Over the past couple of weeks, several members of the Smithsonian's National Museum of American History in Washington, D.C. have worked with us and welcomed us into their collections to build an informal partnership.
While the Smithsonian occupies several enormous buildings in D.C. and in other parts of the country, only about one percent of their collection is ever on display. In an effort to expose some of the Institution's impressive instruments and artifacts -- like the world's first artificial human heart, which we found floating in a tank of formaldehyde in a locked cabinet tucked into a storage area -- to a larger audience, we will be presenting a series of stories over the coming weeks and months on the Technology Channel. You can find all of them archived here.
This post was originally published on the National Museum of American History's and is republished here with permission. It was written by Steven Turner, a curator in the Division of Medicine and Science.
Collecting American Science
One of the best parts about being a Smithsonian curator is the opportunity we get to add to the national collections. It's something we're expected to do and we take it seriously.
Since I work in the Physical Sciences collection, my job is to find objects that speak to America's scientific heritage. Often this means collecting important scientific instruments-like the beautiful Vassar telescope now on display on the museum's first floor. But we also try to collect things that tell us about how Americans have historically experienced and understood science-and these are often completely different kinds of objects.
If you ask people where they learned the most about science, a surprisingly large number will think back to their high school physics course. They usually remember it as being challenging, but they also remember the fun of doing experiments and making scientific deductions. And they also remember the many intriguing instruments in the laboratory-physics always seems to have a special instrument for each experiment.
I had a chance to collect some of these instruments recently from Richard Zitto, a retired physics teacher from the Youngstown area in Ohio. "Dick" Zitto is something of a local legend, having taught physics to thousands of students over the course of his 39-year career. He's still remembered for the personal attention that he gave his students, and for the way he used demonstrations and experiments to bring their lessons to life.
Luckily for me, he also developed an interest in the history of science teaching, and over the years he began to collect some of the old teaching instruments that would otherwise have been thrown away. He recycled many of these instruments into his classes, but the oldest and best he kept safely stored away.
The collection he put together provides a remarkable record of how science was taught in one area over the course of more than a century. The oldest teaching instruments were made in the 1850s and the newest date to the 1970s. The best of these instruments are like time machines; they provide today exactly the same experience that they gave more than a hundred years ago. With them we can experience science in much the same way as our ancestors, and with that evidence we can begin to understand what science meant to them.