it is perhaps fortunate for them if they are located where only modest
records of geological processes are presented for study. In such
regions they are more likely to be led to scrutinize the field keenly,
sharply, and diligently for data on which to build their
interpretations. The scientific use of their imaginations is all the
better trained if, in their endeavor to build up a consistent concept
of the whole structure that underlies their field, they are forced to
project their inferences from a few out-crops far beneath the cover of
the adjacent mantle that shuts off direct vision. Few teachers have,
therefore, any real occasion to long for richer fields than those
accessible to them, if they have the tact to render these fertile in
stimulus and suggestion.

(2) Laboratory work upon the material collected in the field work, as
well as laboratory work upon the college collections, are essential
adjuncts. Ample provisions for this supplementary work, however modest
the appointments, are important and can usually be secured by
ingenuity and diligence in spite of financial limitations.

Both field and laboratory work should be well correlated with one
another and with the systematic work on the text that guides the
study, so that each shall whet the edge of the other and all together
accomplish what neither could alone.

(3) The text selected should be such as lends itself, in some notable
degree at least, to the general purposes set forth above. It should be
supplemented, so far as may be, by judicious assignments for reading
and for special study. Lectures may be made a valuable aid to the
discussions of the classroom, but with college classes they can rarely
be made an advantageous substitute for the discussions. Lecturing, so
far as used, is best woven informally into the classroom discussions.
Supplementary lecturettes may be advised if they are of such an
informal sort that they may almost unconsciously take their start from
any vital point encountered in the course of discussion, may run on as
far as the occasion invites, and may then give way again to the
discussion with the utmost informality. Such little participations in
the work of the classroom, on the part of the teacher, are likely to
be cordially welcomed. At the same time, if well done, they will set
an excellent example in the presentative art as also in an apt
organization of thought.

=Organization of courses=

If the stated course in earth-s