TRANSACTIONS OF SECTION B. 625 



When I began chemistry many of these subjects and others had not been 

 heard of Of course we had our clitticulties, and I well remember the puzzles met 

 with in the endeavour to refer compounds to their appropriate types, also the 

 consternation caused in the student's mind and the confusion in his note-book by 

 the successive changes in the atomic weights of carbon, oxygen, sulphur, and the 

 metals. But on the whole there was much less to learn. 



It has alwa_vs been thought essential that a student of chemistry should have 

 some knowledge of physics. It is now more than ever necessary that this know- 

 ledge should be extensive, sound, and based upon a good foundation of mathe- 

 matics. Thirty years ago a hundred pages of Fownes contained all that was 

 thought necessary, but no one nowadays could be satisfied with that. It is 

 now asserted that a youno: chemist who expects to find a career in industrial 

 chemistry should also have learnt drawing, and more important still that he should 

 have a good general knowledge of mechanics, steam, and building construction. 

 I suppose everyone will agree in adding French and especially German. You see 

 how the requirements expand. 



The inference from all this is that it now takes longer to make a chemist than 

 formerly. This is a point of considerable practical importance. 



My estimate that a well-educated and intelligent young man will now require 

 five years for the study of chemistry and accessory subjects before he is likely to 

 te of much use will not appear extravagant. 



Here one may remark that in order to become a chemist it is before all things 

 necessary to study chemistry. If the greater part of a student's time is to be 

 taken up with other things it is not very clear how this is to be done. 



A reform all round is wanted. The mathematics, modern languages, and 

 ■drawing properly belong to the antecedent school period, and I believe the 

 Institute of Chemistry would greatly promote the interests of the profession if it 

 ■would impose upon candidates for the Associateship not only a three years' course 

 of training with an examination in practical chemistry at the end, but a severe 

 examination in mathematics, in the English, French, and German languages, and 

 perhaps drawing before matriculation or registration. 



A consideration of the present position of the student of chemistry lead3 

 naturally to a review of the methods of teaching the subject. Speaking broadly, 

 I suppose nearly all professional chemists who have had the advantage of systematic 

 training have, up to the present time, passed through very much the same kind 

 of course. This consists, as everybody knows, very largely of analytical work, 

 qualitative and quantitative, preceded or followed by the preparation of a number 

 of definite chemical compounds, besides practice in certain very necessary physical 

 determinations, e.g., relative density of solids, liquids, and erases, melting-points, 

 boiling-points, and so forth. There seems now to be a disposition in some quarters 

 to depart from this time-honoured curriculum in favour of a course in which the 

 student is early engaged in some semblance of investigation, and in which he is 

 encouraged to attack difficult problems, which from their fundamental importance 

 otfer considerable temptation. I venture to express a hope that this will not be 

 carried too far. Already we are in danger of losing the art of accurate analysis. 

 One constantly meets with young chemists who are ready enough to discuss the 

 constitution of benzene, but who cannot make a reliable combustion. And 

 according to my own experience attempts at research among inexperienced 

 chemists become abortive more frequently in consequence of deficient analytical 

 skill than from any other cause. 



One modification I should gladly see generally adopted. I think an unnecessary 

 amount of time is often spent upon qualitative mineral analysis, and an acquaint- 

 ance with the properties of common and important carbon compounds ought 

 to be acquired at an early stage. Quantitative work might with advantage be 

 taken up much sooner than usual. By that, however, I mean serious work in 

 which good methods are used and every effort made to secure accuracy. I do not 

 believe in the use of rough methods because they are easy ; the use of such leads 

 the student to be satisfied with approximations, which after all he will learn soon 

 enough is all that is possible to man. I am verv glad to know that I have the 



1888. ' s s 



