332 



SCIENCE. 



[X. S. Vol. XVllI. Xo. 454. 



present time the largest, organization of its 

 kind in this country. Recently several 

 other societies of a like sort have sprung 

 into existence, one in California (the 

 Pacific Coast Association of Chemistry 

 Teacher's) and one in New York state, 

 while inquiries concerning the conduct of 

 oiir association from western states indi- 

 cate that others are in process of forma- 

 tion. 



These organizations which are sure to in- 

 crease in numbers and efficiency, will do a 

 great work towards unifying chemistry 

 teaching. It is to be regretted that thus 

 far the high schools are doing the major 

 part of this work. I believe the only 

 organization which can remotely approach 

 to the ideal is that in which both college 

 and high school teachers take a common in- 

 terest, and enter into the work with equal 

 zeal. In establishing chemistry clubs, 

 therefore, care should be taken that no one 

 class of teachers forms the active member- 

 ship to the exclusion of the other. 



Other associations of chemical workers 

 have grown up, especially as adjunct so- 

 cieties to the large educational organiza- 

 tions of the country, among which the 

 National Educational Association stands 

 preeminent. I need not refer to the sci- 

 ence clubs which are a feature in every 

 large college, nor to the American Chemical 

 Society nor the American Association, for 

 these are mainly concerned with research 

 work and facts, rather than with teaching. 



But the organization which is doing more 

 than all others at the present time to ar- 

 ticulate high school and college work is 

 the College Entrance Examination Board. 

 Originating in 1899 at a meeting of repre- 

 sentatives of colleges and universities of 

 the Middle States and Maryland, it has 

 grown so as to include twenty-three insti- 

 tutions, and the second annual report states 

 that of all the colleges and universities in 

 the United States only one declines to ac- 



cept its examinations for entrance, three 

 of which have alreadj^ been held. In such 

 a concentration of forces there is enormous 

 saving of time and a unification of college 

 preparatory work. 



There is a second relation which I wish 

 particularly to emphasize in our discussion. 

 Mauy of our high schools give a fairly good 

 coiirse in general chemistrj^— experiments, 

 theory and principles— some taking two 

 years and including qualitative analysis, 

 and a little quantitative work. Yet in a 

 great majority of the higher institutions 

 the work miist be repeated. 



To be obliged to go over again in college 

 the preparation of oxygen, the properties 

 of sulphur, the eompoiuids of iron, which 

 he has already studied experimentally and 

 theoretically, the student regards as a use- 

 less waste of time, and reasons that if he 

 must take the subject in college he had 

 better spend his time in the preparatory 

 school on some other branch, the rudiments 

 of wliich will not be repeated. Thus is 

 high school chemistry placed at a disad- 

 vantage in comparison with other elective 

 subjects. 



Two sets of reasons are advanced for 

 this failure of the colleges to recognize 

 preparatory chemistry from the fitting 

 school. First and chiefly, because in a 

 majority of such schools the student does 

 not go deep enough into general chemistry 

 to warrant his taking up at once the higher 

 branches— quantitative or even qualitative 

 analysis. He has not had theory enough 

 nor practise enough. 



A second reason is that some students 

 offer chemistry for admission, others do 

 not. Hence there must be an elementary 

 course in college for those who have not 

 had the subject prior to entering, and into 

 this class are also put those who have 

 studied chemistry in the schools. Thus 

 side by side in the laboratory, taking also 

 the same lecture notes, are those who do 



