At Massachusetts Institute of Technology, Peter Schwamb, professor of machine design, put together in 1885 a set of printed notes on the kinematics of mechanisms, based on Reuleaux's and Rankine's works. Out of these notes grew one of the most durable of American textbooks, first published in 1904.[112] In the first edition of this work, acceleration was mentioned only once in passing (on p. 4). Velocities in linkages were determined by orthogonal components transferred from link to link. Instant centers were used only to determine velocities of various points on the same link. Angular velocity ratios were frequently noted. In the third edition, published in 1921, linear and angular accelerations were defined, but no acceleration analyses were made. Velocity analyses were altered without essential change. The fourth edition (1930) was essentially unchanged from the previous one. Treatment of velocity analysis was improved in the fifth edition (1938) and acceleration analysis was added. A sixth edition, further revised by Prof. V. L. Doughtie of the University of Texas, appeared in 1947.
[ [112] Peter Schwamb and Allyne L. Merrill, Elements of Mechanism, New York, 1904. In addition to the work of Reuleaux and Rankine, the authors acknowledged their use of the publications of Charles MacCord, Stillman W. Robinson, Thomas W. Goodeve, and William C. Unwin. For complete titles see the list of selected references.
Before 1900, several other books on mechanisms had been published, and all followed one or another of the patterns of their predecessors. Professors Woods and Stahl, at the Universities of Illinois and Purdue, respectively, who published their Elementary Mechanism in 1885, said in their preface what has been said by many other American authors and what should have been said by many more. "We make little claim to originality of the subject-matter," wrote Woods and Stahl, "free use having been made of all available matter on the subject.... Our claim to consideration is based almost entirely on the manner in which the subject has been presented." Not content with this disclaimer, they continued: "There is, in fact, very little room for such originality, the ground having been almost completely covered by previous writers."[113]
[ [113] Arthur T. Woods and Albert W. Stahl, Elementary Mechanism, New York, 1885.
The similarity and aridity of kinematics textbooks in this country from around 1910 are most striking. The generation of textbook writers following MacCord, Woods and Stahl, Barr of Cornell, Robinson of Ohio State, and Schwamb and Merrill managed to squeeze out any remaining juice in the subject, and the dessication and sterilization of textbooks was nearly complete when my generation used them in the 1930's. Kinematics was then, in more than one school, very nearly as it was characterized by an observer in 1942—"on an intellectual par with mechanical drafting."[114] I can recall my own naïve belief that a textbook contained all that was known of the subject; and I was not disabused of my belief by my own textbook or by my teacher. I think I detect in several recent books a fresh, less final, and less tidy treatment of the kinematics of mechanisms, but I would yet recommend that anyone who thinks of writing a textbook take time to review, carefully and at first hand, not only the desk copies of books that he has accumulated but a score or more of earlier works, covering the last century at least. Such a study should result in a better appreciation of what constitutes a contribution to knowledge and what constitutes merely the ringing of another change.
[ [114] Mechanical Engineering, October 1942, vol. 64, p. 745.
The author of the contentious article that appeared in Mechanical Engineering in 1942 under the title "What is Wrong with Kinematics and Mechanisms?" made several pronouncements that were questioned by various readers, but his remarks on the meagerness of the college courses of kinematics and the "curious fact" that the textbooks "are all strangely similar in their incompleteness" went unchallenged and were, in fact, quite timely.[115]
[ [115] De Jonge, op. cit. (footnote 78).
It appears that in the early 1940's the general classroom treatment of accelerations was at a level well below the existing knowledge of the subject, for in a series of articles by two teachers at Purdue attention was called to the serious consequences of errors in acceleration analysis occasioned by omitting the Coriolis component.[116] These authors were reversing a trend that had been given impetus by an article written in 1920 by one of their predecessors, Henry N. Bonis. The earlier article, appearing in a practical-and-proud-of-it technical magazine, demonstrated how the acceleration of a point on a flywheel governor might be determined "without the use of the fictitious acceleration of Coriolis." The author's analysis was right enough, and he closed his article with the unimpeachable statement that "it is better psychologically for the student and practically for the engineer to understand the fundamentals thoroughly than to use a complex formula that may be misapplied." However, many readers undoubtedly read only the lead paragraph, sagely nodded their heads when they reached the word "fictitious," which confirmed their half-formed conviction that anything as abstruse as the Coriolis component could have no bearing upon a practical problem, and turned the page to the "practical kinks" section.[117]
[ [116] A. S. Hall and E. S. Ault, "How Acceleration Analysis Can Be Improved," Machine Design, February 1943, vol. 15, pp. 100-102, 162, 164; and March 1943, vol. 15, pp. 90-92, 168, 170. See also A. S. Hall, "Teaching Coriolis' Law," Journal of Engineering Education, June 1948, vol. 38, pp. 757-765.