the Egyptian port city of Alexandria being the main trading center for spices. The most important discovery prior to the European spice trade were the monsoon winds. Sailing from Eastern spice cultivators to Western European consumers replaced the land-locked spice routes once facilitated by the Middle East Arab caravans.
In the story of Genesis, Joseph was sold into slavery by his brothers to spice merchants. In the biblical poem Song of Solomon, the male speaker compares his beloved to many forms of spices. Spices were among the most demanded and expensive products available in Europe in the Middle Ages, the most common being black pepper, cumin, nutmeg and cloves. Given medieval medicine's main theory of humorism and herbs were indispensable to balance "humors" in food, a daily basis for good health at a time of recurrent pandemics. In addition to being desired by those using medieval medicine, the European elite craved spices in the Middle Ages. An example of the European aristocracy's demand for spice comes from the King of Aragon, who invested substantial resources into bringing back spices to Spain in the 12th century, he was looking for spices to put in wine, was not alone among European monarchs at the time to have such a desire for spice. Spices were all imported from plantations in Africa, which made them expensive.
From the 8th until the 15th century, the Republic of Venice had the monopoly on spice trade with the Middle East, along with it the neighboring Italian maritime republics and city-states. The trade made the region rich, it has been estimated that around 1,000 tons of pepper and 1,000 tons of the other common spices were imported into Western Europe each year during the Late Middle Ages. The value of these goods was the equivalent of a yearly supply of grain for 1.5 million people. The most exclusive was saffron, used as much for its vivid yellow-red color as for its flavor. Spices that have now fallen into obscurity in European cuisine include grains of paradise, a relative of cardamom which replaced pepper in late medieval north French cooking, long pepper, spikenard and cubeb. Spain and Portugal were interested in seeking new routes to trade in spices and other valuable products from Asia; the control of trade routes and the spice-producing regions were the main reasons that Portuguese navigator Vasco da Gama sailed to India in 1499.
When Gama discovered the pepper market in India, he was able to secure peppers for a much cheaper price than the ones demanded by Venice. At around the same time, Christopher Columbus returned from the New World, he described to investors new spices available there. Another source of competition in the spice trade during the 15th and 16th century was the Ragusans from the maritime republic of Dubrovnik in southern Croatia; the military prowess of Afonso de Albuquerque allowed the Portuguese to take control of the sea routes to India. In 1506, he took the island of Socotra in the mouth of the Red Sea and, in 1507, Ormuz in the Persian Gulf. Since becoming the viceroy of the Indies, he took Goa in India in 1510, Malacca on the Malay peninsula in 1511; the Portuguese could now trade directly with Siam and the Maluku Islands. With the discovery of the New World came new spices, including allspice, chili peppers and chocolate; this development kept the spice trade, with America as a late comer with its new seasonings, profitable well into the 19th century.
One issue with spices today is dilution, where spices are blended to make inferior quality powdered spices, by including roots and other admixture in production of spice powder. A spice may be available in several forms: pre-ground dried. Spices are dried. Spices may be ground into a powder for c
Cambridge University Press
Cambridge University Press is the publishing business of the University of Cambridge. Granted letters patent by King Henry VIII in 1534, it is the world's oldest publishing house and the second-largest university press in the world, it holds letters patent as the Queen's Printer. The press mission is "to further the University's mission by disseminating knowledge in the pursuit of education and research at the highest international levels of excellence". Cambridge University Press is a department of the University of Cambridge and is both an academic and educational publisher. With a global sales presence, publishing hubs, offices in more than 40 countries, it publishes over 50,000 titles by authors from over 100 countries, its publishing includes academic journals, reference works and English language teaching and learning publications. Cambridge University Press is a charitable enterprise that transfers part of its annual surplus back to the university. Cambridge University Press is both the oldest publishing house in the world and the oldest university press.
It originated from letters patent granted to the University of Cambridge by Henry VIII in 1534, has been producing books continuously since the first University Press book was printed. Cambridge is one of the two privileged presses. Authors published by Cambridge have included John Milton, William Harvey, Isaac Newton, Bertrand Russell, Stephen Hawking. University printing began in Cambridge when the first practising University Printer, Thomas Thomas, set up a printing house on the site of what became the Senate House lawn – a few yards from where the press's bookshop now stands. In those days, the Stationers' Company in London jealously guarded its monopoly of printing, which explains the delay between the date of the university's letters patent and the printing of the first book. In 1591, Thomas's successor, John Legate, printed the first Cambridge Bible, an octavo edition of the popular Geneva Bible; the London Stationers objected strenuously. The university's response was to point out the provision in its charter to print "all manner of books".
Thus began the press's tradition of publishing the Bible, a tradition that has endured for over four centuries, beginning with the Geneva Bible, continuing with the Authorized Version, the Revised Version, the New English Bible and the Revised English Bible. The restrictions and compromises forced upon Cambridge by the dispute with the London Stationers did not come to an end until the scholar Richard Bentley was given the power to set up a'new-style press' in 1696. In July 1697 the Duke of Somerset made a loan of £200 to the university "towards the printing house and presse" and James Halman, Registrary of the University, lent £100 for the same purpose, it was in Bentley's time, in 1698, that a body of senior scholars was appointed to be responsible to the university for the press's affairs. The Press Syndicate's publishing committee still meets and its role still includes the review and approval of the press's planned output. John Baskerville became University Printer in the mid-eighteenth century.
Baskerville's concern was the production of the finest possible books using his own type-design and printing techniques. Baskerville wrote, "The importance of the work demands all my attention. Caxton would have found nothing to surprise him if he had walked into the press's printing house in the eighteenth century: all the type was still being set by hand. A technological breakthrough was badly needed, it came when Lord Stanhope perfected the making of stereotype plates; this involved making a mould of the whole surface of a page of type and casting plates from that mould. The press was the first to use this technique, in 1805 produced the technically successful and much-reprinted Cambridge Stereotype Bible. By the 1850s the press was using steam-powered machine presses, employing two to three hundred people, occupying several buildings in the Silver Street and Mill Lane area, including the one that the press still occupies, the Pitt Building, built for the press and in honour of William Pitt the Younger.
Under the stewardship of C. J. Clay, University Printer from 1854 to 1882, the press increased the size and scale of its academic and educational publishing operation. An important factor in this increase was the inauguration of its list of schoolbooks. During Clay's administration, the press undertook a sizeable co-publishing venture with Oxford: the Revised Version of the Bible, begun in 1870 and completed in 1885, it was in this period as well that the Syndics of the press turned down what became the Oxford English Dictionary—a proposal for, brought to Cambridge by James Murray before he turned to Oxford. The appointment of R. T. Wright as Secretary of the Press Syndicate in 1892 marked the beginning of the press's development as a modern publishing business with a defined editorial policy and administrative structure, it was Wright who devised the plan for one of the most distinctive Cambridge contributions to publishing—the Cambridge Histories. The Cambridge Modern History was published