To WTL with Appreciation
This issue of the Journal is dedicated to W. T. Lippincott, its immediate nast Editor, in recognition of his manv years of exceptional and devoted efforts in guiding the J o u k a l , and the communitv it serves. through a period of unprecedented change in the chemical professi&. he Journal, too, has been the focus of pressures for change during this period, although perhaps the-extent of this was-not as obvious to all members of the community as were the changes in our profession. Let me assure you from the perspective of a neophyte editor that we were fortunate to have so sensitive and dedicated a person a t the helm in those critical times. It is appropriate and proper that we recognize in this way Tom's enormous contributions to the Journal, the Division, and to our community as a whole. All of the papers in this Festschrift issue were written by Tom's colleagues and friends in honor of the occasion of this retirement as Editor. Some of the papers were presented orally in the "Symposium on Prospects and Retrospects in Chemical Education Honoring W. T. Lippincott as Retiring Editor of the Journal of Chemical Education." This svmnosium was organized for'the Spring 1979 American ~ h k m k a Society l meeting by Derek Davenport, whose invaluable assistance is acknowledged here. The papers in this issue span the spectrum of impressions Tom shared with us in his address at this symposium, "Chemical Education: From Scientific Expertise, Communicating Widespread Understanding." Contributions to this issue concern the nature of chemistry and chemical education as well as the contributions of chemistry in the real world. As might be expected, a number of papersaddress the content and structure of various chemistry courses; these consist of " eeneral considerations. alternative viewooints. and new approaches. Finally, a number of papers are concerned with effective teachine" as well as evaluation of our efforts in the classroom. It should not be surprising to learn that Tom addressed many of these issues repeatedly-sometimes in words that perhaps had a strange ring to many chemists. Thus, on the question of the nature of chemistry, he concluded:
whereas on the relationship of the Journal to chemical education he considered it to be:
.. . a living textbook of chemistry for the teacher of chemistry-for the informed non-specialist,for the PhD college or university teacher, for the secondary school teacher with a strone chemistry background Concerning the relationship of chemistry and the real world, he suggested that chemistry has more to offer than content: Unless this generation of students can take with it. as it nroceeds from colleee. .. . a'k..ood deal more real understandine of and aooieciation ., fur wirncr than irs prc'der~s
