400 



SCIENCE 



[Vol. LVI, No. 1449 



metals as a group. For the remainder of the 

 course the conventional order is preserved. As 

 each non-metal is studied, its chemistry is pro- 

 jected on to this series of metals, with the result 

 that no special consideration of the metals is re- 

 quired at the close. This arrangement causes anj- 

 student who had studied chemistry before to adopt 

 such a different point of %'iew that he is fully 

 occupied in applying the knowledge he already 

 possesses. The exact order of the electrochemical 

 series is an aid to the student in interpreting, 

 correlating and directing his own experimenta- 

 tion. Use may be made of it in connection with 

 the heats of formation of the metal oxides, hy- 

 droxides, nitrates, etc. ; the replacements of 

 metals by each other; the strength of bases, etc. 



The schoolmaster and the teacher. E. G. Mahin. 

 The problems of the teacher of chemistry are 

 briefly discussed and stress is laid upon correct 

 personality of the teacher as an absolute pre- 

 requisite to successful teaching of science. Lack 

 of interest on the part of the student frequently 

 springs from lack of respect for the sincerity of 

 the teacher. Science is the truth of nature and 

 as such it must be respected. Before it sham and 

 imposture must eventually give way. This con- 

 viction must be made a part of the student's 

 training or he mil never possess correct ideals of 

 his Hfe work. 



The possibility of improvement in the contribu- 

 tions colleges make to ivAustries. Edward Elleet. 



Proper methods of conducting undergraduate 

 research. William A. Notes. Two purposes 

 should be constantly in the mind of the teacher 

 who directs research work of undergraduates. 

 First, the student should be trained in the use 

 of chemical literature. He should learn how to 

 find for himself the results of previous work on 

 the problem he is studying. Second, he should 

 be taught to develop personal initiative in attack- 

 ing a problem. He should never be considered 

 merely an agent to carry out an experiment which 

 the teacher wishes to be performed. 



The best college course for the chemist. Eobert 

 E. Rose. What the industries most desire is a 

 well balanced education in those who enter their 

 research laboratories. Chemistry, as it is taught 

 at present, is sub-divided much too rigidly, and 

 the several parts are not treated in the proper 

 perspective. A course is outlined which would 

 give a general survey of the whole field of chem- 

 istry during the first year. This would be valu- 

 able to those specializing in chemistry as well as to 

 students desiring the course for its cultural value. 

 The essentials in science and in the correlated 

 subjects for the four year course are discussed, 



and the content of the courses outlined. The 

 suggestions call for a totally different treatment 

 of all our science classes. 



The education of the chemist. J. E. Gaenee. 

 The subject is one regarding which there is a 

 diversity of opinion varying from that of the 

 dreamy academician to that of the true praetical- 

 ist. Both the unreasonable expectation of the 

 classical pedant to justify his idea of culture and 

 the behest of the industrialist to meet immediate 

 technical demands sacrifice the ultimate welfare 

 of the chemist in training. Experience has 

 shown that personality, mentality and profes- 

 sional training are the essential elements in the 

 make-up of a chemist. Personality is one of the 

 most valuable assets of the chemist. Personal 

 qualities protrude more in concerted research than 

 in any other human endeavor. Personality is 

 made up of the qualities of resourcefulness, cre- 

 ativeness, initiative, pertinacity, cheerfulness, 

 loyalty, honesty and courtesy. Mentality is the 

 mental powei', or the right kind of brains for 

 successful issue in matters chemical. Mentality 

 comprehends consciousness, thought, opinion, 

 memorj', reason, decision, purpose, common sense 

 and tact. The real character of the chemist is 

 in his purpose and the strength of his character 

 is in the decision and firmness of this purpose. 

 Personality and mentality energize and give direc- 

 tion to professional training. The test of the 

 adequacy of professional training is the use of 

 this training. It must be sufficient when com- 

 bined with personality and mentalitj- to supply 

 that which is needed as one 's life program. 

 Men must be trained by colleges, technical 

 schools and universities to adapt themselves with 

 certainty to the new economic conditions. There- 

 fore, courses of study must be rearranged as to 

 their content, and curricula must be formulated. 

 The subject matter of all courses must be such 

 that contact with real life, actual conditions, and 

 needs, is made. Education is for life and for 

 service. The general scope of training must be 

 as extensive, and the time required for its com- 

 pletion as great, as that for the profession of 

 medicine. Chemists must be industry builders 

 and developers of national natural resources. A 

 proposed outline of courses for the professional 

 training of the chemist mil be offered. As far 

 as professional training is concerned, the short- 

 comings of the chemist are largely English, 

 chemical literature, German, Erench, quantitative 

 analyses and general engineering. 



Charles L. Parsons, 



Secretary 



