The paper discusses the publications of the Royal Swedish Academy of Sciences (RSAS) as part of a wider network of publication exchange, linking learned societies, libraries, and archives. The periodicals of the RSAS went through several reorganisations between 1813 and 1903, all to some extent related to their role in publication exchange. Although subject to many of the same deliberations of commercial value and institutional prestige as the expanding book trade, publication exchange offered a means of communication for institutions with (...) widely differing financial, linguistic and scientific status, and a forum for articulating a wide range of values significant in scientific publication. In the context of publication exchange, the roles of producers and consumers, and of publishers and repositories of scientific knowledge overlap, and librarians emerge alongside editors as central actors in scientific communication. Scientific editorship should be viewed not only as a means of disseminating scientific findings to wider audiences, but as designing a product that could be used to forge institutional connections, to acquire publications, and to build collections. The case of the RSAS periodicals highlights the importance of publication, not only for the distribution of scientific knowledge, but for its acquisition. (shrink)

This paper examines the crowded landscape of conferences and organizations within which the International Foundation for Science (IFS) was shaped in the early 1970s. The IFS aimed to support scientists from developing countries, circumventing the bureaucracy of established international organizations such as UNESCO and the Organization for Economic Co-operation and Development (OECD). The new foundation was a potential rival to such institutions, which ironically provided the conditions essential to its emergence. Their conferences, board meetings and assemblies, where scientists and policy (...) makers convened, provided key infrastructure for the development of the IFS. This infrastructure appears simultaneously both as an almost invisible feature of international science policy, and as a political problem. The solution to this problem was Stockholm: a geographical place that was also placeless, occupying both national and international status, desirable in its political, scientific and geographical neutrality. In an organizational context, academies and scientific societies who found their role circumscribed by existing international institutions used the IFS to argue for their particular role and expertise in funding and promoting scientific development. Geographically and politically, neutral Sweden provided a setting which was located between East and West, and which added to the country's own reputation for championing the causes of developing nations. (shrink)

In 1820, a Handbook of the Flora of Scandinavia by Carl Hartman was published in Stockholm by Zacharias Haeggström. The Handbook was a successful project for both author and publisher: similar enough to textbooks and academic publications to appeal in educational settings, yet ostensibly written for the general public. The Handbook went through eleven editions, becoming the standard reference flora for Swedish botanists – academic as well as others – before being succeeded after 1879 by a range of specialized floras (...) aimed at schoolboys, students, or academic botanists. The trajectory of Hartman’s Handbook through the nineteenth century highlights the changing conditions of Swedish botanical publication. It draws attention to authorship as a scientific career tool, and, conversely, the significance of scientific texts in the emergence of commercial publishing in the first half of the nineteenth century. (shrink)

ArgumentStandards of botanical practice in Sweden between 1850 and 1950 were set, not only in schools and universities, but also in naturalist societies and botanical exchange clubs, and were articulated in handbooks and manuals produced for schoolboys. These standards were maintained among volunteer naturalists in the environmental movement in the 1970s, long after the decline and disappearance of collecting from the curriculum. School science provides a link between the laboratory, the classroom, and the norms and practices of everyday life: between (...) the various “insides” and “outsides” of educational and research settings. (shrink)