PRELIMINARY REPORT OF THE COMMITTEE ON EDUCATIONAL STANDARDS FOR HIGH-SCHOOL CHEMISTRY TEACHERS In order that our report may be practical we must recognize that, aside from the comparatively few large high schools in the cities, we have to deal with a vast number of small schools in which there can he no chemistry teacher as such but rather a teacher of science, or frequently a teacher of several things, including one or more sciences. We are of the opinion that for the most part the chemistry teaching in the larger schools is on a better basis than in the small ones largely because the salaries are more nearly adequate and hence better trained teachers of chemistry may be had. Moreover we must keep in mind the legal requirements of the several states as to licenses for teachers and in planning our recommended standards we must not clash with what can legally be done. Our task, then, seems to divide under two heads, first, a set of recommendations for the improvement of the teaching of chemistry in the larger schools by the improvement of the preparation of the departmental chemistry teacher and second, recommendations for the improvement of the preparation of the teacher in the small school. It seems to us that we can make our outline of preparation for the teacher who is to give all his time to teaching chemistry an ideal one hoping that as many teachers as can do so will live up to it. The other outline must of necessity fall far short of the ideal but it will be made as good as the actual situation permits. The Preparation of the Departmental Chemistry Teacher The requirements for a "Regular High-School Teacher's License, first grade" of the state of Indiana, which are similar to those of most states, are as follows-
(a) "Graduation from a standard four-year course with a minimum of 192 hours of credit." (b) "Professional credits in the high-school field, 28 hours." (6) "They must offer majors in any two subject groups in amounts approximately as indicated in the description of the courses on pp. 87-92." I n detail-the 28 hours of professional credits include 4 hours of "Introduction to teaching," 8 hours of psychology, 4 hours of secondary education, 4 hours of principles of teaching and 8 hours of supervised observation and practice. These 28 hours must be earned by all candidates for first-class teaching positions regardless of what subjects they may wish to teach. At this point your committee would suggest that wherever i t may be practicable it would be highly desirable if the candidate could be allowed to
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spend the major part of his time in the observation and practice courses in observing and practicing in the subject or subjects he was planning to teach. It is recognized that this is seldom possible, either because the student does not know what subject he is going to teach or because the administrative difticulties of the school or college do not permit of such segregation. Nevertheless, wherever i t is possible it should be done. Every student must also take certain general academic courses. In Indiana he must take 8 hours of English, 8 hours of social studies, 20 hours of foreign language, and 12 hours of science, regardless of the subject which he proposes to teach. With the 28 hours of professional studies added we thus have a total of 76 hours already prescribed. Twelve of these hours, however, being in science, may count in the case of a chemistry teacher toward the special preparation that we as chemists are particularly interested in. In addition to the above the student teacher must offer majors in any two subjects as per (c) above. I n detail this calls for one of four options in science. The student may take 68 hours or 44 hours or 36 hours of science in conjunction with a corresponding number of hours to complement those in one of the other major groups such as English, mathematics, Latin, French, social studies, agriculture, industrial arts, home economics, music and art, physical education, or commerce. A professional academic course of 4 hours in the teaching of science in the high school is also required of all those who elect a science major. Lastly the student must take electives sufficient to complete the requirement of 192 hours. The above outline, while seemingly a bit statistical and uninteresting is extremely important if we are to accomplish anything that is really practical, for this outline or one substantially similar to it must be lived up to, under present conditions, by all those students whom we are trying to assist in bettering their preparation to be chemistry teachers. Having the limiting conditions in mind let us now lay out our minimum course for the departmental teacher of chemistry. First he will have to take the 28 hours of professional work in the order in which it is given. It may be said here that this requirement is one which interferes seriously with the obtaining of a sufficient knowledge of chemistry dnring a fouryear course. It is perhaps to blame for the very strong feeling among chemists and chemical educators that the product of some of our normal schools has had too much of methods and too little of subject-matter. Much of the material that is given in these so-called professional courses might be better read by the intending teacher outside of formal courses leaving more time in school or college for the learning of more chemistry. However, we must face the present legal situation until we are able to change it, so our embryo chemistry teacher must earn the above 28 credits.
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He will also have to take the 36 hours of English, social studies, and foreign language (the latter is required for the B.A. degree but not for the B.S. degree). Your committee would urge the taking of an additional modern language. In our opinion every high-grade chemistry teacher should have a t least a reading knowledge of both French and German. This will require 20 more credits (two years of one language included above (20 credits) and two years of the other suggested (20 more credits)). Total so far, 84 credits. Majors in any two academic groups must next be considered. Chemistry will, of course, be one of these and mathematics is suggested by your committee as the other. The latter will require a minimum of 40 credits to cover what every chemistry teacher should have. Total, 124 credits. There remain 68 credits that may be devoted to chemistry and other sciences. The number is obviously insufiicieut to give a well-rounded preparation in chemistry with a glimpse at each of one or two other sciences. The best use that we can make of the 68 credits seems to be as followsFirst, one year of general inorganic chemistry (whether or not the student has had high-school chemistry) second, one year of qualitative analysis, third, one year of organic chemistry, fourth, one year of physical chemistry. 48 credits. Plus 4 credits in the teaching of sciencetotal, 52 credits, in chemistry and science teaching. Elective credits left 16 hours. At least one year of college physics should be had by every highschool chemistry teacher. This will take 12 credits, leaving but 4 credits for electives. If one or the other modern language be omitted 20 hours will be available for additional courses in chemistry. Quantitative analysis should perhaps have the first call in such case. The above is a minimum requirement for the teacher who is to have but the four years in college prior to beginning his teaching. The student who is ambitious to succeed largely in his chosen profession will either take an additional year in which he will specialize in chemistry, perhaps for a Master's degree, or he will take on extra hours in his chosen subject while an undergraduate, or he will return to college after teaching awhile and get more work in chemistry. He will not fail to read extensively the literature of his subject, both while in college and while teaching and he will affiliate with the American Chemical Society and thus receive our literature and find opportunity to rub elbows with the men who are the leaders in American chemistty and in the teaching of chemistry. Now for the large number of teachers who, for one reason or another, must begin in the smaller schools. They must bear in mind the fact that they cannot receive a license in any subject unless they have had college training in it and that they cannot teach any subject without a license in it. It follows then that they must spread out a bit more than the man who is preparing himself for one of the relatively few positions in the larger
schools. Indfana has few large cities, so the Indiana plan covers this sort of case rather well. The professional and academic requirements are the same in both cases and the final 4-hour credit in the teaching of science is still required but instead of devoting so much time to one science it is recommended that the student take 68 hours in science as follows-"They must make a credit of two years, 24 hours each, in two and any two of the following fields: biology, physics, chemistty. They must further make a credit of 8 hours either in geography and geology or in physiology. They must make a credit of four hours in the professional academic course dealing with the problem of teaching science in the high school. The remaining eight hours of the 68 are treated as elective." There follows this advice "Students should study these options with great care remembering in each case that the license issued will be strictly limited to the subject studied. They should acquaint themselves with the probable requirements they will meet in the high schools where they hope to teach and take such group combimations as wi!.l give them license to do all the work expected of them." I t is obvious that the student who thus takes a bit of this and a bit of that cannot hope to be the kind of chemistry teacher that this committee was appointed to help produce. While state laws are not all alike yet nearly everywhere the demands of the professional credits encroach on proper preparation in the major subject. Far be it from us to urge narrowness of preparation. We would rather urge breadth not only in science but in the humanities as well. However, with a four-year limit and with legal limitations in regard to so-called professional preparation we do not see how the above suggestions can be bettered. I t is hoped that the reading of this report will stimulate much thoughtful discussion of the problem to the end that your committee may receive assistance in preparing a better one at a later meeting. FRANR B. WADE, Chairman
Light AUoys May Be Metals of Future. America leads the wodd in the practical development of light, tough alloys for stmchld purposes, Francis C. Frary of New Kensington, Pa., told members of the American Chcmical Sodety. There are only two Light metals, aluminum and magnesium, which seem to face an increasing demand in the future, Mr. Frary said. Other light metals are chiefly used as chemical reagents, but not for alloys. Magnesium-rich alloys are being perfected and their use in aviation and other fields where lightness is the main consideration and cost relatively unimportant, is increasing. Aluminum alloys on the other hand are competing with brass and steel, especially in the transportation field. Sheet, castings, forgings. and structural shapes made of these alloys, have the strength of mild steel and only one-thud its weight, Mr. Frary said, and their use will rapidly increase.4C~6SerrriCe
