PHYSICS IN GENERAL EDUCATION. 23 



3. Course in general physics, involving a previous knowledge of 

 trigonometry, and including laboratory work. 



The other courses, up to ten in number, are elementary in their 

 character, and do not concern the present investigation. 



The report contains statistics gathered from nearly four hundred 

 universities and colleges, agricultural colleges, and scientific schools. 

 In nearly all of these the study of physics is pursued to a greater or 

 less extent, although it appears that in some instances no report upon 

 physics was forthcoming on account of ignorance as to what was 

 meant by the word. Out of the whole number there were thirty-three 

 institutions in which the instruction in physics fell within the limits 

 established above. Of these there were four of the first rank, two of 

 the second, and twenty-seven of the third. 



In chemistry, however, laboratory instruction is to be found in at 

 least one hundred and fifty institutions, the opportunities for instruc- 

 tion in this subject thus outnumbering those offered for similar in- 

 struction in physics in about the ratio of five to one. But it will be 

 remembered that in this contest chemistry has many things in its 

 favor, and that physics is handicapped by the great cost, relatively, of 

 the first establishment, as well as by the lack of well-defined and sys- 

 tematic courses of instruction. 



Taking it as a whole it will be admitted that there has been a rapid 

 and, I believe, a permanent growth, and that the work has already be- 

 come so extensive that it appears to be worth while to subject it to 

 criticism, and to determine by conference and consultation what im- 

 provements, if any, might be suggested. 



Admitting the necessity of the laboratory as a means of instruc- 

 tion in physics, two important questions present themselves : First, of 

 the total amount of time given to the subject, what proportion should 

 be spent in the laboratory ? and, second, what should be the character 

 of the work done there ? 



I shall not undertake to answer these questions,. but will submit 

 one or two conclusions which have been thrust upon me by observa- 

 tion and experience. 



Concerning the first, something ought to be said. It will be re- 

 membered that the new instruction began at a time which was charac- 

 terized not only by unusual scientific activity, but as well by what 

 almost amounted to a revolution in educational processes. A great 

 teacher. had told us that we studied Nature in books, and when we 

 met her face to face she passed unrecognized. There sprang up 

 a new method, the essence of which was that the mysteries of 

 Nature could not be known at second-hand ; that a knowledge of 

 things could only be obtained by a contact with things themselves. 

 The use of the text-book fell into disrepute, and the student was 

 encouraged to become his own authority. It was as if all men were 

 to cast aside their maps, globes, histories, books of travel, etc., and 



