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they-are" to read in the Epilogue, "I shall not delude myself that there have been no dull spots in this bwk. I t is indeed inevitable that there should be such. The chemist cannot pretend that all of his science is interesting, any more than a nature-lover can seriously assert that all the world is seascapes and Alpine sunsets. . . . I have therefore conceived it as incumbent upon me, in attempting to acquaint you with the nature of chemistry t o include the dull spots along with the spectacular, making a t the same time the concession of trying to extract from the former the maximum of interest they authentically contain. Any other procedure would inculcate a false perspective, and would therefore be the part of insincerity." While the book lists in some detail many of the physical and chemical properties of the elements, and contains much theoretical matter which is seldom included in a popular treatment, the manner of presentation is interesting enough to hold the serious-minded reader. The hook is remarkably free from those misleading statements and scientific half-. truths which crowd non-technical discussions of a highly specialized science such as chemistry. In view of the recent work on transmutation of the elements, however, the following "proper definition" of an atom seems unfortunate. "An elemental atom cannot be changed. by under the control of men, . any. Process to another kind of atom." "Marvels of Modern Chemistry" may be recommended to the layman who desires an introduction to the principles of chemistry together with a brief discussion of the outstanding industrial applications. JonN R. SAMPEY HOWARD COLLBCB BILM.NOH*M. AL*.A.*
The Teaching of High School Chemistry. (Formerly Teaching First-Year Chemistry.) J. 0 . FRANK, Professor of Science Education and Head of the Chemistry Department, Wisconsin State Teachers' College a t Oshkosh.
DECEMBER. 1932
Fifth edition. J. 0 . Frank and Sons, 286 pp. Oshkosh, Wis., 1932, vi 14 X 21.6 cm. S3.00.
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In the introduction, the author states that "It is the purpose of this book to present material which will he of immediate aid t o those who are teaching first year chemistry and to offer an interpretation of such evidence as is available regarding many of the unsettled questions regarding instruction in chemistry. Less attention is given, in the fifth edition, to the teaching of college chemistry. It is believed, however, that nearly everything in the book ought to he of-interest and value to the teacher of first-year college chemistry. Since the teaching of qualitative analysis is becoming more and more a subject of thought for high school teachers, and since there is little or nothing regarding its teaching available, the writer feelsjustified in devoting several pages to this important subject, feeling sure that most teachers rill he interested in information and suggertions that will contribute to better teaching in this field." An important feature of the book ir the large numher of references to original articks found in eight professional journals. The many references, under classified OF CHEMICAL headings, to the JOURNAL EDUCATION (to January, 1932) are especially useful to the chemistry teacher. The history, criticisms, aims, and ohjectives of high-school chemsitry are discussed in the first four chapters. The fifth chapter is devoted l o an analysis of the scientific attitude and scientific method, the sixth and seventh chapters t o the selection and organization of suhject matter and high-school chemistry texts. Four chapters are given t o teaching plans and methods both in the high school and junior college. Tests and measurements, references and illustrative materials, the library, the laboratory, and preparation and advancement of the chemistry teacher are discussed in six chapters. The teaching of qualitative and quantitative analysis constitute the material of the two concluding chapters (XVIII and XIX).
VOL.9, No. 12
RECENT BOOKS
The author has conservative views regarding class demonstrations vs. individual laboratory work. "As the results of some recent investigations, many teachers are examining laboratory experiments critically with the view to substituting lecturedemonstration experiments far many of them. It seems advisable to go slowly in this matter and t o wait until more evidence is obtained before deciding to eliminate good laboratory experiments in favor of the demonstration experiment." This view is probably shared by many experienced teachers. Interest in the work of the second halfyear may he sustained and increased by either the project method or by work in qualitative analysis. The reviewer cannot accept the latter part of the following statement of the author in reference to projects, via., "The pupil must believe that his problem can be solved by him, and that his solution of i t will be a real contribution t o knowledge." To make real contributions t o knowledge is difficult enough for the university student with his increased training and facilities. A great deal of very valuable project work can be done, however, in spite of this objection. The author's views on the introduction of qualitative analysis into the high-school course will be challenged by many teachers on the ground that to teach this work properly one must make use of the related theories which are, for the most part, beyond the scope of the average highschool student. While the general plan of the previous edition has been largely retained, the book has been enlarged and made more attractive by the use of larger type. The a t t r a c tiveness could be further enhanced by the use of a few photographs, diagrams, and tables and by the use of a better quality of paper. One defective page was observed and the word "Deeming" (p. 136) is misspelled. Of the very few books available in this field, the present volume appears t o be most up-to-date and complete It contains a vast m o u n t of material that will
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be stimulating and useful both to the teacher in training and the teacher in service. A. J. Cunn&n THBP&NNSYLVAWII STAT*COLLBOB STATBCOLLBOG, PBNNSYLVAN~A
Laboratory Manual of Qualitative Analysis. BRUCE E. HARTSUCFI. Associate Professor of Chemistry, Michigan State College. John Wiley & Sons, Inc., New kork City, 1932. v f 130 pp. 21.5 X 27 cm. 81.60. The purpose of the b w k is to publish a qualitative analysis in which theory is "hooked up" closer t o the practice than in other previously published texts. While the title of the book states it to be a laboratory manual, the preface says it is not a laboratory manual or a cookbook but a study manual. The method of study is to investigate the reactions of each ion separately, then analyze a known mixture of all members of a group, and finally analyze mixtures of inneasing complexity. The investigation of the reactions of an ion is carried out by following directions stating what reagents to add. Then questions concerning the reaction fallow and *I blank spaces are left for answers t o these. This limits the amount of writing to be done by students and t o be read by the instructor. Some equations are written out for examples and spaces are left for others to be written by the student. Un-ionized substances are indicated by an overline and "insoluble" substanced by a double overline. I t seems t o the reviewer that this notation may be confusing to a student. The application of theory t o practice is indicated throughout the text. Seven pages a t the 6rst of the hook are devoted to theoretical matter alone. This includes a discussion of what is meant by dissolving (physical and chemical), a discussion of the methods of expressing concentrations, a discussion of ionization illustrated by both strong and weak electrolytes and a brief note that ions have a polarity of such value that those joined to make a ~
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