Chemical Education in Ame rican Institutions
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the large Hope Col2ege has been chosen to number o f small colleges which labor-often under adverse circnmstance&to maintain the standard of chemical education in this countrg. There are doubtless many, with two- or three-member chemistry departments, as deserving of recognition as i s this one. If the following article confers any special distinction upon one institution, we hope that all others in this class will obtain at least rejected glory.
I MALCOLM F. DULL The University of Pittsburgh, Pittsburgh, Pennsylvania
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the assurance of a graduate appointment toalmost any one of the major graduate schools of the nation. More than the grades which appear on his transcript, they are the guarantee that, while he may not have had the variety of courses available in larger institutions, he is thoroughly versed in the fundamentals of chemistry I I and related subjects, and has the capacity for independent thought and self-expression which are so imA, IS my best man this year." These words, said of portant to a successful graduate and professional career. a college senior by a professor in his major subject, Even the student who does not receive this highest would he high praise under almost any circumstance. praise can expect an appointment in an outstanding T o one majoring in chemistry at Hope College, located graduate school if, in Professor Van Zyl's opinion, he is at Holland in Western Michigan, such words from Dr. capable of doing satisfactory work. Such, for many Gerrit Van Zyl, for twenty-five years Head of the De- years, has been the reputation enjoyed by Hope College partment of Chemistry, mean much more. They are and her modest and beloved Professor of Chemistry.
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The important contribution of the small colleges to the stream of science graduates which flows continuously into graduate schools and professional life is apparent to all who are in a position to note the educational background, not only of newcomers in scientific occupations, but also of individuals responsible for outstanding scientific discoveries and progress. Often the quality of their undergraduate training is excellent; frequently it is not. The inability of many smaller institutions to provide adequate laboratory facilities and highly skilled teaching personnel contributes heavily to mediocre training. It is frequently observed, however, that inadequacies in the physical plant are overcome, a t least in part, by good instruction, For many years graduates of Hope College have been compiling an exceptional record of successful accomplishment in graduate study and professional activities in several fields of science, especially chemistry. Something of the importance of the small college, and of the place of Hope College in American science education is shown in Table 1,taken from the Steelman Report, "Manpower for Research."' It is seen that Hope ranks eighth among American educational institutions in the number of successful candidates for the Ph.D. in sciences per thousand students. Of thirtyfive Ph.D.'s granted t,o Hope graduates during this period, twenty-four were in chemistry. The impact of STEELMIIN.J , R.. Chairman. The Ptwsident's Scientific
TABLE I Institutions Producing Successful Ph.D. Candidates in Sciences
Rank
Institution
Ph.D.'s granted durmg the period
Class 1956-45
Student Population as of 1839-40
Ph.D.'s/1000
Students
1 California Technology 2 Haverford 3 Oberlin* 5 Reed 6 Swarthmore 7 Mmrtchusetts State
* Conservatory st,udents have been excluded from these figures.
Hope and other small colleges on American science is apparent from these data and from the following facts noted by the Steelman Committee." During the years 1935 to 1945, Furman University, Oberlin College, Reed College, and Miami University together graduated more students who later completed doctoral work in physics than did Ohio State University, Yale University, Stanford University, and Princeton University combined. Over the same period, Hope College, Juniata College, Manmouth College, St. Olaf's College, and Oberlin Collcge combined produced more candidates for the doctor's degree in chemistry than did Johns Hopkins University, Fordhem University, Columbia University, Tulano University,-and Syracuse Univer,, sity, all together. Thesc illustrations do not indicate that all smaller schools produce remarkable numbers of doctoral candidates. They do show relatively less known schools play a vital role in the growth end rlevelopmmt of American science.
Since 1912 approximately two hundred students majoring in chemistry have been graduated from Hope with the A.B. degree (the B.S. degree is not given) and have entered the profession of chemistry either as teachers or in industry. About 33 per cent of these have earned the Ph. D., while another 33 per cent concluded their graduate study after receiving the MS. degree. In addition some of the remainder have earned advanced degrees in other fields such as physics, medicine, education, etc. Since the incorporation of the college in 1866, approximately 225 graduates have earned M.D. degrees. Although Hope chemistry graduates have attended most of the leading graduate schools of the country, the largest numbers have attended the Ohio State University and the University of Illinois. Since 1913 twenty-eight have received salaried appointments to the Ohio State University. Eighteen received the Ph. D., six the MS., and four are still in attendance. Since 1912 twenty-seven have received appointments to the University of Illinois. Fifteen received the P11.D. Dr. A. T. Godfroy, former Hnad of Hope ~mpa~tment
College Chemistry
Zbid,, p. 20.
DECEMBER, 1948
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8 Dr. Gerrit VanZyland Merjoris Stevens catalog the complete chernic1 .
libruy of Dr. Moses Gornberg, former head of th. university of
Michigan Chsmi.try DepMment.
and six the M S . in chemistry. Exclusive of those now in attendance only one did not complete the requirements for an advanced degree. Of 188 graduates in chemistry not now engaged in graduate study, twelve are high-school teachers, thirty-three are college or university teachers, and the remainder are engaged in research or other forms of industrial or governmental activities. Hope College was established by and is under the control of the General Synod of the (Dutch) Reformed Church in America. The first freshmen class was organized in 1862 and the charter graded in 1866. Established as "an institution of high orderdor classical and theological instruction" under Reformed Church auspices, and long noted for the religious character of its training, it includes among others, the following alms : To train the student in understanding and evaluating tho thoughts of others and in expr~ssinghis own thoughts clearly and
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To provide the student with intensive concentration in ono field of leaming and with the techniques of research which are ordinarily associated with that field, so that he will he adequately prepared t o take his place in graduate schools or directly in his chosen vocation or profession.
The record of Hope graduates is proof of the success with which these aims are fulfilled. A high proportion of the student body of the college is drawn from the large Dutch populations of Western Michigan, Illinois, New Jersey, New York, Wisconsin, and Iowa, which still reflects the early Dutch influence
on the College. The enrollment, however, also includes students from more than a dozen other states as well as several foreign countries. As a consequence of the war and the overrunning of the Netherlands by the Nazis, an increasingly large number of students from that country have matriculated a t Hope. Credit for establishing the practices leading to Hope's present eminence in chemistry belongs largely to the late Professor Almon T. Godfrey, who was Instructor in Chemistry and Physics from 1904 to 1908, Assistant Professor in 1908-09, and Professor of Chemistry from 1909 until his death in 1923. Professor Godfrey was a physician, although in his later years most of his time was devoted to.teaching chemistry. A stern teacher and a strict disciplinarian, he nevertheless exhibited a dry sense of humor, and commanded the respect of his students. His teaching constantly emphasized the importance of fundamental principles, of thoroughness, honesty. and accuracv. Students who exhibited a genuine'interest in chemistry and who met his exacting standards were rewarded with praise which was the more valued because it was sparingly given, and with the opportunity of serving as student assistants. As freshmen and sophomores they worked in the supply room, and as juniors and seniors they assisted in element;ry labor&ories. No pay or credit toward graduation was forthcoming, and yet, strangely, such appointments were highly prized and actively sought after. On the walls of the lecture room were placed the photographs of those graduates who had been awarded assistantships and fellowships in chemistry in various graduate schools. Interest in them was maintained by frequent reports of theic progress and success in professional life. THUS there gradually developed the tradition that chemistry is an especially important and desirable profession, on a par with that of medicine, and that Hope chemistry students are in particular demand. In the summer of 1923 Professor Godfrey suddenly died. His place was filled on very short notice by Gerrit Van Zyl, a Hope graduate who had just completed his doctoral work in physical chemistry a t the University of Michigan. Born in Sioux Count, Iowa, in 1894, Dr. Van Zyl received his elementary and highschool education in the Hospers, Iowa, public schools and the Northwesteru Classical-Academy. He was graduated from H~~~ in 1918 and was awarded the State College Scholarship to the University of Michigan. At the time Dr. Van Zyl became Professor of Chemistry the curriculum consisted of one year of general chemistry, in which most of the laboratory work of the second semester was devoted to the qualitative analysis for the cations, a year of analytical chemistry, consisting of one semester of qualitative analysis for the anions and one semester of volumetric analysis, a year of organic chemistry, and a year of gravimetric analysis. The latter was a laboratory course only. All were taught by Dr. Van Zyl as they had been by Professor Godfrey. The facilities consisted of two small laboratories
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accommodating a dozen or fifteen students each a t the most. One was used for general and the other for organic chemistry. A third laboratory, somewhat larger, was used for sophomore and senior analytical courses. These served with little modification until 1942. Professor Van Zyl carried on the work in the tradition established by his predecessor, and gradually added his own unique contributions to the place of chemical education in the institution. Closer contact with the alumni was maintained. He became a regular attendant a t the conventions of the American Chemical Society, where most of his time was spent in looking up "his boys," checking up on their progress, and cementing their ties with the college. Reports of an impressive nature were carried back to the college and its current student body. For several years the number of Hope chemists present a t such meetings has been sufficient to hold an alumni dinner, sometimes as a part of the scheduled convention program but usually organized by Professor Van Zyl and arranged by an alumnus in the area. Prior to World War I1 Hope College had an enrollment of approximately 500. By 194748 it had risen to more than 1300. The College is not yet accredited by the American Chemical Society, hut the problems involved in meeting the conditions for such accreditation are well on the way to being solved. Under-the able leadership of President Irwin J. Lubbers, a member of a family represented a t Hope by students and teachers for more than a quarter of a century, great
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strides have been made. A new science building was placed in use in 1942. Important additions have been made to the library, including the gift of a large part of the private collection of the late Moses Gomberg. The curriculum has been adjusted to conform to the recommendations of the American Chemical Society, and the faculty has been enlarged. In 1928 J. Harvey Kleinheksel, another Hope graduate who had just received the Ph.D. from the University of Illinois, became Associate Professor of Chemistry. His coming relieved Professor Van Zyl of much of the overwhelming burden of responsibility for all courses. With his coming, too, courses in physical chemistry and in the chemistry of the rare elements were added to the curriculum. His rigorous and thorough freshman course has been described as one of the best in the country. The present chemistry staff consists of three full-time members, including Professor Van Zyl, Dr. Kleinheksel, and Theodore W. Vanderploeg, MS. The present curriculum includes courses in general inorganic chemistry (one year), qualitative analysis (one semester), introductory quantitative analysis (one semester), organic chemistry (one year), advanced quantitative analysis (two semesters), theoretical and physical chemistry lectures (one year), physical chemical measurements (one year), chemistry of the rarer elements (one semester), advanced organic lectures and laboratory (one semester), history of chemistry (one semester), and special problems (by arrangement). Credit toward graduation for service as a laboratory assistant is not given, but a grade for sueh service is recorded on the student's transcript. The new science building, erected in 1942, was made possible by a campaign conducted in the Reformed Church; which also maintainsCentralCollegeinPella, Iowa, and by generous contributions from the alumni. Even so, the scope of the original plans had to be reduced because of the limited funds which were available, increasedconstruction costs, and preparations for war. Funds with which to fully equip the laboratories were not then available. Observing this lack of essential equipment and recognizing that the value of the new building would be largely lost if it could not be provided, a group of chemistry graduatesundertook to organize the science alumni of the College for the pur-
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pose of meeting this need. At the 1946 A.C.S. meetings in Atlantic City and Chicago, the Hope Science Alumni Chapter was organized with the full approval of the college administration. Professor Van Zyl was elected Secretary. This Chapter is identical with others of the college alumni chapters except that its membership consists of science graduates, and its location is not fixed. Its meetings are held coincidentally with those of the American Chemical Society, and frequently in cooperation with other nearby alumni chapters. The program of the chapter is planned by a central committee made up of alumni representing all branches of science. A definite financial goal has been set and very encouraging progress has been made toward its realisation. The contributions collected are placed in the "Science Alumni Fund," which is administered by the college. I n this way the Hope science alumni are endeavoring t o help meet the needs of the college in providing adequate instruction in the sciences. Important among student activities is the Chemistry Club which was organized in 1923. Membership in the club has averaged eighteen or twenty, and is expected to reach thirty this year. To become a member of the club a student must maintain a "B" average in chemistry, must have good grades in other courses, and must he recommended by Professor Van Zyl with the advice of other members of the staff. At the A.C.S. meeting in Chicago in April, 1948, the Science Alumni Chapter, in cooperation with the Chicago Alumni Chapter, tendered a dinner to' Pro-
fessor and Mrs. Van Zyl in honor of twenty-five years of service to the college. Appropriate gifts, symbolic of the affection in which they are held, were presented to them, and many speakers testified to the high place Professor Van Zyl occupies in American science education. Not the least of those things contributing to the outstanding success of Hope College in chemical education is the close personal relationship which exists between student and teacher. Quite common in small colleges, this advantage is frequently lost in the largeinstitutions. The modest, friendly, and unassuming character of "Doc" Van Zyl, as he is known to all Hope graduates, makes him the lasting friend, the confidant, adviser, and inspiration of all who sit in his classes. The inescapable conclusion is that the combination of skillful, devoted teachers, and conscientious, enthusiastic students is fundamental in the training of chemists a t Hope college. ACKNOWLEDGMENTS
The author wishes to express his appreciation t o Professor Van Zyl for contributing much of the data contained in this article, and to Mr. Clyde H. Geerlings, Director of Public Relations at Hope College, for supplying the photographs. Thanks are abo due Dr. Martin E. Cupery, of the du Pont Company, and Dr. Calvin A. Vander Werf, of the University of Kansas, for helpful suggestions.
