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ON THE STUDY OF PHYSICS When a pupil begins the study of Physics he has in his possession many bits of knowledge which are fundamental in the science. He has learned to throw a ball and can tell how a thrown ball moves. He has drawn out nails with a claw hammer. He has seen wood float and iron sink. He has sucked liquids up through straws. In his mother's kitchen, he sees water as ice, liquid, and steam. On a wintry day he reads the temperature on a thermometer. He sees sparks fly from car wheels when the brakes are applied. He has played with a horseshoe magnet, and has found the north by means of a compass. The telephone, the electric light and the motor he sees, and perhaps uses, many times a day. He dresses before a mirror, focuses his camera, watches the images at a moving picture show, and admires the colors of the rainbow. He has cast stones into water to watch the ripples spread, has shouted to hear the echo, and perhaps plays some musical instrument. These, and a thousand other things, are known to the intelligent and normal boy or girl who has reached the age at which the study of Physics is properly begun. To a great extent even the terms used in the science are familiar to the beginner. He speaks of the horse-power of an engine, reads kilowatt-hours from the meter in the cellar, and may know that illuminating gas costs one dollar per thousand "cubic feet." "Ampere" and "volt" are words he frequently hears and sees. When he takes up the study of Physics, the attitude of the student toward these familiar things and words must undergo a change. Casual information about them must be changed to sound knowledge, purposely acquired. Hazy notions about the meanings of words must be replaced by exact definitions. Bits of knowledge must be built into a structure in which each fact finds its proper place in relation to the others. The student of Physics must never forget that he is studying not pages of text but the behavior and properties of iron, water, mica, mov