several steps in identifying a compound the data must be written down in the notebook so that all the facts may be surveyed and correlated. The preparation of the written reports on the unknowns is of great value to the student. Here he scmtinizes his data and really sees that his tests have proved the structure of his compound. This written report also places the emphasis on the proof of the identification and not merely on the identification itself. This is a point that should be emphasized over and over again, i. e., it is the proof that is worth everything. No credit is given for an identification without proof. Assigning each student different unknowns gives him a feeling of individual responsibility and pride in his identifications. The net result is the development in the student of a proper scientific attitude of mind toward investigating the unknown. 5. It teaches the student the scope and limitation of many common reactions and improves his technic in the laboratory. In elementary organic chemistry very little attention is given to the fact that not all members of a given class or homologous series possess exactly the same chemical reactions. In fact, the emphasis is usually just the opposite. Since the student actually carries out many reactions which heretofore have been only equations written on the blackboard he not only learns how to tell when a reaction actually takes place but also learns the specific utility of the reaction. For example, isopropyl alcohol and tert-butyl alcohol both react with acetyl chloride hut the first gives chiefly isopropyl acetate and the second tert-butyl chloride and acetic acid. Stearyl alcohol reacts with acetyl chloride so slowly at room temperature that it is difficult to decide whether a reaction has occurred. The laboratory technic of students is markedly improved by courses in identification. By limiting the amount of each unknown the student is compelled to be careful and not to waste chemicals. The amounts called for in most of the tests and preparations of derivatives are such that reasonably good technic is required. For seniors, the usual amounts vary from 0.5 to 5 g. An experienced, trained chemist can, of course, use much less, and procedures and technics for carrying out identifications on a micro scale are indeed being worked out. 6. I t requires the student to use the library and become familiar with chemical literature. In order to prepare a list of possible compounds the student must consult not only the usual chemistry handbooks by Hodgman and Hohnes, by Lange, by Kempf and Kutter; texts such as Mulliken-Huntress, Kamm, Clarke, Campbell, Middleton, Sbriner and Fnson; dictionaries such as Heilbron's, but also Richter, Beilstein, Stelzner
and, for recent data, Chemicel Abstracts. The difficulties involved in findmg data on compounds and their derivatives are brought to the attention of the student. He not only learns where to look but realizes that he must plan the steps in the proof of the identification of an unknown so as to use the data recorded in the literature. 7. I t indicates the necessity for research and provides an introduction to some of the methods. In his search of the literature, the student finds that there are great gaps in lists of derivatives and thus sees immediately one field for research. He may find two entirely different melting points given by different investigators for the same derivative. The reasons for such occurrences are many; perhaps it is a question of purity, possible rearrangements, isomers, or the method of determining the physical constant. I t is good for the student to see that there are differences of opinion and moreover he should see that the solution lies in experiment and not in argument. For teaching purposes, courses in identification are usually designed for the identification of a previously described compound. In actual research work, an investigator works up his reaction mixtures and separates the pure components. Each of these pure compounds is then subjected to the systematic examination for identification. Certain of these will be found to agree with previously described compounds. The remainder are new compounds and as the result of the class reactions considerable informationis therefore available conceming the functional groups and general structure. Application of quantitative methods is then necessary. The point is, the systematic scheme of examination thus followed provides a mode of attack on new as well as known compounds. 8. Finally, one of the reasons why the course in identification has become so popular is that it is a very enjoyable one for both student and teacher. The steps in the identification of an organic compound resemble the sequence of events in a detective story. Each unknown is a murderer, whose previous history and subsequent behavior furnish the chemical detective with a list of clues. These lead to the preparation of a list of suspects, one of whom is convicted by means of a cleverly designed trap-the derivative. I t is obvious that although only 25 to 50 reagents may be used on 400,000 to 500,000 compounds the number of permutations and combinations is very great. Hence, new reactions, new derivatives, and new procedures are constantly being met. There is no monotony-very time the course is taught one meets something new.
DISCUSSION OF THE PAPER GEORGE H. COLEMAN
State University of lo-,
THIS.discussion will be limited largely to three of the special values considered by Dr. Shriner for courses in qualitative organic analysis. The value which is probably the most important was quite
Ioum City, Iowa
properly placed first. This is the reorganization of the student's knowledge of organic chemistry. For some students such a course is really the first practical organization of this knowledge. In the beginning course in organic chemistry there are of neces-
sitv manv classes of comoounds included.
However carefullv
in relatively rapid succession with new formulas and new reactions that it is difficult for even the better students to have the subject matter well classified and organized a t the end of the course. One of the first things taken up in the usual course on the identification of organic compounds is classification based on solubility in a few common solvents. While this is more or less arbitrary and is designed primarily to aid in the process of identification i t gives the student an unusual satisfaction to feel that the whole field has been surveyed and the many series classified and placed in some eight or nine groups. The experience may be likened to that of acquiring a road map of a country which had previously been somewhat strange and confusing. Another value which should be em~hasizedis the necessitv for individual thinking and planning. The course in qualitative organic is me in which memory alone will not suffice. Each un-
known is in a sense a little research problem requiring careful observation and a practical use of the student's knowledge of organic chemistry. The student, of necessity, gets quite away from the mere following of directions. Far a capable student this greatly increases his confidence and ability to work independently. The third value is the improvement in laboratory technic and the skill required t o work successfully with relatively small quantities of material. I n this connection any previous training which the student mav have had in semimicro technic will be of advantage. The desirability of good yields and the necessity of careful purification are strongly emphasized. The close correlation between theory and laboratory practice serves to increase interest in the course and t o show that a thorough knowledge of the fundamentals of organic chemistry is of practical value. Experience has proved that even though the time required in such courses is considerably in excess of the usual time credit ratio they are among the most popular.
