Correspondence ADVANCED COURSES IN HIGH-SCHOOL CHEMISTRY
In the ho$e that they may be of interest to our readers, we $ublish thefollowing three letters, which are self-explanatory. I have a question that you may be able to help me with in some way. Last year I had about 25 Superior students in my beginning class in chemistry and this year they are asking that I teach an advanced class so they might have more of the subject. We do not have any advanced class now in a school of eleven hundred students. Do any of the large schools have an advanced class and if so what do they teach in it and have they had success? My students want some work in organic chemistry and analysis as well as reports on recent developments. It may be advisable to have a discussion through your paper. Thanking you for any help you may be able to give me, I am Very truly yours,
I am interested in your inquiry and the letter of Prof. Taylor of Central High School, Superior, Wis. I will try to outline what we do in Chemistry 2, saying in advance that the prime objective is a review of Chemistry 1 with a different mode of approach. We use qualitative analysis for the early part of the year, but not for the sake of teaching analysis so much as making a review of the properties of the metals. For example, the class studies the metallurgy and properties and uses of silver, then runs through its qualitative reactions and recites on the whole. After sufficient metals have been reviewed the teacher presents a method of systematic analysis demonstrating this experimentally before the class. The pupil then analyzes some simple solutions ("unknowns") and a few easy, dry substances. In this fashion each qualitative group is handled. The pupil is graded on his recitations, on the accuracy of his determinations, on the quantity of these, and on his examinations. This plan makes some home study necessary even in a course in analysis.
