FraSkidenstrædeTilHCØrstedInstitutet

the past one hundred and fifty years, has changed the western world more than the entire cultural development from the Stone Age to the beginning of the nineteenth century. This period can be called the age of changes. The title of this book refers to the beginning of the enormous development of physics, chemistry, and mathematics at Copen­ hagen University from the early years of the 19th century when H. C. Oersted in 1800 was attached to the university. The first Che­ mical university laboratory in “Skidenstræde” , (i. e. Filthy Lane) was established in 1778 (shown on the front o f the jacket) and gradually Oersted succeeded in getting better laboratories, and he was at the forefront of physics and chemistry until his death in 1851. This is followed by an account of the development up to the present day. By now (1964) all university departments of physics, chemistry, and mathematics, formerly scattered about the town, have been brought together in larger and better laboratories in the H. C. Oersted Institute, a picture of which is to be seen on the back of the jacket. The institute is named after H. C. Oersted, who in 1820 formulated his discovery of electromagnetism, a “Nobel Prize Effect” in modern terminology. A portrait of Oersted at that time is shown as a frontispiece. Part one. Page g Copenhagen University, which will soon be 500 years old, was inaugurated as a Catholic clerical school on June 1, 1479 under King Christian I. After the Reformation in Denmark in 1536 and a little later in Norway the University charter was altered. Records are given of the professors of physics, chemistry, and mathematics between 1550 and 1800 attached to Copenhagen University, the one and only university of Denmark and Norway. Of the three subjects, mathematics was the most advanced. Physics and especi- ally chemistry, under which subjects the professors often had to teach other subjects as well in Scandinavia as elsewhere were sub­ sidiary subjects to medicine and pharmacy. The organization of the University and Danish secondary school education and preparation for university studies in science are dealt with in a short survey. 226