380 H. F. CLELAND THE TEACHING OF HISTORICAL GEOLOGY 



time should be spent on them. This is shown in the discussion of the 

 Mesozoic and Cenozoic in text-books of geology. I think no one will 

 deny that the invertebrates of all eras are of nearly equal rank as index 

 fossils and for the lessons of evolution that they teach. Nevertheless, 

 they are given relatively little attention in the discussion of the Mesozoic 

 and Tertiary. The explanation for this difference of treatment is to be 

 found in the fact that the vertebrates are more interesting, more impor- 

 tant, and present more striking lessons in evolution. Nevertheless, some 

 teachers spend so much time on the Paleozoic invertebrates that they are 

 obliged to give an inadequate amount of time to the study of the Mesozoic 

 and Tertiary and of the great lessons that are there taught. 



LABORATORY AND FIELD-WORK 



Some laboratory work should, of course, be required of all students 

 who elect historical geology. If our educational institutions were all 

 situated in fossiliferous regions, as is Cornell University, the University 

 of Cincinnati, and the University of Texas, the teaching of paleontology 

 and stratigraphy would be simplified. iProf. G. D. Harris, perhaps more 

 than any one else, has made much of this fortunate situation. Even the 

 first year student wants to know the names of the fossils he himself dis- 

 covers, the age and the name of the rock in which they occur, and how 

 it was formed. Unfortunately, most institutions of learning are not so 

 favorably situated and it is necessary for the 'teacher to use labeled speci- 

 mens in the laboratory. Fossils, rather than casts, are necessary. Theo- 

 retically, the cast of a well preserved fossil, or a restoration, is better 

 than an imperfect fossil ; but, as every teacher has learned, the elementary 

 student can not be convinced of this fact. He wants the real thing and 

 loses interest if he does not have it. Consequently, where historical 

 geology is taught there should be a set of fossils for laboratory use. More 

 should be made of lantern slides than has hitherto been done, and espe- 

 cially is this desirable in a study of the vertebrates. There are many 

 instructive and striking restorations of which slides can be made. Un- 

 fortunately, a great deal of time is required to get this material together, 

 and this Society would do a great kindness to teachers of paleontology 

 if such a set were made available. 



PALEOGEOGRAPHY 



I fear to express an opinion on the teaching of paleogeography for fear 

 that you will think that I have left all hope behind; but I am looking 

 for difficulties and for the best way out of them. In order to apply the 

 Taylor efficiency methods in our teaching as it is employed in manufac- 



