Source: https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-2-time-of-writing

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# Time of Writing

English Lit: AQA GCSE Frankenstein, topic 5.1.2

## Scientific Developments

Mary Shelley wrote _‘Frankenstein’_ during a period of rapid scientific progress and intense debate about science.

### Exposure

![Exposure](https://image-v2.cdn.app.senecalearning.com/2018-07/634a668a-e829-4874-a38a-ba49ed7e329f/bible_study.jpg)

- Shelley would have been exposed to the ideas of leading scientists in her father's home, and it would seem that she undertook scientific reading of her own.
- Her diaries suggest that she heard and participated in many conversations about science and “the nature and the principle of life” during the summer in Geneva in 1816. 
  - The group discussed the possibility of reanimating a corpse using galvanism, or even making a being of composite parts and bringing life to this.

### Science in 1816

![Science in 1816](https://image-v2.cdn.app.senecalearning.com/2018-09/a83aaa6a-e7fe-40f2-9d81-57f8b38b14f1/test-rat-animal-science-.jpg)

- In 1816, these were not simply fantastical ideas, but rather, reflected the interests of scientists and physicians in the early nineteenth-century who were:
  -  Dissecting human cadavers; experimenting on animals; looking at the possibilities of generating life; and using electricity to bring movement to dead tissue.

### Luigi Galvani

![Luigi Galvani](https://image-v2.cdn.app.senecalearning.com/2018-09/0635a1a9-b328-42a2-a655-7b63dac9c08c/danger-sign-electric-shock-.jpg)

- The power of electricity was one of the main scientific interests of the time, and in the 1780s and 1790s, Luigi Galvani (1737–1798), a professor of anatomy at the University of Bologna, performed an extensive series of experiments with electricity in a process which became known as “galvanism”.

### Galvanism

![Galvanism](https://image-v2.cdn.app.senecalearning.com/2018-04/16d7eba3-0fa3-4f8a-baf8-d130cb707659/shutterstock_593648564.jpg)

- Galvani was able to demonstrate that running an electrical current through a dismembered set of frog’s legs caused them to twitch. 
- Furthermore, in 1803, an Italian physician named Giovanni Aldini (1762-1834) attached a battery to the bodies of newly executed criminals, and the electrical current was seen to produce a “quiver” in various parts of the corpses.

### Resuscitation

![Resuscitation](https://image-v2.cdn.app.senecalearning.com/2018-09/e3ef5bf7-e875-4f08-908c-30e5e6d518f9/bridge-river-scotland-rock-.jpg)

- Resuscitation of people of the brink of death was also of great interest to many people. 
- In the late eighteenth century, humane societies ran receiving stations where members attempted to revive drowned persons using bellows.

## Jean-Jacques Rousseau

In 1762, a philosopher named Jean-Jacques Rousseau published a treatise called _‘Émile’_, or _‘On Education’_, which greatly impacted the way people viewed childhood.

### _‘Émile’_

![_‘Émile’_](https://image-v2.cdn.app.senecalearning.com/2018-09/c9f1f842-de69-41ea-acff-d817f9c5fce2/baby-1839565_1920.jpg)

- In this treatise (_‘Émile’_), Rousseau suggests that children are born innocent, and only become corrupted through the impact of society and their experiences of the world.

### Fictional experiment

![Fictional experiment](https://image-v2.cdn.app.senecalearning.com/2018-08/bef18b7d-33cd-40fc-b517-5028e56aef51/child-field-playing.jpg)

- Rousseau presents a fictional experiment in which a child is allowed to develop naturally.
  - Rather than being controlled by the interventions of his parents, he instead grows up in nature, simply following his own instincts.

### Conclusions

![Conclusions](https://image-v2.cdn.app.senecalearning.com/2018-07/8fd0bbed-7afb-4c47-bbec-2f09673f466c/child-grandfather-hand-holding.jpg)

- Rousseau concludes that raising a child in this way would preserve the innate positive attributes of childhood and would therefore result in adults who would be good citizens.

### Relevance to _'Frankenstein'_

![Relevance to _'Frankenstein'_](https://image-v2.cdn.app.senecalearning.com/2018-09/601be67d-9d19-4f9d-bade-171d4f4f7ee0/fence-prison-hands-.jpg)

- It is possible to read echoes of Rousseau’s ideas in the development and education of the Monster: 
  - When he learns simply through his experiences and his senses, the Monster retains his innate goodness. 
  - It is only through his mistreatment by society that the Monster becomes “corrupted” and seeks to cause harm to others.

## Francis Bacon _'On Revenge'_

In 1597, the philosopher and essayist Francis Bacon published ten 'Essayes', one of which was entitled _'On Revenge'_.

### _'On Revenge'_

![_'On Revenge'_](https://image-v2.cdn.app.senecalearning.com/2018-09/2acf5459-f97d-4548-9327-9859295a0e2a/police-crime-scene-.jpg)

- In his essay, _'On Revenge'_, Bacon criticises the act of revenge for various reasons.
  - He claims it makes the justice system superfluous.
  - He also thinks it lowers the avenger to the level of the person who committed the original crime.

### Criticisms

![Criticisms](https://image-v2.cdn.app.senecalearning.com/2018-09/2397c471-900b-4cdf-bf9f-2f1333d6766e/arm-injury-cut-.jpg)

- Importantly, Bacon also claimed that seeking revenge stops a person from getting over the wrongdoing:
  - __"a man that studieth revenge, keeps his own wounds green, which otherwise would heal, and do well."__

### Influence

![Influence](https://image-v2.cdn.app.senecalearning.com/2018-09/04098ef2-4f10-4009-b0c9-dbd54037b7f0/old-letters-.jpg)

- Bacon's collection of essays was celebrated, and the ideas of this particular essay would have been well-known to Shelley.

### Parallel's

![Parallel's](https://image-v2.cdn.app.senecalearning.com/2018-09/f44b8ff5-eb70-499f-b1a2-97538074d128/index-point-accuse-.jpg)

- This seems to fit with Shelley's presentation of both Victor and the Monster.
  - Their mutual pursuit of revenge prohibits either of them from seeking an alternative method of solving their problems or moving on with their lives.
- These "green" wounds eventually lead to the deaths of both characters.

## Test yourself on Time of Writing

- What did humane societies run in the late eighteenth century?
- It is possible to read echoes of Rousseau’s ideas in the development and education which character in _'Frankenstein'_?
- Who published a treatise called _‘Émile’_, or _‘On Education’_?
- In which year did the philosopher and essayist Francis Bacon publish ten 'Essayes'?
- What was the name of one of the ten 'Essayes' published by the philosopher and essayist Francis Bacon in 1597?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/8cdf14b1-4ce2-4099-98dc-f9c7835917f9/section/840e8ef6-4b66-4f65-8b9b-ce298a879712/session)

- Previous topic: [5.1.1 Mary Shelley](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-1-mary-shelley.md)
- Next topic: [5.1.3 End of Topic Test - Context](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-3-end-of-topic-test-context.md)

## English Lit: AQA GCSE Frankenstein contents

### 1 Plot Summaries
- 1.1 Volume I
  - [1.1.1 Letters I-IV](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-1-1-letters-i-iv.md)
  - [1.1.2 Chapters 1-3](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-1-2-chapters-1-3.md)
  - [1.1.3 Chapters 4-6](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-1-3-chapters-4-6.md)
  - [1.1.4 Chapters 7-8](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-1-4-chapters-7-8.md)
  - [1.1.5 End of Topic Test - Volume I](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-1-5-end-of-topic-test-volume-i.md)
- 1.2 Volume II
  - [1.2.1 Chapters 1-3](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-2-1-chapters-1-3.md)
  - [1.2.2 Chapters 4-6](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-2-2-chapters-4-6.md)
  - [1.2.3 Chapters 7-9](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-2-3-chapters-7-9.md)
  - [1.2.4 End of Topic Test - Volume II](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-2-4-end-of-topic-test-volume-ii.md)
- 1.3 Volume III
  - [1.3.1 Chapters 1-3](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-3-1-chapters-1-3.md)
  - [1.3.2 Chapters 4-6](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-3-2-chapters-4-6.md)
  - [1.3.3 Chapter 7 & Walton in Continuation](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-3-3-chapter-7-and-walton-in-continuation.md)
  - [1.3.4 End of Topic Test - Volume III](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/1-3-4-end-of-topic-test-volume-iii.md)

### 2 Characters
- 2.1 Victor Frankenstein
  - [2.1.1 Role](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-1-1-role.md)
  - [2.1.2 Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-1-2-quotations.md)
  - [2.1.3 End of Topic Test - Victor Frankenstein](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-1-3-end-of-topic-test-victor-frankenstein.md)
- 2.2 The Monster
  - [2.2.1 Role](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-2-1-role.md)
  - [2.2.2 Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-2-2-quotations.md)
  - [2.2.3 End of Topic Test - The Monster](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-2-3-end-of-topic-test-the-monster.md)
  - [2.2.4 Grade 9 - The Monster Question & Extract](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-2-4-grade-9-the-monster-question-and-extract.md)
- 2.3 Other Characters
  - [2.3.1 Robert Walton](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-1-robert-walton.md)
  - [2.3.2 Elizabeth Lavenza](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-2-elizabeth-lavenza.md)
  - [2.3.3 Alphonse Frankenstein](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-3-alphonse-frankenstein.md)
  - [2.3.4 Henry Clerval](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-4-henry-clerval.md)
  - [2.3.5 Justine Moritz](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-5-justine-moritz.md)
  - [2.3.6 The De Laceys](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-6-the-de-laceys.md)
  - [2.3.7 End of Topic Test - Walton, Elizabeth & Alphonse](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-7-end-of-topic-test-walton-elizabeth-and-alphonse.md)
  - [2.3.8 End of Topic Test - Henry, Justine & the De Laceys](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/2-3-8-end-of-topic-test-henry-justine-and-the-de-laceys.md)

### 3 Key Themes
- 3.1 Ambition & Pursuit of Knowledge
  - [3.1.1 Presentation](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-1-1-presentation.md)
  - [3.1.2 Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-1-2-key-quotations.md)
- 3.2 Prejudice
  - [3.2.1 Presentation & Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-2-1-presentation-and-key-quotations.md)
- 3.3 Justice
  - [3.3.1 Presentation & Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-3-1-presentation-and-key-quotations.md)
  - [3.3.2 End of Topic Test - Ambition, Prejudice & Justice](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-3-2-end-of-topic-test-ambition-prejudice-and-justice.md)
- 3.4 Companionship & Family
  - [3.4.1 Presentation & Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-4-1-presentation-and-key-quotations.md)
- 3.5 Revenge
  - [3.5.1 Presentation & Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-5-1-presentation-and-key-quotations.md)
- 3.6 Monstrosity
  - [3.6.1 Presentation](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-6-1-presentation.md)
  - [3.6.2 Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-6-2-key-quotations.md)
- 3.7 Gender
  - [3.7.1 Presentation](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-7-1-presentation.md)
  - [3.7.2 Key Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-7-2-key-quotations.md)
  - [3.7.3 Key Themes - Companionship, Revenge & More](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/3-7-3-key-themes-companionship-revenge-and-more.md)

### 4 Authorial Method
- 4.1 Genre & Intertextuality
  - [4.1.1 Genre](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-1-1-genre.md)
  - [4.1.2 Intertextuality](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-1-2-intertextuality.md)
  - [4.1.3 End of Topic Test - Genre & Intertextuality](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-1-3-end-of-topic-test-genre-and-intertextuality.md)
- 4.2 Form & Structure
  - [4.2.1 Form](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-2-1-form.md)
  - [4.2.2 Structure](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-2-2-structure.md)
- 4.3 Settings & Symbolism
  - [4.3.1 Settings](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-3-1-settings.md)
  - [4.3.2 Symbolism](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-3-2-symbolism.md)
- 4.4 Imagery & Doubling
  - [4.4.1 Imagery](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-4-1-imagery.md)
  - [4.4.2 Doubling](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-4-2-doubling.md)
  - [4.4.3 End of Topic Test - Structure, Settings & More](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/4-4-3-end-of-topic-test-structure-settings-and-more.md)

### 5 Context
- 5.1 Context
  - [5.1.1 Mary Shelley](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-1-mary-shelley.md)
  - [5.1.2 Time of Writing](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-2-time-of-writing.md)
  - [5.1.3 End of Topic Test - Context](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/5-1-3-end-of-topic-test-context.md)

### 6 Recap: Main Quotes
- 6.1 Characters Quotes
  - [6.1.1 Victor Frankenstein](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-1-victor-frankenstein.md)
  - [6.1.2 Quotations](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-2-quotations.md)
  - [6.1.3 Robert Walton](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-3-robert-walton.md)
  - [6.1.4 Elizabeth Lavenza](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-4-elizabeth-lavenza.md)
  - [6.1.5 Alphonse Frankenstein](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-5-alphonse-frankenstein.md)
  - [6.1.6 Henry Clerval](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-6-henry-clerval.md)
  - [6.1.7 Justine Moritz](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-7-justine-moritz.md)
  - [6.1.8 The De Laceys](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-1-8-the-de-laceys.md)
- 6.2 Text Structure - Quotes
  - [6.2.1 Ambition & Pursuit of Knowledge](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-1-ambition-and-pursuit-of-knowledge.md)
  - [6.2.2 Prejudice](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-2-prejudice.md)
  - [6.2.3 Justice](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-3-justice.md)
  - [6.2.4 Companionship & Family](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-4-companionship-and-family.md)
  - [6.2.5 Revenge](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-5-revenge.md)
  - [6.2.6 Monstrosity](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-6-monstrosity.md)
  - [6.2.7 Gender](https://senecalearning.com/en-gb/revision-notes/gcse/english-literature/aqa/frankenstein/6-2-7-gender.md)