Introduction
According to Hall Quest, a good text book is * A Source of knowledge * A Guide * A tool and an instrument to the pupil * A means of interpreting the truth
Gurudev Rabindranath Tagore said "Facts are many, but the truth is one."
A text book should be such that it helps pupil to understand the truth from the facts.
Beacon
“Text book designed for classroom use.”
Language
“Text book is a standard book for a special branch of study.”
American Text Book Publishers Institute – A true text book is one specially prepared for the use of pupils and teachers in a class of a school, presenting a course of study in a single subject or closely related to the subject.
Education is a tri-polar process. It’s poles are teachers, students, and content.
The content or the subject matter is the all intervening variable. It helps the interaction between the teacher and the pupil. A teacher cannot successfully carry out his/her assignment of imparting knowledge to the pupil in absence of proper content. Text books are designed in organised and methodical manner to suit the requirements of both teachers and students and for the ultimate goal of knowledge transfer.

Characteristics of a Good Text Book

The teacher and the pupil should be aware of the important characteristics that make a good and effective text book. Some of the important characteristics of a good text book are enumerated below:

1. Get-up * Get up i.e. the look and feel of the text book should be attractive to attract attention of the target segment (in this case students and teachers). This has a psychological impact on the learning process. * Printing and get-up of the books should be interesting and attractive. They should be printed in the letters that they do not require strain on the eyes of the students. On the other hand they should be correctly and neatly printed. * The exterior of the picture should be attractive. If the exterior is attractive, students would like to carry them and keep them. This is true of the books intended for primary classes. * The size of the book should be handy. It should be possible for the students to carry them properly. They should not be bulky. This is especially true about books intended for the primary classes.Its cover design should be appealing and attractive. * It should be double bound. * The paper used in a good text book should be of superior quality. * Proper margin / space should have been left on all sides of the book.

2. Author * The author of a good text book should be well qualified and experienced. * The author should be not just be a logician, but also a psychologist. * The author should have some relevant experience of teaching the relevant subject. * He / she should be capable of considering and understanding the practical and real learning needs and difficulties of the learning. * His / her aim of writing should be genuine. * A good text book of economics should be written according to the aims and objectives of teaching the subject. 3. Language * The textbook should be written in lucid, simple, clear, precise, understandable and scientific language. * The style of writing should be comprehensive and interesting. * The sentences should be simple, short, correct, unambiguous, and expressive. * Textbooks should use terminology, symbols, formulae, principles and definitions in confirmation with international and national standards. * Text-books that are intended to be used should be useful for the students as well as teachers. They should be so designed that on the one hand they may be written according to the psychological requirements of the' students and on the other they should serve the purpose of the teacher who wish to impart knowledge to the students in a successful and interesting manner. 4. Content / Subject Matter * The text book should serve the purpose of the subject- matter as well as the aims and objects of teaching. * They should be written with a view on the aims and objects of the teaching. Text-books should be accurately written. * They should present the subject-matter in such a manner that there is no fault in them. * The subject-matter, presented therein should be up to date. * The style of the books should also serve the psychological requirements of the students of different stages. * Text books intended for the students of the primary classes should be written in a story form. * In the text-books meant for higher classes the author may use the regional method or some other method that is useful for the students of the stage. * The text-books should continue to keep the interests of the students alive in the subject-matter. * The subject-matter should be presented in a simple and lucid style and clear form. * The text-books should contain all the necessary and relative material required for a particular stage of education. * The text-books of different stages should be complimentary to each other. * Text-books that are used in primary classes should have some bearing and connection with the text-books that shall be used by the students in the Junior High School classes. * Similarly text-books that are to be in mind the books that have been used by the students in the Junior High School classes. * Text-books should be free from prejudice. The presentation of the subject-matter should be unbiased. There should be no material which can injure the susceptibility of any class or category of people. They should contain objective description of the people and conditions of different countries. * The text-books should contain charts, maps, diagrams etc. as and where required. Without the charts, maps and diagrams etc. the subject-matter of Geography cannot be taught properly. It is, therefore, necessary to give place to all these things in the text-books. * At the end of every chapter of the text-book there should be certain questions that may be used for the revision of the subject-matter. Without these questions the text-books shall not be useful. * If required the text-books may give a substance of the chapter at the end of each lesson. Such a provision will help the students to grasp the subject-matter properly.

Index of Text Book Chapter | Lesson | Page Number | 1 | Introduction of Economy | 89 | 2 | Basic Problems of Economics and Solutions | 93 | 3 | Inflation | 97 | 4 | Public Distribution System and Consumer Production | 102 |

Use of Maxims of Teaching
Known to Unknown
Simple to Complex
Particular to General
Whole to Part
Concrete to Abstract
Analysis to Synthesis

Internal Factors
Presentation of Material
Proper Organisation
Usefulness
Coverage of Prescribed Syllabus
Meeting Learning Standard requirements of Pupil

Adequate Presentation
Figures, Graphs and their nomenclature
Figures, Graphs and their nomenclature of the subject matters are of optimum sizes and quite clear. The presentation of the concept of Inflation in India has been explained in a user friendly manner.
However, any study of economics is incomplete without comparision of up-to-date (as much as possible) economic data related to the topic of discussion. It was noticed that the data available in the text book is out-dated / stale and bears no significance to current scenario.
Exercise
Every chapter in the book is followed by Exercises related to the topic covered therein. There exercises had both objective and subjective type questions. In some cases, field work was also assigned. Such an approach is contemporary in nature. However, it is suggested that given the increasing use of computers and internet in today’s world, exercises should also consist of assignments and projects which require students to indulge in basic levels of research with a goal to get them interested and increase their level of understanding and concepts beyond what has been covered in the text book.
Material and Device for Motivation
The pictorial representation of Desire and Demand is interesting. This also motivates the pupil to read further into the topic. Such pictorial representations could have been used more frequently through topics and chapters to develop even better interest level from the pupil.
Nature of Content
Content pertaining to concepts have been covered accurately keeping in mind the requirement of the pupil. Quality of content with respect to concepts is high. However, data points used to depict figures and levels are out-dated.
Get up of the Text Book
Quality of Paper and Printing
Suitability of Size of Printing
Binding Quality

Size of Book
Price
Year of Publication
Qualification and Teaching Experience of Author

Proper Instructions to Pupil and Teachers
Types of Questions / Exercises
Appearance and Appropriateness of Headings and Sub-headings
Table of Reference Books
Simplicity and Clarity
Correctness of Figures, Symbols, Formulae, Graphs etc.

Core Elements 1. The History of Indian Freedom Movement 2. Constitutional Obligation 3. Content essential to National idea 4. India’s common cultural heritage 5. Egalitarianism, democracy and secularism 6. Equality of sexes 7. Protection of environment 8. Removal of social barriers 9. Observance of small family norms 10. Inculcation of scientific temper

Relation of Content with Core Elements Chapter | Lesson | Core Elements | 1 | Introduction of Economy | | 2 | Basic Problems of Economics and Solutions | | 3 | Inflation | | 4 | Public Distribution System and Consumer Production | |