The relations of qualitative to quantitative analysis are touched upon in the theoretical treatment, where it has been feasible to do so. The laboratory methods aim also at beginning the training of students in the habit of accuracy demanded by quantitative analysis, by laying special emphasis on the methods of detecting traces of a number of the common elements and by requiring a report on the relative quantities of components found. The study of reactions is carried out, almost wholly, with solutions of known and uniform molar concentration. However, the actual development of quantitative accuracy is left to the instruction in the courses in quantitative analysis, in which a successful training in this direction is far more readily attained. Simultaneous courses in the two branches of analysis seem to the author to be highly desirable, whenever practicable. The study of quantitative analysis adds neatness of manipulation and accuracy to the work in qualitative analysis; and the latter supplies the opportunity for the further development of a student's knowledge of general chemistry, for which there is a much smaller scope in quantitative analysis courses, and thus relieves a condition where a serious pedagogical defect is likely to exist in the development of our students. Parts III and IV of this book are published in a separate volume, as a laboratory manual for qualitative analysis. They comprise the instructions for laboratory work introductory to systematic analysis (the study of reactions and of the analysis of groups, in Part III) and an outline for elementary systematic analysis (Part IV). The attempt has been made, in particular, to bring the laboratory work, which otherwise follows the usual lines of instruction in systematic analysis, ‹also into closest relations to the development of the scientific foundations of analytical chemistry›, as represented in Parts I and II. It is believed that the subject matter lends itself especially well to such a close interweaving of the two sides of the study, without any special loss of time to the student, and with the result, it is hoped, of a greatly increased interest on his part and an increased stimulus of the habit of scientific thought.