TRoumE often throws together strange partnerseven such strange ones as chemists and "educationists." These two groups have too often been critical of each other, but circumstances may perhaps bring them to cooperate. The pressing demand for science teachers, especially a t the secondary level, is much too urgent a problem for us to be wasting time in trying to point out each others' shortcomings. The urgency of this problem for the chemical industry and the economic welfare of the country, to assure the supply of trained personnel necessary in the immediate and distant future, has been well emphasized. It is therefore of vital concern to chemists, and they know it. But chemists are not really the ones in the best position to attack it. We would look to the educationists for action, since they are responsible for the training of teachers in general. But they are accused by the chemists-perhaps rightlyof underestimating the critical importance of the situation, and are certainly not likely t o solve the difficulty without help from other groups concerned. So it is time for us all t o combine forces. On the one hand, the educationists should better recognize the part that the subject-matter fields can play in the training of teachers. We need inspired teachers of science,
who can in turn inspire young people to pursue science professionally. But how can a teacher be really inspired by a mere elementary background in the subject 'he teaches? In such a case his teaching is bound to be perfunctory. To avoid this, we must make certain that the undergraduate training of the prospective teacher-in chemistry, for instance--is not repetitive drudgery leading to mere technological-skill. On the other hand, chemists must realize that, important as science education is, there are also many other educational problems with which this must he illtegrated. We must learn to appreciat,e these and try to get a sense of perspective. The report on the training of science teachers, from the Conference held last summer a t Kenyon College, had something to say about this. Particularly, it urged that chemists take a more prominent part in all educational discussions, and that we make sure that scientists are represented on agencies and groups having anything to do with school curricula or the certification of teachers. It may well be that if we are losing ground it is because we are not getting ourselves to the right places a t the right times. Decisions are being made and those of us who are concerned must see that they are not allowed to go by default.
