The Technical Library and Undergraduate Research' W. B. MELDRUM and T . 0. JONES Haverford College, Haverford, Pennsylvania
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T WILL generally be admitted that some degree of .. . trammg m the use of the technical library is an extremely important asset to any student of chemistry, regardless of the line of chemical work he may enter after his graduation from college. If he begins a course of graduate study a t a university, a knowledge of the probable content of the chemical library, as a source of information, and the ability to find and to follow clues leading to the discovery of what has already been published bearing upon his particular project, greatly facilitate his work in the earlier stages of research. If, instead, he goes into an industrial chemistry laboratory the ability to seek systematically and to find quickly the facts already known concerning his assignment enhances his value as a chemist, so that the rewards of his previous training are likely to be mutual to himself and his employer. It is often the case that in the university research center, as well as in the industrial laboratory, the research director has not the time or the patience to teach him how to use the chemical literature. In consequence, the new chemist makes a slow, stumbling start in his work and hence, probably, a poor impression. Obviously, therefore, both employer and emolovee benefit if the chemist learns, in his under-
graduate years, the sources of chemical information and how they should be used. With regard to experimental research, the graduate with no preliminary training finds himself in a similar predicament. We need only recall our own initiation into the mysteries of independent investigation to realize that the average graduate in chemistry has little concept of what chemical research really is and little idea of the method of attack. When he enters upon research in the university or in the industrial laboratory he just doesn't know how to begin, how to plan his procedure, or how to construct his apparatus. This feeling of awkwardness is somewhat relieved if he has had the opportunity to observe researches going on around him during his college course and to discuss some of the projects with the men who are doing research. But, beneficial as this may be, it is not as good as individual experience. Books have been written on the use of the chemical literature (I, 2, 3), and formal one-semester courses on the use of the library are offered in some institutions. Books have been written also describing how to do research, and courses about research can be found listed in the cataloes of some universities. But these are Door substitute; for personal experience. No matter how Presented before the Division of Chemical Education of the lucidl~the books are written and no matter how American Chemical Society, 106thmeeting, Pittsburgh. Pennsylthe courses are presented, the results are likely to be vania, September 7, 1943.
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disappointing. It is the contention of the authors that one can learn how to use a library only by using i t and that he can learn how to do research only by doing it. As a result of their own experience with prospective chemists they are convinced that the library course per se is of comparatively little interest to the student. Library research alone is analogous to the odd half of a pair of shears; i t is only by operating this half with its counterpart, experimental research, that the total function of the two halves can be realized. The use of the chemical library becomes a matter of real interest to the student only when an actual research in which he is engaged gives point to it. Likewise, experimental research is likely to fall short of its pedagogic goal unless reinforced by searches in the literature. In this paper the authors take the liberty of recommending a type of course which combines library and experimental research, such as that which has been given a t Havexford College for the past 15 years. They make no claim to originality; undoubtedly the same sort of course can be found in various other colleges. They have, however, found it to be eminently satisfactory in its results and therefore recommend it. The course is described in the College Catalog as "Chemistry Research. . . . Open only to Senior chemistry majors and graduate students in chemistry. May be elected as one or more courses" (4). For the majority of the undergraduate students the course lasts only one semester, hut those who can include it in their roster without neglecting fundamental science courses or required courses in the humanities often carry i t for the entire year. The privilege of taking more than one course in research in either semester is rarely extended to undergraduates. The course is not required of chemistry majors but virtually all students preparing for a career in chemistry elect it. The weak brothers, most of whom are previously encouraged to transfer to other fields of activity, are usually not accepted for the conrse. The student electing the course chooses his research topic by the time-honored method of "shopping around" among the members of the staff. Prior to the opening of the semester the staff member prepares a list of suitable topics in which he is interested. When the student calls upon him to discuss possibilities the staff member goes over this list with him, elaborating somewhat on those topics in which the student expresses interest. The teacher usually has certain topics which are especially interesting to him a t the time and it is not unlikely that his enthusiasm concerning these will elicit a positive response on the part of the student; thus the student's choice is subconsciously guided. After visiting all of the staff members the student makes his decision; his choice of topic determines also his mentor for the course. Not infrequently a student has a problem already in mind which the instructor can adapt, and i t then becomes a matter of the student's seeking the professor who is willing to guide hi in the work. The wide range of interests on the part of the students and instr;ctors has re- .
sulted in a reasonably even distribution of the load among the members of the Chemistry Department. When the student has decided on a topic the entire problem is outlined by the professor in charge. A search of the literature is suggested and the method of using the library explained. Ordinarily, the student is directed first to the textbooks, then to such reference books as Mellor's "Treatise," which is particularly nseful in connection with inorganic and physical chemical topics, then finally to the journals. Chemical Abstracts, and to some extent the Zentralbhtt, are searched systematically. Relevant abstracts are recorded on library cards or in a suitable notebook. If an abstract seems important the original paper is examined, if available either in the College library or in the libraries of neighboring institutions. When this preliminary survey of the literature has been completed the student has a fairly clear picture of what is known about his problem and what remains to he done. He is directed to plan his experimental procedure and to devise any special apparatus that may be required. In the construction and assembly of the apparatus the professor in charge supplies a reasonable amount of assistance and advice but so far as is practicable this work is left to the initiative and ingenuity of the stndent. From time to time, progress reports are made, giving the student the incentive to organize his findings and giving the professor a chance for intelligent direction of the work. As in graduate work, the first search of the literature is rarely the final one. As the student becomes more familiar with his problem from experimental experience, he finds his interest directed to new points requiring literature investigation. At the end of the term the student presents a final report, snmmarking previous work done on his problem as well as his own method and results. The advantages of such a course may be summarized as follows: Fist, the student learns how to integrate library investigation with experimental research, so that he may avoid many of the pitfalls and errom of his postgraduate job, whether in the university or in the chemical industry. The plan gives him practice in collating source material applying to a definite experimental task in which he is subjectively interested. He learns something of the nature of scientific research and usnally has not only the experience of feeling the thrill of success but also of philosophizing on failure. Second, the student's accomplishment i n the course enables the teacher to evaluate his abilities as a chemist better than in any other way. If a student has a good memory he may make an excellent showing in examinations, but research, as all chemists know, calls for initiative, planning ability, imagination, and the ability to correlate data. The man who can digest the literature, plan what should be done, carry out the experimental work, and organize results, will stand out as one who can be safelv recommended. Finally, such a course is excellent for the morale of a
liberal arts college. The research topics frequently are presented as student talks in the Chemistry Club meetings and definitely aid in developing and sustaining interest in the science. The results of student researches are rarely worthy of publication, but they can sometimes be developed further by the more experienced men. Thus, student researches, cannot compare in magnitude or difficulty with the of p h , ~ investigations, , serve the same ends: the inspiration and instruction of the student, the pro-
motion of the research spirit, and the advancement of the science. REFERENCES
(1) SOULE,"Library Guide for the Chemist," McGraw-Hill Book Company, New York, 1940. (2) MELLON, "Chemical Publications; Their Nature and Use."
McGraw-Hill Book Company. New York, 1940. "Introduction to Organic Research," D. Van Nostrand Company, Inc.. New York. 1925, Chapters V-IX. (4) Haoerford Coliece Catalog, 1942-43, p. 60. (3)
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