going to try a modified form of i t (pandemic chemistry) this autumn, although there i t is planned to be to some extent a substitute for the orthodox freshman chemistry." This statement is misleading and appears to be based on a misconception of the plans for the work here a t Yale. A new course, designed for election by students in the three upper classes of Yale University, is to be given next year. This course is not, however, designed to be a substitute for the courses in freshman chemistry and is not open to freshmen. The impression gained from Professor Bancroft's article is that a modified "pandemic chemistry" is to be substituted for the existing courses in general chemistry, and this is not the case. In our freshman courses we have cut, to what we believe to be the minimum, the amomt of specific descriptive material. We attempt to develop the important theories and principles of the subject on the basis of descriptive fads; and we make the study of the economic aspects of the suhject and the applications of the substances t o indnstry and to everyday life an integral part of the course. Since the applications of chemistry and the importance of chemistry are based on the properties and reactions of substances, our courses are being shaped on the principle that an adequate idea of these can be gained only when the student sees the reason for the various applications of substances. To do this requires a study of the substances which are being applied.
TO
THE EDITOR:
In connection with my article "Why Are Students Not More Interested I wish to inform you that in Chemistry?" in thelast issue of the JOURNAL,' the example given showing the method of teaching division of decimal fractions is not printed in accordance with my correction of the proof. My reason for calling attention to this is that the whole thing is practically meaningless unless it is written correctly. The point which the students are taught is that the first figure in the quotient must be put directly over the last figure in the dividend used by the multiplication of the divisor by the first figure in the quotiknt. Thus the example given should be as follows: 100.7 r-
. 0 7 6 ~ ]7.653/\2
'THISJOWAL,
3, 556-9 (1926).
VOL.3, No. 6
CORRESPONDENCE
721
This allows the student to put the decimal point over the caret, and does away with the necessity of reasoning out where the decimal point belongs. He is thus able to do a problem of this type correctly without having used any reasoning process whatever. D e WITT T. REACH YALEUNIVERSITY, NEW HAVEN, CO~CTICUT
CoijPERATING WITH THE ENGLISH DEPARTMENT April 23, 1926 Prof. Geo. W. St. Clair, Department of English, University of New Mexico, Albuquerque, N. Mex. DSAR DR. ST.CLAIR: There are in the University Library copies of the following books: "Creative Chemistry" by Slosson, "Life of Pasteur" by Vallery-Radot, "The Riddle of the Rhine" by Lefebure, "Discovery, the Spirit and Service of Science" by Greggory, "The Future Independence and Progress of American Medicine in the Age of Chemistry," "Chemistry in Industry," by Howe, together with a large number of other books treating chemistry in a popular manner. Next year there will be offered through a committee of the American Chemical Society six prizes of $1000.00 each for the best six essays on certain broad topics of chemistry. This contest is open to any freshman in an American college. I am wondering if it would be possible for you to permit, or even encourage, the writing of the regular themes in freshman English on the subjects of the titles which may be entered in this national contest. I should like very much to have more of our freshmen competing in these national contests. Very truly yours, JOHN OE C E E P ~ I S ~ Y , PROWSSOR
UNIVERSITYOP NEW MEXICO
D. CLARK
