The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-01-20

/ tItLllHS Liz sluUy VI tlt ltt'N''S 'N'S''~'~'
OF course, the laws controlling the pheno-
mena with which he is 80 familiar are
not already recognized by the pupil In
their memorable and exact character. The
raising OF this mass of empirical knowl.
edge up to the scientific plane would be
the main idea OF the elementary teach
er.
There Is too much tendency to lool;
upon physical demonstrations and ex-
periments in the light of legerdematn
and the teacher, unconsciously, perhaps
selects his Illustrations too much with the
object of pleasing rather than of i'll
structing. 1t is for this reason that the
subjects of electricity and magnetism
seem to be so fascinating tn both teacher
and pupil. Now, If the truth Is to be
taught about electricity and magnetism,
subject, even for mature students. Very
little that Is within the grasp of young
pupils can be taught by electrical pheno-
nlena that cannot be taught by other
phenomena coming more within the range
| OF the pupils experience.
| / would. therefore, urge that the great
! stress of the course be not put on this
part Of our subject, as seems to be ex-
pected and desired by the average text
book writer of to-day. but that fuller use
| be made of the everyday experiences.
|
sirable. II not absolutely necessary, in
every school undertaking this subject.
| the Intelligent teacher will find work
! ing laboratory all about him. Striking
| experiments require special apparatus 7;
| principles can DO taught by that which
(! Is homelv and homemade The teacher
| Of physics should have an eye open at
all times for odds and ends that are
| usually thrown away, but which are
| capable of excellent service. Tin and
| wooden boxes and cans, pieces OF wire
and strings. rubber bands. bottles, corks.
bullets, and shot; In fact, almost any old
thing can be made to serve useful pur-
pose in Illustration, IL properly utilized.
Every physics teacher should learn tie
use Of simple tools for working woods
and metals; should learn to solder metals,
and to bend and cut of glass tubes.
In fact. even to the professor In a
finely equipped university, these arts are
not only useful but essential. How much
more must this be true of the teacher
who must rely upon-almost exclusively
his own ingenuity and mechanical skill
for the successful illustration OF his
subject l was struck by an exhibit at
one of our expositions of school appa-
ratus for physics as devised and used in
Japan The ingenious use of native ma
terial was very striking. Bamboo was
everywhere. In apparatus In which he
would demand glass tubing, the bamboo
was used quite as successfully. I am
sure that little of the same kind of
patience and ingenuity will enable our
Southern teachers to find about them
materials quite as easily adaptable as
those used by the Japanese. After all
the problem in successful physics teach
i,,r- H. a., 1, =,
the RICH man in charge of the work.
The subject of chemistry will ordinarily
be found more interesting to the ma
iorlty of students than that OF physics
/! The reasons for this are not SO far te
seek.
In chemistry the principles are not so
abstruse. and there is continued and re-
! peated application of tile same princi-
| pies to the various elements and COM
! pounds studied, so that the pupil soon
! comes to gain familiarity with the
necessary working ideas which is much
more difficult to obtain in the science of
physics on account OF the much greater
variety of ideas there met with, and
the somewhat more definite and accurate
notions that must be had in order to
deal properly with physical phenomena
Again, the experimentation that can be
| given to the beginner in chemistry, at
| tracts and appeals to him much more
| than that which can he given in physics.
/ The phenomena are somewhat more
| novel than many of those constituting
/ the elementary study of physics. AS a
matter of practical fact. the chemical
| laboratory course can be successfully con-
| Quoted With less expensive outfit and
a smaller variety of apparatus for each
| pupil than is the case with physics and
with these few simple pieces of appara-
tus provided for the student of chemis-
try, q very large number of experiments
may be performed.
Thus the difficulties of manipulation
are perhaps not so great as in one sense
are the nanipuations of physics.
would, therefore, urge that the study of
chemistry, although logically succeeding
that OF physics, which, as has been said,
Is the mother of Sciences" should for
many reasons precede that of the parent
science. The organization and conduct
Of laboratory course OF instruction in
chemistry is much simpler, and can be
successfully carried out by less skilled
teacher than would be required for a
coriHspondingly good course in physics.
OF course, in making this statement there
is no desire or intention to assume that
chemistry in its advanced study does not
demand all the skill and ability for its
successful prosecution that Is demanded
by physics or by any other subject, but
simply TO state that In its elementary
aspects the subject is more capable of
being handled BY the average teacher
| than either physics or biology. 1t Is OF
the greatest Importance, as it seems to
me, that in chemistry, as in physics
special stress should be laid upon the
study OF those elements and compounds
that have formed the everyday expert
ente Of the pupil,
1t IS we'll enough in Its way to let thu
pupil know that there are rare elements
, that he has never met with, and to ex,
' hibit TO him such clements and theil
/ compounds of curiosities, hut not toS
E much time should be spent on the study
] OF the compounds of these elements, OF
: of these clements themselves, but rathe
the main attention should be given Il
the things IN everyday life. In Thu
/ way, dctinteness of idea ana contldenc,
: of knowledge may be obtained, and I'm
a less this result in dcfiniteness and con
hdence Is obtained, half Of tho value o
!, science study is lost Difficult as is III
r study of the compounds OF carbon whel
: this study is pushed very far, the fac
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