The scientific revolution was the emergence of modern science during the early ages which opened up the doors for science (Gale, 2019). During this time period, developments were made in mathematics, astronomy, medicine, physics, and chemistry (Gale, 2019). In this paper, a scientist from the past, Benjamin Banneker, and a more recent scientist, George Washington Carver will be compared and contrasted in terms of their biographies, challenges to participate in the scientific community, and their scientific contributions.
George Washington Carver was raised in Diamond, Missouri (Benson & Valentine, 2009). Both of his parents were slaves and he did not grow up with them, his mother was kidnapped and his father was killed in an accident, he was adopted shortly after his parents’ deaths (Benson & Valentine, 2009). Likewise, Benjamin Banneker was also a descendant of slaves but did not have to face the troubles Carver had to during his young age because he was born free (Gale, 2006). Banneker was raised on a farm near Baltimore, Mayland. He learned how to read and write from his grandmother who was a white Englishwomen, she also arranged school for him when he was 12 (Bruno, 2008). In contrast, Carver learned to read himself using only one book and as a child, he spent most of his time outdoors observing plants and exploring his natural surroundings (Jazynka, 2016). Benjamin also loved school, especially reading, writing, and mathematics (Gale, 2006). At the age of 10, Carter had left his family and was now taking care of himself by working different jobs, he left so he could attend a school that allowed African Americans (Benson & Valentine, 2009). When Carver turned 20, he gained acceptance into Iowa State College of Agriculture and Mechanic Arts where he was able to show his true potential (Reidy, 2016). On the contrary, Banneker was self-taught and did not go to college (Gale, 2006). At the age of 27, his father had passed away and he had inherited a farm from him where he would stay for the rest of his life (Bruno, 2008). On the other hand, Carver’s parents died at a young age so he was not given anything and had to do earn everything himself (Benson & Valentine, 2009).
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Both these men had to deal with a lot of problems on their journey to becoming great scientists as they were from African American descent. George Washington Carver’s path was more difficult in comparison to Benjamin Banneker. Carver was kept out of Highland college because of discrimination and racism, but he did not let that discourage him and he worked even harder (Benson & Valentine, 2009). He then got accepted into Simpson College in Iowa where he hoped to study painting, but he figured it was difficult to get accepted as an artist because of his color (Benson & Valentine, 2009). So, he moved on to Botany and was admitted to Iowa Agricultural College in Ames where he got his masters (Benson & Valentine, 2009). This proves that because of his race, he was not able to do many things he desired, but he still accomplished a lot in science because he put his mind to it. However, Banneker did not face as many challenges because his grandmother was English (Gale, 2006). His family consisted of slaves that had been freed (Schlager and Lauer, 2001). So people did not expect him to become a scientist because of his background (Schlager and Lauer, 2001). He also lived on a farm which isolated him from everyone else, so he did not experience the overt racism that other blacks suffered (Schlager and Lauer, 2001). Talk about equipment. Refer to 2009 gale website.
Both these scientists made a lot of contributions to science and modernized it. George Washington Carver’s professional career began when he was asked to become the director of agriculture for the Tuskegee Institute in Alabama, which was established in the 1880s as an industrial and agricultural school for African American students (Benson & Valentine, 2009). In addition to that, Carver worked with local farmers in his region which was very poor (Benson & Valentine, 2009). Carver helped by writing instructional pamphlets on farming, he also established a mobile school (Benson & Valentine, 2009). Carver tried to improve the lives of local farmers from his region (Benson & Valentine, 2009). He did that by analyzing water and soil, experimenting with paints made of clay and searched for new, inexpensive foods to supplement their diets (Benson & Valentine, 2009). The most important resource Carver had found was the peanut. He used it to restore nitrogen to the depleted soil, and from it, he made soap, shampoo, metal polish, even adhesives. Carver became an advocate of “chemurgy” (Benson & Valentine, 2009). Conversely, Benjamin Banneker’s contributions to science were very different. He was always curious about how things worked, so he borrowed a pocket watch from his friend and made an attempt to figure out the mechanics of it (Gale, 2006). He studied it and then built a larger version of the clock out of wood and a few bits of metal (Gale, 2006). The result was fascinating as it lasted for more than forty years. In 1771, the Ellicott family moved onto land about a mile from the Banneker farm (Gale, 2006). So, Banneker visited their store and discussed some ideas and they became friends (Gale, 2006). They gifted him astronomy and mathematics books and even a first-rate telescope, so he began studying the stars (Gale, 2006). Banneker quickly became an accomplished astronomer and attempted to calculate when the next solar eclipse would occur as he had a natural talent in math (Gale, 2006). He made a drawing of his prediction, called a projection, and successfully calculated that the next solar eclipse in the Baltimore area would occur in 1789 (Gale, 2006). Banneker's almanac was published in 1791 as the first almanac ever to be written by a black man (Gale, 2006). Not only did he contribute to science but also to the rights of black men when he wrote a letter to Thomas Jefferson asking why slavery existed in a free country. Jefferson agreed with his statements and Banneker became one of the first black men to stand up for their rights (Gale, 2006). Although both these scientists had many different contributions to science, their main one was that they influenced the African American society to study science as well and proved to them that anything is possible no matter how much the odds are stacked against you.
In conclusion, George Washington Carver and Benjamin Banneker had a huge impact on society and science as black men. Their journeys differed a lot but they put their hearts into doing what they love; science.
Bibliography
- Scientific Revolution. (2019). In Gale In Context Online Collection. Retrieved from Gale In Context: High School database.
- Benson, S., Brannen, D. E., Jr., & Valentine, R. (2009). Carver, George Washington. In UXL Encyclopedia of U.S. History (Vol. 2, pp. 248-250). Retrieved from Gale In Context: High School database.
- Benjamin Banneker. (2006). In Scientists: Their Lives and Works. Retrieved from Gale In Context: High School database.
- Jazynka, K. (2016). George Washington Carver.
- Benjamin Banneker. (2008). In L. C. Bruno (Ed.), Math & Mathematicians: The History of Math Discoveries Around the World. Retrieved from Gale In Context: High School database.
- Reidy, T. E. (2016). George Washington Carver: A Life. Journal of Southern History, 82(4), 953+. Retrieved from Gale In Context: High School database.
- The Work and Impact of Benjamin Banneker. (2001). In N. Schlager & J. Lauer (Eds.), Science and Its Times (Vol. 4). Retrieved from Gale In Context: High School database.
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