BOOK
REVIEWS
General Chemistry
Theodore L. Brow, University of Illinois, Urbana. Charles E. Merrill Books, Inc., Columbus, Ohio, 1963. xvi 512 pp. Figs. and tables. 15.5 X 23.5 em. Student list price, 58.25; trade list price, 511.
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Although several general chemistry textbooks claim to be "modern" and "uptodate," the definition of "modern" chemical education is and probably always will be a controversial question. A general definition would surely include the idea that the goal of chemical education is the attainment of both the knowledge and the undwstanding of currently held important principles of chemistry, as well as the ability to use this knowledge and understanding in interpreting ohemieal phenomena. snd their applications. In order to achieve this kind of chemical education, the student of chemistry must learn principles and facts, not as independent categories of information, but as interdependent, closely related elements which together form the parts of organized chemical knowledge. Professor Brown's book strikes im admirable balance in its systematic presentation of facts and principles. The student who is able to grasp the understanding of chemistry offered in the text will have acquired an excellent foundation for further pursuit of learning in chemical or related scientific fields. The big question is, how many students in first veer colleae chernisbaekground try courses have the and ability to achieve this understanding? The book brings many of the subjects which were presented in the physical chemistry course of fifteen or twenty
necessary
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years ago into the first year course, with up-dating 8s needed in line with current thinking and experimentation. This a p pears to be the present trend. I t is reasonable if done with due restraint and regard for the learning ability of the student the text is designed to serve. The author states in his preface, "It has been assumed, in writing the book, that the students will have a reasonable facility with ordinary algebraic methods, b u t not that they will necessarily have had p r e It vious u.ork in physics or chemistry!' seems to this reviewer that the author has been unrealistic in assuming that the first year student without a proper (i.e., good) background in high school chemistryand, hopefully, in physics as weU-will be able t o meet the challenge of this text, unless he has well above average intellectual ability. This is not to be construed as a criticism of the book itself, but of the lack of realism in the author'n statement quoted above. Similarly, the author's statement that no knowledge of calculus is expected is not quite consistent with the fact that both differential and integralnotations are used in several places in the book. The hook is written a t the level of the superior student, and, as such, i t is a superior book. The instructor looking for a sound, high level modern chemistry textbook should certainly examine this one. The instructor who is looking for book suited to mn-of-the-mill high school graduates will think twice before adopting it. There is need for this kind of book. I t is neither neeessarv nor desirable t,o rlniw t l d i l ~ can ~ mct!l ~ l~l w needs ~ k
