LETTERS To the Editor: In teaching stereochemistry and the strain theory I have found that the usual carbon models have a disadvantage in that the student sees them only for the brief period of the demonstration in the classroom and does not become familiar with them. Also an exhibition of some of the structures in a showcase for a week or so has not proved entirely satisfactory. Much better results were obtained when I gave the construction of such models as an assignment. I include some photomaohs of these cardboard models with this letter.
High-School Ph.D.'s T o the Editor: A comparison of the "College chemistry test in the Armed Forces, Institute"' with the "High-school chemi s t test ~ of the Armed Forces I n s t i t ~ t e "is~instructive and significant. These tests were devised by carefully selected groups of teachers of each respective type, who consulted standard texts and other authoritative sources. The tests, which were also tried out on large monos of students in various localities. betrav the &&onal philosophies and limitations of both Goups of teachers, and explain the woeful confusion eugend a d in the minds of many students of chemistry by the lack of any logical, coherent, cooperative policy to connect high-school chemistry teaching with freshman college chemistry courses. A few of the more outstanding differences may be stated:
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The college test is confined strictly to rather elemen- and sample questions are such that most educationallytary chemistry. The high-school test demands not minded returning veterans could pass the examination, only more extensive and detailed chemical knowledge, with the help, perhaps, of a brief "refresher" course. but i t includes references to applied psychology, charThe high-school examinations were tried out on sevacter formation, sociology, aesthetics, physical ednca- eral large groups of-probably-superior high-school tion, and philosophy. The only branch of general cul- students. In every group, the average grades fell far beture explicitly excluded is "the appreciation of Pi- low any generally recognized passing mark. The avercasso," and this indicates the approximate outer limit age grade for the whole set of groups was well below 50 of the syllabus. per cent. The average returning veteran of high-school The college test accurately delimits the scope of status would be spurlos wersenkt by this examination. Is i t pedagogically sound to attempt to te'ach courses knowledge and interpretation required. The highschool test offers 90 items. Some are elementary, others and administer examinations which only a few, if any, would require weeks for a satisfactory treatment, and members of the class can hope to pass? There are edustill others involve considerable logical training and cational theorists who hold that the student's capacity philosophical insight. A few are vague, and could be is most effectually stretched by his continually attempthandled a t various levels. ing the impossible. The clash of teaching policies between the high The college test questions given as samples are specific, accurate, and unambiguous. The high-school test school and the college makes freshman chemistry the questions vary over a wide range. Some are simple and bugbear of many high-school graduates. Some of the ingenious, others so difficult or ambiguous that they best students, from the best schools, have worked so confused several graduate students, two of whom had conscientiously on a course such as the one outlined in the second article referred to above that their heads received their Ph.D. degrees. One graduate stndent remarked that the high-school are stuffed with a chaotic jumble of facts, laws, definioutline would be excellent for an honors student, or tions, principles, formulas, equations, economics, ineven a Ph.D. candidate, preparing for a comprehensive dustrial processes, synthetic triumphs, sociology, ethics, examination. Another suggested that i t would be wise and morals. It is difficult to convince them that they for the stndent to take the college course as a prepara- can never become successful chemists or pass the prerequisites of several other professions if they do not tion for attempting the high-school syllabus. These reports make it obvious that while college master the clear, accurate applications of a few simple, chemisfry teachers are primarily devoted to chemistry, fundamental principles. But even this class of stuwith no more scientific philosophy than is required for dents is easier to handle, in college, than those who purely chemical purposes, high-school teachers are have devoted their high-school chemistry time to a few chiefly concerned with the inculcation or indoctrination projects and expect to go on, immediately, to research; of ethical, social, and civic principles, regarding chem- or those who have learned a lot of popular facts about istry merely as a convenient medium for the introduc- chemistry and are proud of their knowledge that artificial silk stockings can be concocted out of water and tion of more important educational material. air, and silk purses made from sows' ears. This latter Without taking sides one may ask a few questions: Is the adolescent more responsive to indoctrination class commonly complains that college chemistry isn't like high-school chemistry a t all. High-school than the more mature college student? Is the notion wrong that the younger student should chemistry was "interesting!" master the intellectual tools and mechanical techThe comparison of the two reports which are the subniques, and do his memory work first, leaving philoso- jects of this review emphasizes the urgent necessity of a getting-together of high-school and college chemistry phy for his more mature years? Should college chemistry teachers, instead of confin- teachers for the working out of some kind of logical, ing themselves largely to their formal subject matter coherent, cooperative, pedagogical policy. Only in attempt to continue the ethical, social, and civic educa- this way can a sad wastage of academic effort be elimition started in the high school? nated. G. WAKEHAM The description of the college syllabus does not give the numerical results of actually trying out the exami-,,,,,,y nation on groups of students; but the specifications BOULDER, COLORADO
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Du Pone Company has developed an instrument whichprovides constant onalysis of atmospheric conditions in manufacturing plants. Principle of operation is based on the phenomenon of light absorption of gases. Most gases absorb light of some particular wave length, casting a shadow where that particular wave length line rwuld otherwise haue fallen. Instrument operates on a comparison basis and shows instant voriotion from pure t o contaminated air.
