It would be a very easy matter to adduce many further illustrations to show how close is the connection between the studies of the physical geographer and the geologist. I do not indeed exaggerate when I say that no one can hope to become a geologist who is not well versed in Physical Geography; nor, on the other hand, can the physical geographer possibly dispense with the aid of Geology. The two subjects are as closely related and interwoven, the one with the other, as History is with Political Geography. I do not see therefore how educationists who have admitted the great importance of Physical Geography as a branch of general education, can logically exclude Geology as a subject of instruction in schools. Already, indeed, it has been introduced by many teachers, and I am confident that ere long it will be as generally taught as Physical Geography. I would not, however, present the subject to young people as a lesson to be learned from books. A good teacher should be able to dispense with these helps, or rather hindrances--for such they really are to a young beginner. His pupils ought to have previously studied the subject of Physical Geography, and if they have been well taught they ought to have already acquired no mean store of geological knowledge. They ought, in fact, to have learned a good deal about the great forces which are continually modifying the surface of the globe, and what they have now to do is to study more particularly the results which have followed from the constant operation of those forces. We shall suppose, for example, that the teacher has described how rivers erode their channels, and waves tend to cut back a coast-line, and how the products of erosion, consisting of gravel, sand, and mud, are distributed along river-valleys and accumulated in lakes and seas. He now exhibits to his class good-sized fragments of conglomerate, sandstone, and shale, and points out how each of these rocks is of essentially the same character, and must therefore have had the same origin, as modern sedimentary accumulations. His pupils should be encouraged to examine the rocks of their own neighbourhood, whether exhibited in natural sections or artificial exposures, and to compare these with the products of modern geological action. One hour's instruction in the field is, in fact, worth twenty hours of reading or listening to lectures. Knowledge at first hand is what is wanted. There are many excellent popular or elementary treatises dealing with Historical Geology, and these have their uses, and may be read with profit as well as pleasure. But the mere reading of such books, it is needless to say, will never make us geologists. They help no doubt to store the mind with interesting and entertaining knowledge, but they do not cultivate the faculties of observation and reasoning. And unless geology is so taught as to accomplish this result, I do not see why it should enter into any school curriculum. Further, I would remark that,