Juke 24, 1910] 



SCIENCE 



973 



is more nearly commensurate with the 

 dignity and difficulty of the subject. 

 Whether such increase should amount to 

 one third, or some larger fraction of the 

 present time allotment is a point which 

 those actively concerned in the teaching 

 can best determine. The increase in time 

 should be asked for mainly in the interests 

 of those who will not pursue the study of 

 chemistry further, but it will also presum- 

 ably hasten the time when a definite point 

 of articulation with the college work, as 

 just suggested, can be fixed. 



Finally, there is the urgent need of de- 

 creasing the demands made upon the 

 teacher of chemistry in the secondary 

 school for duties other than those of chem- 

 ical instruction, and also a critical need 

 for relatively more instructors. I believe 

 that a very large proportion of the unsatis- 

 factory results now noticeable are due to 

 the fact that in most of our schools it is 

 not humanly possible for the teaching 

 force to accomplish what should be ex- 

 pected of them, or to be at the desk of the 

 pupil when he reasonably needs assistance. 

 In some schools which have come under 

 my observation the distribution of supplies 

 must be attended to by the senior (or 

 often the only) instructor, an operation 

 which consumes a half hour or more. 



Probably no science demands for its 

 understanding by the beginner more indi- 

 vidual instruction in laboratory and class- 

 room than chemistry, and the school au- 

 thorities should realize this. When they do 

 we shall have much cause for rejoicing, and 

 much of the present groping and bewil- 

 derment on the part of the young student 

 will give place to enjoyment in the study 

 of a science which is really second to none 

 in its attractiveness or value when pursued 

 under favorable conditions. 



It is a pleasure, in closing, to say that I 

 feel that too much praise can hardly be 



given to the loyal, hard-working, intelli- 

 gent and inspiring teachers who are ac- 

 complishing so much in behalf of our sci- 

 ence in the training of the beginners. No 

 thoughtful college teacher can fail to 

 recognize the good work done in very 

 many schools throughout the country, and 

 A\'hile many feel that more definite recog- 

 nition in the college curriculum can not 

 wisely be given to this work at the present 

 time, I am sure from the messages which 

 have recently come to me from many col- 

 leagues in many institutions that there is 

 an increasing appreciation of the fact that 

 the way to better things lies through a 

 sympathetic appreciation and study of 

 our common problem and our common 

 difficulties.- 



If there be a determination, on the one 

 hand, to undertake only so much as can be 

 well taught and to give the largest prac- 

 ticable vitality to the instruction, and, on 

 the other hand, a disposition to promptly 

 recognize and utilize every bit of ground 

 gained which offers a secure foundation 

 for later work, a more satisfactory situa- 



- In a discussion which followed the presenta- 

 tion of this and other papers on educational 

 topics, a statement was made by a secondary 

 school teacher of recognized standing to the effect 

 that many such teachers had become indifferent 

 to the opinions of college instructors, since it is 

 '■ impossible to satisfy them any way." While I 

 heartily sympathize with the thoughtful teacher 

 who desires to teach his subject in his own way 

 and with his own ideals in view, and deplore any 

 attitude of the colleges, collectively or individu- 

 ally, which tends to interfere with this, it seems 

 to me that the common cause of greater total 

 efficiency in instruction can hardly be served by 

 ignoring the opinions of the colleges, even if they 

 are mistaken. May it not be true that the sec- 

 ondary school teachers lack some courage, or at 

 least some persistence, in forcing their convictions 

 upon the college teacher? They have the privilege 

 of speaking from a fullness of experience with 

 the young pupil which the college instructor 

 usually lades. 



