386 S. WELLER FOSSILS AS AID IN TEACHING STRATIGRAPHY 



monly almost microscopic^ features and the recognition of minor but 

 constant differences and resemblances among fossil forms. This sort of 

 observational ability is very different from that of the student in many 

 other branches of geological science, where the objects to be observed are 

 of the magnitude of mountains, hills, valleys, and rivers, and demands 

 a very special sort of training. The only way to develop this sort of 

 ability is in connection with laboratory work upon the fossils themselves 

 and actual practice in the identification of genera and species with the 

 aid both of the more general and some of the special literature. Such 

 work as this, when conducted systematically with material representing 

 the several phyla and classes of organisms commonly found as fossils, and 

 accompanied by some lectures and by informal conferences, accomplishes 

 several different, important results. 



lii the first place, the student becomes familiar with the broader fea- 

 tures of the classification of organisms into phyla, classes, orders, etcetera. 

 Secondly, he gains some appreciation of the sorts of characters in the 

 various groups that are commonly used for the separation of individuals 

 into s} -^c'ob, and the species into genera. Thirdly, in handling material 

 in thiL manner from different geological formations and from different 

 localities, he comes to appreciate something of the various conditions of 

 preservation of fossils and the different appearances which the same form 

 may assume in different situations. Fourthly, he gains some knowledge 

 of and some experience in the use of paleontological literature; and, 

 lastly, he is constantly adding to his paleontological vocabulary. 



It is perhaps an open question as to just what contact between the 

 student and the fossil specimens should be first established. "Whether he 

 should first approach the specimens in their geological relations — that is, 

 as faunal assemblages — or whether they should be approached first as 

 organisms, in their taxonomic relations. As a matter of fact, I have had 

 numerous students who have come into the subject from each of these 

 directions, and both contacts must be made sooner or later. My experi- 

 ence has been that the first point of contact makes little or no difference 

 in the final outcome, but in general I prefer the geological contact first, 

 because that can usually be made more interesting to the average student. 



Several purposes must be accomplished in the training of students in 

 applied paleontology. First, a general interest in fossils themselves must 

 be aroused. Undoubtedly the very best stimulus in this direction is that 

 afforded by collecting specimens in the field. If this, interest has been 

 aroused in this manner before the student has entered upon his college 

 work, he is indeed fortunate and his instructor is relieved to that extent. 

 If the interest is to be newly aroused, the field excursion to good fossil 



