355 



The Correlation of High School and College 

 Chemistry . 



James Brown. 



This subject I submit for consideration, not as one who has anything 

 final to offer, but as a teacher who has considered several different systems 

 and has tried some of them. 



Inasmuch as the objects sought in the various high schools and college 

 courses differ, it is difficult or impossible to devise any system of correla- 

 tion which will suit all cases with the maximum of efficiency. Local con- 

 ditions and previous training of students, as well as the future plans of 

 the students, so far as these are definite, must be determining factors. In 

 any case, efficiency rather than convenience should be our guide. 



In considering this question I have found it convenient to propose 

 three alternatives for students who have completed a high school course 

 in chemistry and elect to continue the subject in college. The alternatives 

 are as follows : First, to admit the student at once to second year chem- 

 istry, usually qualitative analysis ; second, to give the student the same 

 course as those who have had no previous work in chemistry ; third, to 

 give to such students a special course in general chemistry. 



The first alternative — to admit the student at once to second year 

 chemistry — I do not favor for theoretical reasons and because my experi- 

 ence has found it unsatisfactory- In this case you have high school 

 students, the nature of whose courses in chemistry has differed widely, 

 subjected to the same prescription as college students whose courses have 

 usually been more uniform and deeper. This is apt to be especially true 

 because the college recitations and laboratory periods are usually longer 

 and because, in a great many colleges courses in general chemistry more 

 or less qualitative analysis is introduced. This enables the college student 

 to start qualitative analysis at a somewhat advanced point. 



On the theoretical side we find similar differences. The time is past, 

 if it ever did really exist, when a course in qualitative analysis conducted 

 in a mechanical way may be considered properly taught. The tbeory of the 



