ABSTRACT
From the early to the late nineteenth century, significant developments took place in the philosophies, knowledge and organisation of science and education, with important repercussions for both. Scientists and educationalists alike sought growth, government funding and professionalisation. Within each conflicting ideas sought supremacy. In such a maelstrom, opportunities for females in science appeared and disappeared like the Cheshire cat in Alice in Wonderland. Science, despite some amazing discoveries on all fronts, was not the prime concern of the majority or even of the elite, but there were vital pockets of interest and some women found places in these. In the early nineteenth century, some, such as Mary Somerville, by their participation or writings, were demonstrating the potential of women in science. Yet they remained on the margins of science while the growth of qualifications available and necessary for a scientific career threatened to push women out altogether since they were barred from most of the institutions and organisations which enabled such study. Women’s push for better schooling and entry into higher education, added to other educational reforms, therefore enabled greater opportunities for them. As usual, however, new knowledge and ideas in science were affected by and helped create gendered notions which could both open and shut scientific doors. At the same time, economic and social changes added extra complexity to gendered science.
