A percentage of posts to these columns ask a relatively simple question. "Please explain the principle behind a DC motor?" being one recent example; "Is there a way of converting heat to electricity?" being another.
During the early years of one's development, the opportunity to play presents itself. Play is an opportunity to learn something about the world in a safe-ish, relatively controlled and contained environment. <rant> In business, so often one meets up with problems concerned with technical documentation, where it becomes obvious that the other party is concerned wholly with the content of the document and has very little practical experience to enable a meaningful result to ensue from the discussion.</rant>
Whatever happened to the value of those practical playthings [trade names withheld] as an introduction to the world of engineering?
- Constructing sandcastles on the beach or in the school sandpit can introduce a lot: the porosity of materials, angle of repose, the limiting size of structures in civils work.
- Those plastic bricks that can make anything from buildings to spaceships, to cranes, to motor bikes, to anything else that comes from a child's imagination.
- The metal construction toy that can make anything from ships to cranes to... well, just about anything.
- "Magnets, bulbs and batteries" - a favourite Ladybird book back in the 1960s - is it published any more?
- Do youngsters still twiddle with batteries and a torch/flashlight to send messages in Morse Code to each other over distance?
- What is the value of doing bicycle maintenance, as a youngster, as an introduction to the world of mechanisms?
The most valuable thing is to be able to pass things on. "Give someone a fish, you feed them for a day. Teach someone to fish, you feed them for life".
As engineers, are we doing enough to teach: to hand on the skills and knowledge to others at an early enough stage? And what is the real value of PLAY?