(This article first appeared in
Education in Chemistry in September 2004
and is reproduced by kind permission of the authors and the publishing
department of the RSC.)
A History of World Science: In four objects from the
Cuming Museum, Southwark, London, and discussed,
assessed and presented, by local children 2000-2001
During 2010 Neil MacGregor, Director of The British Museum, presented a
series of B.B.C. Radio 4 programmes entitled “A History of the World in
100 Objects from The British Museum.” What is less well known is that a
decade ago, I conceived, wrote and produced a somewhat similar event, but
aimed at stimulating interest in local science amongst children in deprived
communities such as the Elephant & Castle neighbourhood of Southwark.
That aim stemmed from earlier work of mine which had shown that
stimulating interest in local science can best be done via the children in such
communities (1). Using that approach, I told a class often year olds the
emotive story of how badly local John Newlands was treated after he
presented his theory of the ‘Law of Octaves’ to eminent members of the
Chemical Society. On hearing this, the children were so moved that they
asked if they could act the story. This they did, firstly when they performed
my play to great acclaim at an R.S.C. symposium on the periodic table - but
also at many Southwark schools and other local events, such as the West
Fig. 1. The start of my Elephant & Castle, Newlands science play of © 1998
D.H. Leaback.
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Square Summer Fete shown below in Fig. 1 – in front of Newlands’
birthplace and its R.S.C. memorial plaque, which I initiated in 1998.
Fig. 2 E shows a sketch my brother and I made of a magic moment after the
original performance, when I had introduced Imperial College’s Hofmann
Professor of Chemistry, Charles Rees, to the ten-year-old girl who had taken
the role of John Newlands in the play. Prof. Rees later told me how
impressed he had been by the girl’s understanding of Newlands’ situation -
to which I responded that it was what I hoped to hear as an outcome of my
new approach to teaching the history of science such that it encourages
children to live, act and to discuss the human side of such a situation
involving how science works. I added that we had discussed such matters
during rehearsals. The children had identified with young Newlands’
disappointment of how his hopes for his theory clarifying the bewildering
range of properties of the chemical elements had been dashed by eminent
scientists who should have encouraged him to gather more information to
prove or disprove his theory. We went on to say that this is how all great
theories – like Darwin’s evolution, Mendeleev’s Periodic Table and the
current controversy of man-made climate change have been or will be
settled.
Two years later, the chance came to develop this new approach further, by
selecting a limited number of historic objects from the local Cuming
Museum’s collection, and after considering what science has told us about
them, letting the children decide which objects’ story offered most potential
for a play on the future of the world. The four objects chosen are illustrated
in Fig. 2, and were:
B) Crystalline salt mineral with atomic lattice structure determined ca.1930
C) A drawing by R. Cuming of a bee specimen in the British Museum.
A) An Egyptian Mummy mask of ca.300 B.C. painted and gilded on wood.
D) A decorated gourd from one of James Cook’s 18
th
C. Pacific voyages.
The Museum Curator and I started a class of ten year olds colouring sheets
of outline sketches of the four chosen objects, while we told the children
what we planned to do – that was, to outline the background to those objects
sufficiently so that each of four selected children would tell an invited
audience, not only about one of the objects but also about what science has
subsequently revealed of their world importance today. Afterwards we
hoped the children would choose one of those objects and I would write a
short play for them to act, illustrating the special world importance of that
particular object.
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Thus, object B was possibly our oldest specimen – being a natural crystalline
sample of salt, the like of which man could have noticed and used from
distant antiquity and wondered what could account for its beautiful regular
crystal pattern and shape. It is now widely known from modern Western
science that common salt is composed of sodium and chlorine atoms as
positive and negative charged ions arranged in a cubic array as shown in Fig.
2, and which dictates its crystalline shape. Curiously, much of that science
inquiry was carried out at the Royal Institution in London, where a
youngster, Michael Faraday, from this very Elephant & Castle
neighbourhood was so instrumental in developing such work and
communicating it to children (2, 3).
Fig. 2 shows images of coloured Cuming objects, A to D, and one of a
magic moment E from the preceding Newlands play described in the text. ©
1998 D.H. & S.I. Leaback
Object C: No-one now knows what prompted the young Richard Cuming to
make a sketch of a British Museum specimen of a bee. Could it have been
the beauty of the museum specimen, or perhaps the current curiosity to
understand how such a bulky insect can fly at all? What is known is that at
the tender age of 4 years, Richard was given gifts of an ancient Mogul coin
and fossil specimens which started him on a life-time of collecting
interesting objects from all over the world and linking them to science.
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Object A: The Egyptian burial mask, dating from the third century BC, was
collected by Richard’s son, Henry S. Cuming and follows his father’s
interest in objects showing technical and scientific contributions from
Egypt/Greece and further East.
Object D: A decorated gourd collected from the Pacific Islands by Captain
Cook.
The question then arose as to which object the children would choose to act.
At first they favoured either B or D. The argument in favour of object B was
the value of human ingenuity to produce very useful procedures or devices –
like the new one Neil MacGregor recently chose for his hundredth object – a
solar powered lamp. When however, the children heard that a James Cook
Pacific-surveying, object-collecting voyage had called at the desert-like
Easter Island, yet later scientific investigations had revealed that the island
was once a lush, near paradise with a thriving culture, but was gradually
overwhelmed by over-population and over-exploitation of its resources – the
children had no doubt they wanted to act that cautionary story, linked to
object D. That pioneering play was enacted a decade ago before an audience
of friends, relations and the Mayor of Southwark, crowded into the Cuming
Museum, between Cuming exhibits collected surely for occasions exactly
like that.
Acknowledgements: Grateful thanks to the staff of the Cuming Museum,
and Charlotte Sharman and Crampton Primary Schools and to the actors
therefrom, together with my wife, brother and sons.
References
1 D.H. Leaback, Science & Public Affairs, (1994), pp. 25-28.
2 D.H. Leaback, Science & Public Affairs, (2002), pp. 18-19.
3 D.H. Leaback, Some Southwark Science Tales, (Radlett, Herts:
Authentica Publications, 2002).
David H. Leaback
RSC
N
ATIONAL
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ISTORICAL
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HEMICAL
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ANDMARKS
Chemical Landmark Plaque for Pfizer
This pharmaceutical firm, where several world famous drugs were
discovered, was awarded with a Royal Society of Chemistry blue landmark
plaque on 15 October 2010. The prize was in recognition of more than half a
century of discoveries carried out by one of the UK’s leading companies,
Pfizer. Its European research headquarters site is located in Sandwich, Kent.
The company is widely recognised as having been at the forefront of many
medicinal breakthroughs over the last fifty years.
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