On this scale, this text clearly lands in others have failed; on the other hand, it may prove to be a stimulating manual for the mainstream of the second view. Judgthe dedicated and superior student. ing from remarks in the preface, ProfesThere is a remarkable range of experisor Burman's intent was to include some of the facets of science listed under the third ments and techniques. Many of the experiments included are innovative and view, particularly the historical develop ment of (certain) great ideas. But they more sophisticated than thone usually do not come through. With the exception found in older texts. Presumably, each of additional statements about Gayinstmctor can choose and select from the Lussse, Dalton, and Avogadro in Chapter list. However, one may wonder about the 10, the history of chemistry from the wisdom of the choice of hinitromesity~ene R. KEITHOSTRRHELD Greeks to the discovery of the proton is (potentially explosive) as a preparation University of Montana treated eavdierly in the first chapter and as a recrystdlisstion experiment. A perusal of the newer experiments again within 12 pages. There are many oversimplified state- gives the same uneasy feeling. Far exments; these are most prevalent in the ample, in the reduction of heptsldaxime discussions on the development of some (whose identity and purity is ascertained Principles of General Chemistry of the major advances in chemistry. by infrared spectroscopy and not s mp), Statements or notions which must be the use of 15 g (!) of sodium is rather Harold G. Burman, The University of challenged immediately include the fol- frightening. Even more disturbing is the Texas a t Arlington. Allyn and Bacon, stated that addition of 100 ml of water, "after all t.he lowing: "Msx Planck.. 331 pp. Inc., Boston, 1968. xiii light trrwels in little packets of energy sodium has dissolved." It is a good probFigs. and tables. 17 X 24 cm. 58.95. ability that beginning students will make which he called quanta"; the notion that In the words of the author, "This book errors in judgment, and this certainly the reason that the Bohr theory could not has been written in an effort to make an would not be the place for them to missuccessfully be applied to atoms heavier interesting and up-todate presentation of than hydrogen was that "Another suba- judge the amount of unreacted sodium. Although the use of modern instrumenchemistry for all those students who chose tomic particle remained to be discovered tation cannot be excluded from the first(sic) to take a short terminal course in and identified"; with respect to resonance general chemistry to meet basic science structures, "The molecule is believed to year undergraduate organic chemistry exist partially in each structure"; "John laboratory, i t is questionable that the inrequirements." I would judge that this work was intended for a oneaemester Dalton was probably the outstanding ex- troduction of spectroscopic methods a t perimenter of that time." Many other such an early stage (assuming no previous course. statements are imprecise or misleading. The particular arrangement of topies preparation) is pedagogically sound. For reflects the author's choice of a non-inducOn the credit side, the author hm de- example, the discussion of infrared specveloped several good pedagogical ap- troscopy is quite brief. It lacks in philostive approach. The first half of the book emphrasises the particulate nature of proaches in the presentation of conven- ophy, that is, the student may believe atoms, molecules, and ions; the mole cantional material which the science major, that the structure of an unknown coms t least, should know thoroughly; vis., pound can be ascertained by the simple cept is introduced in Chapter 10. Reethe writing of Lewis structures, inorganic examination of its spectrum. sons, as presented by the author, for this One gets the impression that the authors nomenclature, and Lowry-Bronsted acidparticular format, include the notion that have forgotten s large cross-section of stuthe chemist,ry of weight relation8 seems base theory. The book can be compared with the dents and have geared their text toward "to come naturally" after background in current texts "Chemistry" by Hardwick the more sophisticated and advanced stuparticle chemistry and the belief that students with a. limited background in matheand "Atoms, Molecules, and Chemical dents. Given this kind of students, the Change" by Johnsen and Grunwald. text may well attain its stated goals with matics are probably more ready to asAgainst these two texts, "Principles of the proper guidance of the instructor. similate the arithmetic of chemistry later General Chemistry" is marked, in my Thus, the book may be recommended with in the course. The approach is a tradijudgment, by inferior writing and by a reservations for students in an accelerated tional exposition of the technical aspects of more det,ailed treatment of many mare program. As mentioned above, even in chemistry. Unfortunately, I was unable this case, a careful "briefing" by the intechnical topics. to find support for the author's contention structor is essential. This book may also that the "emphasis is on understanding BERNARD M. STRCICLER be useful as supplemental reading and as a principles .". Seattle University source for special experiments. HowI suggest that there are three prevailing Seattle, Washington ever, this bext cannot be recommended for views about the nature of "preferred" the normal class of first-year undergradinstruction in eliemisbry for (the bulk of) uate organic chemistry instruction. nondeience majors. One of these views holds that both nonacience and science Since an Instructor's manual is not Laboratory Experiments in Organic majors should eat from the same plate. available, i t is difficult to judge whether or Chemistry not the time alloted for each experiment is Another opts for the same menu but insists reasonable. The book is well printed and that the non-scientist should be given less Jerry R. Mohrig, Carleton College, and the formulas are quite clear. However, to eat. (Numbers, particularly, are hard Douglas C. Neekers, Hope College. this reviewer thoroughly dislikes the t o digest.) A third view suggests that for Reinhald Book Corporation (a subsidformat of this text (which seems to he many groups of students, the base of iniary of Chapman-Reinhold, Ine.), New popular) of being wider than long (11 X struction in chemistry should be expanded 168 pp. Figs. and Yark, 1968. viii 81fz). This was done presumably to acto include other facets of chemistry which tables: 28 X 21.5 em. $6.50. commodt~tethe spectra which are reproare drawn from the nature, scope, limitaduced. However, this could have been tions, significance, and impact of the The stated purpose of the hook is to 't.involve done easily, with the reverse (and smaller) each student in an active learning physical sciences and presented with a n dimensions, since all tbc spectra are no process by bringing him into contact with historical and philosophical perspective. wider than 6'/2 inches. The second view has had a short historyorganic chemistry as research chemists do it" and to convince the student that "orless than a decade; few textbooks reflectJ.-P. ANSELME ganic chemistry is an exciting experience." ing it are available. Perhaps the history University of A[assaehusetts, Boston These goals, which are those of every orof the third view is just beginning; the Boston, A~fassaehusettsOZli6 ganic chemistry professor, are difficult if approach used by Gerald IIolton and not impossible to achieve with a large perDuane Roller in their hook, "Foundations centage of students of a normal claw of of Modern Physical Science" might be first-year organic chemistry. It is quesconsidered as a limited example of this (Continued on page AAd76) view. tionable that this text will succeed where practice problems for many topies and because of a lack of clarity in the first two chapters. The book is attractive in format, with generous use of tables and figures. I t d.ould h w e benefited from closer editing. One encounters unusual words, unusual word usage, and involved sentence structure. We noted thirteen typographical errom.
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Journal o f Chemical Education
