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A SCHOOL CHEMISTRY
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SCHOOL CHEMISTRY
INTENDED FOR USE IX SCHOOLS
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AND IN ELEMENTMIV CLASSES
IN COLLEGES
HY
JOHN VVADDKLL
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B.A. (Dal. Coll.), B.Sc. (Lond.), Pn.I). (IIeidelbkro)
D.Sc. (Em.N.)
^ MEMBER OF THE AMKKICA.V CHEMICAL SOCIETY
I FORMERLY ASSISTANT TO THE PROFESSOR OF rHEMISTKY IN EDINBURGH
UNIVERSITY; LECTURER IN CHEMISTRY IN THE SCHOOL
OF MININC, KINGSTON
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THE MACMILLAN COMPANY
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LONDON: MACMILLAN & CO., Ltd.
1900
All rights reserved
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PREFACE
Ax occasional visitor to the ordinary public lecture on chem-
istry, whose eyes have been dazzled by a display of fireworks,
regards the subject as most interestinj,' and fascinating, and
supposes that the chemist's life is spent amid a continuous
h round of brilliant pyrotechnics. The student, whetlier at
school or college, takes quite another view of the matter, and
very frequently considers chemistry one of the most difficult
\Y.
subjects of his course. He meets a large number of new facts
which unfortunately seem unconnected with ordinary daily
life. The idea is soon formed that chemistry is a thing aj)art,
that it forms a realm by itself, presided over by a special god
—
or goddess, a deity, alas, difficult to appease and propitiate,
the secrets of whose kingdom are most grudgingly revealed.
Not only are new facts met with, but new theories are
encountered, and the theories do not seem to arise from the
facts. If any connection is regarded as existing between the
I two, the theories are supposed to be the more fundamental,
tlie facts striving, if possible, to correspond with them. To
many young students it would be matter of surprise that
chemistry does not hang upon the atomic theory, that a num-
bfci of the most brilliant and epoch-making dffecoveries were
made without its assistance, that analyses were carried on and
manufactures engaged in before the theory was enunciated,
and that without the experimental basis provided by research,
the atomic theory would be of no more value than the unfruit-
