The USE of CHEMICAL HISTORY in the HIGH SCHOOL GRETA OPPE Ball High School, Galveston, Texas
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N THE JOURNAL OF CHEMICAL EDUCATION, 12,367- Pistry because the culminating activities in our high 69 (August, 1935) there appeared a study, "His- school have been so far beyond our expectations that I torical Materials in High-school Chemistw Texts." believe the materials and s u"" ~~estion mav s be of value In their conclusions, the guthors, J. 0. ~ i a n kand to others as to what and how historical materials may Lester Lundsted of State Teachers' College, Oshkosh, he capitalized. Wisconsin, declared that there is no agreement among Our major objectives for the unit were: textbook authors as to what historical materials should 1. To develop a knowledge of the past and an apbe given nor as to how they should be presented. One preciation of these early attempts a t scientific thinking. might add that there is no agreement among teachers 2. To acquaint boys and girls with the men and woeither and therefore the significance or importance of men who have influenced the field of science from its historical chemistry is often overlooked. beginning to the extent that they may become inThe American Chemical Society has recently cele- creasingly aware of the human side of chemistry, and brated the tercentenary of American chemical indus- develop a sympathetic attitude toward those who are tries. As a teacher of chemistry, I would like my engaged in the pursuit of science. pupils to appreciate that. I want them to know that 3. To show that out of the past has come a science from 1833 to 1933 we experienced a century of progress which affects the present and offers to every citizen in science, and that since 1914 our chemical industries a method of treating intelligently problems which have grown tremendously. By creating such an his- affect the welfare of our country and of all peoples. torical background, I believe I can make them see the You may think of several ways of approaching the real spirit of chemistry and the necessity to take an subject. We introduced the subject by a very simple, interest "in these sacred dwellings called laboratories." direct question: why should we study about early men? I therefore offer this lesson unit in historical chemWoodrow Wilson a t the Princeton sesquicentennial
said, "The world's memory must be kept alive or we shall never see an end of its old mistakes." Thus we answered the question by saying that we profit by the mistakes of others; that human history is a continuous development; all have borrowed, each must give; that we owe much to the people who lived long ago. Our first activity was to trace the origin of the word chemistry, and out of its origin there grew the following suggested outline of content.
chemistry. During centennials and bicentennials we have filed much valuable material. Pictorially portrayed chemistry leaves a lasting impression. A new way to portray the history of chemistry is by a "modeled" form of three-dimensional pictures or dioramas, so popular and so dramatic in appeal a t the Century of Progress in Chicago. The dioramas pictured here were made by chemistry students of the Ball High School a t Galveston, Texas.
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Chemistry in ancient times. Elements known t o the ancient world. MARYELVIRA WEEKS."The discovery of the elements," pp. 2-8. 11. The period of alchemy. Who were the alchemists? Where and when did they flourish? Meaning of the term alchemy. What two lines of endeavor did they follow? Elements known t o the alchemists (pp. 9-18. "The discovery of the elements"). Read Chaucer's "Canon's Yeoman's Tale" and follow it with a modern tale of alchemy, the story of Franz Tausend, "gold-maker," Literary Digest (May 9, 1931). Discuss the present attitude of scientists toward the work of alchemy. 111. The phlogistic period. Meaning of phlogiston. The story of Priestley. Reference: "Priestley number." J. CHEM. EDUC.,4 (Feb., 1927)~
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The discovery of oxygen, the overthrow of the phlogistic period, and the beginning of modern chemistry. Read Chap. 4, "Discovery of the elements." Class report: Antoine Lavoisier. V. Chemistry today-its work in the world. VI. Chemistry in America. Readings: BRANEGAN, JAMES A,, "Chemistry and science in prehistoric America," J. CEEM.Eouc., 2, 588 (July. 1925). NEWELL,L ~ C.,N "Colonial chemistry-I. New England," d i d . . 2, 161-4 (Mar., 1925). LAMB, ARTHURB.,"A century of progress in chemistry, 1B3-1933," Science, 78 (Oct. 27, 1933). BROWNE.C. A.. "The three-hundredth anniversarv of chemical' industiies in America," Ind. Eng. hem.; 12, 427 (Dee. 10. 19341. ,Boston Emening Transcript, Tercentenary Supplement. April 22, 1935, "American Chemical Industries, 1635~~
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LAVOISIER,"THEFATHER O F CHEMISTRY" (Modeled out of soap)
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Little research studies for the student: John Winthrop, Jr.. alchemist, founder of American chemical industries. George Washington and science. Abraham Lincoln, inventor. Herbert Hoover, scientist. Irving Langmuir (and any others, depending upon time available). Elements discovered hy Americans: HOPKINS, B. S., "Illinium, a new element." Science, 63, 757 (1926). found elements named after Virginia and Alabama." ANON., SCi. I V m s Letter, 21, 565 (Feh. 6, 1932).
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There are several ways of acquainting oneself with the events and personalities of chemical history. The usual method is collateral reading, a method which should not be discarded but which is so often overworked. This unit offers an excellent opportunity for the study and collection of pictures. One should make plentiful use of display boards. Newspapers should he carefully scrutinized, -and magazines wiil often afford valuable information for the student of historical
GOODYEAR D ~ s c o v ~ n r xVULCANIZATION c (Carved Irom wood)
In presenting the lives of our scientists, see to it that the boy life is included as well as the professional lie, for the personal element is needed to stimulate interest. In evaluating this unit you may well ask a t least two questions; namely, did these students evidence any permanent interest, and did they acquire any ability in searching for source material? This unit came into
AN ALCIIEMIST'S ~ B O R A T O R Y (Modeled out of plaster of Paris)
being and continued only because of the abundance of material brought in by teacher and pupils and the student-teacher practice of filing clippings from news-
papers and magazines. Every year letters are received from ex-students which contain pictures and articles with a statement, "I found this one in-"; and as if to emphasize the truth of that statement made by the author, the postman brought one just as this article was being concluded. Time is one element that always enters into our teaching. It is not necessary to teach historical chemistry all a t one time. Historical beginnings may well be placed a t the beginning of a chemistry course, while American chemistry and chemistry today make a fitting close, especially if we can make our students see that if the scientific method has done so much for chemistry in the past, might not its critical attitude of examining things and its service be an important reason for studying chemistry today? I also believe that the time has now come for us to capitalize the historical aspect of American chemistry in our textbooks and in our teaching to show our pupils that chemistry has no small influence on the lives of our American people.
SUGGESTED REFERENCES
GROVE,, W!?SON, "Great men of science, their lives and discovenes, Garden City Publishing Co., New York City, 1929. JAaEE. BERNARD."Crucibles, the lives of great chemists," Simon
and Schuster, New York City, 1930. BENJAMIN. "Eminent chemists of our time." D. Van Nostrand Co., New York City, 1927. ARRHENIUS.S. A., "Chemistry in modern life," D. Van Nostrand Co.. New Yark City. 1925. Jams, BERNARD. "New world of chemistry," Silver, Burdett and
HARROW,
FL~TCHER, SmT$I AND HARROW. "Beginning chemistry," American Book Co., New York City, 1929, Chap. 36, Chemistry in America. HALE.HARRISON, "American chemistry." D. Van Nostrand Co., New York City, 1921. JOURNAL oa CHEMIC~L EDUCATION, Easton, Pa. Science, a weekly journal devoted t o the advancement of science, Lancaster, Pa. Indzlstrial and Engineering Ckenirlry, New York City.
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