BOOK ABILITY BYRON
A. SOW. UNIVERSITY
OF
MICHIGAN, ANN ~
B O R MICHIGAN ,
A n outline of the course i n chemical literature at the University of Michigan.
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A well-known educator recently conducted a survey to ascertain the attributes our commercial world desires in a chemist. He found that industrial executives consistently emphasize book knowledge and book ability. They use the former term to indicate the requisite supply of facts, while the latter is interpreted to mean ability to find information in the literature or exhaust the relevant sources expeditiously. The reasons for this emphasis are deemed obvious. Furthermore, i t will be admitted by any one familiar with educational institutions that acquisition of book knowledge is a primary activity, while training in book ability is unusual. by an examination of The last point was recently substantiated, in catalogs* from over one hundred schools. These bulletins showed that about twenty per cent. of our colleges list a course in bibliochresis. At some places instruction is offered each semester, a t others once a year, a t a few "when there is sufficient demand." In general the credit assigned is one or two hours. The various descriptions indicate that the work is confined to lectures with an occasional inclusion of "search problems." In contrast to these definite entries some bulletins list a seminar, a few periods of which are given to the discussion of bibliographical methods. Possibly a t other schools a little time is devoted to instruction in library work as a casual part of the more gdvanced courses, no statement being made in the description because of the incidental nature of this activity. There are several explanations for the situation. Various faculties may be unaware of the demand for book ability. Possibly some believe the student will acquire sufficient skill if the library doors are open a reasonable number of hours each day. Perhaps others feel that no definite instruction is necessary. They may think the work unimportant when compared with courses now crowding the average schedule. Whatever the reason, the fact is that little attentionis given to training in this field. The results are apparent to all who seek them. Hours, energy, and money are wasted in the laboratory making discoveries that should require only minutes in the library. Cumbersome apparatus is used because the investigator has not learned to consult the various books dealing with "Arbeitsmethoden." Unsatisfactory synthetic and analytic procedures are employed because he does not know how to search the literature down to date or cannot use an index e5ciently. With the hope of assisting those who are attacking the problem and others who must ultimately face it, the course in bibliographical methods * They were recent h e s obtained for another purpose, i. 6.. not selected by the writer, hut believed to constitute a representative sample. 1940
VOL.9, NO. 11
BOOK ABILITY
1941
as now given a t the University of Michigan is outlimed below. The material covered or the order of presentation are not deemed ideal. In fact, changes are made every semester, hence the scheme presented should be considered only a progress report. It will have served its purpose if it brings but a step nearer the determination of minimum essentials for this skill. As initially planned and a t present conducted, the work consists of a two-hour course including lectures, recitations, and problems for firstsemester seniors. It is given both semesters, is required of all desiring the B.S. in chemistry degree, and is opeti to any one who has had the foundation courses in analytical, organic, and physical chemistry. Entrants must also possess a reading knowledge of German. Familiarity with French is desired but not stressed. In spite of these rather high .requirements, the enrolment has increased rapidly during the past few years to include an unexpected number of graduate students in addition to the seniors. The course has certain basic objectives. First, each student is expected to become familiar with the standard reference books and to know how to use them. Second, he must know the routine of consulting the literature down to date and be reasonably sure that his search will reveal the papers having an important bearing on the problem being investigated. Third, he is helped in the difficult task of critically evaluating the literature. This includes the ability to read an article intelligently and write a brief summary covering the essential points. Finally, how to keep abreast of the times is given due consideration. The following topics are used to accomplish the desired results. The items are lirted in order of presentation. The number of class hours spent on any one division varies somewhat from semester to semester, depending upon the previous experience of the group. Normally about four periods are devoted to each of the parts 8,9,10, and 11. The others are covered in about two periods apiece, which include both the presentation and discussion. 1. Arrangement of a Library (a) Systems of classification. (b) The card catalog and shelf list. The student quickly realizes the value of classification but some of the cataloging rules awaken for the first time an appreciation of the fact that a librarian can easily hide important data from an unwary chemist. The two do not speak the same technical language, usually neither is familiar with the field of the other. Why, therefore, should they think of the same subject heading for a particular article or book? It is true that the cataloger, classifier, and indexer try to meet the chemist more than half way but he cannot expect to use the fruits of their labor to the best advantage without any knowledge of their guidmg principles.
1942
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JOURNAL OF CHEMICAL EDUCATION
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NOVEMBER, 1932
Biography, Especially Sources of Data About one hundred eminent chemists have been selected for identification, i. e., nationality and field of specialization. Concerning Americans, the location of each is also stressed. A start on the critical evaluation, mentioned above, is made here and the work continued throughout the course. Periodical Literature (cf. 4 and 5) (a) Important journals in the various fields and countries. Their general make-up, quality, etc. (b) Borrowing journals. Union Lists, photostat service, etc. The "List of Periodicals" issued by Chemical Abstracts is used as a Union List, source of publication data, and a standard for title abbreviations. Abstract Journals Chemical Abstracts. Chemisches ~entralblatt.and the British combination are stressed. The primary ob,ectives, however. are (a) appreciation of the fact that abstracts are excellent signposts pointing to the pertinent original literature, (b) the necessity for studying the alphabetizing of indexes, (c) a tilt with the problem of search headings. Annual Reviews "Annual Reports" of the (London) Chemical Society, etc. Monographs and Monograph Series The A. C. S. monographs, Chemical Rmiews, Ahrens' "Sammlung," Margosches' "Die Cbemische Analyse," etc. Dictionaries and Encyclopediasof Chemistry Fehling, Thorpe, Ullmann, etc. General and Physical Chemistry' Only a brief consideration of the textbooks. Emphasis is placed on how to use such compilations as International Critical Tables, Landolt-Bomstein, Tables Anuuelle, etc. Inorganic Chemistry Ahegg, Friend, Gmelin, Mellor, Stiihler, Hoffman's "Lexikon," etc. Organic Chemistry Formula indexes, Beilstein (4th ed.), Meyer and Jacobson, Abderhalden, Houben-Weyl, Organic Syntheses, etc. Analytical Chemistry Riidisule, Lunge, Allen, etc. Patents The general subject; the literature about patents issued by the various patent offices and privately; patents as literature; how to find a patent, given (a) the number, (b) the subject, (c) the patentee. Bibliographies and Their Preparation Such aids as West and Berolzheimer, Fehling, Abegg, "Annual Reports" of the (London) Chemical Society, etc.; arrangement; mechanical details. (Continued on page 1945)
(Continued from page 1942)
14. Economic Chemistry Publications of various industrial organizations, e. g., Vancoram Review, Chemist-Analyst, Foote-Prints, the International Nickel Company's pamphlets; trade journals, e. g., Iron Age (New York); business publications, e. g., Standard Statistics. In conclusion, a consideration of the above outline will show that the order of presentation is basically developmental. The first factor is the author, then his papers, next their abstracts followed by the grouping in annual surveys, and finally dictionaries, textbooks, etc. One or two topics, not fitting into this scheme, have been included because of the many requests from students.
