754 THE POPULAR SCIENCE MONTHLY. 



neously "witli this flash the sky -was traversed by another, which 

 also appears ramified in even a more complicated manner than its 

 companion. The second figure represents in all its beauty a flash 

 with many extensive and divergent ramifications. — TranslaMd for the 

 Popular Science Monthly from La Nature. 



METHODS OF INSTEUCTIOK IN MINERALOGY.* 



By M. E. WADSWOETH, Ph.D., 

 of thb museum of compabative zoology, cambeidge, mass. 



IN the present discussions concerning the relative merits of classical 

 and scientific studies as factors in education, one point seems to 

 be often lost sight of : the difference between instruction given for 

 the purpose of disciplining the mind and that given for the purpose 

 of imparting information. The former appears to be the chief func- 

 tion of our public schools, academies, seminaries, and colleges ; the 

 latter the principal object of technological and professional schools 

 and graduate or university courses proper. 



It would seem, then, that it is necessary for any one, seeking to 

 replace any disciplinary study by something else, to show that the 

 proposed new study will afford an equivalent amount in kind. In 

 other words, if the scientist can not show that the studies he proposes 

 to introduce into our colleges and high-schools possess, beyond the 

 information given, a power of disciplining the mind, in certain valu- 

 able directions, equal to any other studies, his case had better be aban- 

 doned. Realizing this, it is proposed to show how instruction in 

 mineralogy can be and has been given in such a way as to cultivate 

 and develop faculties of the greatest value and use to any man, what- 

 ever may be his walk in life. Of necessity, personal experience must 

 be referred to in this case, which is the excuse for the seeming egotism 

 of this article. 



It is intended, first, to show how this was accomplished in the ele- 

 mentary course in mineralogy in Harvard College, as given several 

 years ago. This course extended throughout the college year, re- 

 quiring of the students attendance upon three lectures a week, or their 

 equivalents, and, in addition, at least six hours of laboratory work. 

 Since it (like nearly all the courses in Harvard) was an elective, it was 

 taken only by a limited number of students. 



At the time of my acquaintance with it, as a pupil, the first two 

 and a half months were devoted to crystallography, while determina- 

 tive mineralogy occupied the rest of the year. The crystallography 

 was taught by means of crystal models, with illustrations taken from 

 natural crystals, and embraced certain of the mathematical princi- 



* Abstract of a paper read before the Society of Naturalists of Eastern United States, 

 New York, December 27, 1883. 



