Abstract
The epilogue links the classroom practice of object lessons to material culture, suggesting a connection between contemporary scholarly practice and the historical creation of material metaphors. There are many parallels between the five-step formal object lesson and the methods that twentieth-century material culture scholars, particularly Yale art historian Jules Prown, have used to study objects. Both work from the study of material things through set modes of observation to develop ways of writing and thinking about those things. The historic object-lesson method may be employed by contemporary scholars as a new way of exploring the possible meanings of the material world. In both the historic classroom and the contemporary classroom, the object-lesson method may help unlock the interpretative potential of material things for students and teachers.
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