V ~ L2, . No. 2
HIGH S n r o o ~CREMI~TRY
HIGH SCHOOL CHEMISTRY:
113
THE STUDENT'S VIEWPOINT
A. J. CURRIER,PENNSYLVANIA STATECOLLEGE, STATECOLLEGE, PA.
Studies1 which have recently been made reveal t h e f a d that s t u d e n t s w h o have studied chemistry f o r a y e a r in high school, are, on the average, seriously deficient in their knowledge of useful chemical facts and in their ability to apply simple chemical principles. T h e following comments in t h i s study by Powers are significant: Each of the tests of subject matter points to the conclusion that a considerable proportion of the content of high-school chemistry is of little or no value for many who study it. Certainly there are large numbers who effect no mastery of it. It appears that there are indeed many schools in which hardly any of the students obtain any .There is no escape from the conmastery of the subject matter presented to them. viction that there is urgent need far reorganization, and it is not surprising that thisis so. The history of the teaching of chemistry in high school shows that the factors which have operated to determine the present course have not in any sense been purposely directed toward relating chemistry to the needs of those who study it. One of the main objectives of instruction in high-school chemistry is college preparation. A second ohjeclive frequrntly stated is to give a clear idea of fundamental principle
