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
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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.
