The chemistry teacher and service courses in the land-grant college

Abstract

The Land-Grant College Survey proposes an experimental study of "the different effects upon subsequent student work of teaching certain sciences in the College of Agriculture and in other basic science divisions.'' Similar queries are voiced or implied in the sections on engineering and on home economics. The problem of the "service" courses is one that is often discussed in public by deans and directors, but seldom by the teachers who have to teach the classes.The problem is not so different in the several land-grant institutions as the authors of the survey seem to imply. It is largely a matter of objectives in education. If the leaders of the technological divisions will clarify their objectives, the task of the chemistry teacher will be much simplified. This will demand serious attention to the guidance, selection, and retention of the students of these divisions. It will also require a realignment of curricula on a functional rather than a subject-matter basis.