Laboratory Method in Physics
In the high schools a parallel movement took place in the last third of the nineteenth century, leading to the adoption of laboratory work as a definite mode of instruction. On this subject one writer on the history of physics has given the following statements:
Experimental work had not been entirely unknown in secondary schools even in the early part of the century, but no attempt had been made to bring the pupil into personal contact with its results. The Boston Grammar Schools were all furnished with a $275 set of physical apparatus as early as 1837, and most of the academies installed sets about that time, but the apparatus was for the use of the instructor only, the pupils not being allowed to handle it. And this condition existed to within about thirty years of the end of the century, when the agitation for individual laboratory work began.
This period of agitation was marked by the beginning of some laboratory work and the discussion of the value of individual work and the inductive method by educators. But there was no general adoption of the plan till a later period. It was about this time that David Starr Jordan accepted the chair of Natural History in an Illinois college and attempted to establish a chemical laboratory. His attempt was promptly vetoed by the board of trustees....
In the report from the Albany, N.Y., City School, for 1882, the Superintendent recommended that a whole year be given to the study of physics with opportunity for daily experiments, the class participating in the experiments as far as practicable. The report of 1882-1883 from the Washington, D.C., High School, states that laboratories have been fitted up. Indianapolis reported in 1883 that the experimental method had been introduced and was meeting with approval from both teacher and pupil. Cincinnati reported in 1882 that physics was taught from a syllabus four hours a week during the third year. St. Louis reported physics taught through the second year of the high school. The reports show only qualitative experiments....
The general trend of accumulated opinion in 1884 shows increased favor of the idea that mental discipline is the chief aim in physics teaching. There was a general notion that the study of physics ought to train the pupil to think, but as to what method should be used to bring about this result there was no settled opinion. Laboratory work meant anything from a few simple demonstrations by the teacher to a complete individual laboratory course, such as is given at the present day.
For the next fifteen years, physics teaching, in fact, science teaching in general, was in an experimental stage. In the effort to make science a disciplinary study, the laboratory method was coming into general use rapidly, but the old idea of making science include everything in reach—a remnant of the Natural Philosophy stage—had prevented its becoming a really disciplinary study. We find David Starr Jordan in 1889 lamenting the superficial way in which science was taught.[77]