5/2 JOURNAL OF SCIENCE. 
mining equivalents, &c. It can easily be done, and terms which 
otherwise lone remain mythical, acquire a real meaning in the 
students’ mind. That the elements of the chemistry of carbon com- 
pounds do not find a place at avery early period in the course of 
instruction is one of those riddles connected with our system which 
it is impossible to answer. Attention was once pithily directed to 
the fact in my hearing by a scientific friend—not a chemist—who 
said he had often felt astonished that, although he had learnt a good 
deal of chemistry, the chemistry of the breakfast-table was practically 
a sealed book to him, common salt being the one object of which he 
felt he knew something.” 
At the meeting of the American Association at Ann Arbor a 
discussion had been arranged by the Secretary of the Section of 
Chemistry on the following question:—What is the best initiatory 
work for students entering upon laboratory practise ? 
Dr. H. W. Wiley was requested to open the discussion. He said 
it was with laboratory work largely as Pope said about governments, 
“What's best administered is best.” Students beginning laboratory 
work should understand at once that chemical science is no guess- 
work, but a science of definite proportions. They should learn the 
use of the balance, and their experimental work in general chemistry 
should be conducted quantitatively from the start. Students should 
be taught to rely upon themselves: their faculties of observation and 
powers of reason should be developed. At first they should be kept 
as much as possible from books, and from too garrulous professors. 
They should be told nothing of the physical and chemical properties 
of a body, which, by proper diligence, and under wise direction, they 
might find out for themselves. For instance, in studying Hydrogen, 
the student should be directed to take definite quantities of zinc and 
sulphuric acid, to measure the volume of gas given off, to dry and 
weigh the residual zinc sulphate, and study its properties, &c. 
Whether beginning students should be kept at work in the study of 
general chemistry, or be taught also analytical work, will depend 
largely upon the judgment and taste of the instructor. 
Professor R. B. Warder asked whether it were better to begin 
with gases or metals? He was inclined to prefer metals, since their 
properties were more easily discovered. Professor F. P. Dunnington 
suggested a course of metallurgy and assaying as being well adapted 
to a student’s initial laboratory work; afterwards the use of the blow- 
pipe could be introduced. Mr. Thos. Antisell said that the object of 
instruction ought to be considered in determining its character. If 
the study of chemistry was begun only as a part of a liberal education, 
the course of instruction should be largely qualitative analytical work. 
On the other hand if the pupil was looking forward to chemistry as a 
profession it would be better to put him to quantitative work. 
Professor A. G. Prescott was impressed with the idea that the 
study of chemistry might be approached in two ways; viz., as descrip- 
tive chemistry, and, experimentally, in general chemistry. Students 
should, in analytical work, practice first on known bodies before 
beginning on unknown. Care must be taken not to place too much 
reliance on laboratory work alone. It is of the utmost importance 
that rigid class-work in the lecture and recitation rooms go along with 
