Abstract

The connections between science and education, disciplines which are usually considered separately, were particulary strong in the U.S.A. in the early decades of the nineteenth century. Many American scientists at that time were employed as educators, and interested in matters of pedagogy. Like educators they were interested in popularizing their subject, and promoting it into a profession. The overlapping of science and education was especially evident in the area of apparatus. The philosophical apparatus that American scientists were acquiring at a great rate might be considered scientific. In fact, it was often used for public demonstrations of natural philosophy, and seldom used for the advancement of science. In many instances this apparatus was indistinguishable from that developed for the educational reform known as object teaching. The proliferation of this apparatus was furthered by a growing apparatus industry operating within a growing consumer culture