REPORT of the COMMITTEE on CHEMICAL EDUCATION of the NON-COLLEGIATE TYPE* O&ecffiue No. 2, Part I
R. E. BOWMAN, Chairman Wilminpton High School, Wilmington, Delaware
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T HAS been a long time since Mr. Ernst and I
urged upon Dr. Hopkins the formation of a Committee on Non-Collegiate Chemistry. In that time considerable water has passed under the bridgethe New Economic Era, the Bull Market, Moratoria, Technocracy, the New Deal. Exceptional history teachers are beginning to realize that they might talk to their classes of the influence of sulfuric acid on civilization as well as of the continental system, upon the power revolution as well as the French revolution, of Faraday as well as Fox. Whatever one thinks concerning the deductions of the technocrats, Dr. Rautenstrauch is certainly justified when he says: . History is so replete with military achievements and the rise and fall of nations that many otherwise well-informed persons are not aware of the important but unheralded happenings in the progress of the world, which have had far more influence in establishing our present conditions of life than the quarrels and wars of all the nations, and the laws of all the parliaments that ever were convened.
The training of technicians for chemical laboratories and plants will still be necessary if we do go to the thirty-hour week, or to the four-hour a day, four-day week of the technocrat. We are privileged to present conclusions, which although h e y are opinions, have been collected from a wide group of chemical industries, fairly well balanced both in kind and geographical disGbution. Our committee, set up in 1928, recently published1 a classification and discussion of "various k i d s of noncollege grade chemical courses." Beside the academic high school and the schools of higher grade, special training in chemistry, elementary and applied, is a t present secured from the following sources: (1) technical institutes, (2) day trade and vocational schools, public and private-including schools of the technical high-school type, (3) college extension and correspondence courses, (4) public and private night schools, and (5) shop and plant classes. The committee early in July, 1932, sent out over two
hundred questionnaires to various chemical and process industries, asking their opinions concerning the quantity and quality of special training which they could use, and how. The answers conveyed information as to the status of non-collegiate technicians and operators employed by sixty firms, assurance having been given that all information would be summarized and used without naming the h s furnishing it, unless permission had been specifically allowed. A copy of the summary of the questionnaire was promised to those firms which responded. The replies were signed by presidents, plant managers, personnel managers, research directors, and chief chemists. SUMMARY OF QUESTIONNAIRE
1. Do you employ laboratory technicians and chemical plant
operalurs ojlcss than college grade? Yes47 . , :1 N-7 Rarely-1 No set rule-1 Very few-1 2 . If so, what minimum training do you erped before you will
hire such kelp? a . High-school graduates-3'6 b Grammar-school-11 c. Less than grammar-school-0
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* Presented to the Division of Chemical Education at the Washington meeting of the A. C. S., March 29, 1933. 1 Report of the Committee on Chemical Education of the Non-Collegiate Type. Objective No. 1. J. CHEM.EDUC.,8, 2446 (Dec., 1931).
Some say "high-school or equivalent." Some specify high-school graduates for laboratory, grammar-school for plant employment. What ir the apppprozimate a@ of such employees? a . Under 16-0 b. Over 16 but under 1&5 c 18 or o v e r 4 7 d . Usually over 18-3 4. How many technicians with college (academic 07 technical) training are employed by your firm? (one firm includes high-school men) a. A t prcsentl-1861 b. I n normal times?-2432 5 . How many technicians ruitk less than four years' college traininc or with some traininp i n techreical itastiddwns i n addilio; to the regular high-school course are employed by your firm? a. At present?-786 b. I n normal timer?-1004
3.
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No record kept-? firms No report-10 firms From the above, the unweighted average ratio of graduate t o non-graduate is about 2.4 t o 1.
Do you a p e d your younger employees to improue tkmsehes by further formal study? Do you make a n y regular attempts to encourage your employees to secure additional education along the lines i n which they are employed or along other lines i n which they are intercstcd? Yes37 N-8 S:vcral report "no rule," "iometimes," "encourage special caccs," "where advisable." Vniwrcity exrenswn, trchnical and university courses, curre\pondr.ncc courlci, evening schools, management dinners and lectures, plant courses. and junior college codperatives are recommended. The evening extension courses of Pratt Institute, Brooklyn Polytechnic Institute. Cooper Union, Drexel, Temple, Akron University, University of Pittsburgh, Carnegie Technical School, University of Rochester, Rutgers, Newark Tech., and General Motors Institute of Technology are specifically named. Isolated plants seem dependent upon correspondence courses for the further upgrading of their non-college employees and the training of foremen. I n chemical centers the opportunities seem quite adequate.
Which of the typcs of school ,named abone i s most useful to y o w firm i n aiding the self-improuemen1 of your non-college laboratory and plant employees? Encouragement is given the non-college man in many directions including those named above. Other recommendations are "university evening courses," "regular college courses emphasizing chemistry and physics," "technical training leading t o a degree," "correspondence schools-none other available," "night school for foremen and foreman material with technical instructor who knew the man." Approzimately whet percentnge o j these technicians and operators use the above avenues of selfimprmment? Answers vary from "none" t o "one hundred per cent." The average of 35 firms reporting was 40 per cent. of noucollegiate employees who availed themselves of extension work privilegesnot a weighted average. Much of the percentage depends on the attitude of the emolovine . . ..firm. ,Ire the obow 1ypes of srhool o d e q u o l ~ j o ,thiErorl of rrnining? Il'hd r h o n ~ t rwould yotc ruggpst 10 nmke them more unlunLlc your .firm and moreottrodirr to t l ~ c ~ 6 utype s e ofemplupe? lo . Twelve firms give an unqualified "yes." Some of the suggested changes are as follows: "inspirational t e a c h e r s encouraging only the fit pupils"; "adequate in part only"; "we have worked out our own course far technicians"; "periodic organization of courses"; "less routine and more specialized and individual training"; "better paid university professors"; "do not believe in too specific technical education"; "shortage of teachers of industrial experience"; "tuition fees are too high"; "make less expensive"; "correspondence schools lack personal leadership of a teacher." There were two "no's," one writer insisting an "less industrial work and more fundamentals." (Dr. M. L. Crossley.) His opinion is certainly worth careful consideration if one keeps in mind the very successful policy of the Westinghouse Companyz which in its prospectus says? "Westinghouse Technical Night School is in nowise a trade school. The training is general, not specific.
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4 TARBELL,IDA M., "The American plan." Cosmopolitan, 94,68 (April, 1933). , PEPPER. "Educatronal experiments in industry," Macmillan Co.. New York City. 1932, p. 108. ;
With a thorough knowledge of fundamental principles, skill in any chosen line of work is hut a matter of application, and will come readily through daily practice." I n view of Dr. Crossley's outspoken published opinions, I am sure I make no serious violation of the committee's promise in quoting him. 10. In addition to the training indiceted i n the second question, does yourfirm approve of theem$loyment of graduates of: Technical Instituter?--39, Yes. One, yes for operators, no for technical positions. D a y Trade and Vocelional Schools?-28, Yes. Three, no. Technical High Schoolr?--30, Yes. One, no. One writer commends the above "except for research," one "for limited scope," one says "exceedingly valuable," and on-"if i t will improve their training." 11. I n general, what are your impressions of the value of junior technicians who haoe had the additional training indicated above? The abridged answers of many of the firms are given below: "Necessary t o jobs and positions of a routine nature requiring a type of intelligence under supervision and guidance." "Additional training necessary along manipulative lines.'' "Junior technicians fill definite place for routine and laboratory work; also for group from which foremen and sub-foremen are selected. Supplementary training reflects itself in improved job performance and is a basis for promotion." "Any additional training of an employee is an asset.'' "Depends mostly on man." "The few who have hadadditional training are decidedly the better for it." "Training is of value to ambitious man; detrimental t o those who expect schooling to he easy road to advancement. Individual is deciding factor." "Little experience. Usually use graduate chemists or train unskilled men for their duties." "Have good impression. Three. of our best chemists have been high-school graduates. One attended Armonr Inst.; two took Int. Correspondence courses." "Slightly better than untrained; high-school graduates not comparable with college man." "Satisfactory for certain types of work." "Boys of ambition to take this work are usually of a desirable type." "Best are those with experience in otier plants, as research or laboratory assistants. Schooling does not appear of appreciable benefit." "Remarkable success with men trained in our methods with aid of extra extension or trade school aid." "Kanawha Valley Section, A. C. S., has conducted some classes here, has helped in local high-school night classes. Have been disappointed in response of our people t o additional facilities." "Satisfactory for all lines but research." "We find new employees interested in further education." "Graduates of technical institutes can be developed with plant experience into valuable operating and service men." "We are interested only in college graduates. No laboratory technicians employed since 1911." "Very few men can advance in technical positions to an unlimited degree without college or university training." "Makes men more interested in their work but is insufficient to place them in responsible technical positions." "Much variation in individuals in their reactions to this training. Some have developed into responsible positions." "Work under a graduate project leader. Some juniors develop into project leaders with additional training."
"The more education they obtain, the better they are fitted." "Essential far routine work." "Compete sometimes with college graduates." "Not as ~ l u a b l eas those who have graduated." "Lack broad training. Not resourceful or inventive." "Encourage reading of technical publications." "FiU an important place in industry in assisting department heads and supervising minor points of manufacturing processes." "Very favorably? "Technical institute--foremen. Trade and vocational schools-journeymen." "preliminary training not desired. We train the new man in our own methods." "Usually show better grasp of problems assigued; require less supervision." "More valuable than those not having above training. Not suitable for work of highly theoretical nature." "Much improved by additional training." "Foreman training-ight school under company sponsorship." "Our requirements for this cl&s of help are not such as to afford you any information of value." "Depends more on the man than the institution." "Men so trained can he valuable in operating positions and as assistant~Cleveland College, Y.M.C.A. Extension School, etc. used." "Usually good control men but poor investigators. May develop into good foremen." "No experience with above types but extra training improves men." "Too few have energy and initiative t o improve themselves for foremanship. Badly handicapped by lack of fundamentals." "Few men e w r complete self-education courses. The few that do have the grit to progress and therefore would advance even without them." "Sympathetic, but detailed information not svailable." "Additional training seems t o make better operators for class of physical testing work they are required to handle.'' "Increases their value as junior chemists." "Difficult for men to attend evening school. No definite attempts made to encourage men." "One non-collegiate helper needed for each graduate. An extension course may help train him. Do not think he can he equal t o univerbity-trained man. Occasional transfer t o plant." "Employment based on other grounds than chemistry knowledge. Many of our valuable employees started as high-school graduates. High-school chemistry not valuable."
The opinion of the chief chemist of Firm No. 56 holds so much interest that we quote it in full: "R'here student takes up additional training after having reached a definite aze or mental slate, hc is rarely able to ahsorb the ability for adapting himself to special conditions and problems which differ from his brevious experience. For example, if a machinist decides to take up chemistry when 25 or 30 years of age, he cannot readily adapt himself to problems which will confront him as the chemist, particularly if he needs to obtain his knowledge through home study or night courses. Self-improvement is extremely desirable with a man having a definite vocation in which he wishes t o improve himself, which means that a machinist who takes up further study in the particular problems closely allied t o his job is directly tending to improve his work and encourage opportunity far promotion. Home study and night course science training do not provide suBcient contact with scientific ideals such as university training provides by personal contact and example with leaders of technical thought. I n the technical field most vocational training provides material for routine work only. More investigation should be made as t o ability of student before offering a vocational course. More stress should be laid on personal development."
Here the opinions of the responding firms end and the comments of the committee begin. Since one or more minority opinions may develop, I feel that they should be condensed into a second part of this report, and published as soon as they represent the final sentiments of the members. Up to this point I believe they will support me without dissent.
R. E. BOWMAN, Chairman, Wilmington High School, Wihnington, Delaware. H. A. ERNST, Essex County Vocational School for Boys, Newark, New Jers~y. MORRISLAWRENCE, Head, Dept. of Chemistry, International Correspondence School, Scranton, Pennsylvania. DR. R. E. ROSE, Director, Technical Lab., E. I. du Pont de Nemours & Company, P. 0.Box 518, Wihnincton. " . Delaware. A. P. TANBERG, Director, Experimental Station, E. I. du Pont de Nemours & Company, Wilmington, Delaware. ALLEN ROGERS,Head, Department of Chemistry, Pratt Institute, Brooklyn, New York.
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