Read the Book "Literature, science and exploration in the Romantic Era" by Tim Fulford, Debbie Lee, and Peter Kitson and Analyze it according to the questions.

This is a take home test, and here are the rules:
• Type your answers in a Word document and remember to save your work often.
• Sign your name on your copy of this test sheet, and staple it to your printed copy.
• Bring your printed copy to class on Friday, April 10, 2015.
• You may use your books, notes, articles from Blackboard, and other resources from the web, as long as you cite them appropriately.
• For this test, you may not work on the content of your responses with any other person. You may ask a tutor in the Writing Studio to proofread your answers for spelling and grammar issues.

Grading Rubric for test responses:
• A response: The response is well-developed and gives examples.
• B response: The response is well-developed but lacks examples.
• C response: The response is a weak or incomplete response.
• D response: The response attempts to, but does not really address the issue in the prompt.
• F response: The response does not address the issue in the prompt.

Respond to the following five (5) prompts in the form of paragraphs.

1. Race theory emerged during the Romantic Period as self-proclaimed ‘science’. Based on our readings and class discussions, describe and explain, with specific examples, how and why this ‘science’ failed to live up to its own standards of objectivity.

2. Given our readings and discussions of (1) German Naturphilosophie, (2) philosophically minded men who engaged in scientific pursuits (like Oersted and Priestley), (3) various exploratory expeditions (like Ross’s voyage to the North Pole) and (4) the Romantic poets (like Coleridge), explain in sufficient detail why many of the Romantics were obsessed with the concept of ‘polarity’.

3. Based on our readings and class discussions, explain in sufficient detail the concept of “the Romantic genius/hero”. Explain with sufficient detail why Edward Jenner might be considered such a figure, and why he wanted others to perceive him as such.

4. Based on our readings and class discussions, explain in sufficient detail how the British used vaccination to assuage their imperial guilt in India. Compare this response with the response to imperial guilt involving breadfruit in the West Indies.

5. Based on our readings and class discussions, explain in sufficient detail how “electricity came, in the 1790’s, to be a symbol of revolution” (p. 179) for the Romantics.