The aim of this paper is to consider some issues in the historical international development of science education making comparisons between the educational systems of Britain and the United States of America. The author's particular interest relates to the role of the textbook in science education, so this is area on which this study will concentrate. Some issues for discussion are: (1) The transmission of scientific knowledge through textbooks both within and between Britain and America; (2) Chemistry laboratory manuals, heurism and the practical teaching of chemistry in Britain and America; (3) Gender issues in science textbook writing in Britain and America; (4) Curricula in science education; the case of physiography; (5) Administrative issues and committee processes; and (6) Adult education and the public understanding of science. These and other factors have had economic and other consequences far outside those that might have been anticipated. (Contains 1 figure.)