292 REPORTS ON THE STATE OF SCIENCE, ETC. 



been a generation ago. There is now real danger that, apart from those 

 preparing for careers as miners or engineers, there may be very few students 

 in geology at most Universities within the next generation. The reaction 

 of this upon the progress of the science in this country, upon thought, 

 research, and teaching must be disastrous, for it is essential that a science 

 with such wide applications should be kept in growth and vigour by the 

 maintenance of advanced studies and by the recruitment of its exponents 

 over as broad a basis as possible. 



Claims of Geology as a School Subject. 



For any educated person some acquaintance with the outlines of geology 

 is essential, for some of the most profound changes in thought have resulted 

 from the growth of geological knowledge. This is especially true in relation 

 to the history of life on the earth. While, however, the implications con- 

 cerning the age of the earth and the antiquity of man are appreciated by the 

 scientific world and by educated laymen, it is probably true to say that the 

 historical background of most people does not extend beyond a few thousand 

 years. Yet the material bases of this knowledge — the land on which people 

 live, the varied scenery which surrounds them, the distribution of soils and 

 of water supplies which control so many of their activities — are matters of 

 daily moment. The distribution of mineral wealth, with its repercussions 

 on the history of mankind and its influence in international affairs, is of 

 fundamental importance in many studies. Such topics, therefore, as the 

 broad outlines of the history and evolution of the earth and of life upon it 

 ought not to be excluded from a general education. 



Geology has an appeal to which many students, even quite young ones, 

 readily respond, and an interest then roused and stimulated almost invari- 

 ably outlasts school-days. It gives a definite practical outlet, takes them 

 out of doors, and provides a pursuit which can be followed in school journeys, 

 in the leisure time of holidays, and through the opportunities afforded by 

 travel. The field of investigation is almost unlimited, and for this reason 

 progress in certain directions must still be closely related to the activity of 

 amateur workers. There is probably no science where the amateur, and 

 even the beginner, have such opportunities for making valuable observations, 

 and in the past the science has been much advanced by them. 



There are few parts of Britain which do not afford notable and varied 

 examples of geological phenomena ; indeed, many rural areas may be 

 described as natural geological laboratories. It is deplorable that so many 

 scholars learn little of these surroundings. Geology has also the advantage 

 that its materials and equipment are inexpensive, and effective teaching can 

 probably be carried out with less cost than in any other science. 



Geology has contacts with every other science, and its study may be 

 advantageously linked with courses in chemistry, biology and geography. 

 It might well be used as a starting-point in the study of science generally. 



It is widely recognised that in some sciences taught in schools, parti- 

 cularly in those with very extensive subject matter, the teaching has become 

 narrowly specialised and even dogmatic ; there is a danger that a pupil at 

 the end of his science training may have acquired a great body of information 

 but may have had little chance to develop the scientific outlook which is 

 more likely to make him a useful member of the community. Geology 

 probably affords the best chance of encouraging that outlook in pupils even 

 if they do not carry the study of science to a higher stage. 



It has been argued that geology, not being a ' fundamental ' science like 

 physics and chemistry, is unsuitable for work at the school stage. This 



