equations The idea in t o have the teacher grade the pupil on the actual chemistry content of the written report. and not on the quality of his drawings nor on the nearness of arrangement, ete. The first pages of the manual have Lists of the general directions for treatment of accident eases, and lists of apparatus illurtratted with excell;ot drawings. These are ail good features. ~ l t o g e t h e rit is a very commendable eombination of manoal and note-book and ought to render extensive service in the schools.
Lecture and Laboratem Experiments in Phydcel Chemistry. HamY S. V A N KroosrBR, Ph.D. second Edition of Lectore Demonstrations in Physical Chemistry. The Chemical Pu~lishing Co., Baston,Pa., 1925. x 274pp.,91 figures. 13 x 19 em. 63.00.
+
~ r ~ f e s svan o r Klooster has brought together in this book three hundred and sixty experiments in general physical chemistry most of them expressly adapted for use in lecture demonstrationo. The book is isued as the second edition of the "Lecture Demonstration in Physical chemistry." "The chapters on catalmii. deetra"hemistry and ionic theory, solubility, colloid chemistry, and adsorption have been enlawed, and two new chapters dealing with radio-activity and miscellnneovs experiment3 added. About one hundred mew experiment3 have been described." (Preface.) The experiment. cover most of the s u b j s t s commonly inclvded in elementary physical chemistry, as well as many of the topies that may well be used in eonneEtian with c o m e s in genera1 chemistry. The directions are given with =urnrient detail to be really u d u l , and the numerous to original sources arc a valuable feature of the work, an anyone who has had mveh experience in trying to demonstrate experiment3 from second- and third-hand descriptions will agree. The author does well to emphasize the importance of Lecture demonstrations in physical ehemistry, and it is indeed strikiog, as he suggests, to note how large a proportion of the experiments is due to the famous teachers of the subject. The book under consideration should be a great aid in .timulating further efforts to improve the teaching of physical chemistry. Because of the increasing prominence of physical chemistry in general-chemistry courses, the book should be of value also to teachers of such cIas3es.
Thi. little book is evidently written for Dr. Hendel's cl-es in Hunter Collese. I t contains eleven chapters; Weishing, Simple Gravimetric Principles, General Theory of Gravimetric Procedures. Practical Analysis of a Dolomitic Roek, Volumetric Methods and Apparatus, Alkalimetry and Addimetry. Oxidation and Reduction Methods. Iadimetry. Electric Methods, Errors. and the Precision of Analytical Results The selection of samples discussed is conventional. As a text-book, it could well be supplemented by a ryrtematie course of Lectures. The last chapter of the book on errors and the precision of nnalytieal results. though brief, is t o be commended. I t is t o be hoped that in later editions, the book may be considerably expanded. Vtnos L m n m How to Teach General Science;Notea and Suggestions of Practical Aid to Every Sci&ce Teacher. 1. 0. P a r w ~ Professor , of Science Education in the wiseonsin state Normal School a t Osbkorh. Caalc-Pierce Press, Oshkosh. Wir., 1925. riii 194 pp. 13 X 19 em. $2.00.
+
Thi. book wan brought t o print after having been taught in manuscript form t o more than two
hundred teachers. one cannot read it without noting a refreshing directness and eonclena. of style, and a richnus of suggestion that ir inrpiring. The book ir closely written and splendidly organized, and equipped for the utmost practical aid of any general science teacher from youngest to oldest with abundant up-to-the-minute topic references. The author briefly surveys the development or schools and teachins to clear sway . any . eonfurion as t o the real place of general science in seeoodary e d u ~ a t i ~ oThen . follows a juntification of his theories in citations from the findings of modern educational poyehology and in theeonelusions of the N. E. A. special committees an to broad aim=. which the author simplifies and sum* up for genera; science teaching as: "In the grades, t o furnish experience. . . . s.tools for later understanding . . . I n the Junior High School, to dircover dominating interests. . . . . . I n the Senior High School t o carry his dominant interests to intellectval independence:' General science should not be thought of aa a reservoir of unlimited facts of "Science" (and everything else), but as a fund of praefieal appealing matter, rigidly selected from the stand-point of accepted aim8 t o be the vehicle for teaching some fundamental principles of science, habits of accuracy and ob.ervation, and far training in "how t o study and how t o learn." G. H. C A ~ L B D O B Coreideation of legitimate svbjcct~matter leads to the conclusion that "an ideal text-bwk for universal use is imposriblc:" but the scheme Qoantitsthe bnalmis. J m s s M. HelroRL. Assistant Pmfesror of Chemistry. Hunter Colle~e for three levels of subject-matter seems t o o U a a much-needed solution of this want. The chapof the c i t y of New Yrnk, oinn & company. ter on general science references is complete, and Boston, Mas.. 1925. vi 134 pp.. 13 X 19 "Special Teaching Aids" appears to be a veritable em., 51.40.
+
.
EDUCATION
~ICAL
Pandora% box of good things in which every seicnee teacher may revel. C h a p t a on "Science Methods,'. on other special methods and tcehof Results" are nique, and an "Meas-mat presented in a very fair pro and coo treatment for mmparative evaluation, which together with a thorough analysis of the leading phases of the profession, piaces squarely before the teacher the essentials of his problem in general seieoee. If this book is studiously read by the teachers d general science of the country it will mark an epoch in thestandardization of matterand stabilization of methods in the subieet. . . and will undoubtedly bring t o realization its broadest appeal which as the "little brother"of theapeeialsciences really seems t o be its mission, via.. "to impart a eertdn bodv of knowledee-fairla uniform throughout the country-which will mark the Amuiean individual wherever he goes. This is P necessity in a demmaeg like o u r s i n an age of science." M. P. WADLBIOH
NOVEMBER. 1925
costs of secondary science instruction are among
the elements or this analysi~. Theauthornotonly gives hirown aimsof science instruction but compiles such aims from various sources and by an analysis of them shows t h a t their apparent variance from each other dirnppearr upon clmer study. Thew aims are ahown t o be supplements t o eaeh other nod t o be in reality "mutually inclusive." The problem of science content is studied first in terms of child and public interest. Results of such studies are reported as n basis for the use of this principle. The other two principles nsed are; the material should be socially worthwhile, and i t should most readily lend itself t o the aims of science instrvction. This volume also gives one of the first eompiiations of studies made in an etletlrt to determine the reiative efflcieneies of the text-book, the lecture-demonstration, and the laboratory methods of science instruction. For some madera it may apptar that undue space is given t o thc "Unit t o be in method" of instruction which neeTeachins Science in t h e Schools. ELLIOT Rowmuch favor with the author. LAND D D W N ~ N O The , School-of Education, The part treating "Tests" describes the process University of Chicdm The University of of devdopiog and ataodardizing trsts; discussu 185 pp. Chicago Press. Chicago, 1925. xiii diffrrenttypes of tests and points out where there 12 illustretiona. 13.7 X 19.3 em. $2.10 postis need 01 types of t e t s not yet available. A good paid. bibliography upon specific tests for high-school sciences is given. The book under review is logically the first of Two chapters imprus the reader as being bdow the sub-series, "The Teaching of Sdence" in the the imperonal level of the remainder of the book. general "University of Chicago School Science Principles of organization are thme of the author Series." Another volume of this sub-series was without reference t o or comment upon anything published about a year ago upon "The Teaching of the so* prcvioudy put forth. Scienccteaehof G m d Science.'' Doetor Downing's volume, as the introductory publication, "summarizes the ing in European schools impresses one ao being an afterthought; interesting and helpful but not a most i m ~ o r t a n tresults of the neimtise studs of vital. supportiog part of the purpose of the the problems of scieoee-teaching and the" appiibook. cation to the broad field of qeirnce inrtmrtmn " Thechemistry teacher will find hissvbjeet given The table of contrnts i i i u such rhaytcr hcadits proportiooate part of the space throughout the in- ar: SeienceTc.,chior of thc P u t : Sricncechapters. This is m evidence of balteaching of the present; ti^^^ sdence- different ance deserving of note for the author is n biologist Teaching t o the social and Economic past; and would vnconreiously tend to t u n t o those Scienceas a Cvrricuium Subject: Aims of Sciencesubjects for illustrative materials. Pour majm Teaching; Content of kboo1 Sciences; 0rgani.nillustrations ere from studies wing chemistry tion of Schwl-Science Content; Methods of daooes as n basis. The next volume in the series Teaching Science; Test. of ScienecTeaehinp: and is t o be "The Teaching of HighSehool Chemkiene,Teaehing in European Seharls. istry:' High points of the book are largely found in the B. C~msonnaaaoarc~s rummarimtion of results of many studies of
+
A4 an instance: "since 1880 there hap been a greater incrcare in the pereentage of ~ t u d e n t senrolled in science in the high schools than in anv othersvbieet and the orepent enrolment in seience is greater than in any other ~"bj,t." An analysis of present conditions is given that should greatly aid a science teacher t o orient and standardize his own esorts. Enrolment tendencies in different science subjects. the distribution of the different subjects in the curriculum, the trsehimg load of the science teacher, and the reieoee-teaching.
TO BE REWEWED LATER Ganeral Chemistry, a n d Edition-Deming. P h ~ s t 0 1 0 g t ~ a~l n dClinical Chemtatrypcarsrm & Hepbum. l e i t i a d e n der O s ~ e n r a r t s c h e m i e fur HBhero Schulen-Meyer. P u n d a m s n t s l s of Phyalcal ChsmlstryEucken. I n o r g o s i c Qurnitativa Analysts-Pales. T h e T e ~ o h i n gof SEIence . n d the Soisnee Teaohm-Brownell and Wade.
