<p>The concept of "The Scientific Method" (TSM) has profoundly influenced science education and public understanding of scientific inquiry for over a century. Despite its pervasive influence, there has been limited systematic investigation into how this concept emerged and evolved during the pivotal period of its development in the nineteenth century. This study addresses this gap by analyzing historical documents to understand TSM's origins, definitions, and applications during this era. Using philosophical hermeneutics as our framework, we analyzed 240 documents containing 901 paragraphs with 2,771 instances of TSM usage. We employed both manual coding with verified intercoder reliability (0.77) and statistical analyses including hierarchical clustering and correlation analyses. Our findings reveal several significant patterns: (1) explicit definitions of TSM were rare; (2) usage of the term increased dramatically between 1861–1870 and 1871–1880; (3) TSM was predominantly portrayed as a universal method for discerning objective truth rather than a specific scientific procedure; and (4) TSM was frequently applied beyond scientific domains (i.e., religious and philosophical contexts). These findings challenge contemporary assumptions about the historical basis of TSM; suggest that its current formulation as a linear, stepwise process emerged later than commonly believed. This research contributes to ongoing debates about science education reform by illuminating how historical developments have shaped current conceptions of scientific methodology. Understanding this historical context is crucial for educators and curriculum developers working to foster more authentic views of scientific inquiry and the nature of science in contemporary education.</p>