Mat 3, 1907] 



SCIENCE 



683 



vation of a single fact, it is difficult to 

 understand. I believe the reason usually 

 suggested is that chemistry can not be 

 taught to immature pupils of the lower 

 grades. "With the text-books at present in 

 use, I appreciate the force of this sug- 

 gestion, and it applies with the same 

 weight to the grade to which it is intro- 

 duced, the third or fourth year of the high 

 school. At the age of most susceptible in- 

 quiry the child is in an environment in 

 which he is constantly confronted with 

 chemical changes, yet he is permitted to 

 know nothing even of the air he breathes, 

 or the water he drinks, except that the 

 former is hot or cold, and that the latter 

 quenches thirst, until he reaches the age 

 of fifteen or sixteen years. At this period, 

 having spent one third or more of his time 

 on arithmetic and higher mathematics, and 

 the remainder in text-book drill on other 

 subjects, his mind has lost to a large 

 extent the elasticity of earlier years, and 

 he naturally attacks any new subject by 

 the same' routine methods. It may easily 

 be demonstrated that correct habits of ob- 

 servation and inference in chemistry and 

 certain elementary facts that every person 

 should know can be taught in the grammar 

 grade. The pupil whose school life termi- 

 nates with the grammar school may de- 

 mand as his due that he shall receive such 

 instructions. His capacity is fully equal 

 to it ; it is necessary with whatever depart- 

 ment of business he may be connected; it 

 is one of the most important elements of 

 his education. Why should he not have itl 

 No extensive laboratories are needed; no 

 expensive apparatus. The expense is but 

 a trifle. But it does demand the teacher; 

 one who can put aside the text-book, and 

 present chemical changes from nature's 

 standpoint; one who has the aptitude to 

 lead the youthful mind from the simple 

 observations of every-day life to less obvi- 

 ous chemical changes, until before the 



pupil is aware of it he has acquired the 

 habit of thought essential to the proper 

 study of elementary chemistry. I grant 

 that the latter requirement is the most dif- 

 ficult of all; but it is one of the pressing 

 needs to place instruction in the grammar 

 grade on a sensible basis ; teachers properly 

 trained to teach the elementary facts of 

 nature. With such a foundation the high- 

 school course may be made more effective, 

 and it should then properly be assigned to 

 the maturer years. It should include a 

 comprehensive study of facts and ele- 

 mentary reasoning, but with limited theo- 

 retical conceptions, which should be left to 

 the broader courses of the higher institu- 

 tions. 



Teachers of large experience who are 

 fortunately in touch with the details of 

 manufacture in large plants, have a vivid 

 sense of the marvelous expansion that is in 

 progress all over the world and especially 

 in our own country. While the practical 

 chemist must know something of aU the 

 important branches of manufacture, it is 

 beyond his capacity to acquire a working 

 knowledge of more than a limited range 

 of processes, and to keep pace with the 

 advance in improvements. The outcome 

 of this situation is the intense specialist, 

 one who not only knows what is common 

 knowledge of his subject, but who has 

 carried his study and application beyond 

 the border. This sort of man is in active 

 and increasing demand ; his service is much 

 sought for, and he can command his remu- 

 neration. The successful man of business, 

 especially the chemical manufacturer, is 

 of necessity a specialist in his particular 

 field. He is keenly alert in acquiring 

 knowledge of new advances. But in the 

 many ramifications of his business, he 

 often finds himself beyond his depth, and 

 it is here that he appreciates the service of 

 the broadly trained man. As never be- 

 fore, successful manufacturing operations 



