I resist letting a course become “dry.” I use handmade, frugal models of trusses and beams to make statics tangible, and everyday objects and toys to build intuition: a spinning egg to reveal nontrivial stable configurations, or a Reynolds-number-1 coin demonstrating the Euler disk and its divergent precession. Curiosity about phenomena beyond the syllabus helps students appreciate the possibilities of mechanics far beyond an exam.