THE
EDITORS' ,
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COLUMN r p i H E EDITORIAL PHILOSOPHY of t h i s
·*- J o u r n a l continues t o embrace i n teresting topics t h a t relate t o t h e future of analytical chemistry as a n academic discipline. W e are there fore pleased t o print t h e following letter, which outlines t h e writer's views from t h e standpoint of t h e younger generation of professors:
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DEAR SIR:
By now most analytical chemists are well aware of the de-emphasis of the discipline of analytical chemistry on the academic scene. Many reasons have been given and a good discussion can be found in a recent article in Chem. Eng. News, December 4, 1967, p. 49. I do not wish to repeat what has al ready been p u t forth; however, there are several points I wish to add con cerning the general problem. I have discussed these ideas with a number of analytical chemists, and while there is certainly not a concensus, there appears to be enough agreement for me to put them down on paper. "( 1 ) There seems to be a good deal of concern among the established analyti cal chemists on the academic scene for the loss of prestige of the field. However, considerably less concern is voiced by the younger analytical chem ists in the universities. This is surpris ing, especially since it is these same young chemists whose future is most in jeopardy. I believe that young faculty members should involve themselves in the debate to a much greater extent. Not only should they suggest factors causing the deemphasis but also they should recommend possible solutions to particular aspects of the problem, and indeed actively pursue these solutions wherever possible. (2) With notable exceptions, text books on the graduate and undergradu ate levels have not kept pace with the rapid developments in the field of ana lytical chemistry. As a result, our colleagues in other fields look at analyti cal chemistry as a stationary discipline
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Circle No. 226 on Readers' Service Card V O L 4 0 , N O . 2 , FEBRUARY 1 9 6 8
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EDITORS' COLUMN through the unchanging course content. There is a very great need for new ap proaches to the teaching of analytical chemistry and the updating of course content, and these approaches should be set down in textbooks for the gen eral guidance of all. There is a general movement in this direction through the integrated laboratory concept (Chem. Eng. News, November 20, 1967, p . 53) and through symposia specifically oriented to this subject [e.g. J. Chem. Educ, 44, 312 (1967)]. This move ment, however, should be accelerated. I t is worth noting that new approaches and new textbooks updating chemical information continually appear in other fields of chemistry. (3) I t should be recognized that there is a need to broaden the definition of analytical chemistry, at least on the academic scene. Perhaps a statement of what modern analytical chemistry is would prove to be useful. Modern analytical chemistry is no longer simple analysis but has moved into other do mains. The discipline is an experi mental science dealing with the making of measurements. This concept should especially be brought home to the un dergraduate students. Too often stu dents come to graduate school with the wrong impresion of the field. This is not to say that analysis no longer oc curs on the academic scene; rather the research may involve something more than analysis. Finally, I would like to quote from a Chem. Eng. News article (October 30, 1967) describing the awarding of the G. N. Lewis medal to Dr. Louis P. Hammett: "Looking back in a pro fessional career that has spanned half a century, Dr. Hammeet views im provements in analytical techniques as 'the most marvelous thing that has happened in chemistry in my lifetime.' The enormous strides that have been made in being able to detect, distin guish, and analyze rapidly, as well as accurately, continues to amaze him. . . . 'The tools (e.g. NMR, GC) make it possible to ans\ver questions you couldn't have tackled a short time ago.' he adds." Clearly, if such an eminent scientist as Hammett endorses our field in such glowing terms, the future is indeed bright. Barry L. Karger Northeastern University Boston, Mass.
No sacrifice in response or efficiency. Choose a Sargent combination pH electrode by size alone.
Both of these Sargent combination pH electrodes cover the entire pH range from 0 to 14 pH. Both offer fast, linear r e s p o n s e even in highly acid solutions. Response to alkali ions is insignificant below pH 12.5 (at higher pH, response is low and stable). Both electrodes achieve high efficiency, with a millivolt/pH response close to the Nernst coefficient. And you get this kind of performance over a range of 0 to 80°C. These electrodes also feature all-glass, shock-resistant construction. No rubber or plastic to contaminate samples. No pockets to trap solutions or hamper cleaning. Stain less-steel caps provide sure, strong clamping. What's the difference, then, between these two combination pH electrodes? Size alone. For samples as small as Vz ml or those in extremely confined volumes, choose the miniature electrode (priced at $40.00). Otherwise, your best choice is the standardsize ($38.00). Both come with connecting cable and plugs to fit all popular pH meters. Call your Sargent man or write to us for a closer look at these combination pH electrodes or for data on our complete line of glass and reference electrodes.
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Circle No. 223 on Readers' Service Card VOU 40, NO. 2, FEBRUARY 1968
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