Training Industrial Chemists in Britain
To the Editor:
I was most interested in the article by H. Skolnik in the September issue of THIS JOURNAL on "The Relevancy of Science Curriculums to Professional Careers in Industry" and I think that some of your readers may be interested in the kind of program offered to chemistry students here. In the Liverpool Polytechnic (as in other comparable institutions in the United Kingdom) the full-time course is of the "sandwich" type, and leads to either a BSc (Honors) or to a BSc (Ordinary, or Unclassified) degree in Applied Chemistry. The course equips the student for a variety of careers in industry, teaching, etc. In addition the Honors degree allows the student to work for a higher qualification. The traditional qualifications of a student intending to read for a degree in chemistry are English "A" levels in chemistry and in physics or mathematics. Such students still form a majority of those on this course, but in response to recent educational changes the Department has now widened its entrance requirements to enable it to admit students with non-traditional backgrounds, For example, a successful candidate may have a General Certificate of Education with passes in 5 subjects, including "A" level chemistry or "A" level physical sciences and m e other "A" level subject. When "A" level chemistry is offered, mathematics or physics must have been studied to "A" level. Oneimportant group of new students will have "A" level chemistry and "A" level biology. Relatively few Chemistry courses in the United Kingdom are able to cater to such students, but the biological connections of this course make it particularly attractive to students with this background, During the first year provision is made to remedy, any deficiency in mathematics or physics and thecourseissoarrangedthat the biologicallyorientated student can read biochemistry as a major course component. The course occupies 4 years and consists of 3 academic periods, and 2 periods of industrial training. The industrial training periods, which are each of 6 months duration, follow the first and second academic periods. There are vacations in each year of the course and long vacations during the second academic period and a t the end of the second industrial period. The course covers the fundamental aspects of chemistry, with selected branches of applied chemistry, and it includes ancillary subjects and liberal studies, the latter supplemented by short residential periods. The last three months of the third academic period are devoted to a research or development project under the supervision of a member of staff and in the chosen branch of applied chemistry; the project report forms a part of the final examination. The industrial training is coordinated with the work done in the College so that as the student increases his academic knowledge he is given greater scope for the exercise of initiative and acceptance of responsibility in industry. 378
!Journol of Chemiml Edumfion
Most of the members of staff here are ex-industrial chemists, and many have graduated also from sandwich courses in chemistry or applied chemistry. Mr. Skolnik mentions, amongst several combinations of individual subjects with chemistry, the possibility of including Library Science. A short course in the Use of the Chemical Literature has been part of the final year curriculum for many years at this College, and other combinations are under active consideration. Here, particular attention is drawn to a new scheme for a General Degree, based on a fully interdisciplinary program.
"Watered-Down'' Chemistry: A Tired Cliche
T o the Editor: The trouble with cliches, as we learned in Freshman English, is that, far from heing the disinterested instmments for clear thinking that words are supposed to be, they are forever trying in subtle little ways to tell us what and how to think. A prime offender which has not in my opinion received the opporbrium it deserves is the old and unlovely expression "watered-down course." Let us consider for a moment just what we are implying when we speak of "watered-down" chemistry. For one thing, we are saying that there is something called "pure" chemistry, not precisely defined, but apparently easily recognized by any teacher who knows his business. We are implying that any departure from this "pure" chemistry on the excuse that it suits the needs or interests of the students is adulteration, as deplorable from an ethical standard as the adulteration of milk. I think we are also making a moral judgment of the students as well, implying that students who choose the adulterated product rather than the pure juice thereby exhibit some weakness of character, heing perhaps lazy, possibly lacking in persistence or fortitude, and certainly lacking proper respect for the finer things. We cannot, in short, refer to a course as "watered-down" without a t the same time implying support for an educational philosophy which,if stated explicitly, most of us would probably reject. It seems to me that the content of a particular chemistry course should be determined by the answers to two questions: First, given the interests and aspirations of a particular group of students, what do they need to learn about chemistry? Second, considering the background and abilities of these students, what are they capable of learning about chemistry? For a general chemistry course for a class of chemistry majors, I think
