that used by Magie in his general text. Many will not care
to go as far as this. Others will go farther and discuss Kater's
pendulum and the small corrections needed for precision, for here does
precision find bold expression.

It is not our purpose to give a synopsis of the entire general physics
course. We have made an especially detailed study of mechanics,
because this topic is the one of greatest difficulty by far in the
pedagogy. It is too formally given in the average text, and seems to
have suffered most of all from lack of imagination on the part of
instructors.

=Suggested content for the study of phenomena of heat and molecular
physics=

In the field of heat and molecular physics in general there is much
better textbook material. Experiments here may legitimately be called
precise, for the gas laws, temperature coefficients, and densities of
gases and saturated vapor pressures will readily yield in
comparatively inexperienced hands an accuracy of about one in a
thousand. In the demonstrations emphasis should be given to the
visualization of the kinetic theory points of view. Such models as the
Northrup visible molecule apparatus are very helpful. However, in
absence of funds for such elaboration, slides from imaginative
drawings showing to scale conditions in solids, liquids, and vapors
with average free paths indicated and the history of single molecules
depicted will be found ideal in getting the visualization home to the
student. Where we have a theory so completely established as the
mechanical theory of heat it seems quite fair to have recourse to the
eye of the senses to aid the eye of the mind. Brownian movements have
already yielded up their dances to the motion picture camera. Need the
"movies" be the only ones to profit by the animated cartoon?

Nor should the classical material be forgotten. Boys' experiments in
soap bubbles have been the inspiration of generations of students of
capillarity. And if the physicist will consult with the physiological
chemist he will find a mass of material of which he never dreamed
where these phenomena of surface tension enter in a most direct
fashion to leading questions in the life sciences.

=The teacher of scholarship and understanding is the teacher who uses
sound methods=

Enough has been said to indicate what we consider the methods of
successful teaching of college physics. It is quite obvious, we think,
that physics constitutes no exception to the r