THE following suggestions are designed to accompany the text-book of the writer. His desire is to assist the teacher of a subject that draws heavily on time and strength, not only for the work of instruction, but for the preparation and care of material and for the management of the laboratory. As the intention, frankly avowed, is to describe very informally my own methods, I judge that I may be pardoned the use of the first person singular. OF THE UNIVERSITY CALIFORNIA THE ELEMENTARY PRINCIPLES OF CHEMISTRY SUGGESTIONS TO TEACHERS INTRODUCTION THE place of chemistry in education as a branch of natural science is fairly well recognized. The value of its training for close observation, clear thinking, and precise expression is widely admitted, as is also the applicability of much of its subject-matter to practical affairs. But I sometimes think that those who stand as its advocates, and perhaps its teachers also, do not sufficiently emphasize the dignity and worth which pertain to it as a serious study of nature, of nature in the broadest significance of the term; for surely that which elevates and ennobles should be found, if it be sought, in the wonders of material creation, the handiwork of infinite intelligence, as truly as in the history of men's achievements in material things. I am not so sure that the laboratory method for chemistry has received as general assent as has the claim in behalf of the science for a place in the curriculum. For my part, I almost think that in the interest of the pupils their time may better be given to some other subject, unless suitable laboratory study can be provided. I shall assume, therefore, that the laboratory method is adopted. The quantitative method in the laboratory is still further from receiving universal approval, and to this, attention is here 84368 1 |