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The body is mostly composed of water and about one half is avaricious tissue.

The stomach is a small pear-shaped bone situated in the body.

The gastric juice keeps the bones from creaking.

The Chyle flows up the middle of the backbone and reaches the heart where it meets the oxygen and is purified.

The salivary glands are used to salivate the body.

In the stomach starch is changed to cane sugar and cane sugar to sugar cane.

The olfactory nerve enters the cavity of the orbit and is developed into the special sense of hearing.

The growth of a tooth begins in the back of the mouth and extends to the stomach.

If we were on a railroad track and a train was coming the train would deafen our ears so that we couldn’t see to get off the track.

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 6 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.

There are several curious “compositions” in the little book, and we must make room for one. It is full of naivete, brutal truth, and unembarrassed directness, and is the funniest (genuine) boy’s composition I think I have ever seen:

ON GIRLS

Girls are very stuck up and dignefied in their maner and be have your. They think more of dress than anything and like to play with dowls and rags. They cry if they see a cow in a far distance and are afraid of guns. They stay at home all the time and go to church on Sunday. They are al-ways sick. They are al- ways funy and making fun of boy’s hands and they say how dirty. They cant play marbels. I pity them poor things. They make fun of boys and then turn round and love them. I dont beleave they ever kiled a cat or anything. They look out every nite and say oh ant the moon lovely. Thir is one thing I have not told and that is they al-ways now their lessons bettern boys.

From Mr. Edward Channing’s recent article in SCIENCE:

The marked difference between the books now being produced by French, English, and American travelers, on the one hand, and German explorers, on the other, is too great to escape attention. That difference is due entirely to the fact that in school and university the German is taught, in the first place to see, and in the second place to understand what he does see.