DISPENSER

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From a study of the frequency of occurrence of the various names a number of interesting facts come to light, and a number of questions arise. It is obvious that the more spectacular discoveries impress authors of texts more than some of the more important discoveries. It is also apparent that authors are slow to realize the importance of new discoveries of epoch-making nature and the magnitude of their effects on chemical theory. Bohr is mentioned in only 9 books. Planck and the quantum theory are not mentioned a t all. Among the questions raised are: "How many of the 336 names are of sufficient importance to justify their inclusion in a high-school text?", "What criteria may be used as a basis of selection of names?", and, "What is to be the reaction expected from the high-school student to such names as are included in his text?" D. Biographical Accounts A number of very brief biographical accounts were given in most texts. Most of these were given in supplement to or in explanation of cuts, though a few texts gave brief biographies of men whose likenesses were not shown. A total of 247 biographical accounts of 48 different persons was given in the 20 texts. The number in a single text ranged from 0 to 31. These accounts usually consisted of name, date of birth and death, nationality, and brief mention of some single discovery or field of work. E. Cuts of Men and of Historical Laboratories and Apparatus. a. Nearly all books show cuts of men who, the authors believe, have made important contributions to chemistry. In some books a number of full-page cuts are given, while in others a few small cuts are considered sufficient. A total of 253 cuts of 50 different persons was shown in the 20 texts. The number of cuts of this type in a text ranged from 0 to 30. b. Cuts of historical laboratories, of pieces of apparatus of historical interest, and of articles of historical interest were found in several of the texts. Cuts of alchemical laboratories of the middle ages yere most frequently shown. (See Table 3.)

CONCLUSION

In spite of the widespread belief, among chemistry teachers, in the value of historical material as an aid in developing interest in chemistry and an understanding of its present status, there is no agreement among the textbook authors as to what historical material should be given nor as to how it should be presented. General confidence is shown in cuts and mere mention of names, and hut few texts now available make anything more than a feeble and superficial attempt to present even the most meager outline of chemical history. No text presents a chronological account of the principal events in the development of chemical theory. It seems probable that in the quite obvious attempts of some authors of high-school texts to include an account of all new discoveries and developments and to make their texts deal with all known fields of chemistry, these authors are missing a fine opportunity to express the real spirit of chemistry, to dramatize the altruistic spirit of science for youthful minds, and thus to render most valuable contributions to the progress of truth.

CONVENIENT FILTER-PAPER DISPENSER CHARLES L. UNRATH Lehigh University, Bethlehem, Pennsylvania

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TABLE 3

0 0 1

5

0 I

6 2 4 1

48

THE accompanying diagrams illustrate a convenient filter-paper dispenser and the method of loading it. The dispenser can be hung a t any convenient place in the laboratory and transferred as need arises. It proteds the papers from dust, yet permits the placing of a folded paper in a funnel with one hand--aften a timesaving convenience.