to crowd into a course too many facts.
At best they cannot all be given; and in the attempt to do so, the
student is brought into a passive and receptive attitude, requiring
maximum use of his memory and minimum use of his reasoning power.
Presentation of a few fundamental facts, combined with vigorous
discussion tending to develop the student's ability to use these facts,
and particularly tending to develop a constructive habit of
investigation, seems to be the most profitable use of time during the
course of training. The acquirement of facts and details will come fast
enough in actual practice.

The variety, amount, and complexity of the data available in geology
tend in themselves toward generalizations in teaching--toward the
deductive rather than the inductive method. A certain amount of
generalization is desirable, but its over-emphasis develops bad habits
of mind on the part of the student, and requires radical readjustment of
his ideas in subsequent field investigations. To retain a proper
emphasis on inductive methods, it is necessary to limit the amount of
data presented. Good results have been obtained by using the "case
system," now common in the teaching of law--that is, by starting with a
specific fact or situation as a basis for developing principles.

Another advantage in the restriction of data is the opportunity thus
afforded for spending more time in the study of original reports rather
than of the short textbook summaries. The student thus learns where the
best primary sources of information are, how to find them, and how to
extract essentials from them.

FIELD WORK

Field work is an essential part of any course of geologic training. Not
only should it be taken at every opportunity during the regular school
year, but no summer should be allowed to pass without geologic practice
in the field. Opportunities for such work are offered in the summer
field courses given by various institutions. In recent years it has
usually been possible, also, for the student with elementary training to
take part in summer geological survey work for state, national, or
private organizations. In fact, after two or three years of geologic
training, it is comparatively easy for the student to earn at such
intervals during the year a fair fraction of his year's expenses.

The ideal arrangement, from the writer's viewpoint, would be about an
equal division of time between indoor and outdoor study. The
alternation fr