Transcribe Notice of the Ward cabinets...the University of Rochester (1863)

Edit the transcription below

35.jpg

GEOLOGY AS A BRANCH OF EDUCATION.                               35

GEOLOGY AS A BRANCH OF EDUCATION.    
                                                _____________________

The following essay on the value of Geology as a branch of education 
is condensed from a very interesting article in a New England
paper:

"Without underrating in the least the value of mental and moral 
science, we propose to speak of Geology as an instrument of education. 
We believe it has a fitness in this respect not possessed by 
any other single science. Astronomy may have a more majestic 
sweep, but Geology dives deeper and brings up the key to God's 
older revelation. It is a great feat to measure a planet, but to tell 
its genesis and genealogy is a greater.

"Geology, in its highest sense, is not so much one science, as the 
application of all the natural sciences to the examination and 
description of the creation and structure of the earth. It is not a 
geographical mineralogy, for paleontology is its most interesting 
feature. It does not consist in the mere collection of fossils for 
show or classic baptism; it has a far higher mission than to label 
phenomena. It is no more 'heap of facts' than literature is a 
heap of words; it is an intelligible sentence. Nor does its importance
rest upon its practicality. It does indeed unlock the treasures 
of the mineral kingdom. It is the farmer's and miner's and 
builder's best friend. It has as much to do with dollars and dimes 
as the calculations of the banker. Never was anything more 
clearly made out than the intimate relation between the lowest province 
of political economy and the loftiest reach of scientific investigation. 
The commercial greatness of Great Britain is closely
connected with the geology of Newcastle. Still the relation of the 
works of God to the wants of man is not the end of this science. 
Running back of all human history, it gives us a panoramic view
of the long and stately march of creation. With reverence be it 
spoken, it analyzes the Creator's thoughts. It lifts the veil which,

Transcription formatting help

Current Page Transcription [edit] [view item]

                           GEOLOGY AS A BRANCH OF EDUCATION.                               35

                          GEOLOGY AS A BRANCH OF EDUCATION.    
                                               _____________________

The following essay on the value of Geology as a branch of education is condensed from a very interesting article in a New England paper:

"Without underrating in the least the value of mental and moral science, we propose to speak of Geology as an instrument of education. We believe it has a fitness in this respect not possessed by any other single science. Astronomy may have a more majestic sweep, but Geology dives deeper and brings up the key to God's older revelation. It is a great feat to measure a planet, but to tell its genesis and genealogy is a greater.

"Geology, in its highest sense, is not so much one science, as the application of all the natural sciences to the examination and description of the creation and structure of the earth. It is not a geographical mineralogy, for paleontology is its most interesting feature. It does not consist in the mere collection of fossils for show or classic baptism; it has a far higher mission than to label phenomena. It is no more 'heap of facts' than literature is a heap of words; it is an intelligible sentence. Nor does its importance rest upon its practicality. It does indeed unlock the treasures of the mineral kingdom. It is the farmer's and miner's and builder's best friend. It has as much to do with dollars and dimes as the calculations of the banker. Never was anything more clearly made out than the intimate relation between the lowest province of political economy and the loftiest reach of scientific investigation. The commercial greatness of Great Britain is closely connected with the geology of Newcastle. Still the relation of the works of God to the wants of man is not the end of this science. Running back of all human history, it gives us a panoramic view of the long and stately march of creation. With reverence be it spoken, it analyzes the Creator's thoughts. It lifts the veil which,