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A short history of scientific investigations on glaciers

Published online by Cambridge University Press:  27 February 2018

Garry K.C. Clarke*
Affiliation:
Department of Geophysics and Astronomy, University of British Columbia, Vancouver, British Columbia V6T 1W5, Canada
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Abstract

Scientific investigations on valley glaciers engaged some of the greatest natural philosophers of the nineteenth century. Among these, Louis Agassiz has unique importance for he personifies the transition from the protoscientific period of de Saussure and Scheuchzer to the scientific one of Forbes and his successors. In this brief history I have attempted to connect the achievements of the past 50 years with the aspirations of our predecessors.

“The air immediately above me seemed filled with rainbow-dust, for the ice-needles glittered with a thousand hues under the decomposition of light upon them, while the dark storm in the valley below offered a strange contrast to the brilliancy of the upper region in which I stood”.

–Louis Agassiz

“To myself, I confess that this now appears the strongest argument of all for considering the glacier as a united mass like a river, in which there is a nice equilibrium between the force of gravitation, acting by hydrostatic pressure, and the molecular resistance of the semi-solid; the degree of regularity of the law which connects the partial movements is wonderful, and I maintain that it is inexplicable except upon the viscous theory”.

–James D. Forbes

Information

Type
Research Article
Copyright
Copyright © International Glaciological Society 1987
Figure 0

Fig. 1. A history of glacier drilling, (a) A cable tool drill as used by Agassiz in 1842 in his unsuccessful attempts to drill through Unteraargletscher. After 6 weeks of effort, holes 16, 32.5, and 60 m had been completed. For the first 3 days of drilling each hole, the typical drilling rate was 13 m d-1 (with four men); this decreased to 3-4 m d-1 (with eight men) as hole depth increased. This drawing is based on written descriptions (Desor, 1844, p. 294-96, 491-94; Mercanton, 1905, p. 374-76), an 1844 portrait of Agassiz (Lurie, 1960), and illustrations of the Unteraargletscher landscape near Agassiz's camp (Agassiz, 1866). (b) The hand-powered rotary drill used by Blümcke and Hess to drill through Hintereisferner (after Blümcke and Hess, 1899, fig. 13). In the period from 1895 to 1909 they completed 11 holes to the glacier bed; depths ranged from 38 to 224 m and a typical drilling rate was 4–5 m h-1. (c) Electrothermal drilling 137 m to the bed of Jungfraufirn in 1947 (after Gerrard and others (1952, fig. 2)); the inset shows the construction of the hot-point element (Gerrard and others, 1952, fig. 3). (d) A rotary diamond-drill rig used to drill 91 m into upper Taku Glacier, Alaska (after Miller, 1951, figs 1, 2, and 5). (e) A coring electrothermal drill used by Shreve and Kamb (1964) to extract cores from Blue Glacier. Holes as deep as 137 m were drilled, (f) A hot-water drill used in 1986 to drill through Trapridge Glacier, Yukon Territory, at rates of 100 m h-1 the inset is after Gillet (1975, fig. 2).

Figure 1

Fig. 2. Milestones in the application of geophysical methods to the depth sounding of glaciers. Thriving branches are indicated by solid lines, non-thriving branches by dashed lines. The symbol × denotes an apparent “extinction event”. Ground-based impulse radars (Watts and England, 1976) have proved so successful that the gravity method has been rendered obsolete and the seismic and VHF radar-sounding methods have lost popularity.

Figure 2

Fig. 3. Valley glacier content of the Journal of Glaciology.

Figure 3

Fig. 4. Maps and equations in the Journal of Glaciology. The peaks are labelled to indicate the main contributors to each peak: B (Bader, 1950), Nl (Nye, 1952[a], [c]), RR (Robin, 1955; Röthlisbergei; 1955), N2 (Nye, 1959[a], [b]), and HL (Hutter and others, 1981; Lliboutry and Reynaud, 1981).

Figure 4

Fig. 5. Evidence for the existence of the “Lewis school” (maps and no equations), the “Nye school” (equations and no maps), and for the emergence of the “Röthlisberger school” (maps and equations).