VOL. 8, NO. 1 QUALIFICATIONS OF CHEMISTRY TEACHERS 95

THE TRAINING OF TEACHERS IN SERVICE*

The training of teachers of chemistry in college or university should implant a broad understanding of the subject mutter as well as an adequate training in modern methods of presentation. The most important part of the training of the szcccessful teacher i s obtained as a result of his own efforts i n sererice. He must study his pupils, his local interests, and keep in touch with advancing thought. He must read wisely, stft his material carefully, and take advantage

* Contribution to the symposium on "The Qualifications of ChPmistry Teachers" held by the Division of Chemical Education at the 80th meeting of the American Chemical Society, at Cincinnati, Ohio. Sept. 10, 1930.

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of aery opfiortunity for selfdevelopment. The university system of employing graduute student-teachers offers a n opfiortunity for the thorough and systematic training of teachers in semice. Teachers so trained should know what to teach and how to teach it. . . . . . .

We are chemists, proud of our science, its rapid development, its versa- tility in time of war, its usefulness as an agent of peaceful industry, its im- portance as a leading factor in our exacting modern civilization and its possibilities for future growth and development. The history of the world has witnessed few more rapid periods of growth or more important de- velopments from an educational point of view than the strides which have been taken by science since that epochal event on August 1, 1774, when Joseph Priestley first prepared oxygen and unknowingly laid the foundation for the science of modern chemistry. At no period during its one hundred fifty-six years of growth and service has the development been more rapid or produced more startling innovations than has the decade which followed the close of the World War. We as Amercian chemists may perhaps be pardoned for our pride in the accomplishments and growth of the American Chemical Society, its record of usefulness and its imposing list of active and progressive members. AU students of human &airs agree that chem- istry has arrived and that it promises undreamed-of comforts, conveniences, and safety devices for future generations.

In the midst of our pride for the accomplishments of our predecessors and our fellow chemists, let us not forget that the admiration and whole- some respect which chemistry bas earned bring to the shoulders of the passing generation a responsibility which we are unable to dodge. It is our most solemn duty to develop the next generation of chemists so that they may take up our unfinished tasks with a clear mind, an observant eye and keen judgment, in order that chemistry may continue to serve in an increasingly complex system of living. It is not enough for chemistry to maintain its present position of respect as a factor in education; it must continue to grow as it has done in previous generations.

The task of training the chemists of the future rests primarily with the teachers of chemistry of the present generation. From the papers and dis- cussions which have already been heard in this symposium it is evident that the qualifications of a successful teacher are high and that the gravest responsibility rests upon him who undertakes to train the teachers who in turn are destined to train the coming generation of chemists. To be a teacher of teachers is the task supreme. Who is willing to assume such a responsibility? How may its duties be efficiently discharged?

The training of teachers of chemistry is easily summarized under two headings: (1) that obtained in college or university under the direction of a person of experience; (2) that which the teacher gains for himself under

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his own initiative in the hard school of experience. Both of these phases of teacher training are vitally important for the science of chemistry. The training in college should be centered around two points: (1) implanting a knowledge of the subject matter of chemistry which should always ex- tend beyond the boundaries of the field in which the teacher is expected to instruct; and (2) developing the ability to teach so that each topic may be presented in a clear and logical manner. In our present educational system colleges and universities almost invariably present the subject matter in a thoroughly competent and effiaent manner, while schools of education do an excellent service in training teachers in the most acceptable modern methods of teaching. How fortunate we would be if these two viewpoints could be combined because both are essential for the development of suc- cessful teachers. Relatively few colleges are giving adequate training in the best methods of teaching chemistry and this training is very sorely needed. Normal schools are too prone to overlook the necessity for a thorough training in the fundamentals of chemistry as a prime prerequisite for the teachiig of the subject. All should recognize the fact that the teacher of chemistry is continuously confronted with two extremely vital questions: "What shall I teach? How shall I teach it?"

It is indeed a fortunate individual whose training has included an ade- quate study of the subject matter of chemistry as well as a skilful drill in the methods of presentation. Such a combination is certainly a good begin- ning, but i t by no means marks the end of the period of training. By far the most important portion of the teacher's training comes from his own ex- perience in the classroom and the laboratory. If we are to become success- ful teachers in the largest sense we must study our problems, improve our methods and show consistent growth from year to year. If we do not progress we will be left behind in the rapid development which character- izes our scientifically minded age. We must advance or we will lose ground and become hopelessly out-distanced. There can be no stationary engines in chemistry; either we must move with the traffic or he left be- hind by the procession.

One of the first maxims in efficient teaching in any field is that an inter- ested student is almost invariably an industrious student. Lack of inter- est causes indifference, slothfulness, and trouble. Nowhere does this state- ment apply with greater force than in the teaching of chemistry. One of our first duties is to study the needs and interests of the community in which we live as well as the home environment of our students and their probable future lines of activity. The city dweller is interested in the applications of chemistry to the manufacturing processes with which he is familiar, in the usefulness of chemistry in refrigeration and the preserva- tion of foods, in the fighting of fires, in the production of power in his auto- mobile, and in the numberless phenomena which enter his daily life. The

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student from an agricultural region is interested in prohlems concerning the maintenance of soil fertility, the most efficient feeding program for the dairy herd, the care and handling of dairy products, the control of insect pests and many otherproblems in which chemistry is a direct aid in modern agriculture. The student of home economics is interested in the prohlems of the household and the numerous applications of chemistry to foods, fabrics, sanitation, and community improvement. The pre-medical stu- dent is vitally interested in the materials used as medicines, drugs, anti- septics, in the struggle for the prevention of disease and in the problem of adequate water supply and efficient sewage disposal. It is not necessary to go into these topics exhaustively for time does not permit, hut if interest is kindled, a well-directed course in outside reading may supplement the regular class exercises and this will do much to stimulate the habit of seri- ous reading-a habit which is one of the greatest assets of education. To present these applications without consuming too much time requires both skill and forethought, hut the increased interest and intensified motive on the part of the pupil fully justifies the effort; But this is not the greatest benefit which follows the plan of adapting our teaching to the viewpoint of our students.' In preparing to present these applications as an integral part of the course in chemistry the teacher is broadening his own horizon and increasing his own interest in the affairs of his day and generation. This is the best preventive for keeping out of the rut which leads to educa- tional oblivion.

But we must remember that successful teaching involves subject matter as well as method. Consequently the chemistry-teacher who is ambitious to increase his own usefulness must adopt some plan for keeping in touch with the advancements which come in such bewildering abundance. The habit of systematic and orderly reading of scientific journals is one of the most vital points in each teacher's plan of training himself for his profession. The question of what to read is frequently a puzzling one, because chemical literature has become so voluminous that it is quite overwhelming. In general, the reading should be done along lines of personal and community interest, and the journals which are read regularly should be selected along these lines. We as chemistry teachers areespecially fortunate in having a journal which is especially designed for our particular needs. Its able editor selects his material in such a way that each number answers both the what and the how of chemistry teaching. It covers the important ad- i.ances, gives concise and readable articles on topics of current chemical interest, and gives in abstract a concise sumniary of the leading articles in other journals which are of interest to the teacher of science. I know of no one journal which can compare with the' JOURNAL OF CHEMICAL EDU- CATION in all around usefulness for the. teacher of chemistry. For greater detail the other publications of the American Chemical Society are unex-

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celled in the fields which they cover, while there are many other ablemaga- zines which may be made available a t small cost,

Progressive teachers also receive inspiration and help from intimate as- sociation with others who are doing the same sort of work. Membership in the American Chemical Society brings one into step with an army of 17,000 chemists, many of whom are teachers. In addition to receiving the publications of the society each member receives the inspiration which comes from united effort in a common cause and the friendship of those who face similar problems. The Division of Chemical Education is organized for the specific purpose of aiding teachers of chemistry in every possible manner. Under its patronage in the various states there are organized associations of chemistry teachers which bring the stimulating effect of such organizations within the reach of all. Much good results from mem: bersbip in such a group, attendance upon its meetings, and participation in its programs. By entering into such activities each teacher not only crys- tallizes his own thinking and profits by the experience of others, but he is a t the same time aiding others in a mutual effort a t self-improvement. .Tho united effect of active groups of progressive teachers will accomplish much in improving the status of the chemistry teacber and the educational value of chemical instruction.

It is very evident from the trend of thought up to this point that the author has had in mind particularly those teachers of chemistry who work alone or in small groups which are more or less isolated from the larger centers of chemical thought. Let us now turn our attention for a few minutes to another phase of the problem of the training of teachers in service.

The larger universities almost invariably depend upon graduate student- teachers for most of the routine instruction in large elementary courses like chemistry. The charge is frequently made that this system has grown up because itpermits an institution to furnish teachers for large numbers of its undergraduatesat a very low cost. The inference is drawn that little attention is paid to the quality of the instruction but that the teach- ing assistants are encouraged to rush through their pedagogical duties in the easiest and quickest manner possible in order that they may turn their undivided attention to their own research work which they regard hs the only worthwhile undertaking on their progranis. It must be admitted that the system of employing graduate students as teachers of elementary courses can give rise to serious abuses and that such abuses may produce. vicious results in our educational system. When rightly administered; however, the system has real merit and deserves to be recognized as an important factor in the training of. ouryduth: It is not the present purpose to discuss the merits dnd demerits'of this system as a whole for that has' already been done'in a thbst thorough manner by a committee of eminent

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educators appointed by the American Association of University Profes- sors. The report of this committee is given in the Bulletin of the Associa- tion for February-March, 1926. This report is based on 364 replies to a questionnaire which had been mailed to a carefully selected group repre- senting a wide range of departmental interest, geographical distribution, and educational viewpoint. The committee recognizes that the system may be permitted to develop such undesirable features as the employment of the plan in institutions which do not have a well-developed graduate school; inter-university competition which results in offering various inducements, such as increased stipend, shortening of the time requirement or general looseness of scholastic standards; consideration of the stipend as a sub- sidy for graduate work or the building up of a graduate department, which induces incompetent, or poorly prepared college graduates to undertake work for which they are wholly unfitted; overloadmg schedules in an effort to acquire an advanced degree in a minimum of time, thereby encouraging superficial work in both teaching and graduate courses. But the com- mittee fails to find evidence that these faults exist to any appreciable extent and reports no evidence of their presence in departments in which there exists well-developed graduate work.

On the other hand, the report of this committee calls attention to a num- ber of points in which the graduate student-teacher system is distinctly superior to the plan of employing mature teachers only. (1) Most of the graduate students are largely dependent upon their own financial resources and of necessity must have some income in order to continue in graduate work. By engaging in part-time teachig many a capable individual is able to give himself a more thorough training for his life work than .would otherwise be possible. (2) "It is practically impossible to secure experi- enced teachers to carry year after year the type of teaching conducted by graduate student-teachers. And the opinion seems to be widespread that the experienced teacher carrying such work soon loses more in enthusiasm than is compensated for by his experience. . . .The standards of teaching have not been lowered by the employment of graduate student-teachers. What they lack in experience is compensated for by the enthusiasm which they bring to their work." (3) The scholarship of a graduate student is materially improved by teachig in elementary courses because it affords a very thorough review of the fundamental facts of the science. (4) I t per- mits a graduate school to test the teaching ability of its graduates. The experience gained and the opportunity to test each individual's adapta- bility to teach are of prime importance and become an undeniable duty be- fore a candidate can be recommended for a teaching position. Teaching brings to the surface many traits of character which otherwise would never be brought to light and no person should be allowed to teach who does not possess the proper "personality" for teaching. There is no surer way of

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"knowing the man" than is gained through observation of his success as a teacher. (5) If a graduate student-teacher is given a reasonable schedule and adequate direction and encouragement he is sening an apprenticeship under the guidance of experienced teachers who will be able to help him overcome some of the diEculties and avoid some of the pitfalls which are the common experience of the beginniig teacher.

It is this last phase of the graduate student-teacher system which espe- cially concerns us a t the present time since it affords an excellent opportunity for the training of teachers in service. Our educators have found that there is a distinct advantage in buildmg into our system of instruction the plan of "learning by doing." Every teacher must begin somewhere and it seems to be inevitable that a beginner must make mistakes which ex- perience teaches him to avoid. If the individual can learn his trade under, the kindly advice and friendly supervision of a successful teacher, and work- ing in conjunction with teachers of experience, he will become a capable teacher much more quickly and many times he will become a better teacher than would be possible if he made his debut under circumstances where he is left entirely to his own resources.

The objection may be raised that many of our graduate students are not planning to enter the teaching profession but are definitely looking forward to positions in the industries. Of what possible use to such a per- son is teaching experience? My answer is this: our graduate schools are doing their best to prepare young people for leadership wherever they may be employed. So it is safe to say that sooner or later each successful gradu- ate will be called upon to tell others how certain work should be done or to instruct their fellow workers in the details of some intricate process. This is teaching in its fullest sense and the methods of the teacher are essential for the successful discharge of duties of this kind. It is a most fortunate requirement, which is occasionally met, that all candidates for the doctor's degree must include some teaching experience in their training. For no matter how commercial their job may appear to be it will some time de- velop circumstances under which the ability to teach is indispensable.

The training of teachers in service may be accomplished in many ways, but in all of these the success of the plan depends almost wholly upon the initiative of the individual. Colleges may give trainimg which is invaluable to the beginning teacher, but they cannot insure growth in after years. The teacher who is satisfied with his preparation and position may neglect all means of self-improvement if he will. He will soon become antiquated and he will either seek other employment because teaching has no future or he will become resigned to his fate and grumble constantly because the other fellows get all the "breaks." The ambitions teacher, the individual with a vision, who sees beyond the monthly pay envelope and beholds some- thing of the possibilities of service to his day and generation, will eagerly

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utilize the means of improvement which present themselves and seek to make each day and each year better than his predecessors. Such a teacher will unconscious!y become one of the beacon lights of civilization marking the pathway of human progress toward the highest ideals of which the human race is capable.