378 H. F. CLELAND THE TEACHING OF HISTORICAL GEOLOGY 



(4) I would want to be shown how the sedimentary series was built 

 up, how it varied in composition, and why; how the ages of the strata 

 are determined, and how the work of correlation is accomplished. 



(5) I would want to learn about the climates of the past and how this 

 knowledge is obtained from a study of fossils and other evidence. 



(6) I would want to carry away with me a general idea of the evolu- 

 tion of the continents. 



Topics such as these are the ones which, it seems to me, should be 

 emphasized in a cultural course, such as is offered in all of our institu- 

 tions of higher learning. 



What should not be Emphasized? 



The most difficult part of historical geology for the student, as has 

 been said, is the Paleozoic, because he knows so little about the inverte- 

 brates found in the rocks of this group and has little interest in them. 

 Am I a heretic if I ask, "Why should he ?'' These fossils are interesting 

 largely because of their value in chronology and correlation and because 

 of the lessons they teach of evolution. But these first year students do 

 not have a sufficient knowledge of the structure and characteristics of 

 these animals to appreciate or understand their evolutional value and 

 few will have acquired such a knowledge when the course is passed. 

 These are the facts. Why not face them ? 



One reason that students are required to spend so much time on inver- 

 tebrates is that we are to some extent following the method of teaching 

 in geology which used to be employed in the teaching of human history. 

 Not many years ago the student in history was required to learn the 

 number of men engaged in each battle, the names of the generals, the 

 number of men killed and wounded in each engagement, the line of 

 march, and other easily forgotten statistics, whereas the bearings of these 

 events upon the progress of civilization were too often merely touched 

 upon or omitted. Our method of teaching geology is largely inherited 

 from the time when fossils were regarded as of value largely because they 

 are indicators of chronology. This is shown in the treatment of the 

 Paleozoic as given in all text-books of geology. 



The Answers of eight Teachers to the Question: How should 

 THE Paleozoic be presented to Students in the 



FIRST YEAR CoURSE ? 



Some months ago, before I was asked to speak on this subject, I wrote 

 to seven paleontologists and have since spoken to one other, who are also 

 successful teachers of general geology, asking, among other questions, 



