There's a lot to do to get each issue of this Journal ready for publication, and there's a lot that can go awry during that process. We the editorial staff do our utmost to make certain that each issue is the best it can possibly be, but, of necessity, a lot of our effort is focused on solving problems, correcting errors, and avoiding pitfalls. It is not surprising that we sometimes lose sight of the bigger picture--all of the things that came out as well as or better than we hoped they would. Therefore it gives us great pleasure when a reader applauds (and thereby rewards) our efforts. One such communication inspired this editorial.

I have appreciated the extra effort put forward by the staff to make the Journal really come alive. The high quality of the Journal serves as an incentive to chemical educators to stretch and search for better ways to inspire our students.

I fervently hope that we do encourage you "to stretch and search for better ways", not only to inspire students but in everything you do. Stretching and searching for better ways is what life, science, chemistry, and teaching are all about, and it is a wonderfully stimulating and exciting way to approach anything and everything.

Sometimes, though, one's ability to stretch is akin to that of a rubber band exposed too long to sunlight. Change becomes a threat or a burden instead of an opportunity. This often happens in one area but not others, as in the case of someone doing original research but whose lecture notes are yellow with age, or someone who experiments with new teaching approaches but neglects the latest chemical discoveries. Whatever its manifestation, failure to stretch and search for better ways is a great loss, both for the individual directly involved and for others.

Fortunately there are many who continually stretch and search, often in conjunction with JCE. For example, some time ago the Chair of the Board of Publication, Jerry Bell, challenged Journal readers to become Journal Ambassadors. The response has been wonderful. Many people are willing and eager to show others what JCE has to offer and encourage them to subscribe. The program began in the latter half of 1999, and there were 37 Journal Ambassadors by year's end. Some are located as far away as South America and Europe, and requests for information packets for meetings and workshops now arrive several times a week. We thank everyone who has been involved in this program for getting it off to a great start.

Our authors and reviewers actively search for better ways to teach chemistry and for better ways to communicate to other teachers what they have learned. This enriches their own classes first and then a much wider audience. Others have volunteered to help make JCE articles easier to find and more accessible on the Web. The ACS student affiliates at one college have taken on the project of assigning keywords to articles published in some of the years before 1995. We will add these to the JCE Index online, making it an even more effective means for finding articles on specified topics. There are many possibilities for collaboration with JCE. If you would like to contribute to an ongoing project or would like to initiate a new one, please let us know. We welcome anyone who would like to help us make this Journal better.

It is important that students learn how to stretch and search for better ways. This will not happen unless we challenge them within a humane and supportive learning environment. We should expect more than memorization or unthinking application of algorithmic solutions to exercises. We should provide means by which those who do not succeed at first can try again and again. And we should provide an intellectual scaffold for those whose climb toward understanding is difficult. These are not easy goals to achieve, but the more we try and the more we communicate with others who are attempting similar tasks, the more likely we are to be successful.

Most important of all is that students be inspired to always stretch and search for better ways, and that they maintain this attitude long after they leave us. A mindset that values quality and originality, and that continually strives to achieve them, is better encouraged by example than by exhortation. If we attend first to our own attitudes and actions, those of our students are more likely to follow. This makes it all the more necessary that we maintain flexibility and keep experimenting with new approaches.

I hope that this Journal does provide an incentive to you to stretch and search for better ways to inspire students. When you find those better ways, I hope that you will report them in our pages, thereby enabling many others to benefit.