Elements of Mechanics, for the Use of Colleges, Academies, and High Schools
By , Professor of Mathematics, Columbia College. New York : A. S. Barnes & Burr. 1859.
TEXT-BOOKS on Mechanics are of three sorts. Many teachers, school-committees, and parents wish to add a taste of Mechanics to the smatterings of twenty or thirty different subjects which constitute “liberal education,” as understood in American high schools and colleges. For this purpose it is of the first importance that the text-book should be brief, for the time to be devoted to it is very short; secondly, it must divest the subject of every perplexity and difficulty, that it may be readily understood by all young persons, though of small capacity and less application. Such a text-book can contain nothing beyond the statement, without proof, of the more important principles, illustrated by familiar examples, and simple explanations of the commonest phenomena of motion, and of the machines and mechanical forces used in the arts. To a few it seems that more light comes into a room through two or three broad windows, though they be all on one side, than through fifty bull’s-eyes, scattered on every wall. But the many prefer bull’seyes,—fifty narrow, distorted glimpses in as many directions, rather than a broad, clear view of the heavens and the earth in one direction. Hence superficial, scanty text-books on science are the only ones which are popular and salable.
The thorough study of Mechanics is, or should be, an essential part of the training of an architect, an engineer, or a machinist; and there are several text-books, like Weisbach’s Mechanics and Engineering, intended for students preparing for any of these professions, which are complete mathematical treatises upon the subject. Such text-books are invaluable : they become standard works, and win for their authors a well-deserved reputation.
Professor Peck’s book belongs to neither of the two classes of text-books indicated, hut to a class intermediate between the two. It is at once too good, too difficult a book for general, popular use, and too incomplete for the purposes of the professional student. As it assumes that the student is already acquainted with the elements of Algebra, Trigonometry, Analytic Geometry, and the Calculus, the successful use of this text-book in the general classes of any academy or college will be good evidence that the Mathematics are there taught more thoroughly than is usual in this country. In few American colleges is the study of the Calculus required of all students. In preparing a scientific textbook of this sort, originality is neither aimed at nor required. A judicious selection of materials, correct translation from the excellent French and German hand-books, with such changes in the notation as will better adapt it for American use, and a clear, logical arrangement are the chief merits of such a treatise; and these are merits which seldom gain much praise, though their absence would expose the author to censure. The definitions of Professor Peck’s book are exact and concise, every proposition is rigidly demonstrated, and the illustrations and descriptions are brief, pointed, and intelligible. Professor Peck says in the Preface, that the book was prepared “ to supply a want felt by the author when engaged in teaching Natural Philosophy to college classes”; but surely a teacher who prepares a text-book for his own classes must need a double share of patience and zeal. Every error which the book contains will be exposed, and the author will have ample opportunity to repent of all the inaccuracies which may have crept into his work. Again, the instructor who uses his own text-book encounters, besides the inevitable monotony of teaching the same subject year after year, the additional weariness of finding in the pages of his text-book no mind but his own, which he has read so often and with so little satisfaction. Even in teaching Mechanics, there is no exception to the general rule, that two heads are better than one.