Metallogenesis and Crustal Theory

Introduction The problems of metallogenesis are largely related to those concerning the origin of igneous rocks, which, in turn, are involved with the question of crustal mechanics. Many ore-bodies are genetically related to associated intrusive and there is an equally close association apparent between igneous intrusion and crustal deformation. The problem of ore-deposition is concerned, therefore, with the fundamental problems of geology. For a long time speculations regarding crustal movements rested largely on the contraction theory and its associated conceptions. Vertical movements were considered to be all important and horizontal movements secondary to them. Magmas were pictured as rising more or less vertically in the crust and were believed to form in vertically disposed magma-chambers or reservoirs. The principle of magmatic differentiation seemed to offer the best explanation of the origin and association of diverse rock types and it seemed also to require the existence of quiescent magma-chambers for the admittedly slow process of differentiation. Accumulating evidence of the importance of horizontal movement in the crust, has, along with other considerations, discredited the contraction hypothesis and many of the inferences that go with it. The same evidence may require some change in the prevailing conception of the origin of the various types of igneous rock and of the mechanics of intrusion. Geologists are now at sea concerning some of the vital and fundamental problems of the crust, and the field is open for speculation. The writer is developing a hypothesis which seems to permit an explanation and? a correlation of earth structures and phenomena. If it rests on a firm foundation, the hypothesis, because it is fundamental, is certain to have a profound bearing on the problems of economic geology. It is for this reason that an outline of the hypothesis is offered at this time. Only a few of its economic bearings are foreseen at this time and these will be indicated.