VOL. 5, No. 4 CREATING INTEREST IN FRESHMAN CACMISTRY 445

CREATING INTEREST IN FRESHMAN CHEMISTRY

Freshman chemistry in college is never considered in student vernacular "a crip course" and is not universally chosen as an elective by students desiring easy credits. Reports from chemistry departments of various institutions give as reasons for a rather high percentage of failures: "lack of preparation," "lack of application," and "lack of interest." Very seldom is the report "lack of ability" applicable, as modern college en- trance requirements are becoming more exacting and the weaker high- school students are required to better prepare themselves before enter- ing college. Present methods of section grouping according to ability, as a result of entrance psychological tests and a careful check on high-school records, enable the college instructor to handle each section more efficiently.

The freshman course in chemistry must, therefore, he presented in such a way as to include a summary of preparatory work which is fundamental and prerequisite to the college course, to stimulate interest in the course, and thereby create a desire in the student to get the most out of his work by his own efforts.

The course in inorganic chemistry a t the Agricultural and Mechanical College of Texas is required of practically all students. In view of the fact that this is a required course and would not be chosen as an elective by some students, the problem of the most efficient teaching method is a vital one. Interest must be held, determination and self-confidence of the student stimulated, and a well-balanced ratio of the theoretical to the practical maintained. In all of this the fact that the course must meet standard college requirements should be kept in mind.

Throughout the year the various sections, averaging twenty-five to thirty students each, under different instructors, follow a systematic out- line of work, with lecture, recitation, and laboratory eachweek emphasizing the same subject-matter. The personality and ability of the instructor in leadership is here tested and on this leadership to a large extent depends successful teaching. The spirit of "come on let's do it" and not "go do it," and the development of the consciousness that "our section is the best taking the course" goes far towards obtaining successful results.

Early in the year the instructors tell their students of the Chemical Contest, and inaugurate interest in this event. The first contest a t this college was conducted in May, 1923, with such enthusiastic response from student and instructor that i t has become an annual event. Every student taking the course must enter the preliminary contest which is conducted by the individual instructor in each section. The high point man in each

section then enters the final contest as representative of his section. The essentials of the contest are as follows:

1. Realizing the fact that the study of chemistry should develop reason- ing power and ability to apply laws and theories, and not merely develop a "dictionary brain" the contest is divided in three parts: Names and Formulas, Equations, and Problems.

2. Both preliminary and final contests are written with a definite length of time allowed for each division.

3. Preliminary contest questions are prepared and the papers graded by a committee, thereby avoiding any student criticism of favoritism.

4. For the preliminary, two recitation periods are used. During the first period are given twenty-five names to write formulas, twenty-five formulas to write names, and twenty-five equations to balance. The second period is devoted to the solution of ten general type problems.

5. Each student is given three daily grades on this work, one for each division of the contest. 6. The final contest is conducted in a similar manner but questions

and grading are left to an instructor of advanced work who does not teach any freshmen.

7. Each student draws a "contest number" which is the only mark he places on the outside of the paper he submits. The teacher who con- ducts the contest knows only the number of the winner.

8. A list of contestants together with their numbers is placed in a sealed envelope. 9. Within a day or two after the contest the students who were repre-

sentatives of the various sections are honored with a banquet by the De- partment of Chemistry and Chemical Engineering. Members of the department, together with the president and various deans of the college, are invited, making this a very important occasion honoring scholarship.

10. At this meeting the winner of the contest is announced by number and from the list in the sealed envelope his name is ascertained.

11. As a prize the winner is given a handbook, he choosing the one which will later be useful in his college course. Beginning this year one of the former students of the college has offered a cash prize of $25.00 to the winner of the contest.

12. Letters are written to parents of the boys representing the various sections telling them of the good work being done by their sons. News- paper publicity is also given through the state press.

Many favorable results are noted as a result of this contest. First of all the student is given recognition for excellent scholastic work, just as the athlete receives praise for his effort. Rivalry between sections is encouraged, which, together with rivalry between instructors, makes for greater interest in the course. Students and instructors alike put

VOL. 5. NO. 4 CREATING INTEREST IN ~ S - N CHEMISTRY 447

in considerable time in preparation for this contest, and the section winners are drilled overtime, by their classmates, in preparation for the final contest. Of the five contests since 1923, three have been won by electrical engineers, one by a chemical engineer, and one by a student in liberal arts and science. Many of the good men, however, have devel- oped an interest in chemistry through these contests and have continued their work in the subject. From the standpoint of favorable publicity, the parents and taxpayers appreciate the effort being made to encourage and reward scholarship.

It is hoped that a t some time these contests may become intercollegiate in a similar manner to athletic events. This will have a great tendency to equalize the standards of collegiate work in chemistry, and by contact with representatives from other institutions would inevitably react for better presentation of freshman work in this science.