General Science for Schools

(1) FOR years past, teachers have been saying that in the early stages science should be taught in a general way; that historical treatment is desirable; and that the lessons should be of the object-study sort. It is to be hoped that they will like Dr. Holmyard's book, for here they have it all presented in an ideal manner. The author has excelled himself as historian and philologist, and the wine of his science teaching requires no bush. His volume is intended as a second course, between an introduction and more formal study; but it is to be feared that it may prove rather difficult at that stage. For the sixth-form boy who wishes to link up his science with history and with classical lore, and vice versa for the history and the classical specialist, it should suit perfectly. Indeed, the science teacher himself who failed to derive pleasure from reading the pages would have to be either an exceptionally clever or an exceptionally dull person. For this reason, if for no other, the book is to be commended to his notice. (1) General Science. (Mainly Chemistry and Biology.) By Dr. E. J. Holmyard. Pp. xiii+236. (London and Toronto: J. M. Dent and Sons, Ltd.; New York: E. P. Dutton and Co., n.d.) 4s. (2) Everyday Science: a Course of General Science related to Human Activities. By Dr. L. M. Parsons. Pp. xi+695. 8s. 6d. Also in parts: I, The Sky, the Earth, and Life. II, Physics: Man's Use of Motion. III, Chemistry: Man's Use of Matter. 3s. each. (London: Macmillan and Co., Ltd., 1929.) (3) Junior Science. By C. A. Stebbins. Pp. xii+352. (New York: The Macmillan Co., 1928.) 6s. (4) Introductory Science for Botany Students. By K. E. Maris. Pp. vii+181. (London: John Murray, 1928.) 3s. (5) The Romance of Reality: the Beauties and Mysteries of Modern Science. By Dr. Beverly L. Clarke. Pp. ix+225. (New York: The Macmillan Co., 1927.) 10s. net.