REVIEWS 347 



A collection of tables for convenience in computations is added, together with ap- 

 pendices in which are given the derivation of the formulae in spherical trigonometry 

 which are used in the book, and a description of the solar attachment of a transit. 



The book is of convenient size to slip into the pocket, and has a limp cover. 

 The price is unduly high for the size of the book. H. S. J. 



PHYSICS 



The Teaching of Physics. By C. Riborg Mann, Associate Professor of Physics 

 at the University of Chicago. [Pp. xiv + 304. Teachers' Professional 

 Library.] (New York: The Macmillan Co., 191 5. Price 5-y. net.) 

 It is to be hoped that in the near future the teaching of science will come to 

 be regarded as one of the essential features of a secondary school course ; 

 nevertheless, as H. G. Wells has, in effect, lately pointed out, the impetus given 

 to the cause of science by the war will largely die away unless its advocates come 

 forward with a clear-cut account of their needs and ideas. Among these the 

 scheme of school teaching is of primary importance. If Physics is to be taught 

 to the masses, to young people who have no thought of specialising in it or in any 

 branch of science whatever, then it becomes a serious question whether the 

 methods which are now in general use are best adapted for their needs. Are they 

 best designed to supply them with knowledge which will be useful to them in 

 their everyday lives and, more important still, do they develop a " conscious ideal 

 of scientific method" which is transferable to their work outside the laboratory? 



To elucidate this problem Prof. Mann, in the first section of his book, traces 

 the development of Physics teaching in the United States from the early days of 

 last century and shows how, under the influence of the University, modern 

 teaching has drifted away from the original inductive scheme of natural philosophy 

 and become deductive and mathematical. Without criticising this scheme so far 

 as it applies to the University, he is doubtful of its desirability for youthful learners, 

 and in the next part of his book proceeds with his purpose of "finding out how far 

 the science of Physics may be made to contribute most efficiently to the develop- 

 ment of democracy." The method and discipline of Physics are considered at 

 length, and finally, as a result of his conclusions, the author puts forward a scheme 

 for experimentation designed to appeal to the emotions of the student, coming 

 into touch right at the start with his everyday experiences and gradually leading 

 him into more abstract regions as his interest is aroused. This is shown to 

 involve a reversal of the " present logical method which proceeds in the order : 

 principle, demonstration, exemplification in the laboratory, application," substi- 

 tuting for it as a " psychological method the order : application, problem, solution 

 in laboratory, principle." As an illustration, Prof. Mann suggests that Mechanics 

 should be commenced with the idea of Work (using the term poundvveight just at 

 first without definition), and Electricity with an experiment on the measurement 

 of energy in watt-seconds with an ammeter and voltmeter. There is at least no 

 doubt that such a course would prove more interesting than those in vogue in 

 England to-day, where it sometimes happens that a student comes to his inter- 

 mediate science examination without ever having used either of these instruments ! 

 However much one may disagree with him, it must be admitted that these later 

 chapters in Prof. Mann's book which deal with the organisation of the course 

 make very suggestive reading, and the scheme he proposes, amplified by a little 

 modern theory, might make no bad basis for the rigid development of the science 

 which must be given to the specialist at college. There is just one point which 

 cannot be allowed to pass without notice. In the chapter entitled "The Pedigree 



