TEACHING OF GEOLOGY IN SCHOOLS 289 



6. A simple study of the work of rivers ; erosion of valleys, formation 



of flood plains and deltas. Ice-work : effect on scenery and soils. 

 The coast : origin of coastal features. 



7. Volcanoes and earthquakes (treated in outline only). 



8. Coal : its origin and distribution in Britain ; fossil plants. 



9. Oil : its occurrence and mode of exploitation. 



10. The main principles of historical geology, sufficient to give some 



indication of the length of geological time and an idea of a sequence 

 of events in which, for example, the formation of coal and rock salt 

 were episodes. Reference would be made to fossils here and at 

 other suitable points in the course. 



11. Geology and scenery, studied first in the school area, and then 



extended to other areas, such as chalk country, limestone areas, 

 grit moors, etc. 



The geology of other features seen in the area such as cliffs, caves, 

 landslips, beaches, sand dunes ; the use of breakwaters and groynes. 



It is suggested that where possible simple experiments should be carried 

 out in connection with this course on the lines indicated below. Many of 

 these experiments would form a useful introduction to work in other 

 branches of science. 



Practical Work in Geology. 



It has been pointed out to the Committee that one reason why some 

 teachers find difficulty in introducing Geology into science courses is the 

 lack of suitable practical work. It is, of course, true that Geology is 

 primarily an observational science, and the problem of keeping a large 

 class actively obseriing (rather than doing) is one which may present serious 

 difficulties to many teachers. It may be pointed out that some teachers 

 have very successfully met this problem by requiring pupils to keep 

 tabulated records of their observations on rocks and minerals, and to make 

 neat drawings of fossils and crystals. There is, however, little doubt that 

 certain pupils will be more interested to be doing some simple experiment, 

 and the Committee suggest that without much difficulty a scheme of ex- 

 perimental work on the rocks and minerals could be devised. This could 

 be developed to include such exercises as the following : 



1. The identification of small samples of common minerals by simple 



tests based on information supplied in outline tables. For instance, 

 instead of being given labelled specimens of quartz, calcite or gypsum 

 for study, unlabelled samples could be determined by the pupils, 

 using tests such as hardness, reaction with acids, etc. Blowpipe 

 methods could be used with other minerals. 



2. The study of some rocks could be linked with actual determinations 



of the proportions of their constituents ; pupils could break up 

 granite or other coarse igneous rocks, separate the constituents into 

 heaps, and weigh them. 



3. The constituents of sandstones and grits could be investigated by 



crushing samples and making simple separations of different grain 

 sizes or of heavy minerals. 



4. The solubility of limestones and determination of the percentage of 



insoluble matter ; similarly the effects of hot and cold dilute acid 

 on dolomite. 



