Chemistry Reference
In-Depth Information
Wetenschap tot Volksgeluk, an organization that set up so-called
con-
sultatiebureaux
, a sort of precursor to the late-twentieth century 'science
shops' (Mulder 1881, vol. 1, pp. 188, 193-8; Mulder 1849; Mulder
1850).
In addition, Mulder played a stimulating role in the publication of two
popular chemistry books that marked the beginning of the 1850s hype. In
1847 he had his student J.R.E. van Laer translate Johnston's
Catechism
for Agricultural Chemistry
and one year later he pushed his student Gun-
ning to translate Stöckhardt's chemistry book. Moreover, it was he who
in 1853 convinced King William III to organize public, popular lectures
on the agricultural sciences, which resulted in a lecture series published
by Kruseman (Mulder 1847; Mulder 1881, vol. 1, p. 261).
Gunning was the most active of Mulder's students in the field of sci-
ence popularization, with the possible exception of Mulder's own son
Louis (1828-1897). Especially at the beginning of his career, he adored
his teacher and closely followed in his footsteps. In 1849 he became
Mulder's assistant and still before earning his doctorate in 1853 he trans-
lated Stöckhardt's chemistry book and
Schoedler's boek der natuur
(with
J.J. Altheer). He taught, most likely, at the Inrigting tot Onderwijs voor
den Arbeidenden Stand in Utrecht, and from 1854 also at the technical
school, co-founded by Mulder. Besides his role as translator of
Schei-
kunde der dagelijkse dingen
for Van Druten & Bleekers'
Goedkoope bib-
liotheek
(1855-56) and as author of
Wat men uit zeewater maken kan
('What can be made from sea water') for Kruseman's
Nijverheidsbiblio-
theek
(1857), he was active - together with other leaders of the Ver-
eeniging ter Bevordering van Nuttige Kennis as editor of the 25 cents
magazine
Pantheon: tijdschrift ter verspreiding van nuttige kennis
(1853-1858) (Gunning & Altheer 1850-52; Simons 1915, p. 18; Mulder
1881, vol. 1, pp. 195-6; De Vrijer 1946, pp. 36-75, 216-64, esp. 37, 43-5,
65-6, 225).
34
After a personal conflict in 1857, Mulder radically broke with his stu-
dent. Thereafter Gunning went his own way. The break with his teacher
not only meant a watershed in his social career, but also in his thinking
34
See also Verslag Inrigting voor den Arbeidende Stand; 'Otto van Rees', NNBW III,
1046-7.
