618 — Methods of Instruction in General Geology. (July — 
however well he might remember the text-book definition, who 
is unable to recognize and interpret geological phenomena in 
nature,—in the field and laboratory. Hence, in teaching geology 
the mere ability to talk about geology, to say that Paradoxides is 
characteristic of the Cambrian, that Ichthyosaurus is a Mesozoic © 
reptile, and a thousand other similar items of geological informa- 
tion, is of little or no practical use unless the student is taught to 
recognize an unlabelled Paradoxides when he sees it, and would 
know how to distinguish Cambrian rocks in the field. The sub- 
ject-matter for the scientific scholar to acquire is found in the 
things and phenomena named and described, and not in the 
names or definitions. 
In other words, the methods of literary instruction are of but 
limited value in teaching geology, and although we may begin 
with these methods, the teacher should not deceive himself with | 
supposing that he is teaching science, or that the student is learn- 
ing science, unless the lectures and text-book work are supple- | 
mented by drill in the laboratory and field. It may seem more 
dignified to stand up in a lecture-room before a lot of students — 
and read off a lecture on geology, but the best results will come 
from the tramps and the hammerings in the ravines and railroad 
cuts and the study of hand specimens in the laboratory. 
Our lectures may inspire the students to study, but most of 
what they learn will come by other methods. 
We are obliged to use the lecture method, although not the 
ideal way of teaching science, on account of the large size of 
classes in our universities. Quizzes, and these written after 
every five or six lectures, I find of value in calling out study _ 
and thought upon the topics discussed in the lectures, and — 
these I believe should always supplement the lecture for the best : 
results. 1 
i 
EE EEA i T F E E E EER EE a E ih SE SA Se ie o ee EAE EES eee a a aa ai ene ee ee 
In the lecture method there is one danger not met with shan 
a good text-book is made the basis of recitations. Unless the 
clear understanding of the topics under discussion. These 
details, when crowded by the multitude of topics he is tempted . l 
to consider, will be omitted by the EFE because they seem 
to him so familiar. 
To ward against this evil I give references to the pages in 
ah 
