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grasp and utilize this new concept is out of step with medical progress. " Practically," says the author, " in the maintenance of health, we are coming more and more to realize the necessity for cooperation between physicians, especially those engaged in preventive medicine and public health activities, and specialists in the various aspects of our social organization-educators, clergymen, leaders in industry, etc." FREDERICK W. BROWN including the teacher, the lecturer, the newspapers, radio, and moving pictures. Part three, called " rhe Educational Situation," has to do with such topics as the public's changinig interests, the failure of science to reach the public, and a summary of finldings and recommendations. In his foreword, Dr. MIerriamii gives a strong reason for promoting science as a method of thought and a mode of life. He says: In this connection it is important to note that whatever the ultimate fate of government by the people, the highest success in a system of that type can be attained only by development of a citizenry thinking continuously and effectively according to a pattern which is fundamental in science, namely. one which involves wide and clear vision, recognition of need for continuous inquiry upon great questions, and the settlement of problems on the basis of facts and logic. Science and the Public Mind-By Benjamin C. Gruenberg, with a foreword by John C. Merriam, President, Carnegie Institution of Washington. New York: McGraw-Hill, 1935. 196 pp. Price, $2.00. This book is an account of an investigation made by the author into the place of science in relation to adult education and how activities in that field should be stimulated. It is explained at the outset that "The book represents the interaction of many minds called upon to think aloud on various aspects of the relationships between that vague entity called ' science ' and that perhaps even more vague something known as ' the public.'" In preparation for it there were interviews or conferences with some two hundred educators, scientists, publicists, " and a great deal of correspondence with others," including administrators of educational and other institutions. A grant was made by the Carnegie Corporation of New York to meet the cost of the study. The volume is divided into 3 parts containing in all 16 short chapters with many subdivisions. The first part discusses the place of science in modern life, regarded from the stancdpoints of the individual's interests, civic and social interests, and our common or cultural interests. The second part discusses how science can be brought to the public, Dr. Gruenberg points out that in the last 75 years science has completely changed its place in our common thought. Formerly a great mystery in the hands of a few, science has becomea dynamic process of scrutiny and research that attacks and transforms 'every -phase of thought and practice. The men and women who make up the active adults of our population must attend to science in one or another of its many aspects, whether they wish or not. And they do. It is hard to understand how Dr. Gruenberg could have written a book so full of the opinions of so many people on so many details of his subject, and that he has done so well is a tribute to an editorial zeal which must be regarded as remarkable. The book is written in a clear, crisp and highly condensed style. This is the ninth volume which Dr. Gruenberg has produced on biological or educational topics, not to speak of several of which he has been co-author or editor. He has long been favorably known in public health activities. GEORGE A. SOPER
American Journal of Public Health – American Public Health Association
Published: Sep 1, 1935
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