the more important basic and acid radicals,
and should consist of both gravimetric and volumetric exercises.

The choice of the exercises is of great importance. It may vary, and
should vary considerably in different cases. Thus a student in
agriculture is naturally interested in the methods of estimating lime,
phosphorus, nitrogen, potash, silica, sulphur, etc., whereas a student
in engineering would be more interested in work with the heavy metals
and the ingredients which the commercial samples of such metals are
apt to contain. Thus, analytical work on solder, bearing metal, iron
and steel, cement, etc., should be introduced as soon as the student
in engineering is ready for it. It is quite possible to inculcate the
principles of quantitative analysis by selecting exercises in which
the individual student is interested, though, to be sure, certain
fundamental things would naturally have to be taken by all students,
whatever be the line for which they are training. A few exercises in
gas analysis and also water analysis should be given in every good
course in quantitative analysis that occupies an entire year. Careful
attention should be given to the notebook in the quantitative work,
and the student should also be made to feel that in modern
quantitative analysis not only balances and burettes are to serve as
the measuring instruments, but that the polariscope and the
refractometer also are very important, and that at times still other
physical instruments like the spectroscope, the electrometer, and the
viscometer may prove very useful indeed.

The quantitative analysis offers a splendid opportunity for bringing
home to the student what he has learned in the work of the first year,
showing him one phase of the application of that knowledge and making
him feel, as it were, the quantitative side of science. This latter
view can be imparted only to a limited degree in the first year's
work, but the quantitative course offers an unusual opportunity for
giving the student an application of the fundamental quantitative laws
which govern all chemical processes. It is not possible to analyze
very many substances during any college course in quantitative
analysis. The wise teacher will choose the substances to be analyzed
so as to keep up the interest of the student and yet at the same time
give him examples of all the fundamental cases that are commonly met
in the practice of analytical work. A careful, painstaking,
int