TECHNICAL CHEMISTRY. 447 



chemical processes do not flourish for lack of men trained in this 

 branch of science. This, however, is not the case. It is not more in- 

 struction in applied chemistry that America needs, but rather a deeper 

 and broader knowledge of pure chemistry, with a more extended train- 

 ing in original research. 



In many of the problems we have already noticed, the solution 

 depends upon the discovery of new compounds — the investigation and 

 study of new reactions and relationships. This is the province of pure 

 organic and inorganic chemistry. The foundations of these two de- 

 partments can not be too firmly or too broadly laid. The method of 

 attack best followed in each can not be too well understood. But it 

 is not sufficient that we study only the initial and the final products. 

 It is all important to learn the influence of the variable factors on the 

 process; to study the reaction for itself. This is the province of 

 physical chemistry, a department of science the importance of which 

 to technical chemistry can not be overestimated. To be able to actually 

 apply the laws of chemistry and to predict the course of reactions from 

 general principles already proven is a tremendous economy of both 

 time and energy. 



After we have acquired the tools, however, we must learn to use 

 them; after we possess a sound knowledge of inorganic, organic and 

 physical chemistry, we must have adequate training in work requiring 

 original and independent thought. 



As I have already noted, the training to be derived from an in- 

 vestigation may be the same even though the incentive for its under- 

 taking may be different. "While I believe that so far as possible the 

 student should be influenced to work for the love of knowledge and 

 for the mastery of science for itself, yet especially in his later years 

 of study there are advantages in allowing him to combine with this a 

 utilitarian aim. In America at least most men enter our technical 

 schools with the intention of fitting themselves as rapidly as possible 

 for some useful calling in life. They have a feverish desire to get 

 through and to enter the creative industries and accomplish something. 

 They will work with enthusiasm upon whatever they can be made to 

 recognize as contributing to this end, but by their very directness are 

 intolerant of supposed digressions from their chosen path. The pres- 

 ence of too much of this spirit is to be regretted; but it is a power 

 to be turned to service, not to be opposed. It does not follow that for 

 a training in scientific method and for broadening the mental horizon 

 a research which can have little if any practical value is superior to 

 one the solution of which can find immediate application. For ad- 

 vanced work as much pure organic chemistry, for example, can be 

 learned from an attempt to convert safrol into cugenol (a consum- 

 mation in itself devoutly to be wished) as in the transformation of 



