Repository: UIHistories Project: Dedication - New Chemistry Building [PAGE 24]

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supply room, and erected over the desk ventilator. The traditional arrangement of chemicals on a side shelf is also open to many objections. Anywhere from ten to a thousand times as much of the chemical may be taken as the operation really requires, so t h a t reckless habits are acquired and much material is wasted. When the class is following a program, and working on the same experiments, the same chemical is needed by several students at the same moment, and delays occur. For the same reason, certain bottles are quickly emptied. When one of the bottles is empty, it is not the business of any student to have it filled, and so another convenient excuse for conversation is provided. The side shelf furnishes opportunities for conversation far more plentifully than it does chemicals. With a little initial work by the instructor, a list of the amounts of each chemical and solution required for the term's work can be prepared, and each student can be provided with a kit of chemicals which he keeps in his desk. Professors Freas and Beans, at Columbia University, tried this plan first on a class in qualitative analysis, and the instructor added between twenty and twenty-five per cent to the work of the course in order t h a t the time thus saved might be utilized. The saving in the total quantity of chemicals consumed pays the expense of making up the kits, and the twenty to twenty-five per cent additional training is all clear profit. Every student is entitled to the set of chemicals appropriate to his course. If he wishes to use more t h a n the allowance, which should be ample, he can obtain them from the supply room and have them charged in his bill for breakage. Thus those who prefer to be extravagant pay personally for the privilege, and the appropriations at the disposal of the department are conserved and permit the offering of better facilities to all. For example, in one t e r m of a course in organic chemistry, one student used less than $8 worth of chemicals, while the largest amount used was over $28 for the performance of the same work. I t was evident from this t h a t $12 worth of chemicals was ample, and t h a t all students using more had been dissipating the resources of the department, and should hereafter be required to pay for the excess. In a large laboratory, there are times of the day when the number of students trying to replace broken articles or to obtain other supplies at the stock room, becomes great, and loss of time is the inevitable result. No

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