he processes
that gave them birth, and hence as their historic credentials. They
are to be looked upon less as the vital things in themselves, than as
the _record_ of the events of the time and as the forerunners of the
subsequent events that may be potential in them. And so, primarily,
the geologic records are to be scrutinized to find _the deeper
meanings which they embody_, whether such meanings lie in the
physical, the biological, or the psychological world.

=Geology the means of developing scientific imagination of time and space=

Turning to specific phases of the subject, it may first be noted that
geology is singularly suited to develop clear visions of vast
stretches of time; it opens broad visions of the panorama of world
events, a panorama still passing before us. While the celestial order
of things no doubt involves greater lapses of time, these are not so
easily realized, for they are not so well filled in with a succession
of records of the passing stages that make up the whole. But even the
lapses of geologic time are greater than immature minds can readily
grasp; however, their _powers of realization_ are greatly strengthened
by studying so protracted a record, built up stage upon stage. The
very slowness with which the geologic record was made, as well as the
evidences of slowness in each part of the record, help to draw out an
appreciation of the immensity of the whole. The round period covered
by the more legible range of the geologic record rises to the order of
a hundred million years, perhaps to several hundred million years. The
large view of history which this implies has already come to form the
ample background on which are projected the concepts of the broader
class of thinkers; such largeness of view will quite surely be held to
be an indispensable prerequisite to the still broader thinking of the
future for which the better order of students are now preparing.

While this is preeminently true of the concept of time, the concept of
space is fairly well cultivated by geologic study, though far less
effectively than is done by astronomical study. Astronomy and geology
work happily together in contributing to largeness of thought.

The study of the origin and early history of the earth brings the
student into touch with the most far-reaching problems that have thus
far called forth the intellectual efforts of man. If rightly handled,
these great themes may be made to teach the true method of