It was my first year of graduate studies, and I found myself re-reading The Autobiography of Benjamin Franklin. Some time had passed since I read this book in depth,[*] but certain portions remained clear enough in my mind, including Franklin’s ambitious and tongue-in-cheek project to acquire virtues in Part II.[†] As I read through this section, I felt a growing sense of familiarity that was related less to the content and more to the structure of the writing. Franklin’s project followed a pattern that I’d become familiar with while pursuing that other undergraduate degree:[‡] scientific methodology. Reading Part II of The Autobiography was not unlike reading a scientific paper: there was a section on the background and the project’s goal (“moral Perfection”; Franklin 1383), defined terminology, methods delineated (working on acquiring a single virtue on a weekly basis and recording instances of success/failure); results presented and discussed, and a conclusion or two (Franklin 1383–91), ranging from “I think I like a speckled Ax best” (Franklin 1390) to:
But on the whole, tho’ I never arrived at the Perfection I had been so ambitious of obtaining, but fell far short of it, yet I was by the Endeavour made a better and a happier Man than I otherwise should have been, if I had not attempted it (Franklin 1391).
Obviously, the project to acquire virtue wasn’t, per se, a scientific experiment, but it bore the hallmarks of one.
Elated that I observed something I previously hadn’t noticed, I wrote my short paper for the upcoming class with a reference to my discovery and mentioned it during my brief presentation. I, however, did not expect to be asked which approach to the scientific method had Franklin favored. My professor posed an excellent question, considering that the 17th and 18th century scientific thinkers were in the process of disputing more ancient methods (namely, Aristotelian) for deriving facts (Weinberg 201-14).[§] I, however, knew more about applying the basics of scientific methodology than its history.
Curiously, though, this experience—that is, the feeling I’d come across a familiar format— recurred when I re-read A Study in Scarlet for a recent post. Again, I felt as though I was reading about Sherlock Holmes conducting a scientific study in which he carefully observed the crime scene’s grounds (Conan Doyle 23–4), collected data (measurements at the murder site as well as examination of the murder victims; Conan Doyle 26, 29, 56–7), and even tested his theory that the first murder victims was poisoned (Conan Doyle 58–9). But, there it was: a sort of literary déjà vu featuring the scientific method. While I’m sure I understood that Holmes was both methodical and logical in his approach to detection, I doubt I noted the specific scientific underpinnings in Holmesian detective fiction when I was reading the stories in my early teens. It doesn’t seem like the sort of thing I would have considered independently when I was intent on consuming as many mystery novels as I could. And I certainly didn’t have the same ability to read critically as I do now.
Of course, detecting the presence of scientific ideas in the writings of scientific men (Franklin, a scientist and inventor, and Conan Doyle, a medical doctor) isn’t unexpected, particularly with two individuals whom share the distinction of forwarding scientific study. Conan Doyle’s fiction anticipated the usage of methods that would become central in forensic sciences (eg, preserving footprints, protecting the crime scene from contamination)[††] and inspired forensic science pioneers like Edmond Locard (Steenberg 35).[‡‡] In Franklin’s case, the study of electricity benefited greatly from his attention to it (Chaplin), to put it mildly. Nonetheless, uncovering these connections between very different people writing for very different purposes was satisfying. I wouldn’t go so far to claim that I’ve seen further than some, but perhaps further than I once did.[§§] And I do feel a bit like a sleuth for detecting evidence of scientific thought.
Have you experience literary déjà vu or found some interesting scientific ideas in unexpected texts? Share your experiences below! Also, sign up for the newsletter and receive links to latest Sequence and more in your inbox!
Chaplin, Joyce E. “Benjamin Franklin’s Science—In Public and Private.” Benjamin Franklin’s Science—In Public and Private. N.p., n.d. Web. 27 Jan. 2017. http://www2.avs.org/benjaminfranklin/chaplin.html.
Conan Doyle, Sir Arthur. Sherlock Holmes: The Complete Novels and Stories, Volume 1 and 2. 1920. Reprint. New York: Bantam Classics, 2003. Print.
Franklin, Benjamin. The Autobiography. In: Franklin, Benjamin. Writings. Ed. J. A. Leo Lemay. New York, NY: Literary Classics of the United States, 1987. Print.
Lemay, J. A. Leo. The life of Benjamin Franklin: printer and publisher, 1730–1747. Vol. 2. Philadelphia, PA: U of Pennsylvania Press, 2006. Print.
Steenberg, Lindsay. Forensic science in contemporary American popular culture: gender, crime, and science. New York: Routledge, 2013. Print.
Weinberg, Steven. To explain the world: the discovery of modern science. New York: Harper, 2015. Print.
[*] High school to be exact.
[†] Spoiler: It’s my favorite part.
[‡] For the curious, I have an undergraduate degree in Literature and one in Environmental Studies.
[§] Numerous sources discuss this critical change in scientific thinking, including the one I cite here (as a physicist, he brings an interesting perspective to exploring this history ). The scientific methodology has a long history and, of course, will continue to evolve as scientific discoveries and thought require it to do so. The link I provide depicts a concise timeline of important known events, dates, and person contributing to this evolution.
[**] Based on my limited research, I’d (tentatively) go with Francis Bacon. Franklin already was familiar with the self-improvement plans of notable intellectuals, including Bacon who was likely the most influential (Lemay 39). Considering that Bacon favored experiments to establish facts (empiricism), I think this dovetails neatly with Franklin’s process here. Oh, and not having an answer didn’t have any negative consequences for my classwork; it was just embarrassing.
[‡‡] He apparently encouraged his students to read Holmes stories.
[§§] I’m cheekily referencing Newton’s famous quote: “”If I have seen further, it is by standing on the shoulders of giants.”