however interesting a geological treatise may be, it cannot possibly stimulate the imagination as the practical study of the science is bound to do. One may put into the hands of a youth a clear and well-written description of some particular fossiliferous limestone, and he may by dint of slavish toil be able to repeat verbatim all that he has read. That is how a good deal of book-knowledge of science is acquired. Only think, however, of the drudgery it involves--the absolute waste of time and energy. But let us illustrate our lesson by means of a lump of the limestone itself; let us show him the character of the rock and the nature of its fossil contents, and his difficulties disappear. Better still--let us take him, if we can, into a limestone quarry, and he will be a dull boy indeed if he fails fully to understand what limestone is, or to realise the fact that the rock he is looking at accumulated slowly, like existing oceanic formations, at the bottom of a sea that teemed with animal life. It is unnecessary, however, that I should illustrate this subject further. I would only repeat that the beginner should be taught from the very first to use his own eyes, and to draw logical conclusions from the facts which he observes. Trained after this manner, he would acquire, not only a precise and definite knowledge of what geological data really are, but he would learn also how to interpret those data. He would become familiar, in fact, with the guiding principles of geological inquiry.