DISCUSSION OF FUNCTIONS OF GEOLOGY 359 



an "essential subject," like history and English and mathematics, or a 

 "subsidiary subject," like Eussian, oriental history, and archeology? 

 Those who regard geology as a luxury or "side issue'' — as a mildly desir- 

 able feature of a college course — will find satisfaction in the study of 

 college catalogues. That educational authorities take this view is shown 

 by the facts that about one-half of 1 per cent of high-school students are 

 studying geology; that 43 per cent of 512 colleges and universities, in- 

 cluding all the strong institutions, offer no geology; that in 173 of the 

 294 colleges which include geology in their curriculum the subject is 

 taught by instructors jDrimarily interested in other subjects; that in 48 

 institutions, including some whose enrolment is numbered in thousands, 

 the geological faculty consists of one man. In only two colleges and 

 universities of which I have knowledge geology ranks in the minds of 

 the faculty with physics, chemistry, and biology. 



The Future of Geology in the educational Field 



Those of us who believe that geology is not only an entrance to unex- 

 plored fields and a means of developing the world's material resources, 

 but that it also has a message for all thoughtful people, are not satisfied 

 with the position in which our chosen subject finds itself. Eesearch is 

 essential to the life of geology and should be financially supported and 

 encouraged in every possible other way. In my opinion, the support 

 most urgently needed is to be furnished by young men of ability who will 

 devote their life to science. Without funds, research is hampered, but 

 without trained men it ceases to exist. Teaching, therefore, becomes 

 perhaps the most significant factor in conditioning research, and it de- 

 serves the serious attention of all those interested in the intellectual 

 welfare of the country. 



To geologists outside as well as inside educational circles, the number 

 of men studying geology and the amount and quality of the instruction 

 received is a matter of primary importance. From a continuous supply 

 of well taught students the exceptional investigator comes. 



An examination of the present position of geology in colleges, govern- 

 ment institutions, and in the public mind suggests ways for increasing 

 and improving the crop of students who are to supply future geologic 

 needs. 



A. In educational institutions considerable improvement is possible. 



1. It is not improbable that colleges and engineering schools without 

 geology may see their way to including this subject in the curriculum if 

 the significance of its teachings is properly presented by administrative 



