Qualitative Analysis-What,
Why, How? A Symposium
INTRODUCTORY REMARKS
IT
IS important that we examine the chemistry curriculum from time to time to find whether our courses are keeping pace with modern developments. As progress is made, basic concepts change and factual knowledge is greatly increased. This poses many problems to the professor who wants to keep his course up-to-date. What should be added to his course? What should be left out? How should the course be organized to
A paper, "Thioacetamide as a Source of Hydrogen Sulfide," presented at the Symposium by LEOLERRMAN, City College of New York, has been published previouely. See J. CHEM. Eouc., 32, 474 (1955). W summary of the remarks of FREDERIC C.SCHMIDT, Indiana University, on the topio "Qualitative Analysis as an Integrated Part of the First Year College Chemistry" is available in the Abstracts of Papem, 130th Meeting of the American Chemical Society, Atlantic City, September, 1956.
VOLUME 34, NO. 8, AUGUST, 1952
present the subject matter most efficiently? What are other professors doing in their courses? Why should such a course be taught a t all! The following papers present the ideas of some of our outstanding teachers of Qualitative Analysis. All agree that Qualitative Analysis is an important, fund* mental course in the chemistry curriculum, but they offer divergent opinions as t o what should be taught and hour to teach it. These differences, however, are what make things interesting, and give rise to progress. I hope you will find new, stimulating ideas in the following papers.ls2
B. HAHN RICHARD Chainnan of Symposium WAYNESTATEUNIVERSITY DETROIT,MICHIGAN
