THE TEACHING OF CHEMISTRY IN A DEMOCRACY* V. R. K O K A T 26 N ~VAN , CORTLAND PLACE, ARLINGTON, NEWJERSEY
It would appear somewhat ridiculous to speak of diierent types of education according t o different geographical and political associations. But the fact is that education in a democracy is of necessity quite different from that of other countries. Primarily all education is based on caste or class system, that is, on the purposive selection of the student body. Such selection is not feasible in a democracy where education is looked upon as the birthright of every man. It is necessary, therefore, that education in a democracy be based on a method other than selection. The aim of education, admittedly, is not only the accumulation of facts and experiences, but of a knowledge of how to apply them as well to the specific problem a t hand. The well-educated man is not one who remembers or stores up many facts and experiences, but one who knows how to apply his experiences to his own problems. In other words, one with the best common sense is the best educated. So, to be chemically educated is to have a goodly amount of chemical sense. Thus, the problem of chemical education in a democracy reduces itself to instilling this chemical sense in the student body. The underlying explanation of the possession of such common sense or chemical sense is to be found in the ability to see the factor common between accumulated experiences and arising situations. If a student is repeatedly shown the common factors between a known and a new experience, he begins instinctively t o see such commonness in problems confronting him later in life. Given similar experience and similar facts, the mind reacts in a definite way. The apparent difference in reaction is due merely t o inability t o sense the analogy between the old and the new. Since selection of the student body in a democracy is undesirable and yet some levelling of the student experiences is essential, a knowledge of how to classify student types is necessary. Unless a teacher knows the earmarks of these types, it will be difficult for him t o arrive a t the common denominator of his student body from which as a basis he can point out the familiar aspects in the new problems he presents. Students can be divided into: (a) general memory type, (b) auditory memory type, (6) visual memory type, (d) reasoning type. Teaching in a democracy should contain elements to satisfy all the types of students. It should be pliable enough t o change according t o the reactions shown by the students. The failure to reach all types * Paper presented before the Division of Chemical Education of the A. C. S. at Philadelphia. Pa., September 7, 1926.
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results not only in general lack of interest, but often in revulsion against the whole system of scientific education. This is well expressed by President Glenn Frank, of the University of Wisconsin, in his observation regarding the effect of cold non-humanized technical scholarship on our common life. In his essay on "The Evangelism of Science," published some time ago in the NEWYork Evening World, he rightly blames when he says, "The scientists and scholars must share the blame for all this (prevalence of obsolete opinions, dead dogmas, silly superstitions). Unfortunately many of these ideas (scientific ideas) are today buried under the jargon of technical scholarship and effectively insulated from contact with our common life. If we are to save the results of scientific research from slander . . . then these contributions must be translated into the common tongue . . . And these results of scientific research will never be used in any broadly effective way until the man in the street has a t least bowing acquaintance with them. We must somehow find ways and means for thrusting the results of scientific research into the stream of common thought and for making them the basis of our public policies and social procedures . . ." The following are examples of the analogy method of teaching. Organic chemistry is usually distinguished from inorganic chemistry. This creates a lack of sequence and thus bewilders the student. If continuity were shown, it would be distinctly helpful to him. This can be done by showing that organic chemistry is a specialized branch consisting of a few elements such as C, H, N, 0 , and P. ( a ) The chain idea is common to elements like 0 as in ozone, S as in polysulfides, and even in allotropic forms of elements. (b) Structural and stereoisomerism is common to many inorganic compounds. (c) Hydrocarbons may be looked upon as elements from which types like oxides, sulfides, sulfoxides, chlorides, nitrates, amines, etc., can be formed. Chemistry can be humanized by pointing out the resemblance between a saturated compound and a rich man; both pay a good price for everything they receive. This gives rise to what is called "the law of substitution." The unsaturated compounds might similarly be compared to beggars; they both accept gifts, but are unable to pay. This gives rise to what is called "the law of addition." Teaching the nomenclature of organic compounds may be made interesting by showing the similarity with human nomenclature. People and compounds may be distinguished by genetic or family relationships, by association characteristics, or by functional characteristics, etc. Analogies from other fields of thought may be brought into teaching. Biological resemblance can be shown between amphoteric compounds
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and hermaphrodites. Mechanostable resemblance can be shown between many geometrical forms and the chemical structure of compounds. Class spirit in man is like compounds which are soluble in their own kind. It is believed that a chemical sense can be developed in students by repeatedly showing that all chemical phenomena are reflected in average human experiences, which are the common heritage of all types of humanity.
