METHODS OF TEACHING 387 



beds is of first importance ; but, as' this is not always a possibility, the 

 interest can be first aroused in the laboratory in some cases. Second, a 

 paleontological vocabulary — that is, a knowledge of fossil forms and 

 their correct names — must be acquired, or at least a beginning must be 

 made in that direction. Third, the power of observation and the power 

 of discrimination must be developed to a high degree. The only sure 

 means of accomplishing these results is through laboratory study of the 

 fossils themselves, under pi-oper supervision, accompanied, if it is in any 

 manner possible, by field excursions for the purpose of collecting fossils 

 which may be used as the basis for study in the laboratory. I doubt 

 whether any paleontologist has ever been encouraged to enter ^'nto this 

 field of activity through listening to lectures alone. Lectures may, or 

 perhaps should, accompany the laboratory work, at least during the- early 

 period of training, although informal consultation with the instructor is 

 perhaps more effective than set lectures. Tt is the handl'.io;^ and the 

 study of the specimens themselves, however, that really counts. ^ 



Furthermore, the material placed in the hands of students should be 

 good material, and although good specimens — perhaps choice speci- 

 mens — may be injured occasionally or perhaps lost, this should be no 

 excuse for withholding such material from student use. The making of 

 a real paleontologist is well worth the loss of an occasional specimen. If 

 a student is allowed to handle only the junk which accumulates in all 

 museums, he will never de^■elop an enthusiasm for paleontology which he 

 must acquire to become a successful and a productive worker in this field. 



It is only when a student has made considerable acquisitions along the 

 lines which have been indicated that he is really ready to enter upon the 

 work which demands the actual application of his paleontological knowl- 

 edge, and only rarely does one progress to this stage as an undergraduate 

 student. 



The sort of work already outlined may well be considered as being 

 suitable for advanced undergraduates, although graduate students may 

 commonly enter courses in which such work is carried on. The later 

 Avork, however, is strictly of a postgraduate cliaracter. This will consist 

 primarily of individual work devoted to assigned problems in research 

 upon special collections. It is highly desirable that the materials to be 

 studied in such problems be collections which the student himself has 

 gathered or has had some field connection with, for such contact always 

 adds a personal interest in the problem being attacked, which is of the 

 greatest value to the student. Such problems involve the actual appli- 

 cation of the paleontological knowledge which has been acquired in the 

 earlier work of the student and will actually be an investigation in some 



XXVII— Hii.r.. Ci:<»r.. S<ic. A\f.. Voi . :;i. lOU) 



