G. Knowing what to commit to memory and how lo do it economically. This will aim to show what sort of material should he memorized and what should not, and will include the most common rules for committing to memory economic;illy. H. Knowing hmu to prepare for, and how to toke, emminalions. This instruction should include the time to begin reviewing, the attitude to be assumed when confronted by the examination, the way to organize replies to questions, re-reading papers before suhmitting them.
The author concludes by saying that "Such instruction in methods of Study is needed; it is welcomed by the students; it ought to be done in the secondary schools hut is not and, consequently, the college must assume the responsibility." R. M. P.
THE HIGH-SCHOOL TEACHER AND RESEARCH'.Z On what fields of research can a high-school teacher of chemistry work? Some possible fields are: (a) unapplied chemical research as carried on by science departments in various colleges; (b) applied research in cooperation with some industry; ( c ) research in purely educational fields; (d) research in education applied to teaching of chemistry. A high-school teacher working in unapplied chemical research is competing a t a disadvantage in a field already crowded with college professors and graduate students. Colleges have the needed frequently costly equipment for this work, while the high-school man has meager equipment and hardly dares ask the school to furnish any special apparatus. Too, his papers would probably receive scant attention from the editors of scientific publicatious. Any such work should best be done in cooperation with a college professor whose prestige would insure careful consideration of any papers submitted for publication. In applied chemistry the high-school chemistry teacher would have to work in connection with some industrial plant which would demand the non-publication of results. Too, he has little time to work in a factory laboratory. Outside activities of the school, such as science clubs, helping with athletic events, football coaching, etc., would prevent his regularly working in any factory. Such work would have little in common with his teaching load. But this work would broaden him by exposing him to the industrial viewpoint. Research in purely educational fields, such as testing, leads the teacher from the chemistry fields into administrative work. His scientific viewpoint, however, would make him stand out in contrast:to the "usual run" Rufus D. Reed, Neo-Chenzlo-Ion, 3, 18, 20 (Nov., 1928). %Thisis the second of a series of articles on Research by Dr. Reed. See THIS JOURNAL, 5, 1694 (Dee., 1928) for abstract of first article. 1
of English and history teachers who have entered the administrative and testing fields. One prominent university had five deans who had been trained in their chemistry department. This shows the worth of scientific training. But just now competition is very keen in the fields of purely educational research. The field of research in chemical education is new. The number of college professors who are working in the field are few. In fact few college professors are competent to work in this field. Many college teachers know chemistry and despise pedagogical training or know educational principles and despise a thorough knowledge of chemistry. Research in teaching of chemistry by college chemistry professors is bound to be unpopular so long as college deans say "we keep him (professor) as far as possible from all 'schools of education.' " The high-school chemistry teacher has in many cases as' adequate a subject-matter training in his particular work as the college man has for his work. In addition he has from one-half to one year's training in pedagogy which the college teacher is taught to despise. The high-school teacher needs to do more teaching research than the college teacher because he must meet two requirements: keep his failures down to a minimum to escape criticism by parents, superiors, and the board of education of being too hard and wasting the public's money; and give his pupils an adequate knowledge of subject matter so that they can use it either in routine industrial work or pursue advanced college work with credit to the school. Such research is connected with his subject and therefore does not scatter his efforts to the detriment of his work.
Every school gains renown not only through the scientific achievements of its professors, but also because of the industrial successes of its former students. Schools have been a potent factor in the development of an intellectual Clite, the class rpsponsible for the progress of civilization in any country. . . . The formation of an intellectually superior class should be the dominant preoccupation of any countly that expects to cut a figure in world affairs.
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With these remarks, Professor Henry M. Le Chatelier' prefaces an interesting and rational discussion of the "conditions attendant upon the recruitment of the intellectual 61ite." The intellectuals are placed on three levels: 1. The men of genius, whose fame and influence extend~throughoutthe world for many centuries.
"The Formation of the %iten (trans. by R . E. Oesper), Sci. Mo., 212-24, Sept., 1928.
