Oct.,
-
1920
T H E JOURNAL OF INDUSTRIAL A N D ENGINEERING CHEMISTRY
object, and should be improved or eliminated altogether. On the other hand, more especially in the case of the chemical engineer, I feel that a certain familiarity with the names and with the appliances in common use in the industry would be a distinct advantage, and for this purpose I would have special courses in technology given by men who would make it their business to keep in close touch with modern practice. Surely, it would be possible to take the few chief reactions which underlie the organic chemical industry and talk of these in such a way that both theory and practice would become evident. That is really the kind of technical course which I would endorse. The chemical industries have been asked to aid by opening their laboratories and plants to the student. The problem is no easy one. It should be remembered that the expense, direct and indirect, of having a student in the industry is very considerable; the return is not so evident. The subject must be discussed further before any general policy can be followed; the industries will certainly meet the teaching profession halfway. With regard to the rest of the curriculum, what should be done is to introduce as far as possible those subjects which will round out a man, rather than make him a specialist while yet h e is an undergraduate. Water analysis may be important, but if il. is to be given a t the sacrifice of a good course in English, let the English take the place of the water analysis. The same treatment would apply in the case of a number of those courses which are essential applications of chemical technique, rather than intended to widen the student’s horizon. This brief comment is all that is allowable here. The teaching of research is a very high art, and this subject deserves more encouragement in our universities. The fact is that our emphasis is on the teacher rather than the research man, as it most certainly ought to be, but, a t the same time, this does interfere with the development of research schools. And research schools are of the very first importance to the development of the science-they are places where the student, working with a number of others, becomes filled with the spirit of research. It was the atmosphere of such schools that made \possible the ascendency of Germany in chemical matters. There are men who are much more valuable to the country as leaders of research than as teachers of any subject, and these men should be freed, in so far as possible, from any routine teaching. They will, from very love of their subject, do a great deal of work which is essentially educational. They must, in fact, in order to be leaders of research, but they should not be tied down by any rigid requirements of hours laid down by the directors #of the institution in which they are. Furthermore, I should like to see help given to those men who show real ability as investigators while yet they are young, this help to be given before they lose heart and consent to relinquish their dreams of developing really important new lines of research. Let US try to remove the cause of the disheartening feeling that it is not research quality but quantity which is made the criterion of a man’s ability. If two men apply for a position, the one that can say he has published ten papers is likely to get it, if the other rnan can lay claim to only three. Yet those three papers may show a capacity for thought and originality entirely foreign t o the numerous articles of his competitor. I have thought if they would organize that much might be done by the SOCIETY some body which would have for its purpose the endorsing of particularly good research, and one which would bring meritorious investigations to the attention of the executives of the institution in which they were done. It seems to me that this would work a great betterment in conditions. To be endorsed by the SOCIETY would mean that a man was recognized, and that students would feel if they went to him that they would be in proper hands. At present, the student looking for a
951
research problem usually drifts to the head of the department, a state of affairs which is not one to encourage the younger men unless they are glad to admit that the head of the department is really the best research man there. When all is said and done, I feel that we might well adopt the plan which has been so successful in Germany of having institutions set aside for research alone. These should be supported by states and the industries, but should be under no obligation to do research for any special purpose. Their only restriction should be research within the widest interpretation of the science assigned to them. After the research work is done a t the university, the man enters the industry and becomes of immediate interest to us. Can we not improve our methods for handling these men? I feel that the industries are not yet willing to put the emphasis in their research laboratories on research ability as against executive capacity. Both have their place, but actually the former is more important than the latter. What is done is rather to show appreciation of a man’s research ability by pushing him into an executive position which, because of its routine duties, prevents his further growth and is a direct loss to everyone. Another suggestion that I would make is that in those cases where there are a number of technical research men in a laboratory an effort be made t o consider this as a school, and a mature man chosen to instruct the less mature men, so that they may have something better than their own mistakes to lead them t o improvement. This is an extremely important subject, but in itself‘ would take more time than is available for discussion. All that I have said of research education is far from conveying my feeling of the intense importance of the subject. I think has an excellent opportunity of aiding in this matter the SOCIETY of national interest. I should like to see, as a beginning, a section devoted to educational subjects where teachers and those who use the products turned out by the teachers could meet to discuss their different views and to formulate plans for betterment. I n concluding I should like to have it understood that I am fully cognizant of the difficulties of teaching, of the trials and disappointments of the profession. I do not wish to seem unreasonable when I say that there is room for improvement before our researleh men can be all that they should be. Only by having the finest workers in the field of science can we feel entirely secure of our future among the nations. No effort is too great, nothing too small, if it helps to realize the hope that chemistry may come into its own as the most important of the sciences, as a part of that sum of human knowledge which will do more than all else to make life worth living.
QUALIF1:CATIONS OF ORGANIC CHEMISTS1 By M. L. Crossley CALCOCHEMICAL COMPANY, BOUND BROOK, N . J.
The training of chemists for the organic chemical industry has received considerable attention of late, but it seems to me that their qualifications have not been sufficiently emphasized, A university training is not and should not be considered a sufficient guaranty of the proficiency in chemistry necessary to an understanding and appreciation of the complex prolslems involved in the manufacture of organic chemicals. It is not the function of an educational institution to produce expert professional men, but rather to train men to think and to orientate themselves advantageously in their environment. To qualify as an industrial chemist, a man’s training must be augmented by experience gained in the chemical industry. 1 Read
before the Division of D y e Chemistry
952
T H E J O U R i V A L O F I N D U S T R I A L A N D E N G I N E E R I N G C H E M I S T R Y Vol.
During the past few years it has been found necessary to employ men of limited chemical ability and experience, giving them responsibilities which some were unable to appreciate. From the experiences of the Past few Years we emerge with certain definite convictions concerning the qualifications of chemists for the organic industry. DI%SIRABILITY OF A LIBERAL EDUCATION
The man who best understands the past is the man best prepared to evaluate the present and anticipate the needs of the future. Human progress has been slow and It is unraveled only by a diligent study of difficult. the several mediums of human expression. We must convince the public, for in the final analysis the public determines the curicula of our schools, colleges, and universities, that three essential reforms are needed to-day in our system of education-(a) less specialization in secondary schools and in the first two years of college work; ( b ) more thoroughness in the teaching of the fundamental studies; and (c) a better correlation of studies.
M. L. CROSSLEV
Specialization a t too early a period in one’s training narrows his intellectual horizon and limits his perspective of world problems. By the time the boys get to college to-day, they are chronic mental dyspeptics. They have had much intellectual hash thrown a t them, some of which they have picked up, but very little of which they have retained. The fundamental structure of knowledge, to which they would dovetail the superstructure, is missing. The results are not gratifying. I n the future we must insist on a more thorough training in the fundamental studies, particularly in the secondary schools. The efficiency of our educational system can be enhanced by a better correlation of studies and demonstration of their unity of purpose. The consumer of education’s product is responsible for its quality. A liberal education is the best foundation, in my judgment, for scientific work. It cultivates and disciplines the imagination, and is essential in developing a critical and impartial judgment. I believe i t was K. Pearson who said that “A disciplined imagination has been a t the bottom of all great scientific discoveries.” Observation makes possible an outline of the picture and imagination fills in the details, thus completing it, but the composite product of observation and imagination might be a mirage and must be checked by an impartial judgment.
12,
NO. I O
KNOWLEDGE O F FUNDAMENTALS OF CHEMISTRY ESSENTIAL
A knowledge of the fundamentals of chemistry is absolutely essential. The chemical industry will train their chemists t o do specific work, but it is imperative that the universities supply them with men who have a sound and thorough knowledge of the fundamentals of chemistry and its allied sciences. It is not sufficient that young graduates have a knowledge of chemical facts. They must also be trained in the methods of research and have an appreciation of its value. We should suggest to our colleges and university faculties that the time now given to industrial courses in chemistry can be more advantageously spent in a thorough study of fundamental organic reactions, quantitative analysis, physicochemical principles, and in a study of the relation of chemistry to world progress. The outstanding weakness of the young college graduate is not his lack of knowledge of industrial processes, but rather his inability to apply fundamental principles to a solution of the problems in hand, particularly when this involves any analytical concept. Industrial research must be thorough. All products of a reaction must be identified and quantitatively determined. The main question is not, “Has a reaction taken place,” but “Is it a profitable method of making the product, and what is the mechanism of the reaction?” Can a better method be developed which is simpler and cheaper? An organic chemist must have his powers of observation highly developed. This should be a n essential part of his training. There has been too little attention paid to original and accurate observation on the part of the student. It is only by experimentation under proper guidance that a student gains selfreliance and thus strengthens his powers of initiative. By a too close study of a textbook he learns to rely on authority and neglects his own powers of observation and ability. Initiative is indispensable in an industrial chemist, who is responsible for the creation of processes which must be profitable. Initiative is that dynamic force which is necessary to compel a man to venture beyond the border line of certainty into the unknown and dare to show his individuality. Creative work is impossible without it. Of course the university cannot be expected to create either the powers of observation or initiative in students. These qualities can only be developed. The student must possess them as inheritances. I believe it was Paracelsus who first said that “The power to recognize and value truth cannot be conferred by academic degrees.” The savage was undoubtedly a keen observer, but his interpretations of his observations were not always good for those less savage than he. The university teacher must impart to his students dexterity in experimentation, accuracy, and precision in recording observations, and must cultivate in them art appreciation of the importance of facts. To see and to think are equally important. Facts are the building stones of chemistry. The university must train chemists in the method of grouping and associating facts for retention. Important facts must be memorized and the student must be trained to distinguish quickly relevant from irrelevant facts. Incoherent thinking is usually the result of careless observation and faulty grouping of facts. A chemist must be capable of reading foreign languages-at least German and French-and must have a thorough appreciation of the value of chemical literature. He must be trained to abstract scientific information from the technical journals ; to arrange his information systematically in an orderly report; to make a critical study of i t ; to interpret its meaning, and to apply the results either in shaping the course of research or in interpreting experimental results. No intelligent research can be conducted on any problem until the investigator is familiar with all the work previously done by other investigators on the same or allied subjects. CHARACTER AN INDISPENSABLE QUALIFICATION
Character
is one of
the
most essential
qualifications
.
Cfct.,
T I f A JOC:KLV.“.lL U P I.VULiS?‘KIAL
1g20
oi a chemist. Honevrr much chemistry a man knows, if he is dishonest, particularly in his thinking, selfish, jealous, untmthiul, immoral, lacking in ambition and place in othcr essential attributes of character, he will
erout wn
. I N D E X G I N E E R I A V G CHBEMISTRY
953
GRADING RASED UPON EXPERIENCE DBSIRABLB
The industries must grade chemists in accordance with their experience. Men who have had the required training and who mmt the other qualifi hould he appointed first as junior chemists to serve a t years before being promoted to the grade of assistant , and at least three years’ experieiice should be requir otion to the grade of chemist.
omething and should not be
young chemist does not ever consider and when failure comes he is taken b man in an organization is he who recog and in at I n s t on on guard against
as well as a n
B
similar occur~ence,whi
amllavit of the
a
rapher t y p e of booth attendant, all t o o mistakenly prevalent in t h e past, was replaced b y technically trained representatives of t h e exhibiting organizations, t h e result necessarily being an improved standard of “dope,” t o which in t u r n appreciative visitors listened with earnest attention. “The Show” is certainly a great educator. T h e auditorium on t h e fourth floor was filled not only during t h e attractive “movies” depicting t h e intricacies of chemical industries, h u t also during t h e delivery of addresses at t h e symposiums on timely topics. Evidently t h e spoken word firmly holds its place in t h e Exposition program, despite t h e noise of nearby machinery in operation a n d t h e temptation t o mingle with t h e crowd in t h e inspection of exhibits. P U B L I C EDUCATION
lf we were asked “ W h a t is t h e most striking outcome of the Sixth Exposition?” we would unhesitatingly answer-the education of the public on t h e subject of t h e intimate relation between dyes, synthetic medicinals, explosives, and toxic gases. There were a
moos^^ SRUWINO R&LATZVNSXIP BBPWYBBND V KA N~D Exr%osivss
Mrs R E Rose, Dr. H. A . Lubs, Mr. E W. Pierce, and Dr. West explained this relationship b y means of formula models of t h e variety exhibited formerly only on t h e lecture tables of organic chemistry. It was a daring conception, a n d had we been asked to play t h e role of prophet, we w o d d have predicted f a i l u r e
A N D ENGI.1'EEKZNG C H E M I S T R Y Vol
I U E J O U R N A L 01' I . \ D U J I K I . l L
12,
NQ
IC
PL"SI"B5
lintion ihown hy the Fuel l'rodii(t% Corporation \ALDKAI
KfSOVK
.iucustomed thoughts of Florid.& a b t h e home', lot (itrus fruits and early truck garden? were displacedjat
I
. ..
t Hiahbrow that t h e E V
hem
r
'l'itanium and zirconium ores are now h n g gathered in large quantities and of hixli purity from t h e sands of t h e East Coast
ten years ago during a iourney of chemists t I'ra&sco geetinx .clo iccognizable In the number of exhi :'a$ masks It i \ very clear industrial need has heon filled i n the 1 0 2 0 rliiplny \lachine C o , e x h pi mther a new dc\e!opment or a n imp tppardtu, ihoit n a t former Expoiition
ecame an tional embi is choice of p
mefelt
of
erican
T
ade application of the
Iiooth admitte made in Ger
Industries h erzog, who in 1918 in his hook on "The I.'utitrc of German Industrial Exports" wrote:
956
T E E J O U R N A L OF I N D U S T R I A L A N D E N G l N E E R l N G C H E M I S T R Y Vol.
[’Phi% ehtiact 15 tdhcn f r o m t h e i \ i < l e l y tmiislation of the book When t h e a t t c n t i management n,is cnlled t o tlic display it was a t once ordcied remo>eil T i m a bein? 4iown in t h c booth of another exhihilor hitliout t h e pcriiiisrion of the
I
nianagcmcirl PL 1
i’OLI
1 h i r m i i d e l i t led to t h e fnrmation of n d f u t u r e policy at t h c a n n u d dinner g n e n by the inaiiagerp t o t h c Aldii$oiv Commiitrc on t h e last night
12.
No. I O
only t h e first t w o floors of the G r m d Ccntrai Palace, while t h e two nest 1;irEcst armories in the city contained less square fect for exhihition piisposes t h a n t h e main floor of t h e IWace. “On v i t h the Show!’’ It niulating effect upon t h e Amci-icnn chemical industry incrcases y e a r l y n,liile its valiie :is :L public educator is inesliinahlc.
OPERING ADDRESS By Chas. H. Herty
can origin wili be permittrd i n t h e f special authorization of t h e manage
floorcrs” will no lo mho have had t o be out thi.; new buildi be ahnndonecl or a great many exhihitors e\ciudeil, for it Anxrrica TIUSIS clearly iiidicatire of a convlctlon on tile Part \,as found t h a t M‘tilimn Square Garden with all of its of the people of thtse countries that instead of looking to Gerbalconies t h e restaurant, etc , equaled i n i u r f x e arc& many m m the past, they m u t now look t o America for the prod-
