An Elementary Study of Chemistry | Page 2

all of them should be solved, though with few exceptions the lists are not long. The answers to the questions are not directly given in the text as a rule, but can be inferred from the statements made. They therefore require independent thought on the part of the student.
With very few exceptions only such experiments are included in the text as cannot be easily carried out by the student. It is expected that these will be performed by the teacher at the lecture table. Directions for laboratory work by the student are published in a separate volume.
While the authors believe that the most important function of the elementary text is to develop the principles of the science, they recognize the importance of some discussion of the practical application of these principles to our everyday life. Considerable space is therefore devoted to this phase of chemistry. The teacher should supplement this discussion whenever possible by having the class visit different factories where chemical processes are employed.
Although this text is now for the first time offered to teachers of elementary chemistry, it has nevertheless been used by a number of teachers during the past three years. The present edition has been largely rewritten in the light of the criticisms offered, and we desire to express our thanks to the many teachers who have helped us in this respect, especially to Dr. William Lloyd Evans of this laboratory, a teacher of wide experience, for his continued interest and helpfulness. We also very cordially solicit correspondence with teachers who may find difficulties or inaccuracies in the text.
The authors wish to make acknowledgments for the photographs and engravings of eminent chemists from which the cuts included in the text were taken; to Messrs. Elliott and Fry, London, England, for that of Ramsay; to The Macmillan Company for those of Davy and Dalton, taken from the Century Science Series; to the L. E. Knott Apparatus Company, Boston, for that of Bunsen.
THE AUTHORS
OHIO STATE UNIVERSITY
COLUMBUS, OHIO

CONTENTS
CHAPTER PAGE
I. INTRODUCTION 1
II. OXYGEN 13
III. HYDROGEN 28
IV. WATER AND HYDROGEN DIOXIDE 40
V. THE ATOMIC THEORY 59
VI. CHEMICAL EQUATIONS AND CALCULATIONS 68
VII. NITROGEN AND THE RARE ELEMENTS IN THE ATMOSPHERE 78
VIII. THE ATMOSPHERE 83
IX. SOLUTIONS 94
X. ACIDS, BASES, AND SALTS; NEUTRALIZATION 106
XI. VALENCE 116
XII. COMPOUNDS OF NITROGEN 122
XIII. REVERSIBLE REACTIONS AND CHEMICAL EQUILIBRIUM 137
XIV. SULPHUR AND ITS COMPOUNDS 143
XV. PERIODIC LAW 165
XVI. THE CHLORINE FAMILY 174
XVII. CARBON AND SOME OF ITS SIMPLER COMPOUNDS 196
XVIII. FLAMES,--ILLUMINANTS 213
XIX. MOLECULAR WEIGHTS, ATOMIC WEIGHTS, FORMULAS 223
XX. THE PHOSPHORUS FAMILY 238
XXI. SILICON, TITANIUM, BORON 257
XXII. THE METALS 267
XXIII. THE ALKALI METALS 274
XXIV. THE ALKALINE-EARTH FAMILY 300
XXV. THE MAGNESIUM FAMILY 316
XXVI. THE ALUMINIUM FAMILY 327
XXVII. THE IRON FAMILY 338
XXVIII. COPPER, MERCURY, AND SILVER 356
XXIX. TIN AND LEAD 370
XXX. MANGANESE AND CHROMIUM 379
XXXI. GOLD AND THE PLATINUM FAMILY 390
XXXII. SOME SIMPLE ORGANIC COMPOUNDS 397
INDEX 421
APPENDIX A Facing back cover
APPENDIX B Inside back cover

LIST OF FULL-PAGE ILLUSTRATIONS
PAGE ANTOINE LAURENT LAVOISIER Frontispiece
JOSEPH PRIESTLEY 14
JOHN DALTON 60
WILLIAM RAMSAY 82
DMITRI IVANOVITCH MENDELéEFF 166
HENRI MOISSAN 176
SIR HUMPHRY DAVY 276
ROBERT WILHELM BUNSEN 298

AN ELEMENTARY STUDY OF CHEMISTRY
CHAPTER I
INTRODUCTION
~The natural sciences.~ Before we advance very far in the study of nature, it becomes evident that the one large study must be divided into a number of more limited ones for the convenience of the investigator as well as of the student. These more limited studies are called the natural sciences.
Since the study of nature is divided in this way for mere convenience, and not because there is any division in nature itself, it often happens that the different sciences are very intimately related, and a thorough knowledge of any one of them involves a considerable acquaintance with several others. Thus the botanist must know something about animals as well as about plants; the student of human physiology must know something about physics as well as about the parts of the body.
~Intimate relation of chemistry and physics.~ Physics and chemistry are two sciences related in this close way, and it is not easy to make a precise distinction between them. In a general way it may be said that they are both concerned with inanimate matter rather than with living, and more particularly with the changes which such matter may be made to undergo. These changes must be considered more closely before a definition of the two sciences can be given.
~Physical changes.~ One class of changes is not accompanied by an alteration in the composition of matter. When a lump of coal is broken the pieces do not differ from the original lump save in size. A rod of iron may be broken into pieces; it may be magnetized; it may be heated until it glows; it may be melted. In none of these changes has the composition of the iron been affected. The pieces of iron, the magnetized iron, the glowing iron, the melted iron, are