330 



SCIENCE. 



[X. S. Vol. XVIII. No. 4r.4. 



secondary schools. It is hoped that each 

 of these subjects will be discussed very 

 thoroughly. Naturally the latter, being 

 the larger subject, will be the more fruitful 

 in matters for consideration. The general 

 questions which will be raised will be: 

 What siibjects, if any, all children- should 

 at first study in common; whether the 

 training should not in all cases necessarily 

 include literary instruction and practical 

 instruction (science, drawing, manual and 

 physical training, etc. ) ; and how far up in 

 the schools both these should be carried. 

 Then will be considered at what stage, and 

 to what extent, divergence from the general 

 preparatory courses should take place, and 

 the best curricula will be discussed for 

 schools prepai'ing for (1) commercial pro- 

 fessions, (2) domestic professions, (3) 

 engineering and applied science professions 

 and (4) literary professions. Finally the 

 relation in such schools between literary 

 and practical branches of instruction will 

 be dealt with. Besides discussing these 

 important questions, the section will con- 

 sider the reports of various committees on 

 subjects deserving of careful attention. 

 Four reports will be presented, relating to 

 the conditions of health essential to the 

 carrying on of the work of instruction in 

 schools; the teaching of natural science in 

 elementary schools; the influence exercised 

 by universities and examining bodies on 

 secondary school curricula, and also of the 

 schools on univei'sity requirements; and 

 the teaching of botany in schools. This 

 last, as has already been stated, is the re- 

 port of a joint committee of Sections K 

 and L. Eeference, too, has already been 

 made to the meeting which Section L is 

 to hold jointly with Section E for the pur- 

 pose of discussing the teaching of geog- 

 raphy. 



HHIH SCHOOL CHEMISTRY IX ITS RELA- 

 TION TO THE ^yORK OF A COLLEGE 

 COURSE* 



The object in discussing a subject of 

 si;cli latitude as the one assigned me I 

 assume to be to suggest questions, invite 

 criticism and point out defects rather than 

 merits. Two distinct questions claim our 

 attention in discussing the relation of high 

 school chemistry to the work of a college 

 course. 



1. Who oiight to decide what is the most 

 suitable course for high schools, and how 

 shall such decision be arrived at? 



2. Wliat is the most notable defect in 

 the present arrangement and what is the 

 remedy ? 



I shall also assume that the young man 

 preparing for college should study chem- 

 istry by the same methods as the one who 

 is to be a farmer or a merchant. What- 

 ever method is good enough for one is none 

 too good for the other. As the elements 

 of reading or arithmetic are taught alike 

 to the future mechanic and elocutionist or 

 accountant, so differentiation in chemistry 

 should begin with the higher branches only. 

 The question is to find the best system for 

 teaching the science. That question, how- 

 ever, being a matter of individual opinion, 

 is subordinate to the one I purpose to dis- 

 cuss. Who shall be the arbiter and how 

 shall decision be reached? 



The methods of yesterday are not 

 the same as those of to-day, and to-mor- 

 row will bring its own differences. A 

 generation ago chemistry Avas taught 

 by recitation and lecture work. Now 

 the laboratory supplements and in some 

 cases supplants these. All new methods 

 tend to extremes; hence those in vogue 

 to-da.y are not necessarily nor even prob- 

 ably better in every respect than those of 



* Kead before the Science Department of the 

 National' Edneational Association, Boston, July 

 10. 1003. 



