Chemical Education Today
Commentary
The Teaching of the History of Chemistry by John T. Stock
When I was about ten years old, I was given a few issues of a “self educator” encyclopedia that had been published in monthly parts. The contributors to this publication were leaders in their fields. I was interested in the chapters on the arts, geography and the like, but those on chemistry and physics really hit me. As I read these, each of which had a very definite historical basis, I had a strange feeling that “I had been here before.” This sort of feeling has never occurred again. I vowed that chemistry would be for me and that I would never neglect its history. The keeping of this vow turned out to be easier said than done, but that is an entirely different story (1). I suppose that it is safe to say that any branch of learning, old or new, has its history as a basis. If chemistry is included as part of a liberal education, the history of this science is surely one of its most liberal aspects. Further, the teaching of the history of chemistry, even if only as an inclusion in “outlines of science,” to those whose interests lie elsewhere might bring forth a generation that no longer associates chemistry with pollution and the like. It is not too hard to show that discoveries made long ago have led to products that are now commonplace, or to industries that are now an important part of our economy. Preliminary Inquiries Because of my interest in the history of chemistry, I thought that it would be useful to find out to what extent such history was included in present-day teaching curricula. A few preliminary inquiries led me to believe that such information did not exist. A brief note indicating that I was seeking this information was then published in this Journal (2). Only two responses, although very useful, were received. I then decided that the only obvious way to make further progress was to make a direct approach to individual teach-
Questionnaire 1. Is the history of chemistry included in your program? No____ Yes____ If “No”, please remember that positives and negatives are equally valuable as primary information. 2. If “Yes,” please give a few details, e.g., given every semester, annually, occasionally; textbook, part of general history of science, etc. Even the smallest bit of information will be valued. Response can be written on this letter, FAXed, or emailed (address given).
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ing institutions. Since my interest did not include graduate programs for the training of future professional historians, the approach was limited to primarily undergraduate institutions that undertake research in chemistry. A valuable listing of such institutions gives their addresses and much other information (3). The Questionnaire A letter, addressed to the chairperson of the Chemistry Department, was sent to each of the 565 listed institutions. The survey was national, including institutions in Alaska, Hawaii, and Puerto Rico. After a brief explanatory passage, the letter concluded with the questionnaire (see box). The Response A count, made seven days after communication had apparently ceased, indicated a grand total of 309 replies. About 90% of these were by email, thus permitting prompt acknowledgment. Responses coming from the preliminary note (2) and from a few other inquiries brought the total to 314. A numerical breakdown indicated 118 Yes and 196 No responses. This was sufficient to show that there is considerable interest in the teaching of the history of chemistry. However, more than 250 institutions did not reply, even after reminders had been sent. It seems reasonable to assume that many, maybe most, of these did not include the history of chemistry in their programs. Admittedly, responding to any kind of questionnaire is not a popular occupation. However, the transmission of a single word, presumably No, would have enabled an assumption to be turned into a fact. Summary of the Responses Mere numbers fail to indicate that there is a very wide range of “in between.” Some Yes replies followed up with a single example, such as the discovery of the noble gases or Dalton’s observations. On the other hand, many who replied No gave comments and explanations that indicated a quite extensive inclusion of history in their courses. It is doubtful if any teacher of chemistry completely excludes any historical mention but, from the number of institutions that did not reply, there are obviously many in which the history of chemistry has but limited impact. On the other hand, definite courses on the history of chemistry are given at several institutions. Of these, the following are mentioned as examples. At the University of Minnesota at Morris, a four semester–credit course is offered every other year. The enrollment limit of 30 has already been reached for the fall 2003 course. A text authored by the instructor is used in conjunction with other texts. A onesemester course is given annually at the Virginia Military
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Chemical Education Today
Commentary Institute. The Dover edition of Ihde’s The Development of Modern Chemistry is used (4). Activity in “Classic Chemistry” is high at Le Moyne College. Its Web site has links to collections of biographies and of developments in chemistry. Several colleges treat the history of chemistry either as a course that is given occasionally for honors students or as seminar material. At present, Truman State University offers a survey of the history of science that incorporates chemistry and, at some time in the future, plans to offer an advanced course on the history of chemistry. At West Chester University of Pennsylvania, the course on the History of Chemistry is a requirement for all B.Educ. students. At least two institutions include overseas tours in their programs. A visit to the sites where discoveries were made, or where the great scientists were born or worked, provides an unforgettable impact. More than a dozen institutions offer courses on the history of science that involve some treatment of chemistry. Sometimes the course is given by a member of the science department but, more often, forms part of the curriculum of the department of history or of philosophy. Irrespective of Yes or No in the reply, a frequent response was that as much as possible of the history of chemistry is included in the regular courses. Some instructors were very enthusiastic about this inclusion. Several, especially those who had been exposed to a course in the history of chemistry, expressed the hope that they would be able to start such a course in the future. Often mentioned was the difficulty of finding the time and opportunity for the incorporation of a history-based course in the already crowded programs needed for today’s teaching of chemistry. Somewhat dampening news was that courses in the history of chemistry at three institutions had been discontinued. The usual reason given was the retirement of the instructor and the subsequent inability to find a successor.
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Conclusions With so many documents that offer information and comment that ranges widely, only general conclusions can be drawn. Well-defined courses in the history of chemistry that are offered regularly seem to be limited to a comparatively small number of institutions. Occasional offering, or treatment as seminar material, is featured in other places. Courses in the history of science that include chemistry are more common. However, such courses are often conducted within the departments of Philosophy or History, so that the extent of treatment of chemistry probably depends very much on the instructor. Despite the lack of a separate course, many teachers stress the importance of the inclusion of as much history as possible into the regular courses in chemistry. My thanks go to all who sent in replies, including those who expressed interest in the survey and those who sent messages of encouragement. Having read all of the replies, I have a feeling that the teaching of the history of chemistry will not only be sustained, but will gradually increase. Literature Cited 1. Stock, J. T. Bull. Hist. Chem. 1994, 15/16, 1. 2. Announcement, J. Chem. Educ. 2003, 80, 614. 3. Mills, N.; Otto, C., Eds. Directory of Research in Chemistry at Primarily Undergraduate Institutions, 7th ed.; Council on Undergraduate Research: Washington, DC, 1999. 4. Ihde, A. The Development of Modern Chemistry; Harper & Row: New York, 1964.
John T. Stock is an emeritus member of the Department of Chemistry, University of Connecticut, Storrs, CT 062693060;
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