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Professor Charles H. Wing, who has charge of the department of Analytical and Organic Chemistry, during the temporary absence of Professor Crafts, says that “the room at the disposal of the department is not sufficient for instruction in Analytical Chemistry, many processes must be omitted for want of suitable arrangements for conducting them with safety, and the Professor has viewed with considerable apprehension certain operations, too important to be omitted, involving, for want of a proper room, some danger to the student and also to the building. But Analysis is the mechanical portion of Chemistry and were instruction to cease there, the student would, on graduating, have neither a knowledge of applied chemistry, nor any idea even of the scientific methods of modern chemists, would only be qualified to do the drudgery, to be the hewer of wood and the drawer of water' to the chemist proper. The instruction should
go farther than this; and the time now allotted in the revised course for laboratory work and'the zeal displayed by the students now in this department will, in the opinion of the writer, render it possible to complete the necessary analytical work during the Third Year, leaving the remaining year to be devoted to the study of practical and scientific chemistry. Omitting any discussion of the wants of the department of applied chemistry, if the erection of the new Chemical Laboratory is to be delayed, there is an almost imperative demand for a building of one story, practically fire-proof, affording to the department of analytical and organic chemistry additional room say 30 x 50 feet, more if practicable, less if needs be, but at all events some room properly fitted for chemical research (and for such operations in analytical chemistry as should not be done in the present laboratories) ready to be occupied at the commencement of the next Collegiate year.
-I also ask your attention to the able and interesting statement of Professor Ordway, as an important part of this presentation.
The Courses of Instruction. During the early part of the
These revised courses
Graduation. The question is sometimes asked why so small
To answer this question properly we should, in the first place,
tion, and an over crowding of the courses, have been efficient
Theses. This is the first year in which the graduates have
Preparation for Admission. The High Schools and Acade-
We still need a better preparation for admission to be able
We will refer to the subjects in the order given in the
mar, and the first twenty-five pages of Bôcher's French Reader, or their equivalent."
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different students. In the near future we must ask preparation in logarithms, and a few other subjects in algebra, and plane and spherical trigonometry, which will enable us to complete analytic geometry and calculus by the end of the second year, and thus give two full years for analytic mechanics and applications.
We are not likely to ask any preparation in chemistry for some time to come; and yet every secondary school should have a small and inexpensive chemical laboratory in which the elements of the subject should be thoroughly taught. With such aid we could make our general course in chemistry, which ends with the first year, much more complete.
The preparation in English is defective, not perhaps that the student is ignorant of the facts of history and literature, but because he has neither skill, nor ease, nor even accuracy in the use of the language. The remedy is not in the study of history and literature, but in the study of the structure of the language, and a constant application of the few general principles involved, until they become fixed in the memory and in the habit so firmly as never to be forgotten or disused. An occasional exercise in composition is not sufficient. An exercise in writing, in some form or other, should be the one never to be omitted for a single day, until, first, accuracy, and second, facility of expression, have been acquired. A ready use of the language should be made of the greatest aid in the study of all other subjects. What can be clearly expressed must be clearly thought, and no test is of so much value as a written examination.
In French the preparation was better than in the previous year, but upon the whole, not satisfactory. There will be a gain from year to year, and we wish to increase the amount until we can get about twice as much as is now required. This will enable us to complete the general course in this language at the end of our first year, and give proper time in the following years for German.