In the pursuit of knowledge in today's scientific world, there are many encounters of moral dilemmas and ethical debates. Although this seems like common knowledge, there was a time when scientific ethics were undefined. Certainly the philosophers of Galileo's time did not concern themselves with the way that moral principles affected their research of the stars and cosmos. But, during the early nineteenth century, as scientists began making discoveries in chemistry, physics, and biology, many people began to wonder just where the ethical line should be drawn.

Mary Shelley wrote during this time of social and scientif

"When I found so astonishing a power placed within my hands, I hesitated a long time concerning the manner in which I should employ it.... I doubted at first whether I should attempt the creation of a being like myself, or one of simpler organization; but my imagination was too much exalted by my first success to permit me to doubt of my ability to give life to an animal as complex and wonderful as man" (Shelley 57). Frankenstein successfully recreates life and

ic upheaval. Scientists like Erasmus Darwin and Humphrey Davy were making constant improvements in the field. Davy's comment on the surge of this new discipline and the controversial development of Galvanism reveals that the surge of science has made way for the possible recreation of life: "The dim and uncertain twilight of discovery, which gave to objects false or indefinite appearances, has been succeeded by the steady light of truth, which has shown the external world in its distinct forms, and in its true relations to human powers. The composition of the atmosphere, and the properties of the gases have been ascertained; the phenomena of electricity have been developed; the lightnings have been taken from the clouds; and lastly, a new influence has been discovered, which has enabled man to produce from combinations of dead matter effects which were formerly occasioned only by animal organs" (218). This leading scientist recognized the power that electricity had in creating and sustaining life. His findings, along with many other contributors, lead to the trend of electrifying matter to reanimate it, also known as Galvanism. These discoveries are obvious influences in Shelley's novel through her main character, Victor Frankenstein, and his questionable work to build a being and risk bringing it to life via Galvanism.

Davey, Humphrey. "A Discourse, Introductory to a Course of Lectures on Chemistry (1802)." Frankenstien. Ed. Johanna M. Smith. Boston: Bedford/ St. Martin's, 2000.

The impact of her message was at once effective. In an immediate criticism of Shelley's work, it is plainly seen that the message has been received. "We are accustomed, happily, to look upon the creation of a happy and intelligent being as a work that is fitted only to inspire a religious emotion, and there is an impropriety, to say no worse, in placing it in any other light. It might, indeed, be the author's view to shew that the powers of man have been wisely limited, and that misery would follow their extension, - but still the expression "Creator, " applied to a mere human being, gives us the same sort of shock with the phrase, "The Man Almigty," and others of the same kind... All these monstrous conceptions are the consequences of the wild and irregular t

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Approximate Word count = 1842
Approximate Pages = 7 (250 words per page double spaced)