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ages of the past, when, we are told, in language as exact as modern 
science could supply, that “God created the heaven and the earth. 
And the earth was without form and void.” 
As an example of the continuance of geological phenomena, he 
might mention that in studying Sir Samuel Baker’s Nile Tributaries 
they were in the midst of the very same set of causes which brought 
about the Wealden formation—¢great rivers, the Athara, Settite, Salaam, 
Royan, and many others, which were mere sandy beds during the dry 
season, where the Arabs pitched their tents, became, when the rains 
began, noble rivers, 500 yards wide, carrying down to the Nile enor- 
mous quantities of mud, or rather of mould, washed into them by the 
torrents of rain from the rich table lands through which they flowed— 
and all this borne down by the Nile, not alone to fertilize Lower 
Egypt, but to be carried out to sea, there to form a new Delta, a new 
Egypt, beneath the waters of the Mediterranean. But besides these 
higher aims they must be prepared in such an institution to furnish 
instruction to many who were ignorant of the first principles of 
Geology, and even of what the science meant. 
Had any illustration of this been needed, it would have been sup- 
plied by the popular ideas respecting the great experiment now going 
on in the pretty rural glen at Netherfield ; for many-as had been the 
difficulties encountered, they had been quite equalled by the number of 
surgical operations necessary to get into people’s heads what the Sub- 
Wealden boring was for, and what it was not for. So that they must 
patiently bear with those who looked round the room and said, “ Oh, 
stones and things,” or “‘ These are the things that they dig out of the 
ground”; or who, getting a step higher, say to each other, “ Ah, 
Geology, all about strata, and so on ;” or again, when we think we 
have been interesting some one in the wondrous story told by some 
fossil bone or shell, we are met with the question, “ Isn’t it a petrifac- 
tion?” They must be prepared to make plain many things which 
scarcely occurred to them as requiring explanation, such as the true 
meaning of such terms as rock, fossil, igneous, fossiliferous, strata, for- 
mation, and soon. There was one thing which the lecturer or teacher 
sometimes overlooked, but which he should strive to know, namely, 
what it was that the learner did not know, and therefore needed to be 
taught. 
Coming to the second enquiry, “ How had they been able to supply 
the popular teaching of Geology in the Brighton Museum?” it must 
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