t professional
success. It follows, then, that intensive study of geology should in
most cases not begin until late in the undergraduate course, and
preferably not until the graduate years. Two or three years of graduate
work may then suffice to launch the geologist on his career, but so
great is the field, and so rapid the growth of knowledge within it, that
there is no termination to his study. It is not enough to settle back
comfortably on empirical practice based solely on previously acquired
knowledge. Each problem develops new scientific aspects. It is this ever
renewing interest which is one of the great charms of the science.

However, whether the student has a general training in geology, a
specialized knowledge of certain branches, or takes it up incidentally
in connection with engineering and other sciences, he will find
opportunities for economic applications. The frequent success of the
mining engineer in the geological phases of his work is an indication
that even a comparatively small amount of geological knowledge is
useful.

The writer is inclined to emphasize also the desirability of what might
be called the quantitative approach to the subject,--that is, of
training in mathematics and laboratory practice, which gives the student
facility in treating geologic problems concretely and in quantitative
terms. Geology is passing from the descriptive and qualitative stages to
a more precise basis. For this reason the combination of geology with
engineering often proves a desirable one. It is not uncommon for the
student trained solely in the humanities and other non-quantitative
subjects to have difficulty in acquiring habits of mind which lead to
sufficient precision in the application of his science. He may have a
good grasp of general principles and be able to express himself well,
but he is handicapped in securing definite results. This does not
necessarily mean that a large amount of time should be given to study of
quantitative methods; exact habit of mind is more important in the early
stages than expert facility with methods.

The teacher of economic geology finds his data so voluminous that it is
difficult to present all the essential facts and yet leave sufficient
time for discussion of general principles or for drill in their
constructive application. It is difficult to lay down any rule as a
guide to the proper division of effort; but from the writer's point of
view, it is a mistake to attempt