WHY TEACH QUALITATIVE ANALYSIS?' HENRY FREISER University of Pittsburgh, Pittsburgh, Pennsylvania
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H E C ~ T yrnm nnnlytirnl rhrn~intry hns arisen, often lr t h r only inorpnnir rhrmiatry roumr t h y !rill grt i u undrrprnd~~ntr sr.hnnl. phon~is-likeont of its own nshm. from n plnrr of rrlI k s p i t r thew grrnt rrsponsihilitirn the q ~ ~ n l i t n t i v c n t i w l y minor xignifirnnrr and lo\v prrstigr t o onr in nnnlysis ro~~wc. hns l r r n ~ n rt h r targrl of nll thow which all rhrrnists rrrogniar its importnnrr nncl viwhew nnxirty nllout the h ~ ~ r p r o n i nrhrmistry g cwrtnlity. I l o w i r o n i i i t is, thrn, that dnring t h r w yrnm r i r l ~ l u mlrncls thrm to i n t r n h v r " s t m n ~ l i n i n g " rroronr of t h r trnining rourws i n nnnlytirnl rhrmistry, inorpnnir q ~ ~ n l i t n t i nnnlysis, vr has l n r n sul~jcrtto ingnniznlion. rrrnsing rritivistn nnd drpwcintinn. OUALITATIVE ANALYSIS DEPRECIAT h r q ~ ~ n l i t n t i vnnnlysis r w n r w nrrnpirs n IIII~~II~ positinn i n t h r nndrrpwlnntr rlwnistry r11rriru111111. l'hr rlo~vngrnclingof t h r qnnlitntivr r o u n r swma to hnvr fnllnwr
