Alerander Wineh all. 141 
into secondary schools. He insisted that the young student is 
more observing than retlective or analytic; that the education of 
the mind should be by an appeal to its most accessible and most 
powerful impulses, and that the influence of science on the human 
mind, especially in its formative stage, is more healthful to a 
normal growth, and more conducive to moral rectitude and more 
stimulating toward a right ambition than any other field of 
knowledge. He considered it a great mistake to fill the mind of 
the student with the quirks of an extinct syntax, and to ‘‘edu- 
cate” him by familiarizing him with the questionable doings of 
the mythical gods and goddesses of the ancients. He believed 
that there is as much mental and ethical culture to be derived 
from the study of natural science, when pursued with equal 
thoroughness and exactness, as from the study of Greek or Latin 
literature or of mathematics. 
His greatest achievements in education, however, were won in 
his own ¢lass-room. He was a living example of what he urged 
upon his pupils. In his lectures he was aglow with enthusiasm, 
but it was an enthusiasm that was deep-seated, and a glow that was 
steady and strong rather than hot and flashy. Noearnest student 
could carry forward the course of study allotted to his depart- 
ment without receiving a conviction of the vastness aswell as of 
the beneficent role of geology in human knowledge, and a pro- 
found sense of the grandeur of the thoughts which it inspires, 
He labored diligently and long in the University of Michigan, 
and he erected a durable monument in the hearts of his students, 
many of whom have testified reverently to the high ideals which 
his teaching inspired, 
Along with his elass-room work he conducted systematically 
some laboratory investigations, and in these, whether in paleon- 
tology or in lithology, he always had the presence and the atten- 
tive interest of some more advanced students. Owing, however, 
to rather adverse surroundings he was never able to equip a labo- 
‘ratory that was commensurate with the needs of his department, 
nor in harmony with his ideas of the importance of geology in 
the college curriculum. 
His largest educational tield, however, was the public platform, 
Here he was under no constraint by reason of youthful auditors. 
No limits were set to his rhapsodic scientific eloquence. No 
courteous regard for the amenities of possible professorial eti- 
