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Experimental Exercises in Elementary Chemistry (1868)

Experimental Exercises in Elementary Chemistry were compiled expressly for the use in the Author’s own classes
classes, and without any view to general publication.

The Principals of two of our neighboring Colleges, however, on being made acquainted with the proposed plan of instruction, desiring copies for the use of their pupils, I have had an additional number printed for them; and, if the method should commend itself to teachers in other institutions, the edition could be extended to meet their wishes.

The work is a mere compilation from text-books recently published in England, by some of the most eminent and successful teachers of Elementary Chemistry in the Colleges and Universities of that country.

None of the works from which the materials were extracted have, as yet, been republished in this country. They are Prof. FRANKLAND’S “Lecture Notes for Students,” Prof. GALLOWAY’S “First Step in Chemistry,” and “Second Step in Chemistry,” Prof. WILLIAMSON’S “Chemistry for Students,” Prof. ROSCOE’S “Lessons in Elementary Chemistry,” Prof. WILSON’S “Inorganic Chemistry,” and Prof. HOFMANN’S “Introduction to Modern Chemistry.” Most of the Problems have been extracted from Prof. GALLOWAY’S “First Step,” and if that work could have been obtained for the use of my classes, there would have been less necessity for this compilation; but repeated efforts to obtain copies, made during the last year and a half, only resulted in the information that it was “out of print.”*

The experience of many years, as a teacher of Chemistry, has convinced me that, even in our best Colleges, with all the aids of apparatus, and in the hands of thoroughly qualified teachers and manipulators, a large majority of pupils fail to gain such a knowledge of the principles of the
science, as ought to repay them for the time faithfully spent in the attempt.

This failure is due, I think, not so much to want of qualification in the teacher, or of industry in the student, as to the generally defective
plan of teaching. If we put out of view, entirely, the eminently practical nature of this science, considered in its technical relations, and consider it only as part of the general means of mental discipline, we shall find

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