In the whole province of chemistry there is no branch that so strongly appeals to the students interest and so completely enlists his efforts as that of qua Utative analysis. The discovery of scientific truth and the conscious mastery of definite problems will ever be a source of joy to the majority of normal minds. Qualitative analysis abounds in such problems. Their solution not only affords the keenest delight and satisfaction, but provides at the same time the soundest kind of training in the use of those three great instruments for the ascertainment of truth, experimentation, observation, and inductive reasoning. These considerations would seem to furnish a sufficient motive for a thorough study of this branch of science, even if it lacked the practical value which it really possesses for the professional analyst. Until within recent years, this subject was considered rather too abstruse and too intricate for any but the technical student, and this is not surprising when we take into account the distracting method by which it was formerly presented in our colleges and universities. Educators, however, are coming to understand that for the sake of mental discipline and for the purpose of establishing a scientific habit of thought and work, it is quite unnecessary to master a treatise or to attain to a high degree of specialization. There are certain fundamental principles forming the basic structure of every science, whose understanding depends upon the actual knowledge and correlation of relatively few facts or phenomena. I ndeed, it is frequently the case that a multiplicity of detail, presented before the apprehension of principles and laws, is bewildering and harmful rather than of substantial benefit.
(Typographical errors above are due to OCR software and don't occur in the book.)
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