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The present tendency in physics teaching is to attach less importance to the formal and academic features of the subject, and to lay greater stress on the applications of physics in daily life. This change of front is in accord with the general movement in education which seeks to give the subjects of instruction a more useful content, drawn from the social and industrial life of the time. Judged by this standard, the kind of physics which views the utilities from afar or ignores them altogether is discredited. But a word of caution is clearly in order. A new truth is never the whole truth. The older physics had much to commend it, despite the caustic criticisms of zealous reformers; for the most practical thing in the world is the foundation of pure science upon which applied science rests. To eliminate or minimize the fundamentals while attempting to teach their applications is not to provide a royal road to learning, but a fooF shighway to pretentious ignorance. Pure and applied science are equally essential to a well roimded course. The one alone is barren; the other, when not well founded in the first, is superficial, disconnected, and trivial. A first course in physics should compass results which are in themselves worth while. It need not on that account be any the less valuable as a preparation for college; but a course which recognizes only the latter goal is not likely to come within hailing distance of any other.
(Typographical errors above are due to OCR software and don't occur in the book.)
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