Making Use of a Pedagogical Space for Pure Chemistry

Abstract

Any study of a pedagogical space would not be complete without looking at what actually occurred in it. Space affects but does not predetermine pedagogy. This depends on users. Sakurai Jōji, a pioneer of physical chemistry in Japan with strong penchant for theories, and Edward Divers, an adept experimentalist in inorganic chemistry, had distinct pedagogical and research styles. This is what Sakurai suggested to physical chemist Wilhelm Ostwald, one of the few German colleagues he was friends with. I will look at how differently these two senior professors at Tokyo’s Department of Chemistry made use of the same space analyzed in chapter 5 to deliver lectures, supervise advanced students’ work, conduct their own research, and connect with students.²

I[Sakurai]give a course of lectures on Theoretical and Physical Chemistry for 3 hours a week, and another on Higher Organic Chemistry for 3–5 hours a week, both during the whole session, Dr Divers lecturing on descriptive Inorganic Chemistry for 3 hours a week. [In the laboratory,] the students go through preliminary work in analysis and organic preparations, and afterward devote their time to practical work in Physical Chemistry. They also work in the Physical laboratory and attend lectures on Higher Physics and Mathematics. Once a week, we hold Journal meetings, when papers in various chemical journals are read and criticised. It does students good by giving them more occasions for reading original articles, and also for improving their knowledge of foreign literature.

(Sakurai Jōji to Wilhelm Ostwald, June 14, 1898)¹