TEACHING GEOLOGY IN SCHOOLS 293 



view, however, loses sight of two important factors. Geology is a typical 

 ' observational ' science and is much the most easily applied of such sciences. 

 Almost every locality affords facilities for quickening the observing faculties 

 by the collection of significant facts and the drawing of definite conclusions 

 from them. Further, an intelligent interest in the nature of the crust of 

 the earth, its phenomena and their causes, generally comes early, and unless 

 this curiosity can be satisfied it tends to be lost or crowded out by other 

 interests. It is important also that students, while still young, should have 

 an opportunity of realising the existence of sciences other than the so-called 

 fundamental ones, of weighing their attractions, and of considering the 

 possibility of devoting themselves to one or other of them. If attracted to 

 such an extent they will readily and even eagerly face the necessary pre- 

 liminary work on such subjects as physics, chemistry, biology or others 

 required for the proper pursuit of their own work. 



While, on the grounds stated, it may reasonably be urged that geology 

 should form an essential part of any scheme of liberal education, its special- 

 ised study at a later stage provides openings for a limited number who 

 desire to make it their profession, as surveyors and prospectors in Britain, 

 in the Empire and in foreign countries. In addition, owing to its numerous 

 practical applications in mining and quarrying, in engineering and in 

 problems of water and oil-supply, etc., some knowledge of geology is of 

 considerable value to boys taking up many different types of career. 



Recommendations of the Committee. 

 General. 



The Committee are strongly of the opinion that geology should occupy 

 a more prominent place in science teaching in schools. They believe that 

 this would be in the interests of scientific education. They also consider 

 that it is a necessary step if geological study and research in this country are 

 to retain the position which they have already gained and to which they are 

 entitled. 



Elementary Schools. 



The Committee consider that simple geology should be included with 

 other sciences in the curricula of elementary schools of all types, and 

 hold that no course in general science is complete without it. They 

 regard it as no more difficult to introduce than chemistry or physics, and 

 consider that it is specially suitable for introduction in senior schools in 

 many areas. For this reason and to provide competent teachers they would 

 welcome its inclusion in the courses at training colleges. 



Secondary Schools. 



In secondary schools the position of geology may be considered (a) as 

 regards courses leading up to the First School Certificate examination, and 

 (b) as regards courses leading to higher examinations. 



(a) First Certificate Stage. — In the schedules of some of the authorities 

 examining for School Certificate, geology appears as a full science subject 

 and is taken with conspicuous success at a number of schools. While the 

 Committee view this course with approval, they recognise that an over- 

 crowded time-table or other impediments may make it difficult for many 

 schools to introduce full courses of geology before the School Certificate 

 stage. As an alternative they are anxious to see some geology included as 

 part of a general elementary science syllabus in the First School Certificate 

 course. 



