file which includes the original illustrations4 ,see #cgfab-;h4htm or #cgfab-;h4zip3 7https3_/_/www4gutenberg4org_/cache_/epu b_/#cgfab_/pg#cgfab-;images4html7 or 7https3_/_/www4gutenberg4org_/files_/#cg fab_/cgfab-;h4zip7 ,,bill',s ,,school ,,and ,,mine ,a ,collection of ,essays on ,education by ,,william ,,suddards ,,franklin ,illustration of ,author's ,signature ,south ,bethlehem1 ,pennsylvania ,franklin1 ,macnutt and ,charles ,publishers of ,educational ,books #aiac ,all rights reserved ,copyright1 #aiac ,by ,william ,s4 ,franklin ,press of ,the ,new ,era ,printing ,company ,lancaster1 ,pa4 ,,dedicated ,,to ,a ,,university ,,supported ,,and ,,controlled ,,by ,,the ,,people ,,of ,,pennsylvania4 ,the time will come when men will think of nothing but education4 ,,nietzsche4 99 99 99 99 99 ,to face page iv ,since the first of ,august1 #aiad1 this prophecy of ,nietzsche's has shaped itself in the author's mind in an altered tense and in an altered mood4--,the time ,,has come when men ,,must think of nothing but education2 by education the author does not mean inconsequential bookishness1 and neither did ,nietzsche6 99 99 99 99 99 ,,preface4 ,the greater part of the essay1 ,bill's ,school and ,mine1 was written in #aijc1 but the title and some of the material were borrowed from my friend and college mate ,william ,allen ,white in #aiab1 when the essay was printed in the ,south ,bethlehem ,globe to stimulate interest in a local ,playground ,movement4 ,the second essay1 ,the ,study of ,science1 is taken from ,franklin and ,mac,nutt's ,elements of ,mechanics1 ,the ,macmillan ,company1 ,new ,york1 #aijh4 ,i have no illusions concerning the mathematical sciences1 for it is to such that the essay chiefly relates4 ,unquestionably the most important function of education is to develop personality and character2 but science is impersonal1 and an essay which attempts to set forth the meaning of science study must make an unusual demand upon the reader4 ,some things in this world are to be understood by sympathy1 and some things are to be understood by serious and painful effort4 ,the third essay1 ,part of an ,education1 was privately printed in #aijc under the title ,a ,tramp ,trip in the ,rockies1 and it is introduced here to illustrate a phase of real education which is in danger of becoming obsolete4 ,the school of hardship is not for those who love luxury1 and to the poverty stricken it is not a school--it is a ,juggernaut4 ,the five minor essays are mere splashes1 as it were2 but in each ,i have said everything that need be said1 except perhaps in the matter of exhortation4 ,for the illustrations ,i am under obligations to my cousin ,mr4 ,daniel ,garber of ,philadelphia4 ,,william ,,suddards ,,franklin ,,south ,,bethlehem1 ,,pa41 ,october #bb1 #aiac4 99 99 99 99 99 ,to face page vi ,,supplement ,,to ,,preface4 ,your attention is called especially to the five short essays1 or splashes1 on pages #be #c1 #bi #d1 #ei #e1 #ia #h and #ie #i2 each of these short essays fills about a page1 and if you read them you will understand why the ,independent has called this little book ,a ,package of ,dynamite4 ,the first essay1 entitled ,,bill',s ,,school ,,and ,,mine1 is easy reading1 and if one is not irredeemably literal in one's mode of thinking1 it is very pleasant reading4 ,the tall talk which is sprinkled throughout this essay and which reaches a climax on pages #ai #a and #bj #b is not intended to be actually fatal in its seemingly murderous quality6 ,many contented city people in reading this essay should be prompted after the manner of cow-boy who in a spell of seemingly careless gun play says to his sophisticated friend ,smile1 ,d---- ,you1 ,smile4 ,the essay on ,the ,study of ,science is somewhat of a sticker1 and if any particular reader does not like it he can let it alone1 but there is an increasing number of young men in this world who must study science whether they like it or not4 ,indeed the object of this particular essay is to explain this remarkable and in some respects distressing fact4 ,the essay relates primarily to the physical sciences1 narrowly speaking1 because the author's teaching experience has been wholly in physics and chemistry4 ,one can get a fairly good idea of the author's point of view by reading the portions of the essay which stand in large print1 but it is quite necessary to read the small print with more or less painful care if one is to get any fundamental idea of the matter under consideration4 ,the reader will please consider thoughtfully the close juxta-position of this essay and the following short essay on ,the ,discipline of ,work4 ,the essay1 ,part of an ,education1 is the story of a tramp trip through the ,rocky ,mountains of ,colorado and ,wyoming1 and it is an introduction to the little essay on ,the ,uses of ,hardship4 99 99 99 99 99 ,,table ,,of ,,contents4 ,,pages4 ,,bill',s ,,school ,,and ,,mine #a-ba ,play as a ,training in ,application #bb-bf ,the ,energizing of ,play #bg-cj ,,the ,,study ,,of ,,sciences #ca-ef ,the ,discipline of ,work #eg-fj ,,part ,,of ,,an ,,education #fa-hg ,the ,uses of ,hardship #hi-ib ,the ,public ,school #ic-ih ,,bill',s ,,school ,,and ,,mine ,it seems that the ,japanese have domesticated nature4 ,,lafcadio ,,hearne4 ,i always think of my school as my boyhood4 ,until ,i was big enough to swim the ,missouri ,river my home was in a little ,kansas town1 and we boys lived in the woods and in the water all ,summer1 and in the woods and on the ice all ,winter4 ,we trapped and hunted1 we rowed and fished1 and built dams1 and cut stick horses1 and kept stick-horse livery stables where the grapevines hung1 and where the paw-paws mellowed in the ,fall4 ,we made mud slides into our swimming hole1 and we were artists in mud-tattoo1 painting face and body with thin black mud and scraping white stripes from head to foot4 ,we climbed the trees and cut our names1 we sucked the sap of the box elder and squashed poke berries for war paint4 ,we picked wild grapes and gooseberries1 and made pop-guns to shoot green haws4 ,in the ,autumn we gathered walnuts1 and in the ,spring we greeted the johnny-jump-ups1 and the sweet williams as they peered through the mold4 ,always1 we boys were out of doors1 as it seems to me2 and ,i did the chores4 ,it is something to learn the toughness of hickory under the saw1 how easily walnut splits1 how mean elm is to handle2 and a certain dexterity comes to a boy who teaches a calf to drink1 or slops hogs without soiling his ,sunday clothes in the evening4 ,and the hay makes acrobats4 ,in the loft a boy learns to turn flip-flops1 and with a lariat rope he can make a trapeze4 ,my rings were made by padding the iron rings from the hubs of a lumber wagon and swinging them from the rafters4 ,bill1 little ,bethlehem ,bill1 has a better school than ,i had2 the house and the things that go with it4 ,bill's teachers know more accurately what they are about than did my teachers in the old days out ,west half a century ago4 ,and1 of course1 ,bill is getting things from his school that ,i did not get4 ,but he is growing up with a woefully distorted idea of life4 ,what does ,bill know about the woods and the flowers8 ,where in ,bill's makeup is that which comes from browsing on berries and nuts and the rank paw paw1 and roaming the woods like the ,bander-log8 ,and the crops1 what does he know about them8 ,the silver-sides used to live in the pool under the limestone ledges by the old stone quarry where the snakes would sun themselves at noon4 ,the wild rose1 with its cinnamon-scented flower and curling leaves1 used to bloom in ,may for me--for me and a little brown-eyed girl who found her ink-bottle filled with them when the school bell called us in from play4 ,and on ,saturdays we boys roamed over the prairies picking wild flowers1 playing wild plays and dreaming wild dreams--children's dreams4 ,do you suppose that little ,bill dreams such dreams in a fifty-foot lot with only his mother's flowers in the window pots to teach him the great mystery of life8 ,bill has no barn4 ,i doubt if he can skin a cat1 and ,i am sure he cannot do the big drop from the trapeze4 ,to turn a flip-flop would fill him with alarm1 and yet ,jim ,betts1 out in ,kansas1 used to turn a double flip-flop over a stack of barrels6 ,and ,jim ,betts is a man to look at4 ,he is built by the day4 ,he has an educated body1 and it is going into its fifties with health and strength that ,bill will have to work for4 ,and ,jim ,betts and ,i used to make our own kites and nigger-shooters and sleds and rabbit traps4 ,bill's school seems real enough1 but his play and his work seem rather empty4 ,of course ,bill cannot have the fringe of a million square miles of wild buffalo range for his out-of-doors4 ,no1 ,bill cannot have that4 ,never1 again4 ,and to imagine that ,bill needs anything of the kind is to forget the magic of ,bill's make-believe6 ,a tree1 a brook1 a stretch of grass6 ,what old-world things ,bill's fancy can create there6 ,what untold history repeat itself in ,bill's most fragmentary play6 ,bill1 is by nature1 a conjuror4 ,give him but little and he will make a world for himself1 and grow to be a man4 ,older people seem1 however1 to forget1 and deprive ,bill of the little that he needs2 and it is worth while1 therefore1 to develop the contrast between ,bill's school and that school of mine in the long-ago land of my boyhood out-of-doors4 ,the ,land of ,out-of-,doors6 ,what irony there is in such glowing phrase to city boys like ,bill6 ,the supreme delight of my own boyhood days was to gather wild flowers in a wooded hollow1 to reach which led across a sunny stretch of wild meadow rising to the sky2 and ,i would have you know that ,i lived as a boy in a land where a weed never grew,a4 ,i wish that ,bill might have access to the places where the wild flowers grow1 and above all ,i wish that ,bill might have more opportunity to see his father at work4 ,a hundred years ago these things were within the reach of every boy and girl2 but now1 alas1 ,bill sees no other manual labor than the digging of a ditch in a cluttered street1 or stunted in growth1 he has almost become a part of the machine he daily tends1 and ,boyville has become a paved and guttered city1 high-walled1 desolate1 and dirty2 with here and there a vacant lot hideous with refuse in early ,spring and overwhelmed with an increasing pestilence of weeds as the ,summer days go by6 ,and the strangest thing about it all is1 that ,bill accepts unquestioningly1 and even with manifestations of joy1 just any sort of a world1 if only it is flooded with sunshine4 ,i remember how1 in my boyhood1 the rare advent of an old tin can in my favorite swimming hole used to offend me1 while such a thing as a cast-off shoe was simply intolerable1 and ,i wonder that ,bill's unquenchable delight in outdoor life does not become an absolute rage in his indifference to the dreadful pollution of the streams and the universal pestilence of weeds and refuse in our thickly populated districts4 ,i cannot refrain from quoting an amusing poem of ,james ,whitcomb ,riley's1 which expresses 7more completely than anything ,i know7 the delight of boys in outdoor life1 where so many things happen and so many things lure2 and you can easily catch in the swing of ,riley's verse that wanton note which is ordinarily so fascinatingly boyish1 but which may too easily turn to a raging indifference to everything that makes for purity in this troubled life of ours4 ,,three ,,jolly ,,hunters4 ,o there were three jolly youngsters2 ,and a-hunting they did go1 ,with a setter-dog and a pointer-dog ,and a yaller-dog also4 ,looky there6 ,and they hunted and they hal-looed2 ,and the first thing they did find ,was a dingling-dangling hornets' nest ,a-swinging in the wind4 ,looky there6 ,and the first one said1 ,what is it8 ,said the next1 ,let's punch and see1 ,and the third one said1 a mile from there1 ,i wish we'd let it be6 ,looky there6 7,showing the back of his neck47 ,and they hunted and they hal-looed2 ,and the next thing they did raise ,was a bobbin bunnie cotton-tail ,that vanished from their gaze4 ,looky there6 ,one said it was a hot baseball1 ,zippt thru the brambly thatch1 ,but the others said 'twas a note by post ,or a telergraph dispatch4 ,looky there6 ,so they hunted and they hal-looed2 ,and the next thing they did sight1 ,was a great big bull-dog chasing them1 ,and a farmer hollering ,skite6 ,looky there6 ,and the first one said ,hi-jinktum6 ,and the next1 ,hi-jinktum-jee6 ,and the last one said1 ,them very words ,has just occurred to me6 ,looky there6 7,showing the tattered seat of his pants47 ,this is the hunting song of the ,american ,bander-log,b1 and this kind of hunting is better than the kind that needs a gun4 ,to one who falls into the habit of it1 the gun is indeed a useless tool4 ,i am reminded of a day ,i spent with a gun at a remote place in the ,rocky ,mountains1 where1 during the #be days ,i have camped there on four different trips1 ,i have seen as many as #aej of the wildest of ,north ,american animals1 the ,rocky ,mountain sheep4 ,i lay in ambush for three hours waiting for sheep1 and the sheep came2 but they were out of range again before ,i saw them because ,i had become so interested in killing mosquitoes6 ,i timed myself at intervals1 and #hj per minute for three solid hours makes an honest estimate of #ad1djj4 ,and ,i was hungry1 too4 ,i fancy the sheep were not frightened but wished the good work to go on undisturbed4 ,do you1 perhaps1 like candy8 ,did you ever consider that the only sweetmeat our forefathers had for thousands of years was wild honey8 ,and those sour times--if ,i may call them such--before the days of sugar and candy1 come much nearer to us than you realize1 for ,i can remember my own grandfather's tales of bee-hunting in ,tennessee4 ,just imagine how exciting it must have been in the days of long-ago to find a tree loaded with--candy6 ,a bee tree6 ,if ,bill were to go back with me to the wild woods of ,tennessee1 some thrill of that old excitement would well up from the depths of his soul at finding such a tree4 ,you may wonder what ,i am driving at1 so ,i will tell you1 that one of the most exciting experiences of my boyhood was a battle with a colony of bumble bees4 ,i was led into it by an older companion and the ardor and excitement of that battle1 as ,i even now remember it1 are wholly inexplicable to me except ,i think of it as a representation through inherited instinct of a ten-thousand-years' search for wild honey4 ,my schooling grew out of instinctive reactions toward natural things2 hunting and fishing1 digging and planting in the ,spring1 nutting in the ,fall1 and the thousands of variations which these things involve1 and ,i believe that the play of instinct is the only solid basis of growth of a boy or girl4 ,i believe1 furthermore1 that the very essence of boy humor is bound up with the amazing incongruity of his instincts4 ,was there ever a boy whose instincts 7many of them mere fatuity like his digestive appendix7 have not led him time and again into just thin air1 to say nothing of water and mud6 ,for my part ,i have never known anything more supremely funny than learning what a hopeless mess of wood pulp and worms a bumble-bee's nest really is1 except1 perhaps1 seeing another boy learn the same stinging lesson4 ,the use of formulas1 too1 is unquestionably instinctive1 and we all know how apt a boy is to indulge in formulas of the hocus-pocus sort1 like ,tom ,sawyer's recipe for removing warts by the combined charm of black midnight and a black cat1 dead4 ,and a boy arrives only late in his boyhood1 if ever1 to some sense of the distinction between formulas of this kind and such as are vital and rational4 ,i think that there is much instruction and a great deal of humor connected with the play of this instinctive tendency4 ,i remember a great big boy1 a hired man on my grandfather's farm1 in fact1 who was led into a fight with a nest of hornets with the expectation that he would bear a charmed skin if he shouted in loud repetition the words1 ,jew's-harp1 jew's-harp4 ,talk about catching birds by putting salt on their tails6 ,once1 as ,i rowed around a bend on a small stream1 ,i saw a sand-hill crane stalking along the shore4 ,into the water ,i went with the suddenly conceived idea that ,i could catch that crane1 and1 swimming low1 ,i reached the shore1 about #bj feet from the bird1 jumped quickly out of the water1 made a sudden dash and the bird was captured6 ,once ,i saw a catfish1 gasping for air at the surface of water that had been muddied by the opening of a sluice-way in a dam4 ,swimming up behind the fish1 ,i jambed a hand into each gill1 and1 helped by the fish's tail1 ,i pushed it ashore2 and it weighed #cf pounds6 ,a friend of mine1 by the name of ,stebbins1 once followed his dog in a chase after a jack rabbit4 ,the rabbit made a wide circle and came back to its own trail some distance ahead of the dog1 then it made a big sidewise jump1 and sat looking at the dog as it passed by2 so intently indeed that ,stebbins walked up behind the rabbit and took it up with his hands4 ,i think you will agree with me that my outdoor school was a wonderful thing4 ,the ,land of ,out-of-,doors6 ,to young people the best school and play-house1 and to older people an endless asylum of delight4 ,the grass so little has to do1 ,a sphere of simple green ,with only butterflies to brood ,and bees to entertain4 ,and stir all day to pretty tunes ,the breezes fetch along1 ,and hold the sunshine in its lap ,and bow--to everything4 ,and thread the dew all night1 like pearls1 ,and make itself so fine1 ,a duchess were too common ,for such a noticing4 ,and even when it dies1 to pass ,in odors so divine ,as lowly spices gone to sleep1 ,or amulets of pine4 ,and then to dwell in sovereign barns ,and dream the days away1 ,the grass so little has to do-- ,i wish ,i were the hay4 99 99 99 99 99 ,the most important thing1 ,i should say1 for the success of ,bill's fine school is that ample opportunity be given to ,bill for every variety of play including swimming and skating1 and wherever possible1 boating4 ,it is ridiculous to attempt to teach ,bill anything without the substantial results of play to build upon4 ,playgrounds are the cheapest and1 in many respects1 the best of schools1 but they are almost entirely lacking in many of our towns which have grown to cities in a generation in this great nation of villagers4 ,the ,boroughs of the ,bethlehems1 for example1 have no playground connected with a ,public ,school1 nor any other public place where boys can play ball4 ,,what ,,do ,,you ,,think8 7,this and the following communication are from a small paper1 printed and published by two ,bethlehem boys47 ,we1 the editors1 have been dragged along back alleys1 across open sewers1 and through rank growths of weed and thistle to view the ,monocacy meadows to consider the possibility of their use as a playground or park4 ,we are not much impressed with the proposal1 the place is apparently hopeless1 but the park enthusiast could not be touched by argument4 ,to our very practical objection that the cost would be excessive1 he made the foolish reply that there is no cost but a saving in using what has hitherto been wasted4 ,to our expressed disgust for the open sewers and filth he replied that that was beside the question1 for1 as he said1 we must sooner or later take care of the filth anyway4 ,but1 we said1 the creek is contaminated above the town4 ,very well1 he replied1 we have the right to prohibit such contamination4 ,but worst of all1 in double meaning1 was his instant agreement to our statement that we had our cemeteries which1 he said1 were really better than any ,bethlehem park could be4 ,,communication4 ,dear ,editors3 ,i took a walk along the ,monocacy ,creek on ,sunday afternoon and discovered clear water several miles above town and a fine skating pond2 but ,i suppose that you and all of your subscribers will have to go to our enterprising neighbor1 ,allentown1 to find any well-kept ice to skate on this ,winter4 ,most people think that you boys can swim in ,nature's own water1 skate on ,nature's own ice1 and roam in ,nature's own woods1 but it is absolutely certain that your elders must take some care and pains if you town boys are to do any of these things4 ,and yet1 here in the ,east1 children are said to be brought up 7implying care and pains7 and hogs are said to be raised 7implying only feeding74 ,i thank the ,lord that ,i was raised in the ,west where there are no such false distinctions4 ,your subscriber1 ,s4 ,p4,s4--,as ,i came home covered with beggar-lice and cockle-burrs ,i saw a ring of fire on ,south ,mountain1 an annual occurrence which has been delayed a whole week this ,autumn by a flourish of posters in several languages offering ,one ,hundred ,dollars ,reward6 ,s4 ,in these days of steam and electricity we boast of having conquered nature4 ,well1 we have got to domesticate nature before much else can be accomplished in this country of ours4 ,we have got to take care of our brooks and our rivers1 of our open lands and our wooded hills4 ,we have got to do it1 and ,bill would be better off if we took half of the cost of his fine school to meet the expense of doing it4 ,when ,i was a boy ,i belonged to the ,bander-log1 but ,bill belongs to another tribe1 the ,rats1 and there is nothing ,i would like so much to do as to turn ,pied ,piper and lure the entire brood of ,bethlehem boys and girls to ,friedensville,c and into that awful chasm of crystal water to come back no more1 no1 not even when an awakened civic consciousness had made a park of the beautiful ,monocacy meadows and converted the creek into a chain1 a regular ,diamond ,necklace of swimming holes4 ,i beg the garbage men's 7not a printer's error for man's7 pardon for speaking of the beautiful ,monocacy meadows4 ,i refer to what has been and to what might easily continue to be4 ,as for the ,diamond ,necklace1 that1 of course1 would have to be above our gas works where the small stream of pure tar now joins the main stream4 ,i know a small river in ,kansas which is bordered by rich bottom lands from one-half to one mile in width between beautifully scalloped bluffs--where the upland prairie ends4 ,in early days thick covering of grass was everywhere1 and the clear stream1 teeming with life1 wound its way along a deep channel among scattered clusters of large walnut trees and dense groves of elm and cotton wood1 rippling here and there over beds of rock4 ,now1 however1 every foot of ground1 high and low1 is mellowed by the plow1 and the last time ,i saw the once beautiful valley of ,wolf ,river it was as if the whole earth had melted with the rains of ,june1 such devastation of mud was there6 ,surely it requires more than the plow to domesticate nature2 indeed1 since ,i have lived between the coal-bearing ,alleghenies and the sea1 ,i have come to believe that it may require more than the plow and the crowded iron furnace1 such pestilence of refuse and filth is here6 #a ,i suppose that ,i am as familiar with the requirements of modern industry as any man living1 and as ready to tolerate everything that is economically wise1 but every day as ,i walk to and fro ,i see our ,monocacy ,creek covered with a scum of tar1 and in crossing the river bridge ,i see a half mile long heap of rotting refuse serving the ,lehigh as a bank on the southern side2 not all furnace refuse either by any means1 but nameless stinking stuff cast off by an indifferent population and carelessly left in its very midst in one long unprecedented panorama of putrescent ugliness6 ,and when1 on splendid ,autumn days1 the nearby slopes of old ,south ,mountain lift the eyes into pure oblivion of these distressing things1 ,i see again and again a line of fire sweeping through the scanty woods4 ,this ,i have seen every ,autumn since first ,i came to ,bethlehem4 ,it is easy to speak in amusing hyperbole of garbage heaps and of brooks befouled with tar1 but to have seen one useless flourish of posters on ,south ,mountain in fifteen years6 ,that is beyond any possible touch of humor4 ,it is indeed unfortunate that our river is not fit for boys to swim in1 and it is not1 for ,i have tried it1 and ,i am not fastidious either1 having lived an amphibious boyhood on the banks of the muddiest river in the world2 but it is a positive disgrace that our river is not fit to look at1 that it is good for nothing whatever but to drink2 much too good1 one would think1 for people who protect the only stretch of woodland that is accessible to their boys and girls by a mere flourish of posters6#b ,i was born in ,kansas when its inhabitants were largely ,indians1 and when its greatest resource was wild buffalo skins2 and whatever objection you may have to this description of my present home-place between the coal-bearing ,alleghenies and the sea1 please do not imagine that ,i have a sophisticated sentimentality towards the ,beauties of ,nature6 ,no1 ,i am still enough of an ,indian to think chiefly of my belly when ,i look at a stretch of country4 ,in the ,west ,i like the suggestion of hog-and-hominy which spreads for miles and miles beneath the sky1 and here in the ,east ,i like the promise of pillars of fire and smoke and ,i like the song of steam6 ,bill's ,school and ,mine6 ,it may seem that ,i have said a great deal about my school1 and very little about ,bill's4 ,but what is ,bill's school8 ,surely1 ,bill's fine school-house and splendid teachers1 and ,bill's good mother are not all there is to ,bill's school4 ,no1 ,bill's school is as big as all ,bethlehem1 and in its bigger aspects it is a bad school1 bad because ,bill has no opportunity to play as a boy should play1 and bad because ,bill has no opportunity to work as a boy should work4 ,i b'en a-kindo musin'1 as the feller says1 and ,i'm ,about o' the conclusion that they ain't no better time1 ,when you come to cypher on it1 than the times we used to know1 ,when we swore our first 'dog-gone-it' sorto solem'-like and low4 ,you git my idy1 do you8--,,little tads1 you understand-- ,jes' a wishin'1 thue and thue you1 that you on'y was a ,,man4 ,yet here ,i am this minute1 even forty1 to a day1 ,and fergittin' all that's in it1 wishin' jes the other way6 ,i wonder if our ,bill will wish the other way when he is a man8 ,indeed1 ,i wonder if he will ever ,,be a man4 ,if we could only count on that1 ,bill's school would not be our problem4 ,,play ,,as ,a ,,training ,,in ,,application4 ,never yet was a boy who dreamed of ice-cream sundaes while playing ball4 99 99 99 99 99 ,to face page #bd ,,play ,,as ,a ,,training ,,in ,,application4 ,never yet was a boy who dreamed of ice-cream sundaes while playing ball4 ,every one knows that play means health and happiness to children1 and nearly every one thinks of the playgrounds movement as based solely on ideals of health and ideals of happiness in a rather narrow sense2 but the movement means much more than health and happiness as these terms are generally understood4 ,the ,indian boy's play1 which included practice with the bow and arrow1 foot racing1 ball playing and horse-back riding1 was perfectly adapted to the needs of his adult life1 but how about base ball and prisoner's base for the boy who is to become a salesman or a mechanic1 a physician or an engineer8 ,good fun and a good appetite certainly come from these games1 and one may also place to their credit a tempered reasonableness and a high regard for what is fair and square2 but as a training in application nothing can take their place4 ,play as a training in application6 ,that certainly is a paradox2 and yet everyone knows that play is the first thing in life to give rise to that peculiar overwhelming eagerness which alone can bring every atom of one's strength into action4 ,ability to focus one's whole mind upon an undertaking and to apply one's whole body in concentrated effort is what our boys and girls are most in need of1 and vigorous competitive play serves better than anything else1 if1 indeed there is anything else to create it4 ,intense and eager application6 ,that means not only an escape from laziness and apathy1 but eagerness is the only thing in the world that defies fatigue4 ,a healthy boy can put forth an amazing amount of physical effort and be fresh at the end of a day of play4 ,and a man whose habit of application is so highly developed that it assumes a quality of eagerness and never fails in absolute singleness of purpose1 is there any limit to what such a man can do8 99 99 99 99 99 ,every one knows that play means health and happiness to children1 and nearly every one thinks of the playgrounds movement as based solely on ideals of health and ideals of happiness in a rather narrow sense2 but the movement means much more than health and happiness as these terms are generally understood4#c ,the ,indian boy's play1 which included practice with the bow and arrow1 foot racing1 ball playing and horse-back riding1 was perfectly adapted to the needs of his adult life1 but how about base ball and prisoner's base for the boy who is to become a salesman or a mechanic1 a physician or an engineer8 ,good fun and a good appetite certainly come from these games1 and one may also place to their credit a tempered reasonableness and a high regard for what is fair and square2 but as a training in application nothing can take their place4 ,play as a training in application6 ,that certainly is a paradox2 and yet everyone knows that play is the first thing in life to give rise to that peculiar overwhelming eagerness which alone can bring every atom of one's strength into action4 ,ability to focus one's whole mind upon an undertaking and to apply one's whole body in concentrated effort is what our boys and girls are most in need of1 and vigorous competitive play serves better than anything else1 if1 indeed there is anything else to create it4 ,intense and eager application6 ,that means not only an escape from laziness and apathy1 but eagerness is the only thing in the world that defies fatigue4 ,a healthy boy can put forth an amazing amount of physical effort and be fresh at the end of a day of play4 ,and a man whose habit of application is so highly developed that it assumes a quality of eagerness and never fails in absolute singleness of purpose1 is there any limit to what such a man can do8 ,,the ,,energizing ,,of ,,play4 ,strenuous play leads to strenuous work4 99 99 99 99 99 ,to face page #bh ,,the ,,energizing ,,of ,,play4 ,strenuous play leads to strenuous work4 ,play ,ball4 ,scarcely more than a generation ago every ,american boy came under the spell of hunting and fishing2 and there is no more powerful incentive to laborious days1 nor any anodyne so potent for bodily discomfort and hardship6 ,a hunting and fishing boyhood6 ,such has been the chief source of human energy in this lazy world of ours1 the chief basis of life-long habit of persistent and strenuous effort2 and the problem of educational play is to a great extent the problem of finding an effective substitute for the lure of the wild for stimulating young people to intense activity4 ,the lure of the wild6 ,alas it is but a poet's fancy in this tame world of ours4 ,but our boys remain as a perennial race of ,wild ,indians however tame the world may come to be2 and fortunately they are not dependent upon completely truthful externals4 ,the genuine ,wild ,indian becomes a sorry spectacle1 even if he does not sicken and die1 when he is deprived of his millions of square miles of wild buffalo country2 but our boy ,bill cannot have such an out-of-doors1 never again as long as the earth shall last4 ,indeed he has no need of such a thing1 for if his fancy is stirred by ardent playmates he will chase an imaginary stag around a vacant lot all day if only there is a mixture of earth and sky and greenery to set off his make believe--and eat mush and milk when the day is done6 ,indeed youngsters must hunt in packs1 as ,whitcomb ,riley tells in his ,hunting ,song of the ,american ,bander-,log1 and the gang idea contains the ultimate solution of what would otherwise be an impossible problem1 namely1 to find an effective substitute for the lure of the wild for the energizing of the intensely active kind of play1 the kind of play that trains for application1 the kind that approaches hunting and fishing or tribal warfare or the settling of a blood-feud in its persistent1 single-minded and strenuous activity4 ,many grown-ups seem to think that mere permission is now a sufficient basis for play1 as it was in pioneer and rural days4 ,indeed this is largely true for very small children who can sit in the sunshine and make mud pies or dig holes in a bed of sand2 but with older boys it is different4 ,they may indeed fight or steal1 or engage in the worst varieties of gang activity1 or sit by a fire in a back alley talking sex like grown-up sordidly imaginative ,hottentots in ,darkest ,africa2 but strenuous play requires suggestive example and organization1 as with our ,boy ,scouts2 and it depends to a very great extent upon competitive athletics4 ,a dozen large ball fields and two or three good-sized swimming pools are1 next to his food1 the most important thing for our boy ,bill2 and they would do more to make him into an energetic and industrious man than all the rest of his school work put together4 99 99 99 99 99 ,scarcely more than a generation ago every ,american boy came under the spell of hunting and fishing2 and there is no more powerful incentive to laborious days1 nor any anodyne so potent for bodily discomfort and hardship6 ,a hunting and fishing boyhood6 ,such has been the chief source of human energy in this lazy world of ours1 the chief basis of life-long habit of persistent and strenuous effort2 and the problem of educational play is to a great extent the problem of finding an effective substitute for the lure of the wild for stimulating young people to intense activity4#d ,the lure of the wild6 ,alas it is but a poet's fancy in this tame world of ours4 ,but our boys remain as a perennial race of ,wild ,indians however tame the world may come to be2 and fortunately they are not dependent upon completely truthful externals4 ,the genuine ,wild ,indian becomes a sorry spectacle1 even if he does not sicken and die1 when he is deprived of his millions of square miles of wild buffalo country2 but our boy ,bill cannot have such an out-of-doors1 never again as long as the earth shall last4 ,indeed he has no need of such a thing1 for if his fancy is stirred by ardent playmates he will chase an imaginary stag around a vacant lot all day if only there is a mixture of earth and sky and greenery to set off his make believe--and eat mush and milk when the day is done6 ,indeed youngsters must hunt in packs1 as ,whitcomb ,riley tells in his ,hunting ,song of the ,american ,bander-,log1 and the gang idea contains the ultimate solution of what would otherwise be an impossible problem1 namely1 to find an effective substitute for the lure of the wild for the energizing of the intensely active kind of play1 the kind of play that trains for application1 the kind that approaches hunting and fishing or tribal warfare or the settling of a blood-feud in its persistent1 single-minded and strenuous activity4 ,many grown-ups seem to think that mere permission is now a sufficient basis for play1 as it was in pioneer and rural days4 ,indeed this is largely true for very small children who can sit in the sunshine and make mud pies or dig holes in a bed of sand2 but with older boys it is different4 ,they may indeed fight or steal1 or engage in the worst varieties of gang activity1 or sit by a fire in a back alley talking sex like grown-up sordidly imaginative ,hottentots in ,darkest ,africa2 but strenuous play requires suggestive example and organization1 as with our ,boy ,scouts2 and it depends to a very great extent upon competitive athletics4 ,a dozen large ball fields and two or three good-sized swimming pools are1 next to his food1 the most important thing for our boy ,bill2 and they would do more to make him into an energetic and industrious man than all the rest of his school work put together4 ,,the ,,study ,,of ,,science4 ,grau theurer ,freund ist alle ,theorie ,und gruen des ,lebens goldener ,baum4 ,,goethe ,everyone realizes the constraint that is placed upon the lives of men by the physical necessities of the world in which we live1 and although in one way this constraint is more and more relieved with the progress of the applied sciences1 in another way it becomes more and more exacting4 ,it is indeed easier to cross the ,atlantic ,ocean now than it was in ,leif ,ericsson's time1 but consider the discipline of the shop1 and above all consider the rules of machine design6 ,could even the hardy ,norsemen have known anything as uncompromisingly exacting as these8 ,to do things becomes easier and easier1 but to learn how to do things becomes more and more difficult4 ,every person ,i have ever talked with1 old or young1 theorist or practician1 student-in-general or specialist in whatever line1 has exhibited more or less distinctly a certain attitude of impatience towards the exactions of this or that phase of the precise modes of thought of the physical sciences4 ,da wird der ,geist ,euch wohl dressiert ,in spanische ,stiefeln eingeschnuert4 ,in a recent article,d on the distinction between the liberal and technical in education1 my friend and colleague1 ,professor ,percy ,hughes1 says that in speaking of an education as liberal we thereby associate it with liberalism in politics1 in philosophy and theology1 and in men's personal relations with each other4 ,in each case liberalism seems fundamentally1 to denote freedom1 and liberalism in education is the freedom of development in each individual of that character and personality which is his true nature4 ,all this ,i accept in the spirit of an optimist1 assuming men's true natures to be good1 but ,i do not1 and ,i am sure that ,professor ,hughes does not1 consider that technical education1 unless it be inexcusably harsh and narrow1 is illiberal2 nor that liberal education1 unless it be inexcusably soft and vague1 is wholly non-technical4 ,the liberal and the technical are not two kinds of education1 each complete in itself4 ,indeed1 ,professor ,hughes speaks of liberal education1 not as a category1 but as a condition which makes for freedom of development of personality and character4 ,it seems to me1 however1 that there are phases of education which have but little to do with personality1 and ,i call to your attention this definition of liberalism in education1 in order that ,i may turn sharply away from it as a partial definition which1 to a great extent1 excludes the physical sciences4 ,indeed1 ,i wish to speak of a condition in education which is the antithesis of freedom4 ,i wish to explain the teaching of elementary physical science as a mode of constraint1 as an impressed constructive discipline without which no freedom is possible in our dealings with physical things4 ,i wish to characterize the study of elementary physical science as a reorganization of the workaday mind of a young man as complete as the pupation of an insect2 and ,i wish to emphasize the necessity of exacting constraint as the essential condition of this reorganization4 ,there is a kind of salamander1 the axolotl1 which lives a tadpole-like youth and never changes to the adult form unless a stress of dry weather annihilates his watery world2 but he lives always and reproduces his kind as a tadpole1 and a very funny-looking tadpole he is1 with his lungs hanging like feathery tassels from the sides of his head4 ,when the aquatic home of the axolotl dries up1 he quickly develops a pair of internal lungs1 lops off his tassels and embarks on a new mode of life on land4 ,so it is with our young men who are to develop beyond the tadpole stage1 they must meet with quick and responsive inward growth that new and increasing stress of dryness1 as many are wont to call our modern age of science and organized industry4 ,stress of dryness6 ,indeed no flow of humor is to be found in the detached impersonalities of the sciences1 and if we are to understand the characteristics of physical science we must turn our attention to things which lead inevitably to an exacting and rigid mathematical philosophy4 ,it certainly is presumptive to tell a reader that he must turn his attention to such a thing1 but there is no other way2 the best we can do is to choose the simplest path4 ,let us therefore consider the familiar phenomena of motion4 ,the most prominent aspect of all phenomena is motion4 ,in that realm of nature which is not of man's devising,e motion is universal4 ,in the other realm of nature1 the realm of things devised1 motion is no less prominent4 ,every purpose of our practical life is accomplished by movements of the body and by directed movements of tools and mechanisms1 such as the swing of scythe and flail1 and the studied movements of planer and lathe from which are evolved the strong-armed steam shovel and the deft-fingered loom4 ,the laws of motion4 ,every one has a sense of the absurdity of the idea of reducing the more complicated phenomena of nature to an orderly system of mechanical law4 ,to speak of motion is to call to mind first of all the phenomena that are associated with the excessively complicated1 incessantly changing1 turbulent and tumbling motion of wind and water4 ,these phenomena have always had the most insistent appeal to us1 they have confronted us everywhere and always1 and life is an unending contest with their fortuitous diversity1 which rises only too often to irresistible sweeps of destruction in fire and flood1 and in irresistible crash of collision and collapse where all things mingle in one dread fluid confusion6 ,the laws of motion6 ,consider the awful complexity of a disastrous tornado or the dreadful confusion of a railway wreck1 and understand that what we call the laws of motion1 although they have a great deal to do with the ways in which we think1 have very little to do with the phenomena of nature4 ,the laws of motion6 ,there is indeed a touch of arrogance in such a phrase with its unwarranted suggestion of completeness and universality1 and yet the ideas which constitute the laws of motion have an almost unlimited extent of legitimate range1 and these ideas must be possessed with a perfect precision if one is to acquire any solid knowledge whatever of the phenomena of motion4 ,the necessity of precise ideas4 ,herein lies the impossibility of compromise and the necessity of coercion and constraint2 one must think so and so1 there is no other way4 ,and yet there is always a conflict in the mind of even the most willing student because of the constraint which precise ideas place upon our vivid and primitively adequate sense of physical things2 and this conflict is perennial but it is by no means a one-sided conflict between mere crudity and refinement1 for refinement ignores many things4 ,indeed1 precise ideas not only help to form,f our sense of the world in which we live but they inhibit sense as well1 and their rigid and unchallenged rule would be indeed a stress of dryness4 ,the laws of motion4 ,we return again and yet again to the subject1 for one is not to be deterred therefrom by any concession of inadequacy1 no1 nor by any degree of respect for the vivid youthful sense of those things which to suit our narrow purpose must be stripped completely bare4 ,it is unfortunate1 however1 that the most familiar type of motion1 the flowing of water or the blowing of the wind1 is bewilderingly useless as a basis for the establishment of the simple and precise ideas which are called the laws of motion1 and which are the most important of the fundamental principles of physics4 ,these ideas have in fact grown out of the study of the simple phenomena which are associated with the motion of bodies in bulk without perceptible change of form1 the motion of rigid bodies1 so called4 ,before narrowing down the scope of the discussion1 however1 let us illustrate a very general application of the simplest idea of motion1 the idea of velocity4 ,every one has1 no doubt1 an idea of what is meant by the velocity of the wind2 and a sailor1 having what he calls a ten-knot wind1 knows that he can manage his boat with a certain spread of canvas and that he can accomplish a certain portion of his voyage in a given time2 but an experienced sailor1 although he speaks glibly of a ten-knot wind1 belies his speech by taking wise precaution against every conceivable emergency4 ,he knows that a ten-knot wind is by no means a sure or a simple thing with its incessant blasts and whirls2 and a sensitive anemometer1 having more regard for minutiae than any sailor1 usually registers in every wind a number of almost complete but excessively irregular stops and starts every minute and variations of direction that sweep around half the horizon6 ,wer will was ,lebendig's erkennen und beschreiben ,sucht erst den ,geist heraus zu treiben4 ,,goethe4 ,we must evidently direct our attention to something simpler than the wind4 ,let us1 therefore1 consider the drawing of a wagon or the propulsion of a boat4 ,it is a familiar experience that effort is required to start a body moving and that continued effort is required to maintain the motion4 ,certain very simple facts as to the nature and effects of this effort were discovered by ,sir ,isaac ,newton1 and on the basis of these facts ,newton formulated the laws of motion4 ,the effort required to start a body or to keep it moving is called force4 ,thus1 if one starts a box sliding along a table one is said to exert a force on the box4 ,the same effect might be accomplished by interposing a stick between the hand and the box1 in which case one would exert a force on the stick and the stick in its turn would exert a force on the box4 ,we thus arrive at the notion of force action between inanimate bodies1 between the stick and the box in this case1 and ,newton pointed out that the force action between the two bodies ,a and ,b always consists of two equal and opposite forces1 that is to say1 if body ,a exerts a force on ,b1 then ,b exerts an equal and opposite force on ,a1 or1 to use ,newton's words1 action is equal to reaction and in a contrary direction4 ,in leading up to this statement one might consider the force with which a person pushes on the box and the equal and opposite force with which the box pushes back on the person1 but if one does not wish to introduce the stick as an intermediary1 it is better to speak of the force with which the hand pushes on the box1 and the equal and opposite force with which the box pushes back on the hand1 because in discussing physical phenomena it is of the utmost importance to pay attention only to impersonal #db things4 ,indeed our modern industrial life1 in bringing men face to face with an entirely unprecedented array of intricate mechanical and physical problems1 demands of every one a great and increasing amount of impersonal thinking1 and the precise and rigorous modes of thought of the physical sciences are being forced upon widening circles of men with a relentless insistence--all of which it was intended to imply by referring to the stress of dryness which overtakes the little axolotl in his contented existence as a tadpole4 ,when we examine into the conditions under which a body starts to move and the conditions under which a body once started is kept in motion1 we come across a very remarkable fact1 if we are careful to consider every force which acts upon the body1 and this remarkable fact is that the forces which act upon a body at rest are related to each other in precisely the same way as the forces which act upon a body moving steadily along a straight path4 ,therefore it is convenient to consider1 first the relation between the forces which act upon a body at rest1 or upon a body in uniform motion1 and second the relation between the forces which act upon a body which is starting or stopping or changing the direction of its motion4 ,suppose a person ,a were to hold a box in mid-air4 ,to do so it would of course be necessary for him to push upwards on the box so as to balance the downward pull of the earth1 the weight of the box as it is called4 ,if another person ,b were to take hold of the box and pull upon it in any direction1 ,a would have to exert an equal pull on the box in the opposite direction to keep it stationary4 ,the forces which act upon a stationary body are always balanced4 ,every one1 perhaps1 realizes that what is here said about the balanced relation of the forces which act upon a stationary box1 is equally true of the forces which act on a box similarly held in a steadily moving railway car or boat4 ,therefore1 the forces which act upon a body which moves steadily along a straight path are balanced4 ,this is evidently true when the moving body is surrounded on all sides by things which are moving along with it1 as in a car or a boat2 but how about a body which moves steadily along a straight path but which is surrounded by bodies which do not move along with it8 ,everyone knows that some active agent such as a horse or a steam engine must pull steadily upon such a body to keep it in motion4 ,if left to itself such a moving body quickly comes to rest4 ,many have1 no doubt1 reached this further inference from experience1 namely1 that the tendency of moving bodies to come to rest is due to the dragging forces1 or friction1 with which surrounding bodies act upon a body in motion4 ,thus a moving boat is brought to rest by the drag of the water when the propelling force ceases to act2 a train of cars is brought to rest because of the drag due to friction when the pull of the locomotive ceases2 a box which is moving across a table comes to rest when left to itself1 because of the drag due to friction between the box and the table4 ,we must1 therefore1 always consider two distinct forces when we are concerned with a body which is kept in motion1 namely1 the propelling force due to some active agent such as a horse or an engine1 and the dragging force due to surrounding bodies4 ,newton pointed out that when a body is moving steadily along a straight path1 the propelling force is always equal and opposite to the dragging force4 ,therefore1 ,the forces which act upon a body which is stationary1 or which is moving uniformly along a straight path1 are balanced forces4 ,many hesitate to accept as a fact the complete and exact balance of propelling and dragging forces on a body which is moving steadily along a straight path in the open1 but direct experiment shows it to be true1 and the most elaborate calculations and inferences based upon this idea of the complete balance of propelling and dragging forces on a body in uniform motion are verified by experiment4 ,one may ask1 why a canal boat1 for example1 should continue to move if the pull of the mule does not exceed the drag of the water2 but why should it stop if the drag does not exceed the pull8 ,understand that we are not considering the starting of the boat4 ,the fact is that the conscious effort which one must exert to drive a mule1 the cost of the mule1 and the expense of his keep1 are what most people think of1 however hard one tries to direct their attention solely to the state of tension in the rope that hitches the mule to the boat after the boat is in full motion2 and most people consider that if the function of the mule is simply to balance the drag of the water so as to keep the boat from stopping1 then why should there not be some way to avoid the cost of so insignificant an operation8 ,there is1 indeed1 an extremely important matter involved here1 but it has no bearing on the question as to the balance of propulsion and drag on a body which moves steadily along a straight path4 ,let us now consider the relation between the forces which act upon a body which is changing its speed1 upon a body which is being started or stopped1 for example4 ,everyone has noticed how a mule strains at his rope when starting a canal boat1 especially if the boat is heavily loaded1 and how the boat continues to move for a long time after the mule ceases to pull4 ,in the first case1 the pull of the mule greatly exceeds the drag of the water1 and the speed of the boat increases2 in the second case1 the drag of the water of course exceeds the pull of the mule1 for the mule is not pulling at all1 and the speed of the boat decreases4 ,when the speed of a body is changing1 the forces which act on the body are unbalanced4 ,we may conclude therefore that the effect of an unbalanced force acting on a body is to change the velocity of the body1 and it is evident that the longer the unbalanced force continues to act the greater the change of velocity4 ,thus if the mule ceases to pull on a canal boat for one second the velocity of the boat will be but slightly reduced by the unbalanced drag of the water1 whereas if the mule ceases to pull for two seconds the decrease of velocity will be much greater4 ,in fact the change of velocity due to a given unbalanced force is proportional to the time that the force continues to act4 ,this is exemplified by a body falling under the action of the unbalanced pull of the earth2 after one second it will have gained a certain amount of velocity 7about #cb feet per second71 after two seconds it will have made a total gain of twice as much velocity 7about #fd feet per second71 and so on4 ,since the velocity produced by an unbalanced force is proportional to the time that the force continues to act1 it is evident that the effect of the force should be specified as so-much-velocity-produced-per-second1 exactly as in the case of earning money1 the amount one earns is proportional to the length of time that one continues to work1 and we always specify one's earning capacity as so-much-money-earned-per-day4 ,everyone knows what it means to give an easy pull or a hard pull on a body4 ,that is to say1 we all have the ideas of greater and less as applied to forces4 ,everybody knows also that if a mule pulls hard on a canal boat1 the boat will get under way more quickly than if the pull is easy1 that is1 the boat will gain more velocity per unit of time under the action of a hard pull than under the action of an easy pull4 ,therefore1 any precise statement of the effect of an unbalanced force on a given body must correlate the precise value of the force and the exact amount of velocity produced per unit of time by the force4 ,this seems a very difficult thing1 but its apparent difficulty is very largely due to the fact that we have not as yet agreed as to what we are to understand by the statement that one force is precisely three1 or four1 or any number of times as great as another4 ,suppose1 therefore1 that we agree to call one force twice as large as another when it will as produce in a given body twice as much velocity in a given time 7remembering of course that we are now talking about unbalanced forces1 or that we are assuming for the sake of simplicity of statement1 that no dragging forces exist74 ,as a result of this definition we may state that the amount of velocity produced per second in a given body by an unbalanced force is proportional to the force4 ,of course we know no more about the matter in hand than we did before we adopted the definition1 but we do have a good illustration of how important a part is played in the study of physical science1 by what we may call making-up one's mind1 in the sense of putting one's mind in order4 ,this kind of thing is very prominent in the study of elementary physics1 and the rather indefinite reference 7in the story of the little tasseled tadpole7 to an inward growth as needful before one can hope for any measure of success in our modern world of scientific industry was an allusion to this thing1 the making-up of one's mind4 ,nothing is so essential in the acquirement of exact and solid knowledge as the possession of precise ideas1 not indeed that a perfect precision is necessary as a means for retaining knowledge1 but that nothing else so effectually opens the mind for the perception even of the simplest evidences of a subject,g4 ,we have now settled the question as to the effect of different unbalanced forces on a given body on the basis of very general experience1 and by an agreement as to the precise meaning to be attached to the statement that one force is so many times as great as another2 but how about the effect of the same force upon different bodies1 and how may we identify the force so as to be sure that it is the same8 ,it is required1 for example1 to exert a given force on body ,a and then exert the same force on another body ,b4 ,this can be done by causing a third body ,c 7a coiled spring1 for example7 to exert the force2 then the forces exerted on ,a and ,b are the same if the reaction in each case produces the same effect on body ,c 7the same degree of stretch1 for example74 ,concerning the effects of the same unbalanced force on different bodies three things have to be settled by experiment as follows3 7a7 ,in the first place let us suppose that a certain force ,f is twice as large as a certain other force ,g1 according to our agreement1 because the force ,f produces twice as much velocity every second as force ,g when the one and then the other of these forces is caused to act upon a given body1 a piece of lead for example4 ,then1 does the force ,f produce twice as much velocity every second as the force ,g whatever the nature and size of the given body1 whether it be wood1 or ice1 or sugar8 ,experiment shows that it does4 7b7 ,in the second place1 suppose that we have such amounts of lead1 or iron1 or wood1 etc41 that a certain given force produces the same amount of velocity per second when it is made to act1 as an unbalanced force1 upon one or another of these various bodies4 ,then what is the relation between the amounts of these various substances8 ,experiment shows that they all have the same mass in grams1 or pounds1 as determined by a balance4 ,that is1 a given force produces the same amount of velocity per second in a given number of grams of any kind of substance4 ,thus the earth pulls with a certain definite force 7in a given locality7 upon ,m grams of any substance and1 aside from the dragging forces due to air friction1 all kinds of bodies gain the same amount of velocity per second when they fall under action of the unbalanced pull of the earth4 7c7 ,in the third place1 what is the relation between the velocity per second produced by a given force and the mass in grams 7or pounds7 of the body upon which it acts4 ,experiment shows that the velocity per second produced by a given force is inversely proportional to the mass of the body upon which the force acts4 ,in speaking of the mass of the body in grams 7or pounds7 we here refer to the result which is obtained by weighing the body on a balance scale1 and the experimental fact which is here referred to constitutes a very important discovery3 namely1 when one body has twice the mass of another1 according to the balance method of measuring mass1 it is accelerated half as fast by a given unbalanced force4 ,the effect of an unbalanced force in producing velocity may therefore be summed up as follows3 ,the velocity per second produced by an unbalanced force is proportional to the force and inversely proportional to the mass of the body upon which the force acts1 and the velocity produced by an unbalanced force is always in the direction of the force4 99 99 99 99 99 ,we advise all men1 says ,bacon1 to think of the true ends of knowledge1 and that they endeavor not after it for curiosity1 contention1 or the sake of despising others1 nor yet for reputation or power or any other such inferior consideration1 but solely for the occasions and uses of life4 ,it is difficult to imagine any other basis upon which the study of physics can be justified than for the occasions and uses of life2 in a certain broad sense1 indeed1 there is no other justification4 ,but the great majority of men must needs be practical in the narrow sense1 and physics1 as the great majority of men study it1 relates chiefly to the conditions which have been elaborated through the devices of industry as exemplified in our mills and factories1 in our machinery of transportation1 in optical and musical instruments1 in the means for the supply of power1 heat1 light1 and water for general and domestic use1 and so on4 ,from this narrow practical point of view it may seem that there can be nothing very exacting in the study of the physical sciences2 but what is physics8 ,that is the question4 ,one definition at least is to be repudiated2 it is not ,the science of masses1 molecules and the ether4 ,bodies have mass and railways have length1 and to speak of physics as the science of masses is as silly as to define railroading as the practice of lengths1 and nothing as reasonable as this can be said in favor of the conception of physics as the science of molecules and the ether2 it is the sickliest possible notion of physics1 whereas the healthiest notion1 even if a student does not wholly grasp it1 is that physics is the science of the ways of taking hold of things and pushing them6 ,bacon long ago listed in his quaint way the things which seemed to him most needful for the advancement of learning4 ,among other things he mentioned ,a ,new ,engine or a ,help to the mind corresponding to ,tools for the hand1 and the most remarkable aspect of present-day physical science is that aspect in which it constitutes a realization of this ,new ,engine of ,bacon#f4 ,we continually force upon the extremely meager data obtained directly through our senses1 an interpretation which1 in its complexity and penetration1 would seem to be entirely incommensurate with the data themselves1 and we exercise over physical things a kind of rational control which greatly transcends the native cunning of the hand4 ,the possibility of this forced interpretation and of this rational control depends upon the use of two complexes3 7a7 ,a logical structure1 that is to say1 a body of mathematical and conceptual theory which is brought to bear upon the immediate materials of sense1 and 7b7 a mechanical structure1 that is to say1 either 7#a7 a carefully planned arrangement of apparatus1 such as is always necessary in making physical measurements1 or 7#b7 a carefully planned order of operations1 such as the successive operations of solution1 reaction1 precipitation1 filtration1 and weighing in chemistry4 ,these two complexes do indeed constitute a ,new ,engine which helps the mind as tools help the hand2 it is through the enrichment of the materials of sense by the operation of this ,new ,engine that the elaborate interpretations of the physical sciences are made possible1 and the study of elementary physics is intended to lead to the realization of this ,new ,engine3 7a7 ,by the building up in the mind1 of the logical structure of the physical sciences2 7b7 by training in the making of measurements and in the performance of ordered operations1 and 7c7 by exercises in the application of these things to the actual phenomena of physics and chemistry at every step and all of the time with every possible variation4 ,that1 surely1 is a sufficiently exacting program2 and the only alternative is to place the student under the instruction of ,jules ,verne where he need not trouble himself about foundations but may follow his teacher pleasantly on a care-free trip to the moon or with easy improvidence embark on a voyage of twenty-thousand leagues under the sea4 ,what it means to study physical science may be explained further by mentioning the chief difficulties encountered in the teaching of that subject4 ,one difficulty is that the native sense of most men is woefully inadequate without stimulation and direction for supplying the sense material upon which the logical structure of the science is intended to operate4 ,a second difficulty is that the human mind is so in the habit of considering the practical affairs of life that it can hardly be turned to that minute consideration of apparently insignificant details which is so necessary in the scientific analysis even of the most practical things4 ,everyone knows the capacity of the ,indian for long continued and serious effort in his primitive mode of life1 and yet it is difficult to persuade an ,indian farmer to plow4 ,everyone knows also that the typical college student is not stupid1 and yet it is difficult to persuade the young men of practical and business ideals in our colleges and technical schools to study the abstract elements of science4 ,indeed it is as difficult to get the average young man to hold abstract things in mind as to get a young ,indian to plow1 and for almost exactly the same reason4 ,the scientific details of any problem are in themselves devoid of human value1 and this quality of detachment is the most serious obstacle to young people in their study of the sciences4 ,a third difficulty which indeed runs through the entire front-of-progress of the human understanding is that the primitive mind-stuff of a young man must be rehabilitated in entirely new relations in fitting the young man for the conditions of modern life4 ,every science teacher knows how much coercion is required for so little of this rehabilitation2 but the bare possibility of the process is a remarkable fact1 and that it is possible to the extent of bringing a ,newton or a ,pasteur out of a hunting and fishing ancestry is indeed wonderful4 ,everyone is familiar with the life history of a butterfly1 how it lives first as a caterpillar and then undergoes a complete transformation into a winged insect4 ,it is1 of course1 evident that the bodily organs of a caterpillar are not at all suited to the needs of a butterfly1 the very food 7of those species which take food7 being entirely different4 ,as a matter of fact almost every portion of the bodily structure of the caterpillar is dissolved as it were1 into a formless pulp at the beginning of the transformation1 and the organization of a flying insect then grows out from a central nucleus very much as a chicken grows in the food-stuff of an egg4 ,so it is in the development of a young man4 ,in early childhood the individual1 if he has been favored by fortune1 exercises and develops more or less extensively the primitive instincts and modes of the race in a free outdoor life1 and the result is so much mind-stuff to be dissolved and transformed with more or less coercion and under more or less constraint into an effective mind of the twentieth-century type4 ,a fourth difficulty is that the possibility of the rehabilitation of mind-stuff has grown up as a human faculty almost solely on the basis of language1 and the essence of this rehabilitation lies in the formation of ideas2 whereas a very large part of physical science is a correlation in mechanisms4 ,the best way of meeting this quadruply difficult situation in the teaching of elementary physics is to relate the teaching as much as possible to the immediately practical and intimate things of life1 and to go in for suggestiveness as the only way to avoid a total inhibition of the sense that is born with a young man4 ,such a method is certainly calculated to limber up our theories and put them all at work1 the pragmatic method1 our friends the philosophers call it1 a method which pretends to a conquering destiny4 ,,the ,,discipline ,,of ,,work4 ,the first object of all work--not the principal one1 but the first and necessary one--is to get food1 clothes1 lodging1 and fuel4 ,but it is quite possible to have too much of all these things4 ,i know a great many gentlemen1 who eat too large dinners2 a great many ladies1 who have too many clothes4 ,i know there is lodging to spare in ,london1 for ,i have several houses there myself1 which ,i can't let4 ,and ,i know there is fuel to spare everywhere1 since we get up steam to pound the roads with1 while our men stand idle2 or drink till they can't stand1 idle1 or otherwise4 ,,ruskin4 #e ,two generations ago school was supplemented by endless opportunity for play1 and children had to work about the house and farm more and more as they grew to maturity4 ,play and work were in those days as plentiful as sunshine and air1 and it is no wonder that educational ideals were developed taking no account of them4 ,but we cling to these old ideals at the present time when children have no opportunity to play1 when there is an almost complete absence of old fashioned chores about the home1 when boys never see their fathers at work1 and when the only opportunity for boys and girls to work outside the home is to face the certainty of reckless exploitation6 ,what a piece of stupidity6 ,our entire educational system1 primary and secondary1 collegiate and technical1 is sick with inconsequential bookishness1 and school work has become the most inefficient of all the organized efforts of men4 ,yes but we have our ,manual ,training ,schools and our college courses in ,shop ,work and ,shop ,inspection4 ,away with such scholastic shams6 ,the beginnings of manual training must indeed be provided for in school2 paper cutting1 sewing and whittling4 ,but from the absurdity of an ,academic ,epitome of ,industry may the good ,lord deliver us6 ,and he will deliver us1 never fear1 for the law of economy is ,his law too4 ,the greatest educational problem of our time is how to make use of commercial and industrial establishments as schools to the extent that they are schools4 ,the first object of all work is indeed to get food and clothes and lodging and fuel1 but the essence of work is a human discipline as kindly and beneficent as the sunshine and the rain1 and the greatest need of our time is that the discipline of work come again to its own in our entire system of education4 ,this book is dedicated to the kind of education that is proving itself at the ,university of ,cincinnati4 99 99 99 99 99 ,to face page #fj and whittling4 ,but from the absurdity of an ,academic ,epitome of ,industry may the good ,lord deliver us6 ,and he will deliver us1 never fear1 for the law of economy is ,his law too4 ,the greatest educational problem of our time is how to make use of commercial and industrial establishments as schools to the extent that they are schools4 ,the first object of all work is indeed to get food and clothes and lodging and fuel1 but the essence of work is a human discipline as kindly and beneficent as the sunshine and the rain1 and the greatest need of our time is that the discipline of work come again to its own in our entire system of education4 ,this book is dedicated to the kind of education that is proving itself at the ,university of ,cincinnati4 99 99 99 99 99 ,,part ,,of ,,an ,,education4 ,prairie born2 ,once his feet touch the slope of ,western mountain ,the level road they ever more shall spurn4 ,if once he drink from snow-pure crystal fountain ,his thirst shall1 ever more consuming1 burn ,with deepened draughts from common stream4 ,once his eye catch glimpse of more substantial glory ,than prairie horizon high piled with clouded foam ,his quickened yearning shall inspire old story ,of unbounded1 deathless realms beyond the sunset--,home6 ,there were two of us1 a prairie born tenderfoot in the person of a sixteen-year-old college sophomore and the writer4 ,after months of anticipation and planning we hurried away at the close of the college term1 leaving the prairies of ,iowa to spend a short vacation in the mountains2 and we arrived in ,denver on a perfect1 cloudless morning in ,june4 ,since early daylight we had kept an eager watch to westward across the even plains to catch a first glimpse of the great ,front ,range of the ,rocky ,mountains with its covering of summer snow1 and after making some purchases of camp supplies we climbed to ,capitol ,hill in ,denver to see the foothills soften to purple and the snow fields melt to liquid gold as the crystal day turned to crimson glory with the setting of the sun4 ,illustration3 ,sunset ,washes ,this is the land that the sunset washes1 ,those are the ,banks of the ,yellow ,sea ,where it arose1 and whither it rushes ,this is the western mystery4 ,late in the evening we took the train for ,loveland from which place we were to start on a walking trip to ,laramie1 up in ,wyoming4 ,in ,loveland we purchased a pony and a pack-saddle4 ,the pony had never been broken to the saddle1 and inasmuch as the art of packing has always to be learned anew when one has not practiced it for several years1 both of us were1 in some respects1 as green as the pony1 and naturally somewhat nervous when we started from ,loveland4 ,the pony served us well however and at the worst only gave us a name for the ,bucking ,horse ,pass when we crossed the range of the ,medicine ,bow ,mountains from the waters of the ,grand ,river to those of the ,north ,platte4 ,from ,loveland we reached ,sprague's ,ranch in ,estes ,park1 thirty-five miles away1 in two days of easy travel over a good stage road1 encountering a snow squall in the high foothills which left us cold and wet at sundown of the first day4 ,in ,estes ,park we stayed three days1 fishing1 running up to timber line as preliminary exercise1 and writing letters4 ,the writer had spent two previous summers in ,estes ,park near ,sprague's ,ranch in company with friends from the ,university of ,kansas4 ,,camp ,,acclimatization ,june #bast4 ,my dear little ,friend3-- ,d4 and ,i reached this place day before yesterday4 ,i saw ,fred ,sprague yesterday4 ,he had already learned of our presence in the ,park1 having seen our characteristic hob-nail tracks1 and1 as his mother tells me1 he remarked upon seeing them that ,god's people had come1 meaning the ,kansas boys with whom he became acquainted in '#hf and '#hi4 ,we have passed thousands of flowers since leaving ,loveland1 white poppies1 cactus1 blue bells1 columbine and others more than ,i can tell4 ,the blue bells are of the same kind that you and ,i found near ,bloomington several weeks ago4 ,it would be very nice if you and ,i could make some of our ,saturday excursions in this country4 ,i wish ,i could tell you more of our trip4 ,of course it is scarcely begun as yet1 but ,i know pretty well what it will be2 hard1 for one thing1 and lonesome1 but strangely fascinating4 ,we are beginning already to have that attitude towards nature which ,i imagine ,indians have1 namely1 the desire to get something to eat out of everything we see4 ,m4 had written her brother ,d4 at ,moraine post office of the pies and cakes they were making at home4 ,this is by no means greediness1 for a measured appetite is essentially incompatible with the conditions of ,indian life4 ,in fact the only wild animals which are not gourmands on occasion are those which eat grass4 ,of course1 we are at best only ,agency ,indians1 but we shall soon be off our reservation4 ,few people realize the utter desolation of many parts of the ,rocky ,mountains2 and often on my mountain trips1 hungry and foot-sore1 my fancy has turned to what my friend ',gric,h has told me of the utterly desolate ,funeral ,mountains that border ,death ,valley in southern ,california1 and of the infinite sunshine there4 ,what would you think1 my little friend1 even now amid the comforts and joys of home1 if you could hear a trustworthy account of an actual trip over those dreadful ,mountains and into that awful ,valley8 ,i hope that the map with the accompanying description will help you to a knowledge of the geography and geology of this country4 ,i send kind regards to your father and mother4 ,your friend1 ,f4 ,starting from ,estes ,park for the ,grand ,river country we stopped over night at ,camp ,desolation in ,windy ,gulch1 an enormous amphitheater rising above timber line on the north1 east1 and west1 and opening to the south into ,big ,thompson ,canyon4 ,the mouth of the ,gulch is dammed by the lateral moraine of an ancient ,thompson glacier and behind this dam is a level1 marshy stretch with a few green spruce and thickets of aspen1 black alder and mountain willow4 ,near timber line also is a scattered fringe of green with dots of white4 ,all the rest is a desolate stretch of burned timber4 ,trailing to the head of ,windy ,gulch in the morning we gained the summit of ,thompson ,ridge which we followed in a northwesterly direction for about twelve miles2 then we circled around the head of ,big ,thompson river and went down to ,camp at the head of the ,cache la ,poudre river1 precisely on the ,continental ,divide in ,milner ,pass about two hundred feet below timber line with ,specimen ,mountain immediately to the north of us4 ,,specimen ,,mountain ,,camp1 ,june #bdth4 ,my ,dear ,b3-- ,d4 and ,i are going to run down to ,grand ,lake settlement to-morrow for bacon and flour so ,i write this today4 ,i have been in camp all morning cooking and mending while ,d4 has been looking for sheep up in the crater of ,specimen ,mountain4 ,he saw two and shot without effect4 ,specimen ,mountain is an extinct volcano and sheep come to the crater to lick4 ,i have seen as many as a hundred and fifty sheep there at different times during the four trips that ,i have made to this region1 but ,i have hunted them only one day 7the first7 of the twenty-five that ,i have spent in this camp--without success1 of course4 ,flowers in profusion are found at these altitudes already where the shrinking snow drifts have exposed the ground to the warm ,june sun1 but under the drifts it is yet the dead of winter4 ,as the season advances the snow recedes1 and each newly uncovered strip of ground passes with exuberant haste through a cycle of spring4 ,we came over from ,estes ,park yesterday and the day before4 ,at one point ,i carried the horse's pack about a quarter of a mile on account of steepness of trail and depth of snow1 leaving the pony under ,d4's guidance to wallow through as best she could4 ,we shall1 no doubt1 have some hard work getting out of the ,grand ,river valley to the north over the ,medicine ,bow but we intend to keep at it4 ,we are1 of course1 likely to get cold and wet1 tired and hungry4 ,in fact1 ,i am neither very dry nor very warm now as ,i write1 for it is half snowing and half raining2 nor hungry 787 for ,i have just eaten three slices of bacon1 half a corn cake eight inches in diameter and an inch thick1 with bacon gravy made with flour and water1 and nearly a quart of strong coffee of syrupy sweetness4 ,i do wish ,d4 had killed that sheep this morning6 ,we hope to get some trout to-morrow out of ,grand ,river1 but to see the sheets of water which are being shed off the range from rain and melting snow makes one feel uncertain of the trout fishing4 ,i will close for this time and put this into my knapsack4 ,to-morrow ,d4 and ,i will get our walkins on bright and early1 and pack it to ,grand ,lake4 ,this is a tough country beyond imagination4 ,yours sincerely1 ,f4 ,when trailing above timber line on our way to ,specimen ,mountain and subsequently we were on snow much of the time2 below timber line at high altitudes we contended about equally with snow and fallen timber2 and at middle altitudes where the timber is heavy and where fires have been frequent and disastrous the fallen timber alone is quite enough to make travel troublesome4 ,mud and water1 fallen and falling1 we encountered everywhere1 but without much concern4 ,the greatest vexation to the amateur traveler in the ,rockies is to slip off a log in trying to cross a stream1 and thus get wet all over1 when if one had been reasonable1 one might have been wet only to the middle4 ,an awkward comrade of '#hi did this so many times that it became a standing joke2 but ',gric1#g as we called him1 that is to say ,agricola1 after his father ,farmer ,funston of ,kansas1 developed grit enough to take him through ,death ,valley in southern ,california1 to take him1 all alone1 #a1fjj miles down the ,yukon ,river in an open boat and across #bjj miles of unexplored country during the winter night to the shores of the ,arctic ,ocean1 to take him into the ,cuban army1 where he received three serious wounds1 and finally to take him through the ,philippines with our ,volunteer ,army where he captured ,aguinaldo4 ,from ,specimen ,mountain ,camp in ,milner ,pass we made our way to ,grand ,river over an extremely difficult trail1 nearly breaking our pony's leg in the fallen timber1 and1 finding it impossible to reach ,grand ,lake by the river trail without wetting our pack1 we went into 7,mosquito7 camp and did our week's washing4 ,the next day we left our pony1 and made a flying round trip of thirty miles to the settlement4 ,the next morning1 hoping to escape the mosquitoes1 we moved camp several miles up stream and in the afternoon we climbed to the summit of one of the high spurs of a nameless,j peak in the range of the ,medicine ,bow4 ,we got back to camp late in the evening in a sharp rain1 which continued all night4 ,the next morning promised fair weather1 and after some hesitation1 we packed up for the trip over to ,north ,park4 ,starting at eight o'clock we reached the deserted mining camp1 ,lulu1 at eleven1 having forded ,grand ,river seven times1 the water of it ice cold and swift as an arrow4 ,we then began to climb the range1 the summit of which we reached at three o'clock at the pass of the ,bucking ,horse far above timber line4 ,at four o'clock we began the descent into the valley of the ,michigan fork of the ,north ,platte4 ,the rain1 until now fitful1 became steady and we1 determined to reach a good camping place1 kept our pony at a half-trot until eight o'clock1 when we found a deserted cabin4 ,we were too impatiently hungry to make biscuit1 which we ordinarily baked in the frying pan before cooking our bacon1 so we made our supper of graham mush1 bacon1 bacon gravy and coffee4 ,next morning we found to our dismay that our baking powder had been left at the ,bucking ,horse--and no wonder1 for our pack had been strewn for a quarter of a mile along the trail--so we were reduced to mush again for breakfast4 ,,gould',s ,,ranch1 ,july #gth4 ,my ,dear ,b3 ,we have just returned from a week's hunt in the ,medicine ,bow ,mountains east of here4 ,we saw elk1 killed a deer1 and spent the ,fourth of ,july on a prominent but nameless peak from which we got a splendid view4 99 99 99 99 99 ,after breakfast at ,camp ,mush1 ,mr4 ,e4,b4 ,gould1 a neighboring cattle rancher who has no cattle1 was attracted by the smoke of our campfire1 and coming up to see us1 he invited us to his shanty to eat venison4 ,we went4 ,we have now been with him a week and we are starting on our second carcass4 ,gould lives by hunting and trapping1 and by odd work in the ,park during the haying season4 ,he came to this country years ago with a hunting party and has been hunting ever since4 ,several years ago he took up a claim in the extreme southeastern corner of ,north ,park conveniently near to hunting grounds in the ,medicine ,bow4 ,he gave up his claim1 for good1 a year ago1 and made an overland trip to ,new ,mexico4 ,that did not satisfy him either1 so now he is back in his old shanty again4 ,he thinks we are the toughest tender-foots he ever saw4 ,he approves of us1 there is no doubt about that1 and he has pulled up his stakes to travel with us just for the pleasure of our company6 ,he takes great interest in ,d4's knowledge of bugs1 and ,d4 and he are both real hunters each according to his experience4 ,before we fell in with ,gould ,i could persuade ,d4 to wanton exertion in the way of mountain climbing but now ,i am in the minority1 but the hunters propose1 with a flourish1 the scaling of every peak that comes in sight4 ,i had a spell of mountain fever just before the ,fourth and ,gould dosed me with sage brush tea1 the vilest concoction ,i ever had to take4 ,gould is not accustomed to walk except when actually hunting1 so he has a riding horse1 and a trusty old pack animal whose minimum name is ,g---- d---- you ,jack1 and whose maximum name 7and load7 is indeterminate4 ,gould is going with us to spend a week in the ,range of the ,rabbit's ,ear1 far to the west across ,north ,park4 ,he has an old wagon which1 if it holds together1 will save ,d4 and me some tedious steps across the desert1 for indeed this park is a desert4 ,we shall pass through ,walden1 the metropolis and supply station of the ,park4 ,yours1 ,f4 ,,from ,d4',s ,,mother ,my precious boy3 ,i trust you will excuse me for using this paper but ,i am up stairs1 and no one is here to bring me any other4 ,they tell me ,i need not wonder that we do not hear from you and ,i shall try not to be disappointed if we do not hear for a while4 ,nevertheless my dear boy1 the uncertainty ,i feel in regard to your safety will make a letter very welcome indeed4 ,perhaps ,i would have more courage if ,i were strong4 ,for five days ,i have been very uncomfortable4 ,i am sitting up some today for the first time and hope soon to be well as usual4 ,we were exceedingly glad to hear from you from ,grand ,lake4 ,i cannot1 however1 say that the account of your experience by stone slide,k and river have lessened my anxiety4 ,i am writing now1 ,thursday1 in bed4 ,i have been quite poorly again4 ,we shall not look now for a letter from you but hope to see you face to face before many days4 ,may ,god bless and keep you6 ,give our love to ,mr4 ,f4 ,all join me in tenderest love to you4 ,your devoted mother4 ,at ,walden we laid in a fresh supply of flour and bacon1 and canned goods1 especially canned fruit1 to last us while we stayed with the wagon4 ,we then pushed on to the west1 striking camp on the ,west ,fork of the ,north ,platte1 where we stayed two nights4 ,here we tried hard a third time for trout without success1 but we turned off the water from an irrigating ditch and captured a large number of squaw fish 7suckers74 ,from ,camp ,chew we made our way well up into the foothills of the ,range of the ,rabbit's ,ear1 and then packed our animals1 minimum ,jack and our pony1 and pushed up the range over the worst trail we had yet encountered1 through an absolute wilderness of fallen timber4 ,rain with fog set in as we approached timber line1 and we were forced to go into camp early to wait for morning4 ,morning came with fog and rain1 and we spent the entire day hunting trail1 only to go into camp again towards evening4 ,the next day1 however1 came clear and we made our way over the range1 through ,frying ,pan ,meadow1 and reached camp down on ,elk river towards evening without difficulty4 ,we found good fishing here at last and great numbers of deer but no elk4 ,after three rainy days in ,elk ,river ,camp1 one of which was spent jerking venison of ,d4's killing1 we packed up and made the return trip over the range in one day of hard travel1 going into camp by the shore of a shallow pond well out on the barren level of ,north ,park4 ,the next morning we parted company with ,gould1 and in two days we made sixty stage road miles across ,north ,park and over the northern portion of the ,medicine ,bow ,mountains to ,woods post office at the edge of the ,laramie plains1 twenty-five miles from ,laramie4 ,illustration3 ,looking ,north ,across ,specimen ,mountain ,stone ,slide4 ,we had intended walking through to ,laramie1 but ninety miles and two mountain ranges in three days1 not to mention the writer's terribly blistered feet1 had temporarily taken some of the ambition out of us1 and after some fine diplomacy ,d4 and the writer each found that the other was willing to descend to stage coach riding4 ,we accordingly sold our fine little pony for five dollars1 packed our outfit in a compact bundle which we wrapped in our small tent 7which had been used as a smoke-house for curing venison at ,elk ,river ,camp71 and took the stage for ,laramie4 ,at ,laramie we took the train for home1 and with eyes eagerly awake we watched for hundreds of miles an increasing luxuriance of vegetation which reached its climax in the marvelously rich1 endless1 undulating fields of eastern ,nebraska and ,iowa3 ,this is the land that the sunset washes ,these are the ,waves of the ,yellow ,sea2 ,where it arose and whiter it rushes1 ,this is the western mystery4 ,illustration3 ,in the ,range of the ,rabbit's ,ear4 ,we had been away from home for thirty-three days1 and in the mountains for thirty-one nights--,indians reckon by nights2 and we had tramped more than three hundred and fifty miles from ,loveland to the edge of the ,laramie plains4 ,a large portion of the time was spent at high altitudes where the weather is not lamb-like in ,june1 and no small portion of the three hundred and fifty miles was mud and water1 snow and fallen timber1 through a country as rough1 perhaps1 as is to be found anywhere1 and as interesting4 ,the only way to study ,geography is with the feet6 ,no footless imagination can realize the sublimity of western ,mountain and ,plain4 ,nothing but a degree of hardship can measure their widespread chaos and lonely desolation1 and only the freshened eagerness of many mornings can perceive their matchless glory4 ,illustration3 ,near ,frying ,pan ,meadow4 ,we reached home weather-beaten almost beyond recognition1 but in robust health1 especially ,d41 who had actually gained in weight during the trip4 ,from the railroad station we carried our outfit1 and venison1 two miles to the college grounds1 reaching ,d4's home about midnight4 ,here our madly exuberant spirits were suddenly checked by finding that the illness of ,d4's mother had become extremely serious4 ,however she was determined to see us both--to give a last approval4 ,we never know how high we are ,till we are called to rise2 ,and then1 if we are true to plan1 ,our statures touch the skies4 ,the heroism we recite ,would be a daily thing1 ,did not ourselves the cubits warp ,for fear to be a king4 ,after four days ,d4's mother died4 ,it fell to ,b4 and ,f4 to make a sculptor's plaster mask1 and photographs2 and to ,f4 to watch overnight--and hasten to the woods in the morning4 ,the bustle in a house ,the morning after death ,is solemnest of industries ,enacted upon earth4 ,the sweeping up the heart ,and putting love away ,we shall not want to use again ,until ,eternity4 ,a beautiful ,campanile now stands on the college campus erected in memory of ,d4's mother by the state of ,iowa2 and from this memory-tower a chime of bells ,greets ,those who pass in joy ,and those who pass in sorrow2 ,as we have passed1 ,our time4 ,superiority to fate ,is difficult to learn4 ',tis not conferred by any1 ,but possible to earn ,a pittance at a time1 ,until1 to her surprise1 ,the soul with strict economy ,subsists till ,paradise4 ,,the ,,uses ,,of ,,hardship4 ,did you chance1 my friends1 any of you1 to see1 the other day1 the #hcrd number of the ,graphic1 with the picture of the ,queen's concert in it8 ,all the fine ladies sitting so trimly1 and looking so sweet1 and doing the whole duty of woman--wearing their fine clothes gracefully2 and the pretty singer1 white-throated1 warbling ,home sweet home to them1 so morally1 and melodiously6 ,here was yet to be our ideal of virtuous life1 thought the ,graphic6 ,surely we are safe back with our virtues in satin slippers and lace veils--and our ,kingdom of ,heaven is come with observation6 ,,ruskin4 ,ruskin has said that the children of the rich often get the worst education to be had for money1 whereas the children of the poor often get the best education for nothing4 ,and the poor man's school is hardship4 #h ,it is generally admitted that wealthy ,american parents are too indulgent towards their children4 ,however this may be1 many an ,american father is determined that his sons shall not go through what he himself went through as a boy1 forgetting that the hardships of his youth were largely the hardships of pioneer life which have vanished forever4 ,no boy with good stuff in him and with a fair education unmixed with extravagant habits of living can possibly have more hardship nowadays than is good for him4 ,every young man must sooner or later stand by himself2 and hardship1 which in its essence is to be thrown on one's own resources1 is the best school4 ,but the most alluring school of hardship1 a sort of ,summer ,school of the ,university of ,hard ,knocks1 is a walking trip into the mountains to the regions of summer snow1 carrying one's whole outfit on one's back as did the ,kansas boys of '#hi1 or indulging in the ownership of a pack-pony and a miner's tent as did ,d4 and the writer in '#ie4 ,the hardships of such a trip are of the old old type1 the facing of all kinds of weather and the hunting for food1 and they waken a thousand-fold deeper response than the most serious hunt for a job in a modern city4 ,,the ,,public ,,school ,,denmark ,,hill1 ,april #ast1 #ahga4 ,my ,friends3 ,it cannot but be pleasing to us to reflect1 this day1 that if we are often foolish enough to talk ,english without understanding it1 we are often wise enough to talk ,latin without knowing it4 ,for this month retains its pretty ,roman name1 which means the month of ,opening2 of the light in the days1 and the life in the leaves1 and of the voices of birds1 and of the hearts of men4 ,and being the month of ,manifestation1 it is pre-eminently the month of ,fools2--for under the beatific influence of moral sunshine1 or ,education1 the ,fools always come out first4 ,but what is less pleasing to reflect upon1 this spring morning1 is1 that there are some kinds of education which may be described1 not as moral sunshine1 but as moral moonshine2 and that1 under these1 ,fools come out both ,first--and ,last4 ,we have1 it seems1 now set our opening hearts much on this one point1 that we will have education for all men and women now1 and for all girls and boys that are to be4 ,nothing1 indeed1 can be more desirable1 if only we determine also what kind of education we are to have4 ,it is taken for granted that any education must be good2--that the more of it we get1 the better2 that bad education only means little education2 and that the worst we have to fear is getting none4 ,alas that is not at all so4 ,getting no education is by no means the worst thing that can happen to us4 ,the real thing to be feared is getting a bad one4 ,,ruskin4 ,the recent exchange of visits between ,pennsylvanians and ,wisconsinites has resulted in the organization of an association for the carrying out of the ,wisconsin ,idea in ,pennsylvania2 but the ,new ,york ,evening ,post1 in commenting upon the ,pennsylvania version of the ,wisconsin ,idea1 calls attention to the fact that in ,wisconsin the idea is carried into effect by public agencies1 whereas the ,pennsylvania version is to be executed privately6 ,the ,evening ,post did not1 indeed1 say execute2 ,i1 myself1 have introduced the word1 because it so exactly conveys the meaning of the ,post's criticism4#i ,why is it that so many good people take up things like the ,boy ,scout movement1 privately1 never giving a moment's thought to our rusting school machinery8 ,why are we so privately minded as to enthuse over ,mrs4 so-and-so's out-of-the-city movement for children1 never thinking of the potentialities of establishments like ,girard ,college8 ,the trouble is that we ,americans have never learned to do things together2 we still have the loyal but lazy habit of looking expectantly for a ,king1 and1 of course1 we get a ,philadelphia ,ring1 the lowest ,circle in the ,inferno of the ,worst2 and all the while our might be doers of good affect a kind of private ,kingship1 and sink into a mire of idiotic,l impotence4 ,the seven wonders of the world all fade into insignificance in comparison with one great fact in modern government1 a fact so fundamental that we seldom think of it1 namely1 the great fact of taxation4 ,funds sufficient to meet every public need of the community flow automatically into the public treasury4 ,this is indeed a very remarkable thing1 but it seems almost ludicrous when we consider that wasteful expenditure of public funds is the universal rule1 and that good people everywhere are struggling to do public things privately6 ,was there ever before two such horns to a dilemma8 ,fog horns1 grown inwardly on every ,pennsylvanian's head6 ,when a city of #aj1jjj people has an annual school budget of #fj1jjj1 it is evident that everything can be done that needs to be done for the schooling of children4 ,i believe that the school day should be increased to #h hours1 the school week to #f days1 and the school year to #ab months2 with elastic provision for home work and out-of-town visiting4 ,i believe that school activities should include a wide variety of simple hand work1 and a great deal of outdoor play1 with ample provision for the things that are done by ,boy ,scouts and ,camp ,fire ,girls2 and when children are old enough and strong enough to begin their vocational training1 their school activities should be combined with work in office and factory4 ,let no one imagine that such a program is impracticable2 for in the city1 school is the sum of all influences outside the home1 and the school day is now more than eight hours1 the school week is more than six days1 and school lasts the whole year through2 these are the facts1 say what you will2 and everything is in a dreadful state of confusion--excepting only book work4 ,it is time for us to think of the public school as including everything which makes for the efficient organization and orderly control of the juvenile world4 ,the ,junior ,municipality1 which has been recently proposed1 added to existing school work with provision for simple manual training and outdoor play would constitute a fairly complete realization of this wide conception of the public school1 and any narrower conception is hopeless in a modern city4 ,as to educational values there is a widespread misunderstanding4 ,imagine a teacher taking his youngsters on a hike two or three times a week all winter long6 ,every parent1 hoping for his children to escape the necessity of work1 would howl in stupid criticism ,is that what ,i send my children to school for8 ,or the ,school ,superintendent might have the point of view of the excessively teachy teacher1 who1 in a recent discussion of the ,boy ,scout idea1 admitted that cross-country hikes would be a good thing1 provided1 something were associated with them to justify them1 and this something was understood to be bookish6 ,as to vocational training1 on the other hand1 we must reckon with the manufacturer who will not train workmen for his competitors but who expects his competitors to train workmen for him4 ,and we must also reckon with the ministerial member of the school-board who meets a proposal for vocational training with the question ,how then will you educate for life8 ,ich ging im ,walde ,so fuer mich hin1 ,und nichts zu suchen ,das war mein ,sinn4 ,the youngster who goes on a hike for nothing will get everything1 and to be fit for service is to be fit for life4 99 99 99 99 99 ,to face page #ih ,as to educational values there is a widespread misunderstanding4 ,imagine a teacher taking his youngsters on a hike two or three times a week all winter long6 ,every parent1 hoping for his children to escape the necessity of work1 would howl in stupid criticism ,is that what ,i send my children to school for8 ,or the ,school ,superintendent might have the point of view of the excessively teachy teacher1 who1 in a recent discussion of the ,boy ,scout idea1 admitted that cross-country hikes would be a good thing1 provided1 something were associated with them to justify them1 and this something was understood to be bookish6 ,as to vocational training1 on the other hand1 we must reckon with the manufacturer who will not train workmen for his competitors but who expects his competitors to train workmen for him4 ,and we must also reckon with the ministerial member of the school-board who meets a proposal for vocational training with the question ,how then will you educate for life8 ,ich ging im ,walde ,so fuer mich hin1 ,und nichts zu suchen ,das war mein ,sinn4 ,the youngster who goes on a hike for nothing will get everything1 and to be fit for service is to be fit for life4 99 99 99 99 99 ,,footnotes ,a3 ,the western prairies1 except in the very center of the ,mississippi ,valley1 are beautifully rolling1 and they meet every stream with deeply carved bluffs4 ,in the early days every stream was fringed with woods2 and prairie and woodland1 alike1 knew nothing beyond the evenly balanced contest of indigenous life4 ,there came1 however1 a succession of strange epidemics1 as one after another of our noxious weeds gained foothold in that fertile land4 ,i remember well several years when dog-fennel grew in every nook and corner of my home town in ,kansas2 then1 after a few years1 a variety of thistle grew to the exclusion of every other uncultivated thing2 and then followed a curious epidemic of tumble-weed1 a low spreading annual which broke off at the ground in the ,fall and was rolled across the open country in countless millions by the ,autumn winds4 ,i remember well my first lone beggar louse1 and how pretty ,i thought it was6 ,and my first dandelion1 and of that ,i have never changed my opinion6 ,b3 ,,road-,,song ,,of ,,the ,,bander-,,log4 7,from ,kipling's ,jungle-,book47 ,here we go in a flung festoon1 ,half way up to the jealous moon6 ,don't you envy our pranceful bands8 ,don't you wish your feet were hands8 ,wouldn't you like if your tails were--so-- ,curved in the shape of a cupid's bow8 ,now you're angry1 but--never mind-- ,brother1 thy tail hangs down behind6 ,here we sit in a branchy row1 ,thinking of beautiful things we know2 ,dreaming of deeds we mean to do1 ,all complete in a minute or two-- ,something noble and grand and good1 ,done by merely wishing we could4 ,now we're going to--never mind-- ,brother1 thy tail hangs down behind6 ,all the talk we ever have heard ,uttered by bat1 or beast1 or bird-- ,hide or scale or skin or feather-- ,jabber it quickly and altogether6 ,excellent6 ,wonderful6 ,once again6 ,now we are talking just like men4 ,let's pretend we are--never mind-- ,brother1 thy tail hangs down behind6 ,this is the way of the ,monkey-kind4 ,then join our leaping lines that scumfish through the pines1 ,that rocket by where light and high the wild grape swings4 ,by the rubbish in our wake1 by the noble noise we make1 ,be sure1 be sure1 we're going to do some splendid things4 ,c3 ,the site of an abandoned zinc mine1 where a few of the ,bethlehem boys go to swim4 ,d3 ,popular ,science ,monthly1 ,october1 #aiaj4 ,e3 ,science as young people study it has two chief aspects1 or in other words1 it may be roughly divided into two parts1 namely1 the study of the things which come upon us1 as it were1 and the study of the things which we deliberately devise4 ,the things that come upon us include weather phenomena and every aspect and phase of the natural world1 the things we cannot escape2 and the things we devise relate chiefly to the serious work of the world1 the things we laboriously build and the things we deliberately and patiently seek4 ,f3 ,see discussion on ,bacon's ,new ,engine on page #eb #f ,g3 ,opens the mind1 that is1 for those things which are conformable to or consistent with the ideas4 ,the history of science presents many cases where accepted ideas have closed the mind to contrary evidences for many generations4 ,let young men beware6 ,h3 ,see ,page #ga #g ,j3 ,a volcanic mass of rugged spurs radiating from a great central core2 points and ridges rising1 beautifully red1 from immense fields of snow4 ,d4 and the writer call it ,mt4 ,mc,donald1 but having made no survey1 the purely sentimental report which we could send to the map makers in ,washington would not suffice as a record there4 ,k3 ,the crater of ,specimen ,mountain is worn away on one side by water1 and the crater now forms the head of a ragged gulch4 ,near the head of this gulch is a slope of loose stone1 as steep as loose stone can lie1 which has a vertical height of #aejj or #bjjj feet4 ,l3 ,among the ,greeks an idiot was a man who thought only of his private affairs1 a privately minded man4 ---------------------------------------- ----------------------------- ,transcriber's note3 ,some illustrations' captions have been moved out of the paragraph4 ,some text has been rejoined to correct paragraphs4 ,spelling has been made consistent throughout but reflects the author's preference4 ,duplicate pages have been left in the text4 ,footnotes were moved to the end of the book4 ,supplement to ,preface was included in the ,preface4 ,footnote ,h reference to ,gric should refer to page #gb not page #ga4 ---------------------------------------- -----------------------------