The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1884-05-10
UTILIZING ODD MINUTES
Written for the indianapolis journal,

Written for the Indianapolis journal,
Some one has called dirt, matter out of place.
After the same manner, the restlessness and
consequent disorder which is often 50 hard to
correct in the schooroom. might be defined UNI
directed energy. Many pupil, who, in defiance
of admonition and discipline, ignores syntax and
cube root will become studious and thought
full if congenial subject of study is presented
Because pupil does not glibly recite the rule
for partial payments but prefers to investigate
the laws of projectles by firing" paper wads at
his fellows it is not to be at argued that he
is a rogue or Ounce A little tact in directing
his Grant energy, a question in the right direc-
tion will often discover unsupported possibilities
of thought that, rightly Durtured will make the
future of the child.
There is nothing perhaps, so useful for this
purpose-that so quickly arouses the question
ing instinct in the child and sets him thinking-as
natural objects and phenomena. And the teach
er who has never called attention to them and
used them as indictments to thought has missed
the use of powerful agent, both in mental de-
velopment and school discipline. Even in the
busy hours Of district school, skillful teacher
may find odd minutes to impart deal of valua-
BILE information and excite thoughtful interest
in these things that will be of inestmable beneht
to The school and not without profit to the teach
er UnQuestionably the subjects most readily
available in this way are such as are classed I'M
Ter the study of physics. Those who have re-
ceiyed their education in physics, amid the gilt
ter and sheen Of glass and brass, in we'll
equipped laboratory, and have come TO regard
the phenomena there seen as peculiar to the
apparatus rather than natural phenomena. little
imagine the results that may be obtained with
very simple appliances. The greater part OF the
elementary principles and laws OF physics may
be developed and taught with such means as an
ingenious teacher may devise and handy boy
construct.
But, in these days, if we are not practical we
are nothing and few suggestions may not be
out of place just here.
A couple Of straws, joined in the shape of an
inverted " with bit of wax, will make small
siphon with its suggestions of atmospheric
weight and pressure. couple of apples Of diff
ferent size, with a thread tied TO the STEMS will
develop the laws of vibrations of pendulums with
respect to mass, length and amplitude of vlbra
ton as well as much more elaborate apparatus
A serviceable pair of balances may be made from
smooth piece of lath II inches long, inch wide,
and 39 of an inch thick which any good natured
carpenter will dress. In the center Of width
Of the stick make, with small awl, three holes,
one at the center of length and one near each
end equally distant from the center hoe loop
Of strong thread through the center hole will
serve as a suspension, while one at each end will
make an attachment for the pans, which may be
made of a couple of backing box lids. Bevel
away the wood above the central hole and below
the end holes so that the loops will not rub, and
balance is made that, for want of better will
answer beyond expectation. AS a unit Of weight,
the five cent nickel mot one of new coinage how
ever weighs just five grammes and will
answer nicely; the multples and sub -multiples
being made of bits of lead. With such
an equipment the mysteries of weighing
and the metric system Of weights, the
density of bodies, the buoyancy of fluids, specific
gravity, may be taught rubber comb, an ar
sand burner lamp chimney and a few pith balls
suspended by silk threads will suffice TO teach
many Of tho mysteries of static electricity But
suggestions might be multiplied without num-
Der
AS TO tie way of using these experiments
make questions of them. If - principle is to be
taught 30 not at once suggestit; if a law is to be
developed do not state it; but describe or make
the experiment and lead the pupils to find out
for themselves the truth it teaches. Take the
siphon for illustration. Why does the water
flow through the siphon2 Why will it not start
itself. Note the conditions that must obtain in
order that the water will flow. Vary the exper
iment Place ans leg Of the siphon through the
cork of hottie OF water, and make all tight with
WAX save a small hole that may be stopped with
the finger. Start the siphon and the water will
flow; stop the hole and the flow ceases. Why?
BY such means as these an impetus may often
he given to the thinking powers of the pupils,
the effect of which will be- agreeably felt
in the set work of the day. And what is of more
Importance an interest may be- exerted in the
study of-science for it, sake, to say nothing
cf the cultivation Of the habit Of accurate obser
walton So valuable in after life
INDLANAPeI.Is, May 3. j. p. NAYLoR
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