22 THE POPULAR SCIENCE MONTHLY. 



them do not need advice from us. It is for the large class of under- 

 graduates who pursue the study of physics for a greater or less time 

 that we may be concerned. 



Contemporary with the recognition of the possibility of greatly 

 improved methods of instruction was the recognition of the value of 

 the more thorough study of physics as an element in what is called a 

 liberal education. 



These were alike the results of the tremendous strides made by 

 physical science, beginning twenty-five or thirty years ago. Grand 

 and beautiful generalizations commanded the admiration of men skilled 

 in other departments of human knowledge, and equally wonderful ap- 

 plications of principles to practice touched our every-day existence 

 upon so many sides as to draw forth applause from the millions who 

 are without the " inner court." Physics thus found or forced its way 

 upon the college curriculum to an extent much greater than had pre- 

 viously been thought possible or desirable. 



A few keen-sighted men, combining in themselves, happily, the 

 student and the teacher, recognized the fact that thorough instruction 

 in physics implied and demanded the use of laboratory methods, 

 such as had been utilized for some years in chemistry, and were 

 rapidly coming into jjroniinence in every other department of natural 

 science. 



Among these was, notably, Professor Pickering, whose establish- 

 ment of a working physical laboratory for purposes of instruction, in 

 the Institute of Technology at Boston, must be regarded as an epoch 

 in the history of this progress ; and with this also might be linked, 

 although following at a little later date, the widely-known establish- 

 ment made by Professor Mayer at Hoboken. 



These were quickly followed by others in the East and in the West, 

 and at the present time there are many institutions of learning in which 

 the laboratory methods of instruction are in use, and whose equipment 

 includes a so-called physical laboratory. 



To all interested in the study of the present condition of this 

 work I would especially recommend the very valuable " Report on the 

 Teaching of Chemistry and Physics in the United States," prepared by 

 Professor Clarke, of the University of Cincinnati, and issued about a 

 year ago by the Bureau of Education. This report is full of facts 

 of great value, and doubtless fairly represents the relative standing of 

 collegiate instruction in these two important subjects at the present 

 time. 



Professor Clarke has classified the various courses of instruction in 

 physics as follows : 



1. Full course, including higher mathematical physics, advanced 

 laboratory work, and research. 



2. Full course, with mathematical physics and elementary labora- 

 tory work. 



