least the attention should be directed to the fact that others draw different conclusions from the same premises.
The average student is better able to face issues and weigh arguments than most of us realize, and it is more important to educate those falling below the average in this particular than in any other. We should state the facts and then reason in such a way as to teach students how to think. It is indispensable for them to learn to think for themselves. Great stores of chemical facts are of but little real use, unless accompanied by an ability to adapt and to apply them in new conditions, unforeseen by either teacher or student in school or university days, but surely coming in after life. It is the prime necessity for research work or for originality of any kind, and we all are willing to admit that originality is what should be cultivated.
There is a great difference between the phrases, 'elements are substances which can not be broken up' and 'elements are substances which we have not as yet succeeded in breaking up'; and we should mark well the difference. This caution, lest we slip into the error of stating as fact more than we really know, is the distinguishing difference between the chemistry of to-day and the chemistry of a few years ago. It is more than this, it expresses concisely the difference between the way in which any science should be taught and studied, and the way in which it should be neither taught nor studied.
This particular differentiation between two definitions of the term element has been more than justified by the results which have followed the last ten years' work in pure chemistry, spectroscopy, radioactivity and Röntgenology (a term which has been seriously proposed by one of that fraternity which seems to consider its main function in life to be the coinage of new words).
The main arguments which may be marshaled in favor of considering the elements as ultimates, and the atoms as indivisible consist:
First, of all those facts which Dalton condensed into the laws of definite and multiple proportions, and to which there have been as many additions as there have been analyses and syntheses made before or since his time.
Second, Dulong and Petit's law that the atomic heats of all solid elements are the same.
Third, the isomorphism of many compounds containing similar elements, a phenomenon discovered by Mitscherlich.
Fourth, Faraday's law, that equivalent quantities of the elements are deposited at the electrodes during electrolysis.
Truly, an imposing array of evidence, and more than sufficient to justify us in making the assumption that atoms exist. But curiously enough, there is not one item amongst all these facts compelling us to believe that these atoms are the ultimate constituents, or that they are indivisible. These latter hypotheses are purely gratuitous, tacked on
