Part 38

There is not a feature connected with the aerial echoes which cannot be brought out by experiments in the air of the laboratory. I have recently made the following experiment: A rectangle, x Y (p. 331), 22 inches by 12, was crossed by twenty-three brass tubes (half the number would suffice and only eleven are shown in the figure), each having a slit along it from which gas can issue. In this way twenty-three low flat flames were obtained. A sounding reed a fixed in a short tube was placed at one end of the rectangle, and a 'sensitive flame,' [Footnote: Fully described in my 'Lectures on Sound,' 3rd edition, p. 227.] f, at some distance beyond the other end. When the reed sounded, the flame in front of it was violently agitated, and roared boisterously. Turning on the gas, and lighting it as it issued from the slits, the air above the flames became so heterogeneous that the sensitive flame was instantly stilled, rising from a height of 6 inches to a height of 18 inches. Here we had the acoustic opacity of the air in front of the South Foreland strikingly imitated. [Footnote: Lectures on Sound, 3rd ed, p. 268.] Turning off the gas, and removing the sensitive flame to f, some distance behind the reed, it burned there tranquilly, though the reed was sounding. Again lighting the gas as it issued from the brass tubes, the sound reflected from the heterogeneous air threw the sensitive flame into violent agitation. Here we had imitated the aerial echoes heard when standing behind the syren-trumpet at the South Foreland. The experiment is extremely simple, and in the highest degree impressive.

Fig. 11.

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The explosive rapidity of dynamite marks it as a substance specially suitable for the production of sound. At the suggestion of Professor Dewar, Mr. McRoberts has carried out a series of experiments on dynamite, with extremely promising results. Immediately after the delivery of the foregoing lecture I was informed that Mr. Brock proposed the employment of dynamite in the Collinson rocket.

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XI. ON THE STUDY OF PHYSICS.

I HOLD in my hand an uncorrected proof of the syllabus of this course of lectures, and the title of the present lecture A there stated to be 'On the Importance of the Study of Physics as a Means of Education.' The corrected proof, however, contains the title: 'On the Importance of the Study of Physics as a Branch of Education.' Small as this editorial alteration may seem, the two words suggest two radically distinct modes of viewing the subject before us. The term Education is sometimes applied to a single faculty or organ, and if we know wherein the education of a single faculty consists, this will help us to clearer notions regarding the education of the sum of all the faculties, or of the mind. When, for example, we speak of the education of the voice, what do we mean? There are certain membranes at the top of the windpipe which throw into vibration the air forced between them from the lungs, thus producing musical sounds. These membranes are, to some extent, under the control of the will, and it is found that they can be so modified by exercise as to produce notes of a clearer and more melodious character. This exercise we call the education of the voice. We may choose for our exercise songs new or old, festive or solemn; the education of the voice being the object aimed at, the songs may be regarded as the means by which this education is accomplished. I think this expresses the state of the case more clearly than if we were to call the songs a branch of education. Regarding also the education of the human mind as the improvement and development of the mental faculties, I shall consider the study of Physics as a means towards the attainment of this end. From this point of view, I degrade Physics into an implement of culture, and this is my deliberate design.

The term Physics, as made use of in the present Lecture, refers to that portion of natural science which lies midway between astronomy and chemistry. The former, indeed, is Physics applied to 'masses of enormous weight,' while the latter is Physics applied to atoms and molecules. The subjects of Physics proper are therefore those which lie nearest to human perception: light and heat, colour, sound, motion, the loadstone, electrical attractions and repulsions, thunder and lightning, rain, snow, dew, and so forth. Our senses stand between these phenomena and the reasoning mind. We observe the fact, but are not satisfied with the mere act of observation: the fact must be accounted for--fitted into its position in the line of cause and effect. Taking our facts from Nature we transfer them to the domain of thought: look at them, compare them, observe their mutual relations and connexions, and bringing them ever clearer before the mental eye, finally alight upon the cause which unites them. This is the last act of the mind, in this centripetal direction--in its progress from the multiplicity of facts to the central cause on which they depend. But, having guessed the cause, we are not yet contented. We set out from the centre and travel in the other direction. If the guess be true, certain consequences must follow from it, and we appeal to the law and testimony of experiment whether the thing is so. Thus is the circuit of thought completed,--from without inward, from multiplicity to unity, and from within outward, from unity to multiplicity. In thus traversing both ways the line between cause and effect, all our reasoning powers are called into play. The mental effort involved in these processes may be compared to those exercises of the body which invoke the co-operation of every muscle, and thus confer upon the whole frame the benefits of healthy action.

The first experiment a child makes is a physical experiment: the suction-pump is but an imitation of the first act of every new-born infant. Nor do I think it calculated to lessen that infant's reverence, or to make him a worse citizen, when his riper experience shows him that the atmosphere was his helper in extracting the first draught from his mother's breast. The child grows, but is still an experimenter: he grasps at the moon, and his failure teaches him to respect distance. At length his little fingers acquire sufficient mechanical tact to lay hold of a spoon. He thrusts the instrument into his mouth, hurts his gums, and thus learns the impenetrability of matter. He lets the spoon fall, and jumps with delight to hear it rattle against the table. The experiment made by accident is repeated with intention, and thus the young student receives his first lessons upon sound and gravitation. There are pains and penalties, however, in the path of the enquirer: he is sure to go wrong, and Nature is just as sure to inform him of the fact. He falls downstairs, burns his fingers, cuts his hand, scalds his tongue, and in this way learns the conditions of his physical well being. This is Nature's way of proceeding, and it is wonderful what progress her pupil makes. His enjoyments for a time are physical, and the confectioner's shop occupies the foreground of human happiness; but the blossoms of a finer life are already beginning to unfold themselves, and the relation of cause and effect dawns upon the boy. He begins to see that the present condition of things is not final, but depends upon one that has gone before, and will be succeeded by another. He becomes a puzzle to himself; and to satisfy his newly-awakened curiosity, asks all manner of inconvenient questions. The needs and tendencies of human nature express themselves through these early yearnings of the child. As thought ripens, he desires to know the character and causes of the phenomena presented to his observation; and unless this desire has been granted for the express purpose of having it repressed, unless the attractions of natural phenomena be like the blush of the forbidden fruit, conferred merely for the purpose of exercising our self-denial in letting them alone; we may fairly claim for the study of Physics the recognition that it answers to an impulse implanted by nature in the constitution of man.

A few days ago, a Master of Arts, who is still a young man, and therefore the recipient of a modern education, stated to me that until he had reached the age of twenty years he had never been taught anything whatever regarding natural phenomena, or natural law. Twelve years of his life previously had been spent exclusively among the ancients. The case, I regret to say, is typical. Now, we cannot, without prejudice to humanity, separate the present from the past. The nineteenth century strikes its roots into the centuries gone by, and draws nutriment from them. The world cannot afford to lose the record of any great deed or utterance; for such are prolific throughout all time. We cannot yield the companionship of our loftier brothers of antiquity,--of our Socrates and Cato,--whose lives provoke us to sympathetic greatness across the interval of two thousand years. As long as the ancient languages are the means of access to the ancient mind, they must ever be of priceless value to humanity; but surely these avenues might be kept open without making such sacrifices as that above referred to, universal. We have conquered and possessed ourselves of continents of land, concerning which antiquity knew nothing; and if new continents of thought reveal themselves to the exploring human spirit, shall we not possess them also? In these latter days, the study of Physics has given us glimpses of the methods of Nature which were quite hidden from the ancients, and we should be false to the trust committed to us, if we were to sacrifice the hopes and aspirations of the Present out of deference to the Past.

The bias of my own education probably manifests itself in a desire I always feel to seize upon every possible opportunity of checking my assumptions and conclusions by experience. In the present case, it is true, your own consciousness might be appealed to in proof of the tendency of the human mind to inquire into the phenomena presented to it by the senses; but I trust you will excuse me if, instead of doing this, I take advantage of the facts which have fallen in my way through life, referring to your judgment to decide whether such facts are truly representative and general, and not merely individual and local.

At an agricultural college in Hampshire, with which I was connected for some time, and which is now converted into a school for the general education of youth, a Society was formed among the boys, who met weekly for the purpose of reading reports and papers upon various subjects. The Society had its president and treasurer; and abstracts of its proceedings were published in a little monthly periodical issuing from the school press. One of the most remarkable features of these weekly meetings was, that after the general business had been concluded, each member enjoyed the right of asking questions on any subject on which he desired information. The questions were either written out previously in a book, or, if a question happened to suggest itself during the meeting, it was written upon a slip of paper and handed in to the Secretary, who afterwards read all the questions aloud. A number of teachers were usually present, and they and the boys made a common stock of their wisdom in furnishing replies. As might be expected from an assemblage of eighty or ninety boys, varying from eighteen to eight years old, many odd questions were proposed. To the mind which loves to detect in the tendencies of the young the instincts of humanity generally, such questions are not without a certain philosophic interest, and I have therefore thought it not derogatory to the present course of Lectures to copy a few of them, and to introduce them here. They run as follows:

What are the duties of the Astronomer Royal?

What is frost?

Why are thunder and lightning more frequent in summer than in winter?

What occasions falling stars?

What is the cause of the sensation called 'pins and needles '?

What is the cause of waterspouts?

What is the cause of hiccup?

If a towel be wetted with water, why does the wet portion become darker than before?

What is meant by Lancashire witches?

Does the dew rise or fall?

What is the principle of the hydraulic press?

Is there more oxygen in the air in summer than in winter?

What are those rings which we see round the gas and sun?

What is thunder?

How is it that a black hat can be moved by forming round it a magnetic circle, while a white hat remains stationary?

What is the cause of perspiration?