The following plan of work is used by the author with his classes: The first section (lasting eleven weeks) of the course in qualitative analysis is started with some seven to ten (according to the ability of the class) lectures or classroom exercises, given daily, and covering the first seven or the eight chapters of Part I. At the end of the second week the laboratory work is started. During the remainder of this section of the course, two hours of classroom work and eight hours of laboratory work per week are required, and, in this period, Part III, comprising the first half of the laboratory manual, is studied in the laboratory in closest connection with the classroom work on Part II of the book. As far as possible, the laboratory work on a given topic ‹precedes› the classroom work. This first course is followed by an eleven weeks' course in systematic analysis, covering Part IV of the book. A third (graduate) course, optional for students specializing in chemistry, is offered, in which very complex commercial and natural products are analyzed and in which special attention is also given to rare elements. During this course, particular care is taken to familiarize students with other works on qualitative analysis, such as the outlines of A. A. Noyes and Bray, and the special parts of Fresenius's manual. Students who have been prepared in general chemistry along physicochemical lines, as represented, for instance, by Smith's textbooks, make more rapid and more easy progress in the first course than do students otherwise prepared. But the treatment of the subject is intended to make it possible for students, who have not paid particular attention to chemical equilibrium and to the modern theories of solution in their general chemistry course, to complete the course within the time limit indicated. Perhaps one-third of the students in an average class, in the past, have taken the course under these conditions and no special difficulty was encountered by them.