TEACHING ANALYSIS
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subject matter and manner of presentation of analysis to students in our colleges have been static for many years. Teaching analysis often has been justified because of the principles taught. Certainly no other chemistry course is justified on this basis. The recent symposium held a t Chicago on contents of the beginning course on quantitative analysis, sponsored by the Divisions of Analytical and Micro Chemistry and Chemical Education, reveals that considerable thought is being given to the problem, and that old-time lethargy is being replaced by a dynamic approach to the means by which modern analysis can be integrated into the subject matter of analytical courses. The enthusiasm of a zealot of modern analysis will not be satisfied with the proposed changes, which to him seem inadequate, but every subject a l m y s receives too little attention according t o the partisan viewpoint of specialists. The encouraging thing is that the problem is recognized, and an attempt is being made t o solve it. It is rightly recognized that an analyst cannot be developed hy taking one or two courses. and that most of those taking the subject never intend to become analysts. Some old-line teachers fail to see this, and the degree of excellence in the courPe is therefore sometimes judged solely by how close a student comes to the correct answer. This insistence causes many students to develop a dislike for analysis, especially if they do not intend to become specialists. It is therefore all the more important to acquaint them with what analysis is and by what techniques the ansver is obtained, The perfection in techniques is unimportant in the first course, although a knowledge of the degree of perfection that may be obtained by experts and those specializing in the subject should be imparted. The course in analysis is usually the student’s first approach to the scientific method used in research, and it is highly important, therefore, that he appreciate the reasons behind the rigorous impersonal integrity required. Rather than deal only with time-honored methods of filtration, separation, etc., would it not be more interesting to have the student use one of these techniques in experiments and to cover by demonstration or lecture the other methods that can be used? In this way the student will come to realize the scope of the field, the’bare essentials of which he is just learning in his first course, I n schools with large classes it is possible to give courses to meet the requirements of particular groups. We believe that some attempt should be made in all courses to teach that HE
it is on the basis of the physical and chemical properties of compounds that methods have been and will be devised. It is the intelligent selection, interpretation, and application of these properties that form the basis of analytical chemistry. If this is made clear to the student, analytical procedures will better fit into his basic scientific thinking and training. On several fundamental points there was surprising agreement in the symposium discussion. It was felt that the first course should stress tidiness and neatness, and familiarize the student n-ith the potentialities of application of analytical methods. The chemical engineering student should be indoctrinated with a philosophy of quantitative analysis and given a thorough understanding of its usefulness in the laboratory, so that he will be equipped to take the subject out of the laboratory and know how it may be used in the plant. The importance of being able to select the proper variable for analysis and the value of instrumental methods should be stressed. It is beginning to be realized that there should be a sharp distinction betxeen a student who is to become an analytical specialist and one who is not. The latter should, however, be taught to appreciate the background necessary for the specialist. -4 sharp distinction between inorganic and organic analysis is to be avoided. Some feel that quantitative analysis is taught too early, and that a better background in physical and organic chemistry and physics is required. If this belief is justified, quantitative courses could be more advantageously taught in the junior year. I n any course i t is considered important to acquaint the student rrith chemical and physical methods and the application of statistics to his results. It v a s felt that methods of sampling have been covered inadequately, if a t all, and should be given a prominent place in the first course. To accomplish these aims, the teacher must be able to present the subject with authority, enthusiasm, and a breadth of view. IYe all know of teachers who have done this in various branches of learning. We believe that many of those who teach analysis appreciate the philosophy and challenge of modern analysis, and 17-ill transfer this enthusiasm t o the nonspecialist, so that he 17-ill appreciate the breadth and importance of the subject. Most important, this enthusiasm will draw those qualified by endowment and influence them to take up studies for advanced research in analytical chemistry.
L. T. HALLETT
