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requirements for chemistry teacherr in the secondary schools of these countries. Replies have been received from England, Scotland, Canada, Australia, France, and Germany. I n the following discussion i t is understood that certificates are granted for teaching "mathematics," "science," and the like. No certificate is granted for chemistry only. The certificates dealing with "science" are the ones which we are considering. The material received from France gives no information as to definite requirements for teachers. As it deals largely with the syllabi for chemistry courses in the secondary schools and colleges, the information has been omitted from this report. Throughout Canada, England, Scotland, and Australia, a college degree or its equivalent is generally required. Scotland and many states in Australia and Canada specify that some pedagogy either in a normal school or a college be completed before the granting of the certificate. Scotland requires that all applicants have had professchool methods and methods in the special sional trainine - includinn- at least general . subject for which the certificate is granted as well as practice teaching in that subject. I n Canada. normal school training.is a .rer requisite. There is a movement on foot now, however, t o certify students to teach in secondary schools upon graduation from a universitv. certain specified subjects have been satisfactorily completed. The .. ~rovided . University of Toronto has already made this change. Each province in Canada has its own s ~ e c i arequirements l much the same as the states of the United States do. There is a detailed table showing these standards on page sixty-four oi the "Annual Survey of Education in Canada" for 1927.= Australia as a country has set no definite standards; however, many of the requirements made by various sections of the country are quite uniform. Although Brisbane makes no special pedagogical requirements, Sydney prefers teachers with a t least one year's experience. Melbourne, Perth. Hobart, and Adelaide specify definite work. Melbourne goes so far as to say that the teachers should have a diploma of education from the University of Melbourne. They recommend that this work he done during one year of graduate study. Hobart, Adelaide, and Perth state that the teacher take a given course in the teachers' college before entering the university. There he takes from two t o four years of chemistry but this follows the teachers' college course. In Scotland and England, students having obtained a degree and first- or seconda certificate t o teach the subject in which honors are won. class honors may . he manted . I t is possible t o receive these honors after graduation. England seems to be favoring the highly specialized teacher, that is, those trained t o teach just chemistry or physics or possibly both. I n "Teaching of Science in Secondary Schools for Boys in Enaland" (page 1 0 , we find that "of the 210 teachers in boy's schools about 36% teach physics or chemistry only, another 15% teach physics and chemistry and only 30% combine both of these subjects with mathematics." This condition may be partially accounted for by the fact that teachers are unwilling to teach a science subject which has not formed part of their university course. This encourages boys to study physics and chemistry since teachers of biology are difficultto get. There is no evidence from the material a t hand that any of the other countries named are favoring such specialization. The requirements in Germany are very comprehensive, nz.: 1. The candidate must study a t least four years a t a technical college or university, three years of which shall he dcvoted to the major field. I n Bavaria, for example, this major field, embraces chemistry, biology, geology, mineralogy, and geography. Pllysics and mathematics constitute another science major field. The requirements as to the major field arc not quite as closely restricted in the German Republic a t large. At the ~
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end of the university course the candidate must pass comprehensive examinations mnsistiug of:
(1) A written examination in chemistry, biology, mineral science, and geography, requiring three t o four hours for each field. (2) . . An oral examination of fortv t o sixty minutes on inorganic and organic chemistry with consideratioa of chemical technology and malcrn chemical theories. (3) I\ nractical examination to show familiarity with operations in analytical chemist&. One day is devoted t o qualitative analysis and two days t o quantitative analysis. Similar practical examinations are required in the other sciences studied. (4) A written treatise of a t least 16 ~ r i n t e d. pages . on a theme selected from one of the three fields of science studied, which must give evidence of a broad scientific education. (This treatise, however, is disregarded in the final grading of the candidate.) 2. The candidate, after having successfully completed the university examinations, is known as "Studienassesor," and must now devote a school year t o practice teaching and study of -pedagogical methods in an approved secondary school (Realgymnasium, or - Realschule), under the direction of a "Seminarlehrer." a regular teacher of the school appointed to this work by the Minister of Education. Upon wmpletion of the year's work in practice teaching ("Seminarjahr"), the "Studienassesor" must pass examinations consisting of: (1) Practice teaching of h e hour t o show skiil in experimentation before the class, in sketching apparatus upon the blackboard, and in supervision of the individual experiments of the pupils. (2) An oral examination covering pedagogy including methods used in science and psychology. The eandiinstruction. and the fundamentals of philosophy . date is rxpectrrl to have a thorough knowledge of the hirtorical drv~loprnentof thew fiehl.; including the history of the spccinl sciences which he is to teach. The "Seminarlehrer" is a member of the examining board. (3) . . A written treatise on methods of teaching, independently worked out, must be submitted. ~
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The certificate granted upon successful wmpletion of the university course and seminar "car of practicr tcachin~is roughly equivalent tu the dpgme of hlastrr of Science conferred hy higher iustitutiuns in the i'nited Statrs nnd Great Britain. Aconriderable number of the teachers hold the degree of Doctor of Philosophy. After the "Seminarjahr," the candidate usually has a probationary year ("Probejahr") in which he teaches about 24 hours weekly for little or no pay. Priority in appointment t o teaching positions is based upon the relative standing of candidates in the examinations and the work of the "Probejahr." (Not unlike the Civil Service in the United States.) The State, through the Minister of Education. is the supreme authority in makmg appointments. I n wmparing the German requirements with those in our own country, one is impressed with the very high degree of specialization and thoroughness in the training of the teachers in Germany. Another interesting contrast is the fact that the instruction in chemistry and presumably all other secondary school subjects is almost, if not entirely, carried on by men teachers. The standards set far the science teachers of Germany may seem perhaps beyond realization in this country because of racial and social differences. An approach t o these standards, however, throughout the United States, would raise the teaching of chemistry and the other sciences t o a much higher degree of efficiency than that which exists a t the present time.
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References
1. "Teaching of Science in Secondary Schools for Boys in ISngland." "Prospectus of Edinburgh Provincial Training Center." "Statutory Rules and Orders," 1924, No. 791. Scotland, Circular 62. 4. "Scottish Educational Department," Circular 20, 1929. 5. ''Annual Survey of Education in Canada," 1927. 6. Priifungsordnung fiir das hohere Lehramt in Bavaren. 7. Nr. 27 Priifungsvorschrift fiir das Lehramt an Mittelschulen. 8. "The Training of Science Teachers. Here and Abroad." N. Henry Black, Sch. Si.Math., 30, 153 (1930). 9. Personal letters from various Educational Departments. A. J. CURRIER, Chairman HENRIETTAHAYDEN LOUIS A. MATTERN 2. 3.
PROFESSIONAL SPIRIT AMONG HIGH-SCHOOL TEACHERS OF CHEMISTRY. m* The work of this committee has had two objectives: (1) t o correspond with the secretaries of the Local Sections of the American Chemical Society in regard t o the activity of their respective sections in matters related t o chemical education; (2) t o obtain direct information from a list of high-school chemistry teachers selected from di5erent parts of the United States in regard to additional teaching subjects, extracurricular matters, training in subject matter, other educational courses, and requirements for appointment. On the second objective, this committee had the help of Dr. A. J. Currier, of the chemical department of Pennsylvania State College, who is chairman of the committee on The Training of Higb-School Chemistry Teachers, in preparing the information sheets sent t o the above list of teachers and in making its report on the information thus received. The committee also hereby acknowledgesthe valuable services of Dr. Frances Moon Butts, head teacher of the business department of the McKinley High School, and of her student assistant, Miss Rachel Holst, in compiling statistics from the information sheets. Activities of Local Sections of the American Chemical Society in Relation to Chemical Education In accordance with the belief of this committee that a large amount of good could be accomplished if each Local Section would, according t o its wisdom, devote attention t o same phase of chemical education, the committee condusted a correspondence to that end with these Sections. Not that such attention would have only formal chemical education as its object in which teachers alone would be interested, but informal chemical education as well in which both the public and the teacher would be interested. An invitation t o chemistry teachers t o attend a meeting of the farmer type or t o a regular meeting addressed by an outstanding personality in the field of chemistry would tend t o enliven and increase interest in the teaching of chemistry. An invitation to the people a t large t o attend a meeting of the second type would encourage the public t o become more interested in chemistry in relation to the welfare of individual,
* Third report of the committee of the Division of Chemical Education of the A. C. S. on Professional Spirit among High-School Teachers. For thc other two reports see TRIS JOURNAL. 5,747-9 (June, 1928); 6,1157-9 (June. 1929).
