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[ XI. ON THE STUDY OF PHYSICS.]
[Footnote: From a lecture delivered in the Royal Institution of Great Britain in the Spring of 1854.]
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.