1366 JOURNAL OF CHEMICAL EDUCATION JUNE. 1930

References

1. "Teaching of Science in Secondary Schools for Boys in ISngland." 2. "Prospectus of Edinburgh Provincial Training Center." 3. "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. Sci. Math., 30, 153 (1930). 9. Personal letters from various Educational Departments.

A. J. CURRIER, Chairman HENRIETTA HAYDEN LOUIS A. MATTERN

PROFESSIONAL SPIRIT AMONG HIGH-SCHOOL TEACHERS OF CHEMISTRY. m*

The work of this committee has had two objectives: (1) to correspond with the secretaries of the Local Sections of the American Chemical Society in regard to the activity of their respective sections in matters related t o chemical education; (2) to 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, extra- curricular matters, training in subject matter, other educational courses, and require- ments 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 chair- man of the committee on The Training of Higb-School Chemistry Teachers, in prepar- ing the information sheets sent to the above list of teachers and in making its report on the information thus received. The committee also hereby acknowledges the 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 to its wisdom, devote attention to 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 chem- ical education as well in which both the public and the teacher would be interested.

An invitation to chemistry teachers to attend a meeting of the farmer type or to a regular meeting addressed by an outstanding personality in the field of chemistry would tend to enliven and increase interest in the teaching of chemistry. An invitation to the people a t large to attend a meeting of the second type would encourage the public to 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 re- ports see TRIS JOURNAL. 5,747-9 (June, 1928) ; 6,1157-9 (June. 1929).

VOL. 7, No. 6 THE ATLANTA MEETING 1367

community, and national life, and to its imvortance as a study in educational institu- tions.

In addition to the technical papers usually g i v a a t the Local Section meetings with great profit to the chemists, there is the large opportunity of spreading the gospel of chemistry to a democracy whose basic advancement depends on chemistry. Who can ever forget the intelligent and impassioned plea of Francis P. Garvan, our great benefactor in chemical education, a t the Yale meeting for a great interest on the part of ~rofessional chemists in chemistry as related to humanity?

Replies from secretaries of Lacal Sections to correspondence referred to show clearly a growing interest in both formal and informal chemical education. One section writes. "Secondary school professors of chemistry are most esrential in the chemical scheme of things, as i t is to them that we look for our most fundamental raw material personnel. Most decidedly interested in your work and desire to forward it in every way." Others write about "Ladies Night" a t which interesting talks and samples are presented by various manufacturers, the placement of current literature in high-school libraries, radio lectures, chemical expositions, and program arranged for the next meeting of the State Teachers' Association. A large number of Local Sections make some one of the following arrangements:

1. For a 3eetion on chemical education on the program of their Divisional Meeting. 2. For chemical lectures of s popular nature. 3. For offeringaprize to the high school student who passer the best examination in chemistry. 4. For inviting teacher. who are not members of the section to be present when there is an

especially good lecture which would provide instruction and inspiration. 5. A large local section has one main event after which there are short group meeting., one of

which is for chemistry teacherr.

The committee desires t o express its hearty appreciation to Local Sections for their courteous and helpful replies and to congratulate the cause of chemical education in the different manifestations of interest.

Report on the Information Received from 218 High-School Teachers of Chemistry

This list includes teachers from different parts of the United States selected by members of this Committee from schools with enrolments of over 500 and from a very few with enrolments under that number.

The total enrolment of the schools represented in this report numbers 280.087. Of this number 147.281 are boys and 132,806 are girls. The percentage of the total enrolment taking chemistry is 10.67. Of the hoys, 13.66% take chemistry, and of the girls, 7.7y0. It is noted that in Bulletin 35671, U. S. Bureau of Education for 1928, 7.3% of an enrolment of 3144. 645 high-school students took chemistry.

Of the 218 schools 27 indicate more than the usual two semesters of general chem- istry and 12 offer different types of courses for the two semesters. The very strong tendency in these general chemistry courses is to give 3 periods of recitation and 2 double periods for laboratory work per week.

Of the 218 teachers reporting there are 72 teaching other subjects than chemistry. The following shows the number of other subjects taught by these 72: physics 29, general science 26, biology 14, algebra 10, mathematics and physiography 5 each, plane geometry 4, physical education and occupations 3 each, botany, solid geometry and trigonometry 2 each, astronomy, business law, English, French, geography, geology, and U. S. history, 1 each. It is perhaps safe to say that in the smaller high school this condition exists to a very much greater extent and doubtless necessarily so.

The rapid developments of chemistty and its relation to all phases of life make it important that teachers of this subject be well trained and up to date. Too many teaching subjects make i t more difficult to attain that end.

1368 JOURNAL OF CHEMICAL EDUCATION JUNE, 1930

In addition to the load of teaching other subjects than chemistry, high-school teachers of chemistry have a grievous burden as seen in the following:

Out of the 218 teachers who reported practically all have other assignments in addition to teaching. The following table gives the assignments and the time consumed in canying them out: 50 have a homeroom section or advisory and attendance check- ing period far a t least 5 periods a week; 9 have the same duty for less than 5 periods a week; 33 have charge of a study hall for a t least 5 periods a week; 22 have hall duty, lunchroom supervision, etc., a t least 5 periods a week and 19 are called for the same duty less than 5 periods a week; 18 have charge of a study hall less than 5 periods a week; 13 have administrative duties other than in their own departments; 6 have work as heads of departments; 5 act as registrars; 4 have dormitory assignments part of the time; 2 are required to attend faculty meetings once a week; and 2 serve on credit commissions to determine the eligibility and ranking of students; 60 are supervisors . ~

and sponsors in these capacities; athletics 20, student guidance 9, chemistry club 8, school newspaper 7, dramatics 4, student council 2, debating and oratory 2, yearbooks

~ -

2, literary society 2, radio club 1, High Y 1, and motion picture work 1. In the above listing the concentration of assignments is as follows: 80 have only

one assignment, 66 have two outside assignments, 30 have three assignments, 8 have four and 3 have five assignments. For example, one of those with four assignments has an opening period, a study hall each day in addition to being treasurer of the athletic association and guardian of the senior class. Another has a study hall, a homeroom each day, is also director of athletics, and the basket ball coach. It is plain that there are too many outside activities included with the teaching responsibilities. 20 have no extra assignments. Why should not the large number of schools follow the small num- her that do not have these extra assignments?

The foregoing indicates a situation that should be remedied in the interest of the time needed by the teacher to prepare for demonstrations, student laboratory work, improvement of experiments, and keeping in touch with laboratory records so as to develop in the students a laboratory consciousness of a scientific nature.

Such a training might not scare so highly in certain types of examinations & com- pared with the high-pressure methods of memorized information which is better re- warded in the grading of certain types of examination papers, but such training is very likely to he important in the student's further development. Individual laboratory work is doubtless slower from the standpoint of work covered, and also burdensome to handle properly, but the value of this type of training and the reality of things studied through personal experiences are well worthwhile.

Education of Teachers

Of the 217 teachers reporting an the question bearing on their education 111 re- ceived the B.A. degree; 99 the B.S.; 6 both B.A. and B.S.; 29 the Master's; 9 the Ph.D.; and only one whose training did not go beyond a high school. In addition to these degrees 82 have done additional work after receiving the B.A. or B.S. degree, and 50 have done additional work after receiving the Master's degree.

One hundred and fourteen of the 217 teachers questioned have taken a course in history of education, 103 have taken educational psychology, 68 educational administra- tion, 67 psychology, 62 methods of teaching, 54 methods of teaching chemistry, 41 principles of secondary education, 31 philosophy, 21 educational philosophy, 19 methods of science, 18 practice teaching, 18 teaching physics, 15 sociology, 8 teaching physics and chemistry, 8 high-school supervisiou, 8 pedagogy, 5 teaching mathematics, 5 mental development, 4 each of ethics, logic, and vocational guidance; 43 had had a scattering of educational courses and 44 had had none at all.

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The number of courses in education taken by each individual is shown in the following: 55 have taken only one course, 22 have two courses to their credit, 17 have three, 33 have four, 28 have five, 52 have six, 12 have seven. 7 have eight, 1 has nine, 1 has ten. 2 have eleven, and 3 of the 217 teachers have taken twelve educational courses.

Educational Courses Advised by Teachers

In meeting the present situation with respect to subject matter and other pro- fessional courses the opinion of the 217 teachers was sought. Of the teachers replying. the following educational courses were deemed necessary: 112 advised methods of chemistry teaching; 98 psychology; 59 tests and measures; 40 practice teaching; 28 history of education; 24 philosophy; 21 principles of education; 18 school adminis- tration; 6 history of science; 4 curriculum; 5 secondary education. Other subjects suggested were: character training, mental hygiene, ethics and logic, visual education, economics, vocational guidance. A few could see no value in education courses to the teacher of chemistry.

Chemistry Courses Advised by Teachers

Chemistry courses most needed for preparation in teaching high-school chemistry beyond general chemistry in the judgment of the teachers reporting in order of pref- erence are: organicadvised by 182, qualitative--160, quautitative-141, physical- 112, inorgani-86, industrial47, analysis-17, historical-17, household-25, physio- logical-20, hiological-13, colloidal-13, mathematical-10, geological-9, elcctr-8. Others suggested are: astronomy, agricultural, atomic, catalytic, cultural chem- istry courses, glass blowing, gravimetric, petroleum, spectro analysis, synthetic chem- istry and volumetric analysis. Among the subjects recommended are mineralogy-12, astronomy and library science.

Regulations Governing Appointments of Chemistry Teachers

It is noted that of the chemistry teachers thus reporting, 4 advise 2 chemistry courses; 13-3; 34-4; -5; 44--6; 17-7; 36-8: and S 9 .

Replies from 217 teachers listed in this survey, to the question, "State the principal redations goveruinz the appointment of chemistry teachers in your school," 20 did - . . . . not answer, 18 require a degree and 2 years experience, 6 a B.S. or B.A. degree, 4 a degree and 3 years experience. 4 appointment through principal, superintendent, and school board, 4 an A.M. degree or equivalent, competitive examination and 3 years experience, 4 require written examination, class test, oral test. placed on a list suhject to call due to vacancy--done by hoard of education, 3 appointment on a competitive examination taken from a rated list, 3 a college degree with a major in chemistry, 2 examinations and probation. 2 examination and approval by the Principal, and the rest of the replies were so widely variant that space will not permit of their classification. The chairman of the committee has on file all of the replies to this question.

The pressure of educational courses on high-school teachers of chemistry as sug- gested by the foregoing and the wide variety of subjects indicated raises four questions: 1. Is the emphasis placed on professional courses or an subject matter? 2. Since it is apparently practically impossible to take all of the mare prominent professional courses mentioned in the above list, which ones should he taken? 3. Is it possible to take the bachelor's degree in chemistry with its related major and minor groups and background subjects and a t the same time meet the pressure of professional courses? 4. May not the solution be found in requiring a master's degree in order to make provision for adequate subject matter and other professional courses?

1370 JOURNAL OF CHEMICAL EDUCATION JUNE. 1930

Conclusions

Extra teaching subjects, although apparently advisable from an administrative point of view, are not t o the best interest of teaching chemistry.

Extra curricular activities endanger the educational efficiency of teaching chemistry in high schools by consuming time and diverting attention from the basic importance of demonstrations and student Laboratory work, both of which require much time.

In the teaching of chemistry in high schools a broad thorough knowledge of subject matter is a prime requisite. But a reasonable number of suitable professional educa- tional courses is considered advisable, in order that chemistry may be taught in a most effective manner from the standpoint of content of subject matter and in harmony with the general educational objectives which are especially desirable during the im- pressionable ages of high-school students.

The standards for appointments of high-school chemistry teachers set up by educa- tional authorities should be reasonably uniform, containing a balanced knowledge of chemistry subject matter and professional educational courses.

Consequently the requirement of a master's degree is indicated as a solution of the difficulty in finding time for the proper preparation of the high-school chemistry teacher.

Respectfully submitted, LOUIS W MATTERN, Chairmart

Committee: LOUIS W. MATTeRw, McKinley High School, Washington, U. C ,Choirman. Jona T. l ? o ~ l o n , Oregon State Avicultural College. Coru=llir, Oregoo. HAL WALT.~ERS M o s z ~ e u . Tulane University. New Orleans, Louisiana. M. CANNON SNEED, University of Minnesota. Minneapolir, Minnerota. CHARLHS H. STONB, English High School. Boston, Massachusetts.

Synthetic Leather. There is now heing manufactured in Europe a product known as synthetic or regenerated leather which is arousing considerable interest. Synthetic leather is made from leather scrap which apparently has been finely shredded and then recombined with a binding agent to produce a homogeneous product simulating some of the physical properties of genuine leather. It is not like "artificial leather" which is manufactured by coating a cloth base with pyroxylin and which resembles leather only in surface appearance.

Synthetic leather has the appearance of leather; the cutting value is gaod, but the tensile strength is below that of genuine leather.

The industry, which is still in its infancy, started in Europe about two years ago, under the name of S. A. Iavorazioni Pellami (SALP) of Turin and Milan. The SALP is affiliated with Snia V i s ~ s a . Recently, a subsidiary of the Italian company was formed and is now in operation in France. Interest has been shown in Germany as well, where factories are operating under other patents but with less success than in Italy and France, due to high production costs. An American subsidiary of the SALP is understood to have invested several million dollars in a new plant for producing svnthetic leather.

Up to the present time a number of kinds of synthetic leather have been produced abroad. Hat sweat-band leather and case leather for luggage are heing made, although the latter does not appear to have had as much commercial success as was a t first an- ticipated. Attempts to use synthetic leather in the manufacture of shoes do not appear as yet to have been successful.-Ind. Bull., A. D. Little, Inc.