HANDICAPS IN TEACPIING 377 



cussion of these two periods most of the invertebrates are studied for the 

 first time. I am assuming that the subject is taught in tlie conventional 

 way. 



Another handicap to the successful teaching of historical geology in 

 many educational institutions is that the teacher is not a paleontologist 

 and has not had adequate training in the science. Moreover, as his major 

 interest is in some other branch of geology, he seldom gives an interest- 

 ing course in this subject. 



Even the stratigrapher may be somewhat at a disadvantage in teaching 

 this elementary course, because if he does not hold himself in check he 

 is likely to find himself spending too much time on the details of pale- 

 ontology and stratigraphy. To him the specific names of certain fossils, 

 because of their great value in the correlation of certain formations, may 

 seem more important than anything else and he may smother his class 

 in technicalities. 



The ideal gateway to paleontology is such a course as that outlined in 

 Shinier 's "Introduction to the Study of Fossils." To teach historical 

 geology to students who had mastered such a course would be a pleasure. 

 The objection to such a prerequisite is that few students would elect it, 

 with the resultant practical elimination of elementary historical geol- 

 ogy — one of the most valuable cultural subjects offered in college cur- 

 ricula. 



What should be Emphasized in an elementary Course in 

 HISTORICAL Geology? 



In preparing this paper I found myself repeatedly asking: What 

 would you want to learn from a course in historical geology if you could 

 take but one course and would never again have an opportunity to make 

 a further study of the subject? In other words, what should a study of 

 historical geology contain for a very large proportion of the students who 

 elect it? This is a fair question because very few students go on with 

 paleontology. This being true, our attention should be given to the 

 ninety and nine rather than to the one. 



Our answer might be somewhat as follows : 



(1) I would want to have a knowledge of the proofs and progress of 

 evolution as shown by the life of the past. 



(2) I would want to understand the efl'ects of physical conditions in 

 bringing about tlie modifications of the form and structure of organisms. 



(3) I would want to acquire a general knowledge of the succession of 

 life — that is, to learn how time after time in the history of the world 

 great classes of animals and plants predominated and then either dis- 

 appeared never again to return or ever after took a subordinate place. 



