TEACHING OF GEOLOGY IN SCHOOLS 281 



TEACHING OF GEOLOGY IN SCHOOLS 



Second Report of the Committee appointed to consider and report on questions 

 affecting the teaching of Geology in schools (Prof. W. W. Watts, 

 F.R.S., Chairman ; Prof. A. E. Trueman, Secretary ; Prof. P. G. H. 

 BoswELL, O.B.E., F.R.S., Mr. C. P. Chatwin, Prof. A. H. Cox, 

 Miss E. Dix, Miss Gaynor Evans, Prof. W. G. Fearnsides, F.R.S., 

 Prof. A. GiLLiGAN, Prof. G. Hickling, F.R.S., Prof. D. E. Innes, 

 Prof. A. G. Ogilvie, Prof. W. J. Pugh, Mr. J. A. Steers, Prof. H. H. 

 Swinnerton, Dr. A. K. Wells). 



In 1936 a Committee of Section C of the British Association presented a 

 brief Report dealing with the claims of Geology for inclusion in the curri- 

 cula of schools of all types, drawing attention to both the cultural and the 

 utilitarian aspects of the subject. The pubhcation of that Report has 

 recently led to the suggestion from several members of the Association who 

 are more directly concerned with educational problems that a somewhat 

 more extended Report giving details as to the nature of the suggested school 

 courses was desirable. 



It is not proposed to recapitulate here the claims, which were advanced 

 in the first Report referred to, on behalf of the introduction of the subject 

 into schools, or to discuss further those changes in the schools examination 

 system and in University entrance requirements which have led to the 

 unfortunate reactions upon the progress of Geology and the supply of 

 students to carry out geological work. 



It niay be emphasised that science teaching in many schools has long 

 been confined to the subjects of Mathematics, Physics and Chemistry, to 

 which Biology has in some cases been added. In many schools teaching 

 has been confined to one of these sciences, and not infrequently even to 

 one branch of a science, such as Magnetism and Electricity, or Heat and 

 Light. This situation has been met recently by proposals for the develop- 

 ment of science teaching on a broader basis : the reasons for this new 

 attitude to science teaching need not be stated here, for they have been 

 clearly set forth in several reports (notably a recent report of the Science 

 Masters' Association). At the same time other proposals are being made 

 for the alteration of the nature of some School Certificate examinations, 

 especially in relation to University entrance requirements. 



It is hoped that while these changes in science teaching are being dis- 

 cussed, consideration will be given to the possibility of introducing some 

 Geology as an alternative or optional subject among the other sciences in 

 school courses, for it is a peculiarly suitable subject for certain schools. 

 There are schools, for example, situated in areas which may be described 

 as natural geological laboratories, where the teaching of Geology would 

 afford an obvious link with the surroundings. Again in schools such as 

 those situated in mining areas, for example, there are equally good reasons 

 for dealing with geological matters ; not only is it fitting that pupils should 

 know something of the geological basis of local industry, but since a pro- 

 portion of the pupils will presumably be concerned with mining problems 

 in later life, an introduction lo geological principles will be of considerable 

 utility. 



It is not only in such areas, however, that Geology could effectively be 



