A solution of the high-school problem seems to be the use of parallel courses in chemistry. A secondaryschool adaptation of the pandemic course seems compatible with the modem demands for the other course in chemistry in the high-school curriculum. In such a course a pupil would learn about what a chemist does without himself taking the fust steps toward becoming a chemist. Just as a pupil may study art appreciation and musicappreciation in a modem high school without training to become an artist or a musician, so the base of the chemistry course can be widened. An understanding of the scientific concept of the nature of matter would be developed. An attempt at a bit of the philosophy of science would underlie the whole course. The mathematics of chemistry would be incidental rather than an end in itself. More emphasis would be placed on the meaning of a chemical formula than on the memorizing of a long list of formulas for substances. Here one would find more emphasis on the scientific method of problem solving. Equations of the simpler sort only are needed. Much material which might properly be considered physics and biology would be included incidentally to the exclusion of details of commercial processes. A few significant processes should be studied in detail in order to gain the viewpoint of the industrial importance of chemistry. Where applicable, demonstrations by the instructor assisted by pupils will enliven the classroom. H~~~will be given an opportunity to use all visual aids to instruction available. The microscope or microprojector, often neglected in our traditional course but much used in commercial laboratories, should be used to advantage to show evidences of molecular motion, salt crystals, crystal structure of metals and alloys, fibers, and growth of crystals as in replacement experiments. Pupil laboratory work in such a course win be much less detailed and less extensive than is required by the College Entrance Examination Board a t present. More attention will be paid to the physical phenomena of chemical experiments. Historical accounts of the development of theories can be used to emphasize the workings of the scientific method. Brief biographies and extracts from the original writings of those who have made contributions to the advancement of science will add the human interest factor. strange to the chemistry course a t Some present should be included. Because conscientious teachers as a group have no conception of the meaning of leisure, they too often neglect the problem which r
leisure time places before their pupils. Avocational interests and hobbies should find a place. For example, with the study of iron can be mentioned handwrought articles with illustrations of lamps, andirons, or plant stands made by the pupils or teacher. Metal working as a hobby might again be introduced with study of brass, copper, and some of the newer alloys. Along with the study of silica can come a brief account of Indian archieology and its charm. Associations are easily made between chemical topics and hobbies: ceramics-hand-made pottery; cellulosephilately, wood-working, band-weaving, basketry, sewing; pigments-art work; metals--coin collecting; fertilizers-gardening. Our eiTorts a t character development have been seriously handicapped by the supreme government of this country. When the morals of a country are "nothing about which we can shout 'Hail, Columbia' " the ideals of the adolescent receive a severe jolt. The repudiation of solemn promises, the use of empty threats, and the violation of the constitutional rights of individuals to private property are among the characteristics of the government of our modem times. Contrasted to politics, science brooks no falsehood or deception. Things happen because it is too improbable that they will not happen. The example of those who, like Madame Curie, have sacrificed in order to le" truth will still inspire moral Stamina. Also we should not neglect opportunities for constructive education when we study alcohol and narcotics. Some textbooks are on the market today which have definite trends in the pandemic dire~tion.~A textbook and laboratory manual based on this still broader social viewpoint are in preparation. The parallel course in chemistry can be administered in a large high school, but in a small high school will such a course be adapted to the needs of the 10 or 15 Per cent. of the pupils who expect to go to college? As far as life goes, yes; but as a basis for college work. no. In the larger high schools the college group can still be cared for by using the traditional course in chemistry in Separate divisions. For a few pupils in the Smder high schools who expect to go to college, supplementa"Y work will have to be given to bridge the gap. Thus modernizing the high-school course in introductory chemistry would seem to be the offering of two courses where practicable, one with the traditional c o k e Preparatory s~llabusvand the other a general of the pandemic type.
xoEnaLon, w.,
"Changing trends in teaching chemistry."
sch. Sn'. Moth., yl, 524-5 (May, 1934).
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NEW MOTION PICTURE ON SULFUR The latest film (16 and 35 mm.) available for release by the Pittsburgh Experiment Station of the U.S. Bureau of Mines is a two-reel silent picture entitled, "Sulfur." The film opens with a panorama of a Texas mining plant, illustrates the Frasfh process in detail by means of animated diagrams, shows the discharge of sulfur into the storage vats and the blasting and loading of solid sulfur. Uses of sulfur in numerous industries are also illustrated. Free to schools on payment of transportation charges.
