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35. 6d.


Fcap. 8vo. Containing over one thousand problems and questions, with an introduction, numerous solved examples and hints for solution, answers, and a table of logarithms.


Nature :-'So many books have been written having titles similar to if not identical with that quoted above, the only object of which seems to have been to enable students to pass certain examinations with the minimum of knowledge, that it is a comfort to turn to one against which no such charge can be made. Mr. Jones's Examples in Physics has not been written "up to" any syllabus; but the author has made use of portions of the manuscript in teaching classes of students taking the intermediate science and preliminary scientific courses of the London University, and he believes it will be found useful for students who are preparing for these examinations. There can be no doubt that the book will be of great assistance in this way, owing to the large number of examples and the excellent way in which they have been graduated. In addition to the examples, of which there are more than a thousand, with occasional hints for their solution, there are short ex. planatory chapters and paragraphs where experience has shown that they are needed. . . . There are clearly written paragraphs explaining those points that do not generally seem to be grasped by the students. The answers to the questions are given at the end.

'The general arrangement of the book is particularly happy; it is clearly the work of a teacher whose object is to increase the real knowledge of his students, and not merely to drive them through the ordeal of an examination.'

Schoolmaster :-'Within the compass of about 250 pages, the student in science has as good and varied a collection of questions for paper work as he is likely to get. . . . For advanced students these examples will be splendid tests for knowledge gained from books or by experience, and are well worthy careful perusal.'

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CCT IS 100

Edit Prof. Trowbridge

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THESE Lessons are intended to serve the purpose of introducing beginners to the study of Experimental Physics. My object has been, not only to provide a certain amount of useful information, but also to give an idea of the methods by which this information can be most directly obtained.

The course has therefore been made experimental, and such brief instructions are given as are required for making or using the apparatus and carrying out the experiments.

I have repeatedly tried and modified each experiment so as to present it in a simple form and avoid the more usual causes of failure.

I am well aware that many educational authorities hold that teachers of science (more especially in schools) should confine their instruction to the principles of the subject, without entering into details of manipulation or methods of experiment. To the teacher who aims chiefly at getting results ’ this view readily recommends itself : it saves trouble and expense, and enables him to devote more time to laws and generalisations. Unfortunately the results thus obtained are not of great value. A schoolboy may be taught to repeat glibly certain forms of words respecting the conservation of energy or the atomic theory; but, until he has acquired considerable familiarity

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