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SCIENCE 



[N. S. Vol. XLHI. No. 1114 



given, whereas continuous application of 

 the same principles in study and in the 

 laboratory during the whole training is 

 necessary to success. The student keeps 

 the different courses in separate, water- 

 tight compartments in his mind, and only 

 a genius will make the thoroughgoing ap- 

 plications and connections that are re- 

 quired to weld the whole into a science. 

 Modern chemistry simply teems with appli- 

 cations of physical chemistry. This is the 

 case both in the laboratory and in the 

 factory, both in the biochemistry and phys- 

 iology of the school of medicine and in the 

 courses required of the student in chem- 

 istry and chemical engineering. The insti- 

 tutions of learning must respond to the 

 obvious demand. "We are not training stu- 

 dents to use four or six years hence even 

 the chemistry of to-day, much less the 

 chemistry of 1880 or 1890. We are train- 

 ing them to understand the chemistry and 

 biochemistry of the future and to apply 

 and expand the science as it will be several 

 years hence. All that we know for certain 

 about that chemistry is that it will be less 

 capable of mechanical, unintelligent use 

 than the chemistry of the past, and that 

 ability to apply theoretical conceptions will 

 be more desirable, nay indispensable, than 

 ever. Standardizing our elementary courses, 

 both as to extent and as to character, is an 

 essential part of preparedness to meet the 

 demands of the future. 



In this connection, a word in regard to 

 the training of candidates for the degree 

 of Doctor of Philosophy, a class of students 

 which is rapidly increasing in numbers and 

 importance, is in place. Their training in 

 the fundamental branches of chemistry is 

 at present very various and unequal in 

 quality, even when sufficient in quantity. 

 They can take advanced courses, but piling 

 knowledge on a shaky foundation is un- 

 wise. The advanced principles can per- 



haps be used, albeit mechanically, when, as 

 given, they happen exactly to fit the prob- 

 lem. But when they have to be adapted to 

 a different situation, only a chemist who 

 has an absolutely sound understanding of 

 the fundamental elements of the science 

 can make the adaptation with certainty. 

 We are all familiar with published re- 

 searches which were, in reality, futile and 

 valueless because fundamental principles 

 were overlooked, or were not correctly 

 brought into relation to the observations. 



One remedy is to require graduate stu- 

 dents to attend the elementary classes. 

 This, however, is only a half-measure. Re- 

 view courses in general chemistry, analyt- 

 ical chemistry, and organic chemistry, in 

 which these subjects are examined in retro- 

 spect, can be given so as to occupy less time, 

 and yet achieve the object much more 

 effectively. Emphasis can be laid on ap- 

 plication of modern views, the oddities 

 which pervade most courses in chemistry 

 can be discussed, a broader and more crit- 

 ical scrutiny of the principles can be under- 

 taken. Of especial importance is the fact 

 that the classification of the content of 

 chemistry can itself be discussed, although 

 with beginners the classification can only 

 be used. Also, the reasons for preferring 

 certain definitions and certain conceptions 

 can be considered, and less advantageous 

 or even erroneous statements commonly en- 

 countered can be brought out as they could 

 not be in a class for beginners. We learn 

 much more by a study of wordings that are 

 open to criticism than by simply memoriz- 

 ing uncritically faultless ways of stating 

 the same things. Thus, the preparation of 

 the graduate student can be standardized 

 also, at least in respect to its most essential 

 features. 



An Alternative to Lecturing. — In a lec- 

 ture, one states the facts or explanations 

 clearly and, for the moment, the attentive 



