KGCommGnciciTions JVICICIG TOT Changes in Science Teaching C. H . S C R U M , ACS Representative
on Committee on the Teaching of Science and Mathematics
Seventeen scientific and educational organizations cooperating with the American Association for the Advancement of Science have outlined recommendations and plans for improving effectiveness and quality of teaching science and mathematics I N 1941 a group of science teachers led by K.. Lark-Horovitz, enthusiastically supported by President Emeritus E. C. Elliott of Purdue University, and financed by a $3,000 grant from the Carnegie Foundation for the Advancement of Teaching, set up a joint committee "to work on educational problems the solution of which can be attained better by cooperative action than by any single scientific group v )rking alone." The organizing group, which became known as the Cooperative Committee on Science Teaching, consisted of American Association of Physics Teachers, represented by K. Lark-Horovitz of Purdue University and Glen W. Warner of Wilson Junior College; the AMERICAN C H E M I C A L SOCIETY, represented by B. S.
more practical and realistic science curriculum could not be solved in the short period of three years covered by the original Carnegie Foundation grant. In spite of the increased pressure of teaching and research resulting from the imminence and actuality of war, the committee brought out in October 194*2 a preliminary report on the preparation of high school science teachers ( 2 ) , in February 1943, a report on high school science and mathematics in relation to the manpower problem ( 2 ) , and in June 1944, a report on science and mathematics in educational programs for returning service men. Nevertheless, in late 1944 it found itself with much unfinished business, an enthusiasm for continued existence born of a taste of the problems at hand, but with no visible means of support. At that moment an appeal was made to the American Association for the Advancement of Science. From this appeal the present AAAS Cooperative Committee on the Teaching of Science and Mathematics arose in March 1945.
Hopkins of the University of Illinois and Martin V. McGill of Lorain (Ohio) High School; the Mathematical Association of America, represented by A. A. Bennett of Brown University and Raleigh Schorling of the University of Michigan; the National Association for Research in Science Teaching, represented by G. P. Cahoon of Ohio State University and Robert J. Havighurst of the University of Chicago; and the Union of Biological Societies, represented by Oscar Riddle of the Carnegie Station for Experimental Evolution and Walter F. Loehwing of the State University of Iowa. Although the committee members were, with one exception, college and university teachers, their immediate concern was the problem of how to provide more effective college training for prospective secondary school science teachers. The early objectives of the committee are represented by the following four-point study which it sought to carry out: ( 1 ) licensing or certification of secondary school science teachers; ( 2 ) college training of prospective science teachers; ( 3 ) exploratory studies of the secondary school science curriculum; and ( 4 ) curriculum projects in the state of Indiana.
SORUM, University of Wisconsin) American Institute of Physics (K. LARKHOROVITZ, Purdue University) American Nature Stndy Group1 American Society of Zoologists ( L . V. D O M M , University of Chicago) Botanical Society of America ( G L E N N W. BLAYDES, Ohio State University) Central Association of Science and Mathe-
The AAAS Cooperative Committee
Cleveland Board of Education) Division of Chemical Education of the
Needless to say the problem of getting better trained secondary school science teachers, better science teaching, and a
RENCE L. QUILL, Michigan State College) Executive Committee of the AAAS ( E . C. STAKMAN, University of Minnesota)
V O L U M E
2 8,
The Committee Membership From its original nucleus of five scientific and teaching societies, the committee membership has gradually increased until today it includes the following organizations, each represented as noted: American Association of Physics Teachers (K. LARK-HOROVITZ, Purdue University;
Ind.)
GLEN
VV. WARNER,
Lakeville,
American Astronomical Society C. HUFFER, Beloit College)
( RALPH
AMERICAN
(C.
CHEMICAL
matics Teachers AMERICAN
N O . 48 - N O V E M B E R
SOCIETY
(ARTHUR
CHEMICAL
2 7.
1os 0
O.
SOCIETY
H.
BAKER,
Geological Society of America 1 Mathematical Association of America 1 National Association of Biology Teachers (PREVO
L.
WHITAXER,
Indiana
Uni-
versity ) National Association for Research in Science
Teaching
(GEORGE
MALLINSON,
Western Michigan College of Education) National Council of Teachers of Mathematics (J. R. MAYOR, University of Wisconsin) National Science Teachers Association ( MORRIS MEISTER, Bronx High School of Science) Section Q. Education, AAAS ( B . L. DODDS, Purdue University) U. S. Office of Education (BERNARD B. WATSON, U. S. Office of Education) Chairman (K. LARK-HOROVITZ, Purdue University) Secretary (R. W . LEFLER, Purdue University ) 1
New representative not yet named.
Representation The number of organizations represented on the committee is governed b y the following considerations: ( 1 ) that all fields of science and mathematics shall be represented, ( 2 ) that the number of representatives in a given science area shall not exceed three, and ( S ) that the total membership shall not be so large that the committee becomes unwieldy. The representatives are selected by the parent society in whatever manner each chooses and for whatever length of term each chooses. It is expected that "the term shall be long enough to ensure a fair degree of continuity of membership." Meetings Two regular meetings of the committee are held each year. One of these is strictly a business meeting, devoted exclusively to the work of t h e committee. The other is a combined business and scientific meeting at which the committee joins other scientific or educational groups in a forum or other joint effort. In addition, one or two special business meetings are called each year.
(LAU-
Committee Finances The committee has no funds upon which to draw for support of its activities. 4165
Expenses incurred by a representative while attending meetings are borne by t h e parent society. T h e services of the secretary, R. W. Lefler, are made available through the generous cooperation of President F. L. Hovde of Purdue University and C. \V. Beese, director of the division of technical extension of P u r d u e University. Distribution of reports, minutes of meetings, summaries, etc., have been made possible largely through t h e cooperation of P u r d u e University. W h e n t h e committee has engaged in special projects requiring money for research or publication such funds have been provided by interested sources. T h e Aims, Objectives, a n d Functions of the Committee With its reorganization in March 1945 t h e committee became an agency of t h e American Association for the Advancement of Science. As such it b e c a m e t h e medium wherein all branches of science a n d mathematics could coordinate their interest in education. To its original fourpoint program, already referred to, were a d d e d the objectives of ( a ) "bringing t h e Association and its work to t h e attention of science teachers," ( b ) "helping to arr a n g e public meetings at the time of t h e AAAS meetings, designed to draw a large attendance of teachers from t h e area in w h i c h the meeting is held, thereby helping the Association to make a n appeal to teachers," ( c ) "providing a forum in which representatives of scientific societies could state the views of their own groups and learn about the views of other groups," ( d ) "serving its parent organization as a clearinghouse for information and as a source of stimulation with reference to science education." Stated briefly t h e one big objective of the committee is to do whatever it can to increase t h e quality and effectiveness of teaching in science a n d mathematics. nmUng of H i g h School Science An»«HB3themarics Teachers T h e first fruit of the efforts of the reorganized committee was a report, "The Preparation of H i g h School Science a n d Mathematics Teachers ( 3 ) , " which appeared in F e b r u a r y 1946. This report offered the following concrete proposals relative to the training of high school science and mathematics teachers: ( 1) A policy of certification in closely related subjects within t h e broad area of the sciences a n d mathematics should be established a n d p u t into practice. ( 2 ) Approximately one half of the prospective teacher's college program should b e devoted to courses in the sciences. ( 3) Certificat 3S to teach eeneral science at the 7th, 8th, or 9th grade level should be granted on t h e basis of not less than 42 semester houri> of college courses in the subjects covered in general science. ( 4 ) Colleges a n d certification authorities should work toward a five-year program for the preparation of high school teachers. ( 5 ) Curriculum improvements in the 4166
small high school should go h a n d in h a n d with improvement in teacher preparation. These proposals set a very high level of requireroent for science teacher training. It is gratifying to note that colleges a n d normal schools in all sections of t h e country are patterning their requirements in t h e direction of these proposals. Forums I n line with objective ( c ) listed above the committee conducted, in December 1946, a forum on t h e subject "Problems of the Science Teacher." A forum has b e e n conducted each year since then—in December 1947 on " T h e Effectiveness of Science Teaching," in November 1948 on "Problems of Science and Mathematics in General Education," and in D e c e m b e r 1949 o n "Trends in Modern Science," ' T h e Program of Science in General E d u cation" a n d "The Improvement of Science Teaching at the College Level." I n 1 9 4 6 the committee collaborated w i t h the National Science Teachers Association in a report on science course cont e n t and teaching apparatus used in U. S. h i g h schools and colleges. Copies of this report 'were submitted to the ministers of education of the devastated countries of t h e United Nations. T h e Report of the President's Scientific Research Board In late 1946 the committee was asked by the President's Scientific Research Board to make a detailed study of t h e effectiveness of our schools in the training of scientists. T h e results of this study a r e summarized on pages 4 7 - 1 4 9 of Volu m e IV of Manpower for Research which w a s published by t h e U. S. Government Printing Office on Oct. 11, 1947. This report "gives a picture of t h e present status of science teaching from t h e elementary school through college graduate work, indicates some of its major limitations, suggests possible ways for correcti n g these and presents recommendations for improvement and for a long r a n g e program to increase t h e effectiveness of science teaching in t h e United States." Based upon the premise t h a t in the present scientific age there is need to ensure enough competent scientists, as well as a n understanding and support on t h e p a r t of the general public of t h e need and role of scientists, "the report is concerned with t h e creation of not only a corps of effective research scientists b u t also discerning science educators." Problems of Science T e a c h i n g The report summarizes t h e limitations and problems in our present program of science teaching as follows: 1. T h e teaching of mathematics a n d science in the elementary school, w h i l e usually following courses of study a n d textbooks, introduces too frequently t h e concepts of science and mathematics w i t h out a n y definite plan or sequence directed toward an integrated program extending C H E M I C A L
from grade to grade in t h e schooL Even in cases w h e r e t h e program has been effectively p l a n n e d t h e teachers often lack a conscious awareness of t h e goals a n d t h e procedures necessary to achieve them. 2. G r a d e placement of concepts a n d ideas is p r o m p t e d by tradition a n d teachers' preferences, rather t h a n b y any systematic selection. T h e sporadic efforts to introduce scientific procedures have not m e t with marked success nor is there general understanding a m o n g teachers of t h e difficulties involved in the introduction of symbols a n d t h e translation of symbolic meaning into everyday language. 3 . W h i l e t h e majority of our youth is exposed to general science a n d life science in some form, only a small fraction is encouraged to study physical science. High school graduates m a y have little or no education in t h e physical sciences—the basis of our engineering technology. Even t h e minority which goes on to college may g r a d u a t e and yet remain scientifically illiterate—so i n a d e q u a t e is t h e science r e quirement for the general student. O n t h e other h a n d the science specialist m a y go through college without becoming aware of the social implications of science4. Only a fraction of our total college enrollment will choose science and m a t h e matics as a career, a n d a still smaller fraction will go on with graduate work. T e c h niques for guiding students into currk-ula on the basis of identification of scientifically able students are not used adequately. T h u s potential scientists are lost d u e t o lack of encouragement and guidance. 5. G r a d u a t e students d o not h a v e enough time for professional improvement a n d cultural pursuits outside of their plan of study. Too frequently a d v a n c e d degrees are granted in a narrow field of research, thus p r o d u c i n g technicians in a very special field of science rather t h a n scientists. 6. At present ( 1 9 4 7 ) , staff a n d plant expansion cannot k e e p p a c e with She tremendous increase in s t u d e n t enrollment, t h u s diminishing seriously t h e effectiveness of science teaching in t h e institutions of higher learning. As a solution to these problemis t h e report r e c o m m e n d s 1. T h a t w e gear t h e financial support of public education to our economy. I t is not sensible for us to pay w i t h o u t m u c h complaint nearly 59c of our n a tional income for education in times of depression, a n d t h e n recklessly allow o u r schools to deteriorate by spending only 1.69c of our income in prosperous times. Unless compensation and working conditions are improved in a high percentage of our school systems, it will h e impossible to attract a n d ^&ep an a d e q u a t e n u m b e r of science teachers a t all levels of science instruction. It is accordingly p r o posed that legislation relating to fmanrial s u p p o r t of vocational a n d technical e d u cation b e a m e n d e d a n d future legislation b e formulated to include provisions for t h e teaching of t h e basic sciences a n d mathematics. AND
ENGINEERING
NEWS
2. Every national scientific organization should make a special effort to make the public aware of the facts regarding teacher shortage. The journals and magazines in recent months have provided evidence that can be used to convince any citizen who is concerned about the welfare of our people. In addition to higher salary, the working conditions of teachers must be improved. •*>. Institutions engaged in the education of teachers for elementary and secondary- schools should provide stronger programs. They need to a. Design a curriculum that is appropriate for such teachers. b. Provide training in broad areas rather than specialization in one field. c. Offer a course of professionalized subject matter that will give special attention to the organization and enrichment of subject matter. 4. Higher institutions, as well as public school systems,, should provide strong inservice programs for teachers. Supervision should be in adequate amounts and of the type that the competent teacher wants. It should focus on teacher growth. It is as badly needed in the typical college and university as in the senior high schooL We need: a. Workshops, maintained through grantsin-aid providing for teacher subsistence, b. Provision of science and mathematics counselors throughout the country, in each of the fields of mathematics, life science, and physical science. 5. Establish federal, state, and local full subsistence scholarships for students with a high degree of scientific talent as a substantial step toward a general program to encourage able youth in all fields to become educated to the limits of their abihty. Temporarily the general plan could be regarded as a modification of the corresponding portion of the so-called Gl BEH of Rights, applied to high school graduates of exceptional ability and promise. Pending the development of more permanent methods of screening, scholastic records^ supplemented by comprehensive and standardized tests for evaluation of aptitude and scholarship, could be made the bsisis of selection. 6. Establish an adequate number of postdoctoral fellowships to supplement fellowship grants by universities and other organizations. Their purpose would be: a. To utilize the ability of young scientists who have just finished the Ph.D. and are eager to continue with basic research problems. These fellowships should extend over 2 or 3 terms to enable the completion of a sound research program. b. To give oldei scientists, who frequently have too many routine duties in thenregular jobs, the opportunity to refresh their scientific spirit and to study new methods of science education and research in new environments. 7. Sponsor a comprehensive investigation: VOLUME
2 8, N O .
a. To determine the concepts and principles of science and mathematics essential to an adequate program of general education. b. To secure experimental data t o aid teachers in planning an effective grade and age placement for the teadiing of these concepts. 8. Sponsor a comprehensive study of systems of earl}- identification and guidance of science talent at all school levels. 9. Last, but certainly not least, there should be created a National Cominission on the Teaching of Science and Mathematics. This commission should have the pf sonnel and financial support to enable it ro conduct the essential studies referred to in the above recommendations. The Implementation Program To appraise existing conditions and make recommendations for the correction of limitations and shortcomings is one thing. To see that action is taken on these recommendations is quite another matter. Constituted as it is, with no funds, and with a membership of individuals all of whom have other full time jobs the committee is not in a position to do much more than advise, urge, exhort, and recommend. All this it has done and is doing. It recognizes, however, that specific implementation suggestions are needed, and to that end, it is at present in the act of formalizing its various ideas into a detailed list. Until that formal list of suggestions appears the various implementation procedures that have been suggested may be enumerated. 1. Creation of a National Commission on the Teaching of Science and Mathematics. The individual teacher can plan what he feels is an inspired course in general science; a section of a state education association can work out an integrated sequence of science offerings for the 4th, 5th, and 6th grades; a state education association can establish a course of study in chemistry for its high school; and a university chemistry department can collaborate with the school of education in the formulation of a program for the training of high school chemistry teachers, but it will take an organization of national scope, with the full-time services of qualified individuals, to work out the complete answers to all the questions that the committee's report has raised. 2. Closer cooperation between the committee and the U. S. Office of Education. The first step in this direction was taken in 1949 when Bernard B. "Watson became a member of the committee as the representative of the U. S. Office of Education. At a joint meeting of the committee and representatives from the Office of Education in December 1949 a positive move in the direction of close cooperation was initiated in the form of a resolution: . . . that the relationship between the AAAS Cooperative Committee on Science and Mathematics Teaching and the U. S.
48.NOVEMBER
2 7,
1950
Office of Education be strengthened through the mutual exchange of information and advice between the Office of Education and the members of the Cooperative Committee on (1) science in general education at all levels (2) the early identification of talented youth and its proper encouragement at precollege levels (3) the training of science and mathematics teachers and (4) the problems of adult education in science and mathematics. This cooperative relationship to be developed through the liaison previously established in the appointment of Bernard Watson and to be implemented, if possible, through at least one joint meeting each year between the Cooperative Committee and the Interdivisional Committee on the Natural Sciences of the Office for the review and evaluation of activities of both groups, discussion of problems of mutual interest, and the cooperative planning of future projects. 3. Colleges and universities are being urged to assist in the following ways. a. A committee on teacher education should be established in each training institution in a way that will insure adequate representation of the department of education and of the subject matter departments. The courses required for the general education of teachers, and the certification program of the state should be discussed not only by educators but also by subject matter specialists so that the curriculum of the prospective high school teacher will have the necessary requirements for competency in the field of specialization and the cognate fields in which the teacher is likely to be employed. b. Community and state groups, such as the PTA, the League of Women Voters, the service clubs, and similar organizations, should be approached and consulted to stiess the importance of science education for the citizen, and particularly the adequate preparation of the high school teacher, based on adequate certification laws. A word of caution is perhaps in order at this point. The scientist who talks to the PTA and other civic groups should make clear at the outset that no one is trying to capture a larger fraction of the school day for science and mathematics. Rather, we are urging that the public give careful attention to the importance of science in the curriculum, not for the sake of science, but for the welfare of society. Obviously, a scientist working alone in a community will not, in general, be able to do all that needs to be done. However, he can canvass the staff in the various departments as to their interest in the program of science teaching and select from the various science departments men and women who are interested, and who can stimulate discussion and the formulation of recommendations by the local and state groups relating to the training and the certification of teachers. c. Where feasible, the* preparation for practice teaching by the prospective teacher should be cooperatively planned and supervised by the department of education, and the subject matter department. Some subject matter departments provide professionalized subject matter courses whioh seek to give the prospective teacher adequate technique for laboratory and lecture-demonstration, competence in guiding a field trip, and acquaintance with up-to-date curriculums in science. 4167
d. "Workshops during the summer vacation have proved useful, but their value is limited because most of the teachers cannot afford to go to a summer workshop. It is therefore recommended that subject matter departments, together with education departments, develop workshop-like situations and facilities during the school year so that the teacher within driving range of the campus can reach the library and the laboratory where he can obtain up-to-date information and guidance. e. It is a widespread conviction that the traditional program for the master's degree, desirable as it may be for the future scientist, is not as good as it should be for the science teacher in the lower grades. It might be well for the scientist interested in science education to meet with a group representing professional education and science and evaluate the existing program for the master's degree in terms of the needs of science teachers. 4. In order to strengthen the certification program in the various states, it is suggested that scientific groups such as the AAPT, ACS, and the state academies and other groups interested in science education collaborate with the state department and particularly with the departments of education in the various colleges and universities charged with teacher training. 5. A state department of education may establish a counseling service in cooperation with a training institution. The counseling service established by the Indiana Department of Education in cooperation with Purdue University, whereby Purdue University provides a part-time counselor in science education and one in mathematics for the high schools of Indiana, is cited as an excellent illustration. The visiting counselor who is properly trained in subject matter, in laboratory procedure, in curriculum construction, and in teaching procedures can be of invaluable aid to the high school teacher of science. It is not necessary that this person be connected with a university. A great many of the young industrial scientists will find an outlet for their energies and their interests in teaching activities in helping the high school laboratory to become better organized and better equipped. The counselor may help organizations in the state to provide workshops, conferences, exhibits, and demonstrations as a part of a continuous inservice program for teachers at various centers in the state. No higher institution should attempt to provide an unlimited amount of state services without special personnel adequately trained for the job, with a genuine interest in providing state services, and a thorough understanding of the problems of science education in the lower schools. Moreover, time devoted to state services should be taken into account when the teaching load on the campus is determined. N o scientist should undertake state services with the mistaken idea that his specialization provides him with all the answers to the perplexing problems of curriculum and method in the lower schools. He must approach his work out in the state with a humble spirit and with
4168
the disposition to work cooperatively with the local teacher of science. 6. The prospective teacher of science should be trained in the use of homemade, low-cost equipment. The teacher in service should become acquainted with the methods which can be used to bring about actual laboratory teaching. For this purpose the teachers' workshop at Purdue University has developed special experimental laboratory tables which contain home-made equipment which can be used in all the science classrooms of a school, and in this way make it possible for even schools with a small budget to teach elementary science so as to include an adequate number of experiments. A blueprint with a description of this equip ment is available upon request from the teachers' workshop at Purdue University physics department. 7. The local teacher of science needs to become acquainted with the services which are available in the so-called "Things of Science" by Science Service, with the science packets distributed by the NSTA, and with the free and lowcost equipment which is available from many industrial concerns. Such a service has been set up in the teachers' workshop at Purdue University and materials can be obtained from there, from headquarters of Science Service, and from the NSTA. 8. It is urged that men in the scientific profession—whether it be medicine, agriculture, engineering, or industrial chemistry—insist that in their communities science be taught as a laboratory science. 9. Perhaps no one can be more effective than the scientist who is willing to give a reasonable amount of his time to implement such recommendations as he is disposed to support. Probably the place to begin is at the local level. He can, for example, start doing his part to improve the curriculum for prospective teachers on his own campus. As a next step he can move to a state level and cooperate with various groups that seek to improve science teaching, not only on issues that relate to certification, but also on projects relating to curriculum planning, teaching techniques, and the like. Finally, he may wish to gear his thinking and efforts to some committee on science education, as for example, one that may be sponsored by a national organization to which he belongs. 10. The press, the radio and the screen should be urged to expand the excellent service that they now render in bringing science before the general public. The screen, in particular, should be urged to show more of the many fascinating, authentic science shorts, both real and animated, which are now available, and to prepare additional shorts on a variety of scientific subjects. In reviewing the above list of implementation suggestions one may well remark that not one of them answers, definitely, the question "What shall we teach, how shall we teach it, when shall we teach it, and to whom shall w e teach
CHEMICAL
it?" T o anyone w h o has followed the trend in elementary and secondary school education over the past 3 0 years the reason for lack of definite answers to the above question is quite understandable. Elementary and secondary school education, particularly the latter, have changed a great deal in the past 3 0 years, and the change is still going on. Where, formerly, high schools were interested, primarily, in a curriculum which would prepare the graduate for college entrance, their major concern, now, is to give their students that kind of training which will enable them to lead a full and useful life, whether or not they go on to college. High school principals insist, and correctly so, that they are not trying to prepare students for college entrance. The largest percentage of high school graduates never go on to college; for them high school is a terminal course. High school principals are concerned about the few w h o go to college; but they are more concerned about the large number who will receive no more formal education beyond high school. Because this latter group is in the majority, and because most high schools in the United States are too small to provide two high school courses, one for the few precollege students, and one for the large noncollege group, the trend is toward a curriculum which will provide every boy and girl, regardless of his future plans, with a good foundation for happy and useful living. No one seems quite sure what this ideal curriculum should include. The "what, how, when and to whom?" is what everyone interested in education is trying to find. The 1950 high school curriculum is patterned in the direction of a more general type of education, with more emphasis o n social values, good citizenship, a broader understanding of the many practical aspects of day-by-day living, a better appreciation of the role of nature, science, the arts, the crafts, more vocational training. There is less geometry and algebra, more agriculture and home economics; less physics and chemistry, more general science; less Latin and French, more sociology and civics. So that there may be no misunderstanding let me hasten to say that I do not for one moment feel that the 1950 high school curriculum is bad; it is all to the good. Education at its best should prepare one for a fuller, richer life; and a high school course that will prepare a boy to live a richer life as a carpenter, a clerk, or a gas-station operator can, just as well, prepare him to have a richer life as a college student. As a college student he may not have had as much mathematics, or Latin, or chemistry as his 1930 brother, but what he lacks in these areas he makes up for in other areas. And who knows but what the values that he has gained from these "other areas" may not in fact help make him a better trained college graduate. The important thing is that colleges and universities know what going o n and are prepared to carry on, smoothly, where the high school left off.
AND
ENGINEERING
NEWS
General Education in Colleges and Universities That means that one cannot be concerned about elementary a n d secondary school science teaching without also being interested in what is going on at the college level. Naturally, there are a great many aspects of science teaching at the college level that might be of interest to any committee affiliated with the AAAS. The cooperative committee was particularly interested in the sprea_d of the college courses in general education, and by vote of a large majority of its members, undertook the sponsorship, in late 1948, of a study by R. A. Bullington of Northwestern Universitv of "The EPresent Status of Science Teaching in General Education in the Colleges and Universities. On the basis of information gathered from 720 different colleges and uni. versitiei Dr. Bullington concludes that ( ^ ) : General education science is rapidly occupying a position of importance in college curricula. It is growing in prevalence, popularity, and respectability. Ambitious young science teache-zrs can expect to look to this field for a carreer that will offer the same rewards a s a teaching career in one of the separate sciences. In this relatively new area of science teaching there is a tremendous challenge to teachers to perfect their -lechniques in presenting science to the nonscientist. On all sides the challenge is "being met by teachers who are improving old procedures and experimenting wi-ih new ones. From their efforts are coming methods that will be of value in all tyjpes of science courses. General education science is firmly established and widely accepted. W e can confidently expect that in the near future there will be an even greater- extension of the courses in American institutions of higher education. In this s-cientific age, we can look forward to an* increase of literacy in science that will benefit both the individual and societv and smooth the path for the progress of science. At the suggestion of the Cooperative Committee the American Comncil o n Education is now collaborating -with 18 colleges and universities in a n effort to evaluate the role of science in, and the contribution of science to, the general education course. Plans for the Future As has already been indicated t h e committee, in cooperation with the U. S. Office of Education, is starting work on the following projects. 1. Science in general education at all levels. 2. The early identification of talented youth and its proper encouiragement at precollege levels. 3. A reappraisal of earlier recommendations pertaining to the training of science and mathematics teachers. 4. Adult education in science and mathematics. Literature Cited 1. School Science and hJathematics, October 1942. p p . 6 3 6 - 5 0 . 2. Ibid., February 1943. p^>. 127-57. 3. Ibid., February 1946, prp. 107-18. 4. Bullington, R. A., Ph-D. Thesis, Northwestern University, 194£>.
VOLUME
2 8, N O .
The Cover . . .
Nobel A w a r d Reaffirms Kinship Of Chemistry a n d Medicine Chemical researchers and medical men are joining forces and are making outstanding contributions to medicine . . .
X HE key position of chemistry in present-day medicine has been amply demonstrated by the recent award of Nobel Prizes in Medicine. Three times during the past four years, top medical honors have gone to members of the chemical profession. It was 1947 when American biochemists Gerty and Carl Cori received the Nobel Prize in Medicine for their study of the catalytic metabolism of glycogen. The following year, Paul Mueller, Swiss research chemist, was awarded the same distinction for his discovery of the insectkilling powers of D D T , vital weapon in the control of malaria and typhoid fever. Now in 1950, chemists have once again received international science's highest accolade. To Swiss chemist Tadeus Reichstein and to the Mayo Clinic team of biochemist Edward C. Kendall and physician Philip S. Hench goes the 1950 Nobel Prize in Medicine. The citation reads: "For their discoveries regarding the hormones of the adrenal cortex, their structure, and biological effect." As they receive their full-dress honors in Stockholm on Dec. 10, Drs. Reichstein, Kendall, and Hench may well look back across the years of scientific accomplishment that have earned for them this latest burst of world acclaim.
Reichstei:i spent many years in teaching organic and plnsiological chemistry in Zurich. In 1938 he was called to the University of Basel, where he assumed the chairmanship of the department of pharmacy and the pharmaceutical institute. Eight years later, he was appointed head of the organic division, a position which he maintains today. Even if Reichstein had never touched his hand to a test tube, he could still claim spectacular achievements. An avid mountain climber, he has scaled some of Switzerland's most treacherous peaks. In fact, several Alpine paths have already been named in his honor. Moreover, Reichstein is an accomplished skier, a devoted gardener (exotic African plants are a specialty), and a swimmer of no mean repute. Said one friend: "On a sultry summer's day, you're quite apt to find him, face upward, floating serenely dowD the Rhine." His stand-out biochemical achievements have extended across two decades. During those years, hundreds of technical papers have poured from his laboratory. Sugar chemistry alone has been the subject of over a hundred papers. Multitudes of bright young men, both foreign and Swiss, have flocked to his work bench to learn their science from a master. Commented Fragrant Research one observer: "Reichstein possesses that Like many another distinguished foreign rare, quasi-magic touch whose intervenscientist, Tadeus Reichstein is little known tion makes stubborn reactions g o and unto the general public in America. Born in willing liquids crystallize." In 1933, Reichstein developed a process Poland on July 20, 1897, Reichstein, together with his family, moved to Switzer- for synthesizing vitamin C from sorbitol, a procedure which today has wide commerland in 1906. Educated in Zurich, he received a bachelor degree in chemical engi- cial application. Later, during four whirlneering from the Eidgenossische Tech- wind years of intensive research, he and associates isolated and identified no less nische Hochschule, Swiss counterpart of MIT. In 1922, this degree was followed than 28 crystalline hormones from the by a doctorate in organic chemistry. adrenal cortex—among them cortisone. Reichstein's investigation of the adrenal Among his firsx. explorations was a study of the aromatic ingredients of roasted hormones fired his interest in cardiac glyeoEeey SL savory project which he completed cosides and aglycones, about which he has under Ruzicka in 1931. Many efforts had already written over 6 0 papers. previously been made by others to perLast year Reichstein organized a Swiss fect a soluble coffee extract. However, no mission to Africa in search of plants which great strides were noted until Reichstein might supply starting materials for horbrought out his process which today is the mone synthesis. For instance, it had prebasis for the manufacture of Nescafe. viously been found that the seeds of a
4 8» N O V E M B E R
2 7, 1 9 5 0
4169
