REPORT
mally included in instrumental analysis texts. Obviously, not all topics of in terest in modern analytical chem istry can be crammed into only two required courses in the undergrad uate curriculum, no more than un dergraduate organic courses can in clude all of organic chemistry. Yet, for the student who needs special ized training in specific areas for anticipated industrial employment or graduate research projects, addi tional analytical courses can be made available. These can be pro vided as elective courses suitable for seniors and/or graduate students, along with courses on the funda-
mental principles of advanced ana lytical chemistry. The combined offering would provide training in analytical chemistry with flexibility to meet the requirements of all stu dents, and with a depth and em phasis on principles which would require no apology for course con tent. Implementing an active and vig orous program such as this requires active and vigorous analytical chemistry professors. They must be eager to take part in freshman chemistry courses, anxious to keep their courses modern and interest ing, and above all to maintain qual ity so that analytical chemistry can
be recognized for what it is: an integral part of all phases of experi mental chemistry. In recent years, the image of ana lytical chemistry in the universities has been low because the field has been judged on the basis of out dated undergraduate courses. But these courses are the responsibility of the analytical chemistry profes sors. And if the analytical chem istry professors would stop feeling sorry for themselves, and wake up to their responsibilities in providing the kind of training in analytical chemistry that is needed in a mod ern curriculum, nobody will have to worry about the image. END
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VOL. 38, NO. 2, FEBRUARY
1966
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