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chemistry texts. The chapter on Solutions is worthy of a place in a Laboratory Manual of Physical Chemistry. Dr. Holmes' efforts t o indude the latest advancements in the field of chemistry and chemical theories led to the inclusion of a chapter (one and one-half pages) an the preparation of atomic structure models according to the Lanpmuir-Lewis theory. The use of toothpicks, chewing gum,and wax by students standing a t the average chemistry work bench does not seem of sufficient value, to the reviewer, t o warrant introduction. Likewise, experiment No. 143 on p. 104 on coal distillation can best be demonstrated to a class. The cleaning of pyrev glass ignition tubes after heating of bituminous coal is not economical to the student, neither is i t desirable to include a piece of iron or steel tube in the student's equipment. It is sometimes alleged that Dr. Holmes stresses aluminum, which is quite natural. The chapter on aluminum comprises only about three pages, however. The chapter on colloids contains
his having written a Laboratory Manual of Colloid Chemistry Questions are introduced frequently t o bring out specific features of an experiment. That this manual is a good one in a large field of competitors is obvious t o all who have had sufficient experience in general chemistry lahoratory work. The student who performs the experiments as directed will have dealt with a mass of experimental evidence an substances and the changes they undergo and generalizations pertaiuing to such changes. C. A. BRAWLECKT
M m c x , 1931
This book, which is the third volume of a series, entitled "The Teaching of Science a t the College Level," reports the results of investigations conducted a t the University of Minnesota regarding the value of lahoratory instruction in inorganic college chemistry courses. The author states that the purposes of this investigation are to answer the following questions: "1. What is the value to the student of individual lahoratory work as compared with other methods of instruction, such as oral quizzes, recitations, and outside reading? 2. Do students who spend more time in the lahoratory gain significantly more from the course than students of equal ability who do less lahoratory work? 3. What technics can he devised in the form of written examinations to measure differences in students who have not had the same amount of laboratory training?' The principal experiments conducted are the investigation of the value of five hours of individual laboratory work per week as com~aredwith (1) three hours of
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work with one hour of recitation or oral quiz; and (3) three hours of laboratory work. A comprehensive appendix furnishes details regarding the various tests used and the data from which the table and conclusions of the text were developed. These problems are attacked from an educational viewpoint and are admirably organized and developed in that direction. The author, who maintains a rigid xientific viewpoint, is pleasingly disinclined to adopt spectacular conclusions. He condudes "that two hours of laboratory work out of five do not seem indispensable," URIYBXWY 0. MAIN& that one hour of recitation or oral quiz Onoxo, MAWS seems a fairly profitable substitute for Laboratory Instruction in the Field of In- these two hours of laboratory work, but organic Chemistry. VICTORHERBERT that two hours of outside reading do not. NOLL. Educational Specialist, National These conclusions are accompanied by a Survey of Secondary Education. First caution that the results of the study are edition, The University of Minnesota not yet suitahle for delinite generalizaPress, Minneapolis, Minnesota, 1930. tions. This view is probably based upon xix 164 pp. 74 tables. 15 X 23 cm. the fact that few of the results ohtained are statistically significant. Due t o this $2.00.
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fact, general trends of data are used as a basis for conclusions. Except for this l i i tation the author mainly accomplishes his purpose. Where he fails, he so states. In this subject, which is of great interest to teachers of college chemistry, Dr. Noll has made definite progress. Although the problems outlined are not yet solved, they should encourage further work. It is unfortunate that the problem could not be considered also from the viewpoint of the chemist, as to actual professional accomplishments. This, of course, is the final test of the value of laboratory requirements in chemistry and a chemist wonders if even the most skilful of written examinations can replace it. The book might well have included a list of definitions for abbreviations. The frequent occurrence in the text of abbreviations which most teachen of chemistry will not understand limits considerably the value of the book. Although i t is a research in education, a style better adapted t o chemistry teachers would have resulted in the derivation of the maximum benefit for the teaching of chemistry. On line 11, page 87, there is apparently a misprint. The expression, "Group 111 a, which had only three hours of laboratory-" presumably should be "Group 111h, which had only three hours of laboratory-.'' W. E. BRADT
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leave an imprint on the mind of the young experimenter as to the significance of formula and when he reaches the end of the book he most certainly will have retained some of them. The use of certain terminology is not to he ~ m m e n d e d ;thus "Old Man Chlorine," "Sweet Mamma Iodine," "Miss Bromine." and "Little Sister Fluorine" are endearing terms which the reviewer feels should not have heenincluded. The book is easy to read and should go far in helping to popularize chemistry. E. G. VANDEN BOSCHE UNIVBPSITY OIl M * . n * N D B*LT~MO.B. M*RYL*ND
Synthetic Inorganic Chemistry. A. A. BLANCUARD, Ph.D., Associate Professor Inorganic Chemistry, and J. W. PAELAN, Professor Inorganic Chemistry, both of Massachusetts Institute of Technology. Fourth edition. John WiIey and Sons, Inc., New York City, 322 pp. 22 figures. 1930. xii 15 X 23 cm. 8.00. "Synthetic Inorganic Chemistry" is a combined text and laboratory manual for students who have had a good cotuse in high-school chemistry. It is used in the freshman class a t M. I . T. where all the students are required t o have passed entrance requirements in chemistry. The book is designed chiefly from a laboratory standpoint. Each chapter is divided into two parts, the first containing TH&STAT*COLL&OB olr WASB~NCTON PULLMAN, WASH. experiments and the second a discussion of the theory involved. An excellent Experimental Chemistry. FREDERICK series of problems and questions is found COLLINS. F.R.A.S. D. Appleton and a t the end of each unit. 276 pp. Co.. New York, 1930. xvii This arrangement of material is such a 108 illustrations. 12.5 X 19 cm. $2.00. departure from the usual elementary text, The book is intended to cover a home that a student need experience no borecourse in chemistry. A complete series of dom because of having had a course in experiments is included, clearly demihed, the secondary schools. together with a discussion of the cause of The first four chapters are devoted t o their reactions. the following topics: (1) Quantitative The illustrations (by the author) are Aspects, (2) Water and Solution, (3) crudely drawn, but this should not detract Theory of Ionization, and (4) Nanfrom the value of the experiments. Each Metallic Elements in Binary Compounds. t i e an element or compound is men- The last sin chapters are taken up with tioned, the symbol or formula is given in the preparation of compounds in the order parenthesis. This repetition will surely of the periodic system.
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