1918.] The N.Z. Journal of Science and Technology. 
377 
absence by means of a forked stick.” The divining-rod is still sometimes 
relied on in mining operations ; and another source of avoidable waste is 
the erection of many batteries and smelting plants in places where sufficient 
ore-supplies are not available, and where this fact might have- been ascer¬ 
tained by geological examination. 
The lecturer goes on to emphasize the necessity of training professional 
geologists in the university, and of providing instruction in this science in 
professional courses for agriculturists, foresters, civil and mining engineers, 
and surveyors. He is careful to state, however, as his personal opinion— 
and probably all who have had experience in the teaching of the subject 
will agree with him—that “ much the strongest claim of geology for an 
important place in the university is based simply on the educational value 
of the subject.” 
Perhaps the most striking feature of the lecture, delivered as it was 
by a professional geologist not himself engaged in teaching, and dealing, 
as it professes to deal, with the application of science to industry, is the 
strong plea made for the introduction of a sound geographical course into 
the university curriculum. Mr. Ward’s views on the value of training 
in geography are stated in convincing terms, and are given the place of 
honour and emphasis in the conclusion of the lecture. 
As the University of New Zealand has by a recent enactment made 
possible the introduction of a geography course in the New Zealand 
colleges as an optional subject for the B.A. degree, the lecturer’s remarks 
are of special interest here at the present time. He says,— 
The scope of modern geography is very broad, since it may be defined as the study 
of the relationships between the earth and organic life—especially human life. The 
syllabi of the university courses in geography in most cases include lectures grouped 
under the following subdivisions of the subject r Physical geography, oceanography, 
climatology and meteorology, cartography, regional geography, industrial and com¬ 
mercial geography, biological geography, anthropogeography, and the conservation of 
natural resources. . . . 
There is no branch of human study and inquiry which, to such a marked degree 
as geography, correlates the data of different investigators who are seeking to establish 
the relationships between different kinds of facts. Geography can provide much of 
the corrective influence needed to counteract the divergent tendencies of other more 
specialized branches of science. 
The main theme of this argument is that, in my opinion, the greatest service that 
can be rendered by the University of Adelaide in the way of promoting scientific 
development will be effected through an organized system of education in the method 
of science, beginning with the primary education of children. It is a scheme that may 
be confidently placed before a British community. It is suggested not merely to 
establish a class of men having special qualifications which fit them to dictate proper 
methods of procedure for adoption by those not so qualified. Rather it is proposed 
to enable, if possible, all members of the community to appreciate the value of 
facts and of research; and for this reason the medium chosen is a subject of 
fundamental interest and value, and one which is indispensable in the earliest stages 
of education. 
The special educational value that may be attributed to geography lies in the fact 
r-hat it brings together and examines side by side the results obtained by scientific 
research and the experience won by those who are engaged upon the work of the world. 
On the one hand the chemist, physicist, geologist, meteorologist, botanist, zoologist, 
physiologist, and anthropologist bring their contributions of learning ; and on the 
other hand the miner, metallurgist, engineer, surveyor, forester, agriculturist, pastoralist, 
manufacturer, and merchant offer their empirical data. The geographer receives and 
uses all such materials, and by studying their relationships makes his own great con¬ 
tribution to education and to progress. 
It seems that the establishment of a school of geography will achieve much 
towards the accomplishment of the purpose of a university, if we maj^ accept the 
definition of the function of a university enunciated by Charles Badham—“ To give 
to civil society its dignity and its permanence.” 
C. A. C. 
