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Shapin observed that the link Merton drew between Puritanism and seventeenth-century English science was a matter of happenstance rather than determinism. According to Merton, science requires certain “values” and “sentiments” allowing intellectual individualism, and fostering not only an interest in the transcendent, but also secular improvement. It so happened that these values and sentiments were to be found in Puritan asceticism and sense of social obligation, which thus provided a social context in which science could develop. Definitively, this was not to say that Puritanism provided a unique source of these values and sentiments, or that science did not have other roots. It was obviously possible for science to develop in Catholic contexts as well, despite the less hospitable value system of Catholicism. The confluence of values simply seemed to promise some insight into the growth of science in a particular time and place.

Robert K. Merton’s “functionalist” sociology viewed “science” as a kind of Weberian ideal type — a form of thought that is identifiable by its peculiar, philosophically-defined characteristics. Merton’s sociology of science held that this thought could also be identified with social behaviors, characterized by a set of “norms”, which made the thought possible. The Merton Thesis (which slightly predates Merton’s enumeration of science’s norms) holds that the rise of science in early-modern England could be linked to the social behaviors valued by the Puritanism of that milieu. This was the subject of Merton’s PhD thesis and his 1938 book Science, Technology and Society in Seventeenth-Century England.

Several trends came together to increase the professional nature of scientific work. First was the increasing cost of scientific work and its complexity. Scientific equipment became more precise and expensive. Telescopes, like those by Herschel, became bigger and bigger. Also, the amount of knowledge one needed to gain to contribute became increasingly daunting.

Second, the universities changed. Pioneered by the German states, which at the beginning of the 19th century was dismissed as a scientific backwater, universities began offering focused majors which trained students in a specific discipline rather than classical education as a whole. This was pioneered by Wilhelm von Humboldt, brother of the famous scientist Alexander von Humboldt, who was the Prussian Minister of Education.

Germany, once united, also provided impetus to two other trends that accelerated their dominance of science and the decline of amateurs. First, was the beginning of large-scale state sponsorship of science through grants which were first facilitated through the Kaiser Wilhelm Institute (now the Max Planck Institute). This eventually supplanted prizes as the dominant large-scale source of scientific funding. Countries like France that relied on prizes began to fall behind. Second, was the intimate cooperation between industrial firms like BASF and universities.