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GEOLOGY AS PART OF A COLLEGE CURRICULUM.
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aids to the normal faculties of observation. A couple of hammers, a pocket lens, a chisel and a few pointed steel tools for revealing fossils, a tape line, compass and clinometer are the few equipments that will enable the geologist to carry his investigations to almost any degree of thoroughness.

What has already been said applies to the study of the pure science of geology either in the field or in the laboratory. There is still another use to which this, as other sciences, may be put in disciplining the college student in directions not provided for by literary or mathematical studies,—the study of man as an investigator. In the pursuit of the study of geology, the first instruction must be received in didactic form, but after the text-book and lecture stage is passed, or while it is under way consultation of the literature of the sciences is appropriate. In the use of scientific literature the critical judgment is brought under training, and the varying interpretations of well known phenomena by expert scientists suggest the prominent part which the notions already in the mind play in the interpretation of the external facts observed. The experienced geologist will recall many cases of honest report of impossible facts by men who are unable to distinguish between what they saw and the false interpretations they made of these observations. One man will report that a live toad jumped out of the middle of a solid piece of coal, when it was heated in the stove; another will swear that he saw a fossil shark's tooth taken out of a ledge of Trenton limestone. It is evident that our memory of observation is not the revival of the object producing the sensation, but of the idea we framed of the sensation at the time. The study of original descriptions of objects of nature reveals the fact that the describer uses the ideas he already has in his mind as he does the standard foot-rule in his hand for measuring that which he describes, and it is by the study of scientific literature and the comparison of views of many scientists that this highest discipline of the observational faculties is attained—the power to determine the personal equation of error for the observer, and thus see through his descriptions a truer represen-

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