feNTon] AN OUTLINE FOR THE STUDY OF FOSSILS 265 



of course cannot stop, more names must be explained, and more 

 discoveries made; and remember that he who makes a collection 

 has more solid evidences of his work than he who doesn't Encour- 

 age your students to make little collections of their own, or for 

 the class. 



Also do not neglect the modern forms. A snail, an oyster, or a 

 carriage sponge will help clear up many a question. An aquarium 

 will help bring home the life at the bottom of the sea ; a fern will 

 make more real the Pecopteris of the Carboniferous. 



This plan would probably have to be simplified for use in the 

 lower grades. I have tested it particularly with students of the 

 sixth, seventh and eighth grades, though I found the first three 

 steps working well with some high-school students. Its purpose 

 is to give an interest in fossils, coupled with a general knowledge 

 of the activities, etc., of the forms studied. I believe, however 

 that the first two steps, modified to suit the course, could be 

 incorporated in high school courses in geology to some advantage. 



Note 



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