THE EDUCATION AND TRAINING OF CHEMISTS REPORT OF THE CHEMISTRY EDUCATION ADVISORY BOARD Published by THE ROYAL INSTITUTE OF CHEMISTRY, 30, RUSSELLSQUARE, LONDON, w.c.1. January, 1944 Chemistry Education Advisory Board A. Findlay, M.A., D.Sc., F.I.C., Emeritus Professor of Chemistry, University of Aberdeen ; President, Royal Institute of Chemistry(Chairman).H. V. A. Briscoe, D.Sc., F.I.C., Professor of Inorganic Chemistry, Imperial College of Science and Technology, London. R. R. Butler, MSc., F.I.C., Principal, City Technical College, Liver- pool.J. W. Cook, D.Sc., F.I.C., F.R.S., Regius Professor of Chemistry,University of Glasgow.. E. H. Coulson, M.Sc., A.R.C.S., County High School, Braintree, Essex. E. G. Couzens, B.Sc., A.R.C.S., B.X.Plastics, Ltd.. H. W. Cremer, M.Sc., M.I.Chem.E., F.I.C., Sir Alexander Gibb and Partners. Wm. Cullen, LL.D., M.I.Chem.E.*, F.I.C., Chairman of Council, Society of Chemical Industry. A. E. Dunstan, D.Sc., M.I.Chem.E., F.I.C., Chief Chemist, Anglo Iranian Oil Co. F. Fairbrother, DSc., Reader in' Inorganic Chemistry, University of Manchest er . G. Fowles, M.Sc., A.I.C., Senior Science Master, Latymer UpperSchool; Chairman, Science Masters' Association. D. L. Hammick, M.A., Tutor, Oriel College, Oxford. L. A. Jordan, D.Sc., M.I.Chem.E., F.I.C., Director, Research Association of British Paint, Colour and Varnish Manufacturers. A. J. Kieran, Ph.D., F.I.C., Messrs. Lever Bros. W. F. Lutyens, B.A., Director, Imperial Chemical Industries, Ltd.A. McCulloch, M.Sc., A.I.C., Lecturer, College of Technology, Man- Chester. H. B. Nisbet, D.Sc., Ph.D., F.I.C., Lecturer, Heriot-Watt College,Edinburgh.J. A. Oriel, M.C., M.A., B.Sc., M.I.Chem.E., F.I.C., General Manager, Shell Refining and Marketing Co., Ltd. Chief Chemist, Asiatic Petroleum Co., Ltd. H. V. Potter, B.Sc., M.I.Chem.E., F.I.C., Director, Bakelite, Ltd. E. K. Rideal, M.B.E., F.I.C., F.R.S., Professor of Colloid Science, University of Cambridge. E. A. Rudge, Ph.D., F.I.C., Head of the Department of Science, West Ham Municipal Technical College. R. E. Slade, D.Sc., M.I.Chem.E., F.I.C., Research Manager, Imperial Chemical Industries, Ltd. R. W. Stott, M.A., Senior Science Master, Rugby School. A.M. Ward, D.Sc., F.I.C., Principal, Technical College, Guildford. Wm. Wardlaw, DSc., F.I.C., Professor of Chemistry, Birkbeck College.R. Leslie Collett, M.A., F.I.C., Assistant Secretary, Royal Institute of Chemistry (Secretary). Report of the Chemistry Education Advisory Board I. The publication of the Government White Paper entitled “Edu- cational Reconstruction,’’ and the issue of several reports by Government Committees, by professional institutions and by other bodies, have led to a great increase in public interest in educational subjects. 2. In June, 1943, a Conference was called by the Royal Institute of Chemistry of Great Britain and Ireland, which was attended by represen- tatives of the following organisations :-Association of University Teachers.Chemical Society. Royal Institute of Chemistry. Science Masters’ Association. Society of Chemical Industry. 3. At this Conference a CHEMISTRYEDuCilTIoN ADVISORYBOARD was set up to consider all aspects of education in chemistry; two nominees of the Association of British Chemical Manufacturers being later co-opted as members of the Board to represent employers. CHEMISTRYIN SCHOOLS. A. Up to the age of 15 (or 16). 4. The Chemistry Education Advisory Board welcomes the expression of opinion by the Norwood Committee that a study of Natural Science should find a place in the education of all pupils. Provided such study is made effective, even the pupil who may later adopt chemistry as a career, need, at this period, be taught no more science than is regarded as desirable as part of a sound and well-balanced general education.For such a pupil, an increase of “factual” scientific knowledge is less important than the development of intelligence, integrity of character, adaptability and the desire for more knowledge. 5. So far as the methods of instruction in Natural Science are con- cerned, the Board agrees generally with the views expressed in the Report of the Norwood Committee (p. 108). While, however, it may be that “General Science” forms the most suitable method of approach in the early stages of the study of Natural Science (and on this point we express no strong opinion), we recognise, as does the Norwood Committee, that success in arousing the interest of a pupil in the phenomena of nature and of creating the right attitude to scientific enquiry, depends very largely on the teacher.It is of importance, therefore, that a considerable degree of freedom should be given to the teacher to adapt his instruction according to the circumstances of his pupils, his own interests and his surroundings. 6. Whatever method or methods of instruction in Natural Science may be adopted, the aim of such instruction must be not so much to impart a knowledge of facts (although a firm basis of factual knowledge is essential), as to give a training in scientific method and to inculcate the spirit of science. One must seek to stimulate the desire to know as well as to train the faculty of observation, the ability to measure accurately and the power to co-ordinate and reason from the results of observation and experiment.Provision, therefore, must be made for observation in the field and for experimental work in the laboratory. 7. At not too late a stage in his course, the pupil should be made acquainted with the classification of the sciences or the grouping together of the facts, laws and theories relating to different aspects of the external world. He will thus be led, quite naturally, towards the more specialised study of those different branches of science which he may undertake in later years at school or elsewhere. 8. The White Paper envisages the existence of three types of secon- dary school-Grammar, Modern and Technical-which need not, however, be institutions separate and apart; and the suggestion is made that at the age of 11 + and again at the age of 13+, pupils should, after an assessment of their individual aptitudes and examination of their school, records, etc., be allocated to one of the three types of secondary school for their further education.Facilities, we are glad to note, will be provided for transfer to a different type of education, if the original choice proves to have been unsuitable. 9. As a Chemistry Education Advisory Board we are concerned with the education and training of the future chemist and we feel it necessary to point out the danger which exists of serious misdirection into a par-ticular type of school not only through a wrong assessment of aptitudes or ability, but through insufficient knowIe'ctge and appreciation of pro- fessional requirements and of the educational needs of the practising chemist.Recruitment for the higher branches of the chemical profession, not only on the academic but also on the industrial side, is mainly through the Universities and Higher Technical Colleges, and it is therefore of importance that all those who give promise of rising to the higher grades of the profession should enter one of the schools, the curricula of which lead naturally' to a University or Higher Technical College. 10. The education and training of those pupils who will leave school at the minimum school leaving age in order to enter industry will be dealt with later, but it may be accepted that for them a practical type of instruction will generally be the most appropriate.In such an environment, it may be, their particular ability will find its best realisation. If, however, industry is to gain the better educated and more intelligent recruits of which it will so greatly stand in need, a broad general and scientific education must be given. Moreover, since ability may find its best realisation only after many years, the instruction must be of such a kind as will enable suitable pupils to pass naturally to more advanced work and to gain the highest qualification, pro-fessional or industrial, of which they are capable. (See also para. 38.) 11. Internal and External Examinations at Age 15 (16).-The Norwood.Committee envisages that eventually the present School Certificate examination, conducted by external authorities, will disappear and be replaced by a purely internal certificate granted by the authorities of the school and based on their estimate of the pupil's ability and on 4 his school record. The arguments in favour of and against the external school certificate examination have been fully reviewed in the Report of the Norwood Committee, and we do not regard it as within our province to discuss the matter here at length. In our opinion, the acceptance of an internal certificate by a professionally qualifying body, such as the Royal Institute of Chemistry, will doubtless depend on the precautions taken to safeguard, and the success of such precautions in safeguarding, the standard of the certificate.12. At the minimum school leaving age many pupils, whether they have gained the proposed School Certificate or not, will leave school and will enter industry; but it is not necessarily advisaole that they should do so. They should rather be encouraged, if they show sufficient ability, to remain at school until they reach the age of 18. The best opportunities will thereby be given to them of reaching the higher ranks of the profession as soon as possible. The further education and training of those who leave school at the minimum school leaving age is considered in paras. 28-40 of this report. B. Post-School CertiJicate Years. 13. With the passing of the School Certificate stage, the intellectual interests of the pupils will become more clearly developed, and pupils will divide themselves into those whose main intellectual interests are literary and non-scientific, and those who desire to take up the special study of science.(a) Non-scientijc pupils.14. Even if instruction in science takes its place in the education of all pupils up to the age of 15 or 16, it should not end there, but should be continued also in the later years at school. It is, in our opinion, a matter of great importance, not only for our future industrial prosperity, but also for the material welfare of the people, that those, more especially, who will afterwards become leaders in industry and commerce, civil servants and administrators, should become more fully imbued with the spirit of science and should gain both a fuller appreciation of the scientific method and a greater understanding of the power of scientific knowledge and research.The kind of instruction in Natural Science, including chemistry, to be given to those whose main interests are not scientific, will depend to some extent on the kind of instruction given in the pre- school certificate years, and also on the outlook and general interests of the teacher. The course should have as one of its main purposes the appreciation of the values and uses of science, and should not be over- burdened with detail. To make such courses of instruction successful will certainly not be easy, and much will depend not only on the science master, but also on the sympathetic support of the Headmaster and on his conviction of the importance of such instruction.15. Since the time available for such instruction must necessarily be restricted, and since the field of instruction is very extensive, we desire to record the opinion that for those pupils who are studying Natural Science as a part of general culture rather than as a part of technical training, practical work in the laboratory need not be required. We are convinced that it is possible to lay a very valuable basis of scientific culture and to inculcate the spirit of science without the pupil himself 5 engaging in experimental work; and it has to be borne in mind that the time consumed in practical work, if insisted on, may lead, in the case of the pupils under consideration, to the abandonment of instruction in Natural Science altogether .16. It may be pointed out that the courses of instruction in Natural Science designed, more especially, for pupils of humanistic studies, in which ideas, appreciation and understanding rather than information are predominant, could also, with advantage, form part of the instruction given to the pupils specialising in Natural Science. The demands made on the time of the teacher in the preparation for such courses and for their experimental illustration will be great, and adequate allowance for this must be made. (b) Pu$ils specialising in Science. 17. In the case of pupils who desire to specialise in Natural Science, the greater part of the school time must necessarily be devoted to instruction in science, and emphasis will also be laid on particular branches of science.In all such courses it is our view that less importance should be attached to the learning of facts and more to the development of the powers of observation and of inductive and deductive reasoning. By such courses a pupil will be better prepared either for continuing his studies at a university, or for entering industry. We strongly support, moreover, the many criticisms which have, during many years, been put forward, of the too narrow and too intensive specialisation in science in the post-school certificate courses. In our opinion, some means must be found for giving to students of chemistry, as of other branches of science, a wider basis of general culture on which to build their intellectual life.Not only should the scope of instruction in Natural Science itself be widened by the inclusion of both physical and biological science, but, as has been recommended by the Board of Education, at least one-third of the school time should be allotted to the study of English, languages, history or other subjects of general culture. 18. In the case of English, attention should be paid to literature rather than to language, and emphasis should be laid on cultivating the power of lucid expression. Teachers of science, also, should ensure that this matter is not neglected during the periods devoted to instruction in science, for example, by prescribing essays on scientific subjects.19. It may be emphasised here that for those who intend to become professionally qualified chemists, ability to translate intelligently from French and German is of importance and is required for the qualification of the Royal Institute of Chemistry. SCHOLARSHIPSUNIVERSITY AND BURSARIES. 20. It has long been recognised that the unduly rigid and intensive specialisation in the post-school certificate years has mainly been brought about by the requirements of the University Scholarship examinations in England and Wales. We support wholeheartedly the views expressed by the Nonvood Committee (p. 111) regarding the urgent need for a remodelling of these scholarship examinations.If, as we have recom- mended, the whole basis of the education-general and special-of the science pupil is to be broadened, the requirements of the scholarship 6 examinations must similarly be broadened. Moreover, unless the scholar- ship examination is to take into account and give credit for not only the special scientific ability but also the general education of the candidate, the efforts to lay a broader foundation of general culture which will fit the specialist in science, with wide outlook and sound judgment, to take his place more effectively in industry and in the life of the community, willbe largely defeated. Merely to include subjects of general culture in the school curriculum without giving due weight to them in the scholar- ship examination, would not prove effective.21. We would point out that, in the ancient Universities of Scotland, the requirements of their entrance bursary examinations have been conceived on the broader basis which is here recommended. It is recog- nised that the educational conditions in England are different from those in Scotland, but we believe that the Scottish system of awarding bursaries at entrance to the Universities might, with any necessary modifications, be advantageously extended to the Universities of England and Wales. THE HIGHER SCHOOL CERTIFICATE. 22. The requirements of the Higher School Certificate examination and the acceptance of a pass in this examination as exempting from attendance on the first year’s course at most of the Universities in England,must also bear part of the responsibility for the undue specialisation in the post-school certificate years at school.If the broader scheme of education for science pupils, with a necessarily somewhat lower standard of attain- ment in individual subjects, is to be adopted, the requirements of the Higher School Certificate must be correspondingly modified ; and, as recommended in the case of the university scholarship examinations, the non-scientific subjects must not only be included in the curriculum of the science specialist, but must be given their due weight in the examin- ation. We are of opinion, also, that exemption from attendance on the first year’s course at the University is undesirable.The conditions and methods of study at a University are different from those at school. The first year’s courses should be regarded as and should be planned so as to form an integral part of the university course in science for the Bachelor’s degree, and they cannot be dispensed with without damage to the intellectual development of the student. We therefore recommend that the first year’s course should be taken by all university students of chemistry. In order to ensure continuity of study and to avoid undesirable overlapping of work, we would recommend that there should be more frequent and effective consultation between school and university teachers. CHEMISTRYIN THE UNIVERSITIES. 23. While reading for a university degree, the intending chemist should continue to educate himself on broad lines. The University or Technical College should not be regarded merely as a classroom and laboratory.The student of chemistry should have time not only to read and think about his specialist studies, but also to mix with men studying other subjects than his own and thereby broaden his general intellectual interests and enlarge his outlook. Time-table requirements, therefore, which are especially onerous in the case of students of science should 7 be adjusted so as to make possible participation in the general intel- lectual, social and recreational life of the University or CoUege. 24. For the award of an ordinary or pass degree (B.A. or B.Sc.) in science, full time attendance at a University for a period of three years (or, in special cases, an equivalent period of part-time attendance) should be regarded as necessary, and attendance on the first year’s course should, as was recommended above, be compulsory.The student who desires to specialise in chemistry should, besides pursuing the study of chemistry during all three years, include in his university curriculum the study of at least two other branches of science. In some Universities, at the present time, students of physical science are required to include a biological science in their curriculum of study. Such a curriculum, in which four branches of science are studied, is well adapted to fit the graduate for the teaching of science in schools.25. For an Honours degree in chemistry, a minimum period of four years of full-time study should be required. 26. In some cases, a student, instead of pursuing an Honours course in pure chemistry, may desire to pursue an Honours course in some branch of applied chemistry. In all cases, such study should follow on a course in pure science up to at least pass degree standard. 27. Honours graduates of sufficient promise should, in general,devote one or more years to training in research. For those who intend to adopt an academic or research career, such training is essential. (See also para. 43.) THEEDUCATION OF INDUSTRIALAND TRAINING CHEMISTSAND CHEMICAL ABOVE THE MINIMUM SCHOOLTECHNICIANS LEAVINGAGE. 28. The Chemistry Education Advisory Board believes that it is of importance to emphasise that industry requires and can make use of, for administration, research, laboratory and process operations, etc., not only one type but many types of chemists, chemical assistants and chemical technicians, whose education and training may vary greatly and proceed along diverse lines.Thus, those who are engaged in chemical industry and in other industries in which at least some background of chemical education is needed or desirable, may be divided broadly into the following groups :-PROFESSIONALGRADES. I. Directors of Chemical Works ; Works or Departmental Managers ; Directors of Research. 11. Research Chemists ; Assistant Managers. 111. Assistant Research and Analytical Chemists.NON-PROFESSIONALGRADES. IV. A. (i) Senior Chemical Assistants. (ii) Junior Chemical Assistants (mainly engaged in junioranalytical posts). B. Chemical Technicians employed in a wide range of industries such as the Dyeing, Bleaching, Printing, Leather Manu- facture, Coke Oven, Food and Metallurgical Industries. 8 C. Chemical Works Operatives, e.g. process workers employed in actual chemical works. 29. Opportunity and suitable educational facilities should be pro- vided to enable a worker beginning his career in any one of the lower grades to pass to a higher grade and to attain the highest qualification and professional position to which he may aspire and for which he shows himself fitted. It has, however, to be recognised as a fact that, within each group, there is a certain “intellectual ceiling” or level of capability above which many are unable to rise.PART-TIME UP TO THE AGE OF IS.EDUCATION 30. It must be accepted that, for one reason or another, many pupils who desire to adopt chemistry as a career will leave school at the minimum leaving age of 15 (or 16),to take up work in chemical lab- oratories or in works. The Chemistry Education Advisory Board welcomes, therefore, the statement in the White Paper that it is the intention of the Government that there shall be compulsory part-time education up to the age of 18 at “young people’s colleges.” The nature of this educa- tion, whether general or vocational, or partly general and partly vocational, is of importance.Since in some, perhaps in many cases, employers may desire that their chemical assistants should, as soon as possible, engage in studies more directly connected with their daily work, it may happen that some of these will later find themselves debarred from professional advancement, owing to deficiencies in their general or scientific education. To avoid this, the special requirements of young chemists should, at the minimum school leaving age,be reviewed and care taken in assessing their abilities and in giving guidance with regard to their further education and training. Those who give such guidance should have a knowledge not only of the require- ments of and the existing conditions in industry, but also of the regu- lations governing the entrance, as full-time students, into the Universities or entrance on courses leading to an External Degree of the University of London.They should also be familiar with the requirements of the professionally qualifying body, the Royal Institute of Chemistry. 31. Advisory Committees.-While the giving of vocational and educational guidance is part of the duty of the teacher or headmaster, we recommend that, in the larger centres, advisory committees be set up consisting of representatives of the Schools, of Universities and/or Technical Colleges, of chemists in industry and of the‘ Royal Institute of Chemistry. Such committees could give valuable assistance in assessing the aptitudes of and in giving guidance regarding further education and training to pupils about to leave school and to enter industry.32. The Advisory Committees should also be available for assessing the qualifications and ability of part-time students above the minimum school leaving age and for giving guidance regarding the nature of the educational course, general and/or vocational, which they should follow. Power also might be given to the Advisory Committees to recommend suitable part-time students for the award of scholarships or bursaries to enable them to continue their education at a University or Technical College. The Advisory Committees, further, would be in a position to 9 offer valuable advice on the provision of part-time teachers, especially of technical subjects, and regarding the syllabuses of technical courses.33. Chemical Technicians and Chemical Works Operatives. Besides those who are entirely or mainly engaged in carrying out chemical opera- tions and who may properly aspire to some recognised status as chemists, there are, in many industries, young employees and skilled or semi-skilled craftsmen for the satisfactory carrying out of whose work a know-ledge of chemistry and of chemical technique is essential, but for whom a high standasd of academic attainment in the science is neither called for nor expected. These groups of workers are distinct from those described above as Chemical Assistants. Only in exceptional cases will such workers aspire to any grade of professional status. 34. For the part-time education of such workers various colleges throughout the country provide courses designed to prepare junior employees for work in connection with particular industries.A number of firms, also, have drawn up schemes of instruction which they regard as specially suitable for their own particular industry, and “works schools ” have in some cases been established in which this special instruction is given. For entry on such courses, whether given in “works schools,” or in technical institutions, school certificate standard of general education is rarely required. Although, in the first, and often in the second year of these part-time courses, chemistry, physics and mathematics are taught, imtruction in the later years is mainly confined to technological subjects bearing directly on particular industries.35. For the groups of workers under consideration, that is for chemical technicians and works operatives in industries in which no high standard of scientific knowledge is required, such courses of instruct- ion may be of great value. For such workers good opportunities exist to rise to positions as foremen and departmental supervisors of process work; and if they later develop administrative ability they may reach more responsible positions as works managers. While the nature and extent of chemical or other scientific knowledge which should be possessed by technicians and operatives varies considerably in different industries, it is of great importance for the future prosperity of our industries that the standard of education, general, scientific and technical, of all workers in industry should be raised, and this, indeed, is one of the main reasons for raising the minimum school leaving age and for the introduction of compulsory part-time education up to the age of 18.We would therefore urge very strongly that ,whether the part-time courses are given in “works schools,” approved for this purpose by the Board of Education, or are given in central technical institutions, those who attend these courses, and especially those who, in the words of the White Paper, are “anxious to equip themselves more fully to advance in life” and who may aspire to rise to posts of managerial responsibility, should be encouraged to work for such nationally recognised certificates as the National Certificates in Chemistry and/or the Certificates of the City and Guilds of London Institute. Clearly, the courses of instruction provided must be such as will enable them to do so.36. Although the more specialised vocational or technologicalcourses referred to in the preceding paragraphs are of value for the 10 training of technicians and operatives in a particular industry and, more especially, in industries in which only a limited knowledge of chemistry or other science is required, the purpose for which these courses are designed should be borne in mind by those who have the responsibility of guiding the education and training of the younger industrial workers who may have to leave school at the minimum school leaving age, The position also should be made clear to the younger workers themselves, more especially to those in the predominantly chem- ical industries.(See para. 37.) 37. Chemical Assistants. Besides the group of chemical technicians and operatives, there is another important group of junior workers who may be referred to as chemical assistants. These are engaged in carrying out chemical operations of an essential, even if often of a routine character. Many of these junior workers definitely desire to adopt a chemical career and will naturally aspire to attaining some recognised grade of chemist. The abler ones will look forward to reaching pro- fessional status. For such workers a higher standard of general and scientific knowledge is required than for those who have been classed as technicians and operatives, and facilities must be offered to them to fit them for promotion to higher posts on the chemical side of industry and to attain professional status.For such workers the more purely technological courses, designed for chemical technicians and operatives in various industries, are not adequate. In not a few cases in the past, younger workers in chemical and allied industries, who had been directed into such courses, have later, to their great disappointment, found themselves debarred from advancement towards professionalstatus owing to deficiencies in their general or scientific education. 38. The Chemistry Education Advisory Board is strongly of opinion that pupils who leave school at the minimum school leaving age and enter industry or chemical laboratories as chemical assistants, should, during the years of compulsory part-time education, seize the opportunity of laying a firm foundation of chemistry and physics, the sciences on which their industry is based and without a knowledge of which they cannot qualify for advancement to more senior chemical posts.It is recom- mended, therefore, that they should pursue courses of study leading to National Certificates in Chemistry or, if the standard of matriculation has been reached, to the Intermediate Science examination of London University. Encouragement to pursue such study would, we believe, be given if the National Certificate were recognised as a qualification for advancement to more senior chemical posts and were made a definite step towards obtaining professional status through the examinations of the Royal Institute of Chemistry.We are of opinion that the courses for the Ordinary National Certificate should be purely scientific and not tech- nological, and we are convinced that such training in science would be in the best interests both of industry and of the chemical assistants.. 39. After passing the examination for the Ordinary National Cert- ificate, chemical assistants would naturally pass on to the more advanced part-time courses leading to the Higher National Certificate; and in order that due account shall be taken of different aptitudes and aspirations, we would recommend that there should be two Higher National Certifi- cates, one in pure chemistry and one in technological chemistry.The 11 course for the Higher National Certificate in pure chemistry would cover more advanced work in inorganic, organic and physical chemistry than is required for the Ordinary National Certificate, and the award of this certificate would, along with the further necessary training, qualify for admission to the examination for the Associateship of the Royal Institute, provided the candidate had attained the necessary standard of preliminary education. By encouraging chemical assistants to study for National Certificates, industry would gain more intelligent and more highly qualified workers, and the workers themselves, having laid a broader basis of fundamental scientific knowledge, would be able to apply that knowledge to the understanding of the technical processes of different industries and so fit themselves for a wider range of activities and for posts in different industries.40. For the Higher Certificate in Technological Chemistry the syllabuses might be related to those leading to the full Technological Certificates of the City and Guilds of London Institute. This Certificate would not lead directly towards professional status in chemistry, but would be suitable for those who aspired to higher technical or super- visory posts in various industries. OF CHEMISTS GRADE.THETRAINING IN THE PROFESSIONAL 41.The term “professional” is employed here to connote a quali- fication in general education and chemical knowledge and training represented by the Associateship of the Royal Institute of Chemistry, or by a good honours degree of a University. 42. In general, those who aspire to, and have the ability to attain the professional grade of chemists would, after receiving a good secondary school education, proceed to a university or higher technical college to read for an Honours degree (B.A. or BSc. or equivalent qualification}. As has already been recommended (para. 25), this course should extend over a minimum period of four years and should be broadly based. As in the case of Honours Courses in the Universities (see para. 26) the first three years of study in the Higher Technical Colleges should be devoted m:iinly to pure science subjects, and only in the fourth year should any large part of the student’s time be devoted to technological subjects. During his undergraduate years, a student of chemistry should be encouraged to visit as many industrial works as possible, in order that he may get some insight into the large scale applications of chemistry and the conversion of a laboratory, into an industrial, process.In the case of the student of chemistry who intends, at the end of his course of training, to enter industry, it is very desirable that he should spend part of his long vacations in works, so as to gain some experience of works practice. The provision of such vacation courses depends on the possibility of making suitable arrangements with manu- facturing firms; but such courses were made available by certain firms before the war and were found to have the advantage of enabling the undergraduate to gain some practical experience and to decide whether the industrial life really appealed to him.They also gave an opportunity to the employer of selecting suitable men for posts at the end of their course of training. It is very desirable that facilities for attending such vacation courses should be greatly extended. 12 43. At the end of his honours course, the young graduate may at once seek for employment in a works, especially if his interests and abilities fit him for the production side of industry; but if he has the desire to obtain a post as a research worker, and shows the qualities necessary for success in research, it will be advisable for him to spend one or more years in receiving training in research either in a University or HigherTechnical College.44. It has already been pointed out how a young chemist who has had to enter industry direct from school should be able to proceed by way of the National Certificates to the Associateship of the Royal Institute of Chemistry and so attain professional status (para. 39). 45. We desire to point out here that if national standards in industry are to be improved, the need to harness scientific knowledge to the pro- motion of greater and more varied industrial productivity is imperative,and we would emphasise the importance of the fuller development of Graduate Schools of Technological Study on lines such as those followed at the Massachusetts Institute of Technology.The establishment of such schools of post-graduate study, either as separate institutions or in association with one or more of the Technical Collegds already in existence, adequately staffed and equipped and with research pro-grammes wisely co-ordinated, could do much to influence and improve the future of industry. By surveying and indicating new uses for our natural resources, material help also could be given towards a solution of the problem of unemployment. 46. In concluding this section of our report, we desire to bring to the attention of those engaged in directing industry how greatly they can help in putting into force the various recommendations which have been made in the preceding pages.Thus, industry can give valuable help by actively participating in the work of the advisory committees (para. 31);impressing on their chemical assistants the desirability of pursuing systematic courses of study and encouraging them to do so byimproved status and increased remuneration on the successful completion of such courses ; co-operating with the authorities of Technical Colleges in selecting chemical assistants ; provision of financial help to deserving assistants to enable them to proceed to full-time day classes in order to complete their studies for professional recognition ; provisioa of vacation courses for undergraduates ; provision of Industrial Fellowships for post-graduate study and research ; interchange between members of industrial and Technical College staffs.AND TRAININGTHE SUPPLY OF TEACHERS. The success with which effect is rriven to the recommendations made in the preceding pages willdependuvery largely on the quality of the teachers of science. If our future citizens are to become imbued 13 with the spirit of science, if they are to gain an effective knowledge of its achievements and an appreciation of its values and uses, and if the education of the future workers in the fields of science is to be built on a broader foundation, the teachers must not only possessthe necessary knowledge but must also be men and women of generous training and wide cultural outlook.They must, in the words of the White Paper, “be educated men and women of responsibility whose training has introduced them to a full life.” We would venture the remark that the only effective method of obtaining an adequate supply of teachers of the desired character and calibre is to make the conditions of service sufficiently attractive. 48. Since a committee, known as the McNair Committee, has been set up by the Board of Education to investigate the questions of the supply and training of teachers, we do not propose to enter on a discussion of the general problem here. A few remarks, however, may be made regarding the teachers in the chemistry departments, more especially of the technical colleges.49. FuZZ-time Teachers.-The Chemistry Departments of Technical Colleges have to make provision, not only for courses in pure chemistry, in preparation for recognised qualifications in that science, but also for teaching a large number of technological subjects. In the past, teachers in technical colleges have been recruited mainly from those who have received full-time training in technical colleges, or from University grad- uates. In technical colleges it is desirable that the teachers should have had some industrial experience, but it is not easy to obtain suitable teachers with this additional qualification, because the remuneration and prospects of a good chemist who enters industry are usuallygreater than those which he can hope for in the teaching profession.It is true that some men who have been engaged in industry return to teaching in technical colleges because they feel a definite vocation for this work, and it is certain that these constitute by far the best members of the staffs of the colleges. It seems true, however, that many of the teachers, particularly in some of the smaller technical colleges, are men who, after a not too successful period in industry, have returned to teaching in times of industrial depression. 50. The work in Technical Colleges usually entails long hours, both day and evening, and the scales of payment, though comparable with those offered in industry in the lower age groups, give onlyin rare cases, prospect of rising to anything approaching the maxima possible in industry.Industrial experience, also, is rewarded only by very small additions to the normal Burnham scale. Moreover, the social status or prestige of the teacher in a technical college does not seem to be as high as that attaching to an analogous post in a university and, probably most important of all, the opportunities for enhanced prestige through the prosecution and publication of research are often almost entirely lacking. 51. In a subject such as chemistry there is no way in which a teacher can keep the spirit of his teaching alive better than by engaging in research. It is of the greatest importance, therefore, that his normal teaching duties should be such as to allow him freedom to carry out 14 research and to preserve the mental energy necessary for him to keep himself abreast of recent developments in his science.It is highly desirable that all education authorities should, within reasonable limits, allow time spent on research to count as teaching hours. 52. Part-time Teachers.-In most technical colleges a supply of part-time teachers is drawn from chemists engaged in industry in the neighbourhood of the College. The remuneration offered to such teachers is usually so low that it attracts only those men whose salaries in industry are also low. Occasionally, men in good positions will engage in part- time teaching, out of a sense of public duty and to help their own juniors and those engaged in other laboratories, but it is clear that for satisfactory teaching, particularly of technical subjects, it is desirable that men with wide knowledge and experience should be attracted to this work. 53.The Board would welcome any contribution industry could make towards bringing teachers more closely in touch with industry. Research workers in fundamental science should be encouraged to mix more with research workers in applied science and with men engaged in the control of industrial processes. 54. The Board would also favour any system of interchange between research workers and teachers in universities and the staffs of industrial and Government establishments, although it is realised that the diffi-culties, particularly with regard to secret processes, etc., are substantial. The Board would, in any case, advocate greater interchange between different scientific departments of Government service. 55. It is recommended that the Chemistry Education Advisory Board should be kept in being to act as a central advisory body which might be consulted by industrialists, examining bodies and education authorities. It would gladly offer its assistance, also, in connection with the further training of men demobilised from the fighting forces and other national services. 15 Printed in Gveat Britain at the Wmks of W. HEFFER & SONS LTD., CAMBRIDGE, ENGLAND