ASTRONOMICAL NOTES

Scientific American, Vol. XXXIX. No. 6. [New Series.], August 10, 1878, by Various, is part of the HackerNoon Books Series. You can jump to any chapter in this book here. ASTRONOMICAL NOTES.

ASTRONOMICAL NOTES.

BY BERLIN H. WRIGHT.

Penn Yan, N. Y., Saturday, August 10, 1878.

The following calculations are adapted to the latitude of New York city, and are expressed in true or clock time, being for the date given in the caption when not otherwise stated.

PLANETS.

FIRST MAGNITUDE STARS

REMARKS

Mercury is brightest this date, and furthest from the sun August 13. Venus will be at her descending node August 17. Jupiter will be near the moon August 17, 4h. 20m. morning, being the moon's apparent diameter north; this will be an occultation south of the equator. Saturn will be near the moon August 16, being about 7° south.

There will be a partial eclipse of the moon August 16, in the evening. The moon will rise more or less eclipsed east of Kansas, west of which no eclipse will be visible.

The following shows the appearance of the moon when the eclipse is greatest -7·1 digits, or 0·596 of the moon's diameter.

The size of the eclipse will be the same for all places. The time of middle and end for any other places may be obtained by applying the difference of longitude from Washington, converted into time, to the Washington time of middle and end, adding if east of Washington, and subtracting if west.

An Interesting Astronomical Observation.

To the Editor of the Scientific American:

While viewing the planet Jupiter, at about 5 minutes past 10 o'clock P.M., a very strange sight presented itself to the observers, who were looking for a transit of one of the satellites. A very dark spot much larger than a satellite was seen on the eastern edge of the disk, as shown in the above diagram. It moved rapidly westward along the upper margin of the northern belt and passed off at 1 o'clock 24 minutes A.M. (12th). From its first internal contact till its last external contact was just 3h. 19m., Pittsburg time. It appeared to be a solid opaque body, truly spherical, very sharply defined, and most intensely black. The transit of the satellite occurred at 15 minutes after 11 o'clock, and had no unusual appearance. Now what was that dark body? We are constant observers of the heavenly bodies, though not deeply versed in the science of astronomy, and are anxious to know if any one can give us some light on the subject. The telescopes used were a 2½ inch and 5 inch achromatic, magnifying 154 and 216 diameters, but the 154 was chiefly used. was chiefly used.
Joseph Wampler.
James R. Gemmill.

McKeesport, Pa., July 11, 1878.

Some of Professor Marsh's Recent Discoveries.

Mr. S. W. Williston, the assistant of Professor Marsh, has been giving to the Omaha Bee some interesting facts with regard to the great reptilian fossils recently discovered in Wyoming and Colorado. The bones found represent reptiles of many sizes, from that of a cat up to one sixty feet high. The latter, found at Como, Wyoming, belonged to the crocodile order; but the remains give evidence that the animal stood up on its hind legs, like a kangaroo. Another found in Colorado is estimated by Professor Marsh to have been 100 feet long. A great many remains of the same general class, but belonging to different species, have been collected and sent East. Among them from three to four hundred specimens of the dinosaur, and about a thousand pterodactyls, have been shipped from Colorado, Wyoming, and Kansas. The wings of one of the latter were from thirty to forty feet from tip to tip. Seventeen different species of these flying dragons have been found in the chalk of western Kansas. There have also been found six species of toothed birds. Comparatively little has been done toward classifying the late finds, the task is such an enormous one. Great importance is attached to them, however, since nothing of the kind had been found in America until a little over a year ago and great stress had been laid by certain geologists on their absence. Another remarkable feature of the discovery was that the fossils which had been reported as not existing in this country had hardly been brought to light in one locality before thousands of tons of them were simultaneously discovered in half a dozen different places.

Trying to Save a Hundred and Fifty Million Dollars a Year.

Professor Riley, recently appointed Government Entomologist and attached to the Agricultural Department, reports that specimens of insects injurious to agriculture are constantly being sent to the department from all parts of the country, with requests for information. In every instance, if a proper examination could be made, an effectual remedy could be found, and not less than $150,000,000 saved to the country annually. Recently a worm entirely new to science was sent to the department by an Iowa farmer, whose orchard of several thousand apple trees had been rendered unproductive for several years by the new depredator. For the interests of Western fruit growers this insect should immediately be investigated. Professor Riley asserts that the $5,000 recently voted by Congress for the investigation of the cotton worm, which has sometimes damaged the cotton crop of the South as much as $20,000,000 in a single fortnight, might have been used to better advantage by the department; the salary of the entomologist will use up all the money, leaving next to nothing for experiments for the eradication of the pest.

Industrial Education.

All are agreed that some education is necessary; but what? The great proportion of those having the direction of our educational system and facilities in charge still cling to a system which was established long before the first mechanical operation came into existence. Before the present system of man's relation to man, socially, industrially, politically, or commercially, was heard of, and notwithstanding the revolutions and advancement in all other things, there is a determined resistance to any attempt at revolution in what shall be considered education.

There is an effort to establish compulsory education; but what is the child to be taught? As if in league with the false theories of the rights of labor, these efforts take the apprentices from the shops, force them away from where they would learn something, and confine them inside a school house to learn—what? Certainly nothing of the materials, or tools, or pursuits by which they are to obtain their livelihood. The child knows nothing of when or by whom the compass was discovered, the printing press, the use of powder, electricity, of steam, or of any one of the thousand mechanical operations now controlling every department of life. Does any school boy know how many kingdoms there are in the natural world, or whether an animal, a vegetable and a mineral all belong to the same or to different ones? Will he know that from instinct the young of animals seeks its food and expands its lungs, as by the same instinct the root of a seed sucks up its nourishment from the soil and sends its leaves up to breathe the air? Will he know anything of the nature or requirements of the soils or the plants that grow in them? Will this compulsory education teach the boy anything of the iron furnace, the foundry or rolling mill, or the uses or handling of any of their products? Will it teach him anything of woods and their value, or for what and how they are useful to man?

Will this knowledge, for which the powers of the State are to be required to force him to know it—will it teach him anything of the nature or uses of metals, of metal working, or the business depending upon them? Will it teach him anything of gold or silver, copper or brass? Anything of pottery, of bone, ivory, celluloid, etc.? Will he learn anything of hides, leather, or the production of these necessary articles? Will he know whether the word textile applies to anything but a spider's web or the wing of a butterfly? Whether the United States make, import, or grow cotton, wool, silk, flax, and hemp?

Will he know anything of commerce, railroads, telegraphs, printing, and the great number of clerk labors in the larger towns? Will he have learned a single thing which will assist him in his work of life? Will not every boy thus taken out of the shop and placed at the compulsory schooling find after he has mastered all it has to give him that he yet knows nothing; that he must then commence where he was and serve his apprenticeship; that instead of compulsory education his past years have been wasted in obtaining but a compulsory ignorance?

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