Excerpt from Chemistry for Schools
Since school chemistry is essentially the interpretation of selected experimental data it cannot be taught successfully without a reasonably well-equipped laboratory. The educational value of experimental chemistry is greatly increased if many of the experiments are quantitative. Frequently the question is asked whether quantitative experiments in general chemistry have any place in secondary schools. The chief objections made are that such experiments take too much time and are too difficult for beginners. The time given to any experiment is never too much if that experiment is fundamental in developing a clear notion of the general principles of chemistry. Is it so much more difficult to weigh accurately than to solve quadratic equations, or to measure exactly than to demonstrate the Pythagorean theorem? The replies to nearly three hundred circular letters sent to teachers of chemistry in secondary schools, show that about ninety-five per cent believe in quantitative experiments.
Part I of this book is the study of theoretical chemistry. In arrangement the aim has been to follow the order of development of the science. In this way the truths of chemistry do not appear to be a series of unrelated facts, but a science whose new truth at each step seems naturally related to what has preceded.
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