CHEMISTRY. 4] 
chemical science have been prepared. PJ. 30, fig. 1, exhibits a ground-plan 
of this great laboratory of the University of Giessen, and under it is a 
perspective view of part of the analytical laboratory. The different portions 
of fig. 1 indicate the following parts of the building: 
A, lecture room; B, analytical laboratory ; C, pharmaceutical laboratory - 
D, instruments and library room; EK, weighing room; G, steps to the second 
story; H, privy; KK, laboratory and cabinet of the director; L, room for 
preserving preparations; M, store room; N, washing room; O, room for 
the servants in the laboratory; P, old laboratory; Q, ante-chamber ; 
R, yard and garden; a, black-board, capable of being raised or lowered ; 
b, fireplace used in the lectures; c, iron door; d, closed fireplaces ; e, table 
for nitrogen operations: f, door between laboratory and lecture room; 
g, potassium furnace; h, sand bath; 27, work table with shelves; 4, lower 
work table for minute operations; J, tables; m, stove ; , small water pipe ; 
o, gutters for carrying off water; p, rain water cistern; r, pipes leading 
from the roof to the cistern; s, trap door for introducing coal into the coal 
cellar; ¢, door of communication; u, distillmg apparatus; v, work table 
with shelves; v’, lower work table; w, table for using apparatus; 2, fire- 
place with cooking vessels of different sizes; y, closed work table, for 
generating noxious gases; z, stove; 2’, chimney ; ¢z, two door communica- 
tions ; aa, book and instrument cases ; bb, stove, whose pipe in winter heats 
the space for the water reservoir; cc, water reservoir; dd, steps to the coal 
cellar ; ff, yard door; f'/’, wmdow towards the laboratory ; g'g’, window 
towards the old laboratory, P; Ah, director’s fireplace ; 7, passage towards 
the pharmaceutical laboratory and the privy. 
From the bare enumeration of these different parts of this vast laboratory, 
it is evident that the entire course of chemical instruction is very different 
from the method of lectures usual in academies. The reason of this is that 
satisfactory and extended chemical experiments require a large stock of appa- 
ratus and great conveniences for manipulation ; as, also, a large amount of 
time. The oft-repeated and long-continued observations required in 
certain experiments, render it necessary for the laboratory to be arranged 
for the daily residence of the students. A proper instruction in chemistry 
generally commences with teaching those properties of elementary bodies 
which are calculated to furnish distinguishing characteristics. Instruction 
of this kind has, howevem not merely for its object the elucidation of 
this knowledge in the form of a certain easily understood system ; it is 
rather intended to exhibit those principal properties of matter by expe- 
riment, and first of all to teach by what means the single elements are 
to be obtained, or ascertained in any given compound, however compli- 
cated. This first part of practical chemistry is known as qualitative 
analysis, since its object is merely to ascertain the character of the 
elements composing a combination. After sufficient practice of the student 
im qualitative analysis, instruction in quantitative analysis follows next. 
or the investigation of the exact amount by weight of each element or 
body contained in a given substance, or in any of its combinations. It is 
especially necessary for the student to be exercised in the most varied 
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