SECTIONAL TRANSACTIONS.—C. 379 
teaching, which is thought to be increasingly dogmatic and specialised. 
Many experienced teachers hold that a genuinely scientific outlook can be 
acquired in chemistry and physics during the post-graduate years only ; 
some biologists hold that the same is true for their subjects. Geology is 
almost unique in that the beginner can feel the excitement of making new 
discoveries, and it may perhaps be claimed that as a medium for the develop- 
ment of a scientific outlook, few subjects are more suitable than geology. 
Partly as a result of dissatisfaction with the present position of school 
science, there is a tendency for the establishment of courses in General 
Science up to the First School Certificate stage; the present intention 
appears to be to include in such courses some physics, chemistry and 
biology. Geology should also have a place in this scheme, and it is hoped 
that efforts will be made to secure its inclusion. 
The position of geology in schools must also be considered in relation 
to the growth of geography. In some instances much geology is included 
in geography syllabuses, and provided that the subject is taught adequately, 
it may not matter greatly if its name is never mentioned. It is, however, 
unfortunate that the rise of geography has not led to a greater recognition of 
the value of geological training. 
Prof. P. G. H. Boswett, O.B.E., F.R.S. 
In my address to Section C at York in 1932, I emphasised the value of 
geology as a cultural subject in schools, and expressed the opinion that the 
breadth of view it unconsciously engenders, the perspective it gives, the 
enthusiasm it inspires and the training in field-observation it affords, are 
all arguments for its inclusion in the curriculum of every student. I even 
quoted the words of the then Prime Minister, Mr. Ramsay MacDonald, to 
the effect that ‘ if any one of the sciences were selected as the key to all the 
other sciences—as that which in its subject-matter and history, the history 
of its evolution, enforces the true scientific method—geology might be 
selected as that science.’ 
But I also expressed the opinion that it might be undesirable further to 
overload an already heavy school curriculum by adding geology as a full 
subject in a regular course of study. If, however, our science could be 
introduced more widely into schools as part of a general course in elementary 
science—a revival and extension of Huxley’s physiography—it could with 
advantage be supplemented by field-excursions and related to the activities 
c school societies and museums. And I know that it is very popular with 
oys. 
Latterly, the Imperial College has contributed to this end by introducing 
_ into a new scheme for the award of Entrance Scholarships a general science 
paper of which sections are devoted to Chemistry, Physics, Botany, Zoology 
and Geology. The object of the new scheme is to attract to a scientific 
career candidates who have had a good general education but who have 
not begun to specialise in science. Papers are set in English, History, 
Foreign Languages, Mathematics and General. Science.. While it is still 
oy to judge, the results to date appear to indicate that the experiment. is 
justified. 
_ Dr. A. KincsLey WELLS. 
There is no doubt that were geology to occupy in schools the position 
that it should by virtue of its scientific interest, its high cultural value and 
its fundamental importance to mankind, the University lecturer would 
have no cause to complain of the size of his classes, and there would be no 
