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SCIENCE. 



[N. S. Vol. V. No. 117. 



early youth. In such introductory work, 

 we should aim for intensive and not exten- 

 sive work, to give the ability to gain further 

 information rather than mere knowledge of 

 unrelated and incomplete facts, as is so often 

 done. 



Considering these as our aims, what 

 should we aim to give for subject matter in 

 each of the sciences under consideration ? 



In meteorology we should aim to give an 

 understanding of the winds, precipitation, 

 insolation, weather, climate, etc., and the 

 dependence of life on climatic conditions. 

 This work should be by the laboratory 

 method, making use of the ever-present 

 weather conditions and of maps, charts, 

 weather maps and instruments of measure- 

 ment. 



In geology we should devote most atten- 

 tion to observational study of dynamical 

 geology. Minerals, rocks and fossils should, 

 be studied only so far as they give a better 

 understanding of the fundamental charac- 

 ters of the rocks themselves, except in those 

 localities where there are fossiliferous rocks, 

 where, of course, more stress can be laid on 

 those subjects. The life processes of the 

 earth and their results are the most ra- 

 tional, interesting and helpful features of 

 geology to the beginner. In this science, 

 as in any other, if function be made the 

 causal condition and form the result, we 

 have a rational arrangement of subject, 

 and we at once elicit the confidence and 

 sympathy of the pupil. The inorganic 

 becomes alive and the dead sciences are no 

 longer dead, but equally alive with the 

 organic sciences. 



In physiography earth forms should be 

 studied, their origin, their relations and the 

 dependence of life upon them. This is a 

 broad and ever broadening field, and in it 

 we can come more closely in contact with 

 the world about us than in any other sci- 

 ences. The application of the principles to 

 the understanding of human history and 



progress offers a possible field of study that 

 is almost inexhaustible and inspiring to the 

 highest degree. Descriptive, political and 

 commercial geography gains its greatest 

 value when some understanding of the cli- 

 matic and topographic determining condi- 

 tions has been gained previously. Descrip- 

 tive geography with no knowledge of the 

 origin of land forms is like anatomy with 

 no knowledge of the skeleton, which is the 

 basis of anatomy. In this study a mere 

 study of geographic distributions is not 

 enough. The study should largely be one 

 of comparison and of relation. 



The science — for physiography is a sci- 

 ence — thus becomes not only of value for 

 itself, but also because of the light it casts 

 upon the study of other subjects in the cur- 

 riculum. 



Such are some of the possibilities of the 

 earth sciences if they be studied in a com- 

 mon-sense way. We must acknowledge 

 that at present most teachers are not pre- 

 pared to treat these sciences, so commonly 

 called easy, in a scientific and broad way. 

 One of our tasks is to see what can be done to 

 give the secondary school and grade school 

 teachers a better ability to teach the earth 

 sciences with a scientific understanding. 



Professor Albert P. Brigham, of Colgate 

 University, emphasized the lack of training 

 in observation on the part of students com- 

 ing to the earth sciences in the upper years 

 of the college course. This is more to be 

 regretted since the subject is capable of 

 graded presentation in all stages of educa- 

 tion. Interest is absolutely to be depended 

 upon in children or adults when earth facts 

 are explained in a rational and simple 

 manner. It is a grave loss if that great 

 company who never go above the grades 

 must go out ignorant of the common facts 

 of out-of-door nature and of the earth 

 materials upon which our daily life is de- 

 pendent. Let us insist that geography is a 



