SCIENCE IN EDUCATION. 68 1 



of landscape. It may be said that no training is needed to compre- 

 hend these beauties; that the man in the street, the holiday maker 

 from town, is just as competent as the man of science to appreciate 

 them, and may get quite as much pleasure out of them. We need not 

 stop to discuss the relative amounts of enjoyment which different 

 orders of spectators may derive from scenery; but obviously the 

 student of science has one great advantage in this matter. Not only 

 can he enjoy to the full all the outward charms which appeal to the 

 ordinary eye, but he sees in the features of the landscape new charms 

 and interests which the ordinary untrained eye can not see. Your 

 accomplished professor of geology has taught you the significance of 

 the outer lineaments of the land. While under his guidance you 

 have traced with delight the varied features of the lovely landscapes 

 of the Midlands, your eyes have been trained to mark their connec- 

 tion with each other, and their respective places in the ordered sym- 

 metry of the whole scene. You perceive why there is here a height 

 and there a hollow; you note what has given the ridges and vales 

 their dominant forms and directions ; you detect the causes that have 

 spread out a meadow in one place and raised up a hill in another. 



Above and beyond all questions as to the connection and origin 

 of its several parts, the landscape appeals vividly to your imagination. 

 You know that it has not always worn the aspect which it presents to- 

 day. You have observed in these ridges proofs that the sea once 

 covered their site. You have seen the remains of long-extinct shells, 

 fishes, and reptiles that have been disinterred from the mud and silt 

 left behind by the vanished waters. You have found evidence. that 

 not once only, but again and again, after vast lapses of time and 

 many successive revolutions, the land has sunk beneath the ocean 

 and has once more emerged. You have been shown traces of under- 

 ground commotion, and you can point to places where, over central 

 England, volcanoes were once active. You have learned that the 

 various elements of the landscape have thus been gradually put to- 

 gether during successive ages, and that the slow processes, whereby 

 the characteristic forms of the ground have been carved out, are still 

 in progress under your eye. 



While, therefore, you are keenly alive to the present beauty of 

 the scene, it speaks to you, at every turn, of the past. Each feature 

 recalls some incident in the strange primeval history that has been 

 transacted here. The succession of contrasts between what is now 

 and what has been fills you with wonder and delight. You feel as 

 if a new sense had been given to you, and that with its aid your ap- 

 preciation of scenery has been enlarged and deepened to a marvelous 

 degree. 



And so, too, is it with your relation to all the other departments 



