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Chemistry and its Relations to Daily Life
ByLOUIS KAHLENBERGandEDWIN B. HARTProfessors of Chemistry in the University of WisconsinCloth, 12mo, illustrated, 393 pages. List price, $1.25
If the contributions of chemical science to modern civilization were suddenly swept away, what a blank there would be! If, on the other hand, every person were acquainted with the elements of chemistry and its bearing upon our daily life, what an uplift human efficiency would receive! It is to further this latter end that this book has been prepared. Designed particularly for use by students of agriculture and home economics in secondary schools, its use will do much to increase the efficiency of the farm and the home. In the language of modern educational philosophy, it “functions in the life of the pupil.â€
Useful facts rather than mere theory have been emphasized, although the theory has not been neglected. The practical character of the work is indicated by the following selected chapter headings:
II.The Composition and Uses of Water.IV.The Air, Nitrogen, Nitric Acid, and Ammonia.IX.Carbon and Its Compounds.XII.Paints, Oils, and Varnishes.XIII.Leather, Silk, Wool, Cotton, and Rubber.XV.Commercial Fertilizers.XVI.Farm Manure.XX.Milk and Its Products.XXI.Poisons for Farm and Orchard Pests.
THE MACMILLAN COMPANY64-66 FIFTH AVENUEBOSTON NEW YORK CITY DALLASCHICAGO ATLANTA SAN FRANCISCO
Practical Physics
By N. HENRY BLACK of the Roxbury Latin School Boston, and Professor HARVEY N. DAVIS of Harvard University.
Cloth, 12mo, illustrated, 488 pages. List price, $1.25
“In preparing this book,†say the authors in the Preface, “we have tried to select only those topics which are of vital interest to young people, whether or not they intend to continue the study of physics in a college course.
“In particular, we believe that the chief value of the informational side of such a course lies in its applications to the machinery of daily life. Everybody needs to know something about the working of electrical machinery, optical instruments, ships, automobiles, and all those labor-saving devices, such as vacuum cleaners, fireless cookers, pressure cookers, and electric irons, which are found in many American homes. We have, therefore, drawn as much of our illustrative material as possible from the common devices in modern life. We see no reason why this should detract in the least from the educational value of the study of physics, for one can learn to think straight just as well by thinking about an electrical generator, as by thinking about a Geissler tube....
“To understand any machine clearly, the student must have clearly in mind the fundamental principles involved. Therefore, although we have tried to begin each new topic, however short, with some concrete illustration familiar to young people, we have proceeded, as rapidly as seemed wise, to a deduction of the general principle. Then, to show how to make use of this principle, we have discussed other practical applications. We have tried to emphasize still further the value of principles, that is, generalizations, in science, by summarizing at the end of each chapter the principles discussed in that chapter. In these summaries we have aimed to make the phrasing brief and vivid so that it may be easily remembered and easily used.â€
The new and noteworthy features of the book are the admirable selection of familiar material used to develop and apply the principles of physical science, the exceptionally clear and forceful exposition, showing the hand of the master teacher, the practical, interesting, thought-provoking problems, and the superior illustrations.
THE MACMILLAN COMPANY64-66 Fifth AvenueChicago New York City DallasBoston Atlanta San Francisco
Botany for Secondary Schools
ByL. H. BAILEYOf Cornell University
Cloth, 12mo, illustrated, 460 pages. List price, $1.25
It is not essential nor desirable that everybody should become a botanist but it is inevitable that people shall be interested in the more human side of plant and animal life. We are interested in the evident things of natural history, and the greater our interest in such things, the wider is our horizon and the deeper our hold on life.
The secondary school could not teachbotanical scienceif it would; lack of time and the immaturity of the pupils forbid it. But it can encourage a love of nature and an interest in plant study; indeed, it can originate these, and it does. Professor Bailey’sBotanyhas been known to do it.
In the revision of this book that has just been made, the effective simplicity of the nature teacher and the genuine sympathy of the nature lover are as successfully blended as they were in the former book. Bailey’sBotany for Secondary Schoolsrecognizes four or five general life principles: that no two natural things are alike; that each individual has to make and maintain its place through struggle with its fellows; that “as the twig is bent the tree inclinesâ€; that “like produces like,†and so on. From these simple laws and others like them Professor Bailey proceeds to unfold a wonderful story of plant individuals that have improved upon their race characteristics, of plant communities that have adopted manners from their neighbors, of features and characteristics that have been lost by plants because of changed conditions of life or surroundings. The story vibrates with interest.
The book is, moreover, perfectly organized along the logical lines of approach to a scientific subject. Four general divisions of material insure its pedagogical success:
Part I.—The Plant Itself;Part II.—The Plant in Its Relation to Environment and to Man;Part III.—Histology, or the Minute Structure of Plants;Part IV.—The Kinds of Plants, including a Flora of 130 pages.
THE MACMILLAN COMPANYPublishers 64-66 Fifth Avenue New YorkBOSTON CHICAGO ATLANTA DALLAS SAN FRANCISCO
Studies in Literature
ByFREDERICK MONROE TISDELAssistant Professor of English in the University of Missouri.
Cloth, 12mo., illustrated, 333 pages, list price $.90
In Part I of this book the author introduces the student to more than twenty standard English classics, giving in connection with each a brief explanatory introduction, suggestions for study and topics for oral and written discussion. These classics are grouped with respect to the different types of literature which they represent,—epic, drama, essay, novel, etc., and there is a brief exposition of the type. The result is that in the mind of the reader the individual masterpiece and the type with its characteristics are inseparably connected.
Part II consists of a brief but masterly survey of English literature. The book as a whole serves to systematize and unify the study of secondary school literature,—a most desirable end.
Professor E. A. Cross, State Teachers College, Greeley, Colo. “It meets with my heartiest approval. It is brief, considers all the writers high school students need to know, touches the interesting features in the lives and works of these men,—about all you could want it to do.â€
Mr. John B. Opdycke, English Department of the High School of Commerce, New York City. “I like it very much indeed. It has just enough in its review of the history of English literature, and its treatment of the classics is restrained and dignified. So far as I have seen, this is the only book that combines the two in one volume. I am all against the use of an abstract History of English Literature in the high school and I am all in favor of putting into the hands of the students some book that analyzes classics fully and yet with restraint. This book seems to have combined the two in just the right proportions and treated them in just the right manner.â€
THE MACMILLAN COMPANYPublishers 64-66 Fifth Ave. New York CityBoston Chicago Atlanta Dallas San Francisco
[1]Teacher’s Note.—The term “foodstuff†is used in place of “food principle,†as being the later and better term.
[1]Teacher’s Note.—The term “foodstuff†is used in place of “food principle,†as being the later and better term.
[2]This is the “greater calorie†or “kilogram calorie,†and is written Calorie to distinguish it from the “lesser calorie†or “gram calorie,†largely used in physics and chemistry.
[2]This is the “greater calorie†or “kilogram calorie,†and is written Calorie to distinguish it from the “lesser calorie†or “gram calorie,†largely used in physics and chemistry.
[3]Teacher’s Note.—The machines operating with a crank are examples of the “wheel and axle,†or the windlass, or both. The mechanical advantage can be worked out mathematically,—a good problem for the physics or mathematics class. See “Household Physics,†C. J. Lynde.
[3]Teacher’s Note.—The machines operating with a crank are examples of the “wheel and axle,†or the windlass, or both. The mechanical advantage can be worked out mathematically,—a good problem for the physics or mathematics class. See “Household Physics,†C. J. Lynde.
[4]Teacher’s Note.—A good way to study utensils is to begin with the school kitchen equipment. Utensils for the home kitchen can be listed in the notebook, as these are used in the school kitchen, having the list grow by degrees throughout the year. For reference, have a price list and illustrated catalogue from some good firm.
[4]Teacher’s Note.—A good way to study utensils is to begin with the school kitchen equipment. Utensils for the home kitchen can be listed in the notebook, as these are used in the school kitchen, having the list grow by degrees throughout the year. For reference, have a price list and illustrated catalogue from some good firm.
[5]Laboratory management.—In the school kitchen the dish-washing may be done at the sink by housekeepers appointed for the day, or if equipment allows, the work may be done in twos with some definite plan for dividing the work.
[5]Laboratory management.—In the school kitchen the dish-washing may be done at the sink by housekeepers appointed for the day, or if equipment allows, the work may be done in twos with some definite plan for dividing the work.
[6]These terms perpetuate the names of scientists famous for their work in electricity. Volta was an Italian who invented an electric battery; Ampere was a French electrician; and Watt a Scottish engineer and electrician.
[6]These terms perpetuate the names of scientists famous for their work in electricity. Volta was an Italian who invented an electric battery; Ampere was a French electrician; and Watt a Scottish engineer and electrician.
[7]Teacher’s Note.—The teacher of physics can coöperate here, and indeed throughout the whole topic of apparatus and cooking processes.
[7]Teacher’s Note.—The teacher of physics can coöperate here, and indeed throughout the whole topic of apparatus and cooking processes.
[8]Teacher’s Note.—If a meter can be used, very exact problems can be worked out with gas and electricity.
[8]Teacher’s Note.—If a meter can be used, very exact problems can be worked out with gas and electricity.
[9]Teacher’s Note.—These experiments may be performed as each food material is used. In this case a page should be kept in the notebook for the table of weights and measures, and each observation recorded as it is made. It may be that the perishable articles will not be on hand, except as they are used in order. The weighing and measuring should be dwelt on all through the course.
[9]Teacher’s Note.—These experiments may be performed as each food material is used. In this case a page should be kept in the notebook for the table of weights and measures, and each observation recorded as it is made. It may be that the perishable articles will not be on hand, except as they are used in order. The weighing and measuring should be dwelt on all through the course.
[10]Both these methods were taught by French cooks connected with well-known chocolate firms, and both give good results.
[10]Both these methods were taught by French cooks connected with well-known chocolate firms, and both give good results.
[11]“Cereal†is derived from the Latin word “cerealis,†pertaining to Ceres, the Roman goddess of agriculture.
[11]“Cereal†is derived from the Latin word “cerealis,†pertaining to Ceres, the Roman goddess of agriculture.
[12]The manufacture of flour is discussed in the chapter on bread making.
[12]The manufacture of flour is discussed in the chapter on bread making.
[13]U. S. Department of Agriculture, Farmers’ Bulletin 389, p. 16.
[13]U. S. Department of Agriculture, Farmers’ Bulletin 389, p. 16.
[14]Several of the large firms manufacturing flour issue pamphlets descriptive of the whole process, to be mailed free on application.
[14]Several of the large firms manufacturing flour issue pamphlets descriptive of the whole process, to be mailed free on application.
[15]“Some Points in the Making and Judging of Bread,†1913. Isabel Bevier, Univ. of Ill. Bulletin No. 25.
[15]“Some Points in the Making and Judging of Bread,†1913. Isabel Bevier, Univ. of Ill. Bulletin No. 25.
[16]For Furnishing the Dining Room, see “Shelter and Clothing,†p. 88.
[16]For Furnishing the Dining Room, see “Shelter and Clothing,†p. 88.
[17]U. S. Department of Agriculture, Farmers’ Bulletin 487.
[17]U. S. Department of Agriculture, Farmers’ Bulletin 487.
[18]Contributed by Mary Swartz Rose, Ph.D., Assistant Professor, Department of Nutrition, Teachers College.
[18]Contributed by Mary Swartz Rose, Ph.D., Assistant Professor, Department of Nutrition, Teachers College.
[19]Observations of the food eaten by individuals or groups of people are also called dietary studies, whether the observed dietary is such as to satisfy the food requirement or not.
[19]Observations of the food eaten by individuals or groups of people are also called dietary studies, whether the observed dietary is such as to satisfy the food requirement or not.
[20]One quart of milk yields 63â„4portions.
[20]One quart of milk yields 63â„4portions.
[21]Rose, “Laboratory Handbook for Dietetics.â€
[21]Rose, “Laboratory Handbook for Dietetics.â€
[22]The apportionment of the income to the different expenses of living (food, clothing, shelter, etc.) is discussed in Chapter XIX. It will be found that the smaller the income the higher is the percentage of it which must be allowed for food.
[22]The apportionment of the income to the different expenses of living (food, clothing, shelter, etc.) is discussed in Chapter XIX. It will be found that the smaller the income the higher is the percentage of it which must be allowed for food.
[23]Printed by permission of J. Wiley & Sons, publishers of “The Cost of Living,†by Ellen Richards.
[23]Printed by permission of J. Wiley & Sons, publishers of “The Cost of Living,†by Ellen Richards.
[24]Published by J. Wiley & Sons, publishers of “The Cost of Living,†by Ellen Richards.
[24]Published by J. Wiley & Sons, publishers of “The Cost of Living,†by Ellen Richards.
[25]From Chapin’s “Standards of Living.†By permission Russell Sage Foundation.
[25]From Chapin’s “Standards of Living.†By permission Russell Sage Foundation.
[26]Some of the widely advertised disinfectants are rather ineffective. Those interested should look up the tests of commercial disinfectants published from time to time by the United States Public Health Service.
[26]Some of the widely advertised disinfectants are rather ineffective. Those interested should look up the tests of commercial disinfectants published from time to time by the United States Public Health Service.
[27]Depending upon the nature of the infection, it may be possible to substitute the use of a proper disinfectant, followed by short boiling.
[27]Depending upon the nature of the infection, it may be possible to substitute the use of a proper disinfectant, followed by short boiling.
TRANSCRIBER’S AMENDMENTS
Transcriber’s Note: The initial image is a substitute book cover created by the submitter who hereby releases it to the public domain. Blank pages have been deleted. Some illustrations have been moved and page references to such illustrations have been updated. Footnotes have been moved to the end of the etext. Paragraph formatting has been made somewhat more consistent. The publisher’s inadvertent omissions of important punctuation have been corrected. Some wide tables have been re-formatted to narrower equivalents including a key. Duplicative front matter has been removed. Some Laboratory Management Notes have been moved.
The following list indicates any additional changes made. The page number represents that of the original publication and applies in this etext except for footnotes and illustrations since they may have been moved.
Key: {
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