If, up to this point, none of my quotations have added flavor to the Johnsonian anecdote at the head of this article, let us make another attempt:
The theory that intuitive truths are discovered by the light of nature originated from St. John’s interpretation of a passage in the Gospel of Plato.
The weight of the earth is found by comparing a mass of known lead with that of a mass of unknown lead.
To find the weight of the earth take the length of a degree on a meridian and multiply by 62 1/2 pounds.
The spheres are to each other as the squares of their homologous sides.
A body will go just as far in the first second as the body will go plus the force of gravity and that’s equal to twice what the body will go.
Specific gravity is the weight to be compared weight of an equal volume of or that is the weight of a body compared with the weight of an equal volume.
The law of fluid pressure divide the different forms of organized bodies by the form of attraction and the number increased will be the form.
Inertia is that property of bodies by virtue of which it cannot change its own condition of rest or motion. In other words it is the negative quality of passiveness either in recoverable latency or insipient latescence.
If a laugh is fair here, not the struggling child, nor the unintelligent teacher—or rather the unintelligent Boards, Committees, and Trustees—are the proper target for it. All through this little book one detects the signs of a certain probable fact—that a large part of the pupil’s “instruction” consists in cramming him with obscure and wordy “rules” which he does not understand and has no time to understand. It would be as useful to cram him with brickbats; they would at least stay. In a town in the interior of New York, a few years ago, a gentleman set forth a mathematical problem and proposed to give a prize to every public-school pupil who should furnish the correct solution of it. Twenty-two of the brightest boys in the public schools entered the contest. The problem was not a very difficult one for pupils of their mathematical rank and standing, yet they all failed—by a hair—through one trifling mistake or another. Some searching questions were asked, when it turned out that these lads were as glib as parrots with the “rules,” but could not reason out a single rule or explain the principle underlying it. Their memories had been stocked, but not their understandings. It was a case of brickbat culture, pure and simple.