318 



SCIENCE 



[N. S. Vol. XXXI. No. 791 



The scientific attitude of observing accurately 

 and drawing sensible conclusions is a most essen- 

 tial element in vocational education. Plato, 

 Leonardo da Vinci, Charles Kingsley and many 

 others, including a host of theoretical and prac- 

 tical modern educators, are earnest advocates of 

 the scientific method. The spirit of investigation 

 is natural to even young children. Leaders in 

 pedagogy and in science in England, in Germany 

 and in America are promoting inductive labora- 

 tory study. Vocational high schools need to train 

 pupils for power of judgment, must teach funda- 

 mental principles, and such cases of the practical 

 applications of chemistry as are typical. The dif- 

 ference between factory and laboratory practise 

 should be made clear. Works should be visited, 

 and a few experiments, at least, should be carried 

 ovit on a commercial scale by the pupil. Much 

 real inductive laboratory study is essential at the 

 start, and an acquaintance with the spirit of the 

 methods of attacking practical experimental prob- 

 lems should be gained. Above all, at the begin- 

 ning of the study of chemistry, the pupil should 

 be made independent of text-books, the authority 

 of which he should learn to regard with discrim- 

 inating suspicion; though later he may use them 

 to some advantage. Many of the subjects taught 

 in high schools, as algebra, depend on text -books, 

 but the peculiar quality of science instruction lies 

 in the cultivation of the scientific attitude. The 

 conscientious pursuit of truth is an important 

 moral element in education. Efficiency in voca- 

 tional education results from accurate and reliable 

 knowledge, respect for scientific methods, regard 

 for the evidence furnished by data, and apprecia- 

 tion of the value of the work of experts. 



The Case Against Qualitative Laboratory Experi- 

 ments: Edward Ellebt. 

 The case against qualitative laboratory practise 



is as follows: 



1. It is a waste of the student's time to repeat 

 in the laboratory what has been done in the lec- 

 ture room. There is so much to give now like the 

 thermal and electrical relations that time can not 

 be spared for the student to find out whether an 

 element acts or does not act as the book says. 



2. The student gets a wrong idea of the rigidity 

 of the laws and the care and accuracy necessary 

 in chemical work by his careless performance of 

 the experiments. 



3. Such qualitative experiments do not make for 

 independence. The notes can be written up from 

 what is given in the books or seen in the lecture 



room. Such work is not the most profitable use 

 to make of one's time. 



4. Good results are often not obtained, due to 

 use of faulty apparatus, hurried work and careless 

 use of materials. 



The advantages of doing quantitative work are 

 pointed out. They may be summed up as follows: 

 ( 1 ) quantitative experiments are not beyond the 

 capacity of beginners, (2) quantitative work em- 

 phasizes the chemistry of the reactions and de- 

 mands more critical observation, (3) the cost of 

 fitting up a quantitative laboratory need not be 

 large, (4) the experience gained in quantitative 

 experiments will be of use later on when the 

 student does analytical work. 

 The Teaching of Chemistry in Secondary Schools: 

 MosBY G. Perkow. 



It is pointed out in this paper that too much 

 is attempted in a one-year course in a secondary 

 school. This is due to the severe entrance re- 

 quirements of some colleges and to the very many 

 subjects given in the text-books. As a result no 

 thorough careful work is done and the student 

 gets discouraged at the amount of work he has 

 to do. 



Educational ^'alue of Chemistry: W. S. Leaven- 

 worth. 



The difference is brought out between a study 

 of the classics and a study of physical science. 

 The advantages of laboratory \vork are given in 

 which it is shown that it cultivates clear thinking 

 and right doing, develops perception and the 

 rational faculties and inculcates the capacity for 

 honest, thorough work. In the laboratory the 

 student learns by doing and does by learning. 

 The laboratory demands accuracy of eye, teaches 

 necessity for care, exactness and cleanliness. The 

 imagination also has a place in chemistry, as we 

 see from Dalton and Mendeleff. Chemistry is an 

 enemy to superficiality; it cultivates clear expres- 

 sions and exact thought, in a broad way it teaches 

 us why and how to live. Science in its best and 

 broadest sense gives us the only rational explana- 

 tion of living and therefore is essential to any 

 system of education. 

 A Method of Preparing Qualitative " Unknowns " : 



L. J. CUKTMAN. 



The stock solutions are prepared of strength 

 indicated in column 5 (except in cases where the 

 solubility of the salt will not permit of such a 

 concentration) and kept in bottles of one or two 

 liters capacity provided with graduated pipettes. 

 We are thus able to deliver definite quantities of 



