This hook should he read by all seriously concerned with science education. First, those involved in secondary science educe tion because it traces briefly past history, reports thoroughly on the present state of the art and suggests trends for the 70's. Secondly, for those involved in unde~ graduate college education because it indicates previous experience of entering college students and, perhaps more importantly, for college teachers because it outlines much that has been learned from research on learning. If the science teacher is happy and contented he should avoid this book. It indicates too much still to be done to provide comfort for teachers in the sciences.