Comparison of Instruction in Colleges and Military Service Schools' DOUGLAS C. NICHOLSON UNIVERSITYOF PITTSBURGH. PITTSBURGH. PENNSYLVANIA
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In the average college course a broad general viewpoint has always been stressed. Topics have been discussed from a historical point of view and fundamental concepts thoroughly covered. I n the physical sciences considerable time has been devoted to the theoretical approach to topics. Chemical structure, formulas, .and mechanism of reactions cover a great portion of time and space in college chemistry courses. I n contrast, a course in Chemical Agents offered a t the Chemical Warfare School placed greatest emphasis on field identification, physical properties, tactical use, and protection of personnel and matkiel from war gases. Factual information of practical value only was presented. Chemical names, symbols, and formulas, as well as structure, were for the most part intentionally and completely avoided. All courses of instruction a t service schools stressed only the real "battle value" of subject matter. Other associated facts were either subordinated or completely ignored. Thus, it readily becomes apparent that such an approach to a subject materially reduced the instructional time required and correspondingly shortened the length of the courses. College instructors are generally selected for a position after having bad several years' teaching experience during the time
