First published between 1914 and 1930, this biography offers a fascinating insight into the life of the eugenicist Francis Galton.

If not for the work of his half cousin Francis Galton, Charles Darwin's evolutionary theory might have met a somewhat different fate. In particular, with no direct evidence of natural selection and no convincing theory of heredity to explain it, Darwin needed a mathematical explanation of variability and heredity. Galton's work in biometry—the application of statistical methods to the biological sciences—laid the foundations for precisely that. This book offers readers a compelling portrait of Galton as the "father of biometry," tracing the development of his ideas and his accomplishments, and placing them in their scientific context. Though Michael Bulmer introduces readers to the curious facts of Galton's life—as an explorer, as a polymath and member of the Victorian intellectual aristocracy, and as a proponent of eugenics—his chief concern is with Galton's pioneering studies of heredity, in the course of which he invented the statistical tools of regression and correlation. Bulmer describes Galton's early ambitions and experiments—his investigations of problems of evolutionary importance (such as the evolution of gregariousness and the function of sex), and his movement from the development of a physiological theory to a purely statistical theory of heredity, based on the properties of the normal distribution. This work, culminating in the law of ancestral heredity, also put Galton at the heart of the bitter conflict between the "ancestrians" and the "Mendelians" after the rediscovery of Mendelism in 1900. A graceful writer and an expert biometrician, Bulmer details the eventual triumph of biometrical methods in the history of quantitative genetics based on Mendelian principles, which underpins our understanding of evolution today.

Cambridge is now world-famous as a centre of science, but it wasn't always so. Before the nineteenth century, the sciences were of little importance in the University of Cambridge. But that began to change in 1819 when two young Cambridge fellows took a geological fieldtrip to the Isle of Wight. Adam Sedgwick and John Stevens Henslow spent their days there exploring, unearthing dazzling fossils, dreaming up elaborate theories about the formation of the earth, and bemoaning the lack of serious science in their ancient university. As they threw themselves into the exciting new science of geology - conjuring millions of years of history from the evidence they found in the island's rocks - they also began to dream of a new scientific society for Cambridge. This society would bring together like-minded young men who wished to learn of the latest science from overseas, and would encourage original research in Cambridge. It would be, they wrote, a society "to keep alive the spirit of inquiry". Their vision was realised when they founded the Cambridge Philosophical Society later that same year. Its founders could not have imagined the impact the Cambridge Philosophical Society would have: it was responsible for the first publication of Charles Darwin's scientific writings, and hosted some of the most heated debates about evolutionary theory in the nineteenth century; it saw the first announcement of x-ray diffraction by a young Lawrence Bragg - a technique that would revolutionise the physical, chemical and life sciences; it published the first paper by C.T.R. Wilson on his cloud chamber - a device that opened up a previously-unimaginable world of sub-atomic particles. 200 years on from the Society's foundation, this book reflects on the achievements of Sedgwick, Henslow, their peers, and their successors. Susannah Gibson explains how Cambridge moved from what Sedgwick saw as a "death-like stagnation" (really little more than a provincial training school for Church of England clergy) to being a world-leader in the sciences. And she shows how science, once a peripheral activity undertaken for interest by a small number of wealthy gentlemen, has transformed into an enormously well-funded activity that can affect every aspect of our lives.

Educational psychology is a broad field characterized by the study of individuals in educational settings and how they develop and learn. It incorporates information from such sub-disciplines such as developmental psychology, human development across the life span, curriculum and instruction, motivation, and measurement and assessment. Neil Salkind has mined the rich and extensive backlist of SAGE education and psychology journals to pull together a collection of almost 100 articles to be the definitive research resource on education psychology. Section One: Human Growth and Development focuses on the processes involved in human growth and development including ages and stages of development, different theoretical perspectives and the role and effectiveness of early intervention among other topics. Section Two: Cognition, Learning and Instruction concentrates on the mechanisms, through which individuals learn and retain information. Section Three: Motivation explores why individuals seek out goals and what the mechanisms are that characterize this search as it relates to learning. Section Four: Measurement, Assessment and Statistics looks at the topics that are critical to understanding individual differences, the growth in the use of computers as assessment tools, qualitative and quantitative methods, statistical techniques and evaluation.

Why the “nature versus nurture” debate persists despite widespread recognition that human traits arise from the interaction of nature and nurture. If everyone now agrees that human traits arise not from nature or nurture but from the interaction of nature and nurture, why does the “nature versus nurture” debate persist? In Beyond Versus, James Tabery argues that the persistence stems from a century-long struggle to understand the interaction of nature and nurture—a struggle to define what the interaction of nature and nurture is, how it should be investigated, and what counts as evidence for it. Tabery examines past episodes in the nature versus nurture debates, offers a contemporary philosophical perspective on them, and considers the future of research on the interaction of nature and nurture. From the eugenics controversy of the 1930s and the race and IQ controversy of the 1970s to the twenty-first-century debate over the causes of depression, Tabery argues, the polarization in these discussions can be attributed to what he calls an “explanatory divide”—a disagreement over how explanation works in science, which in turn has created two very different concepts of interaction. Drawing on recent developments in the philosophy of science, Tabery offers a way to bridge this explanatory divide and these different concepts integratively. Looking to the future, Tabery evaluates the ethical issues that surround genetic testing for genes implicated in interactions of nature and nurture, pointing to what the future does (and does not) hold for a science that continues to make headlines and raise controversy.

Biometric identification and registration systems are being proposed by governments and businesses across the world. Surprisingly they are under most rapid, and systematic, development in countries in Africa and Asia. In this groundbreaking book, Keith Breckenridge traces how the origins of the systems being developed in places like India, Mexico, Nigeria and Ghana can be found in a century-long history of biometric government in South Africa, with the South African experience of centralized fingerprint identification unparalleled in its chronological depth and demographic scope. He shows how empire, and particularly the triangular relationship between India, the Witwatersrand and Britain, established the special South African obsession with biometric government, and shaped the international politics that developed around it for the length of the twentieth century. He also examines the political effects of biometric registration systems, revealing their consequences for the basic workings of the institutions of democracy and authoritarianism.

American education has changed dramatically over the last century. The small, locally controlled school, supported by a concerned educational village fostered learning, personal accountability, patriotism and economic growth for a young nation. Today, however, American schools are typically large, consolidated, bureaucratic organizations controlled by state and/or municipal governments. The administration of these schools is hierarchical and corporate in form while its curriculum is oriented toward the needs of the business community. Assessment through standardized testing, moreover, has become the cornerstone of American education. Assessment, Bureaucracy, and Consolidation: TheIssues Facing Schools Today examines this remarkable transformation in the form and function of education and assesses the problems and possibilities for the future of schools and our nation. Additional key features of this book include: •A clear comprehensive history of the modern American school from the nineteenth century to the present and its impact on teachers, students, parents and the community at large •An Explanation of the impact of bureaucratic organization and the movement toward large schools •Critiques of past reform experiments in public education •A Placement of the contemporary standardized assessment movement in historical context •A reevaluation of the relationship between education and business •An evaluation of returning education to locally controlled schools, reconnecting educational practitioners with the educational village