Outlines of the Earth's History: A Popular Study in Physiography

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rts about it. This sense is in a way related to that of touch, for the reason that it depends on the contact of our body with material things. Third is the sense of smell, so closely related to that of taste that it is difficult to draw the line between the two. Yet through the apparatus of the nose we can perceive the microscopically small parts of matter borne to us through the air, which could not be appreciated by the nerves of the mouth. Fourth in order of scope comes the hearing, which gives us an account of those waves of matter that we understand as sound. This power is much more far ranging than those before noted; in some cases, as in that of the volcanic explosions from the island of Krakatoa, in the eruption of 1883, the convulsions were audible at the distance of mor

have observed with our eyes may be set forth in words, and thus find its way to the understanding through the ears; also that in many instances the sense of touch conveys information

and also for the reason that they were supposed in some way to control the fate of men. So far as we know, the first pieces of apparatus for this purpose were invented in Egypt, perhaps about four thousand years before the Christian era. These instruments were of a simple nature, for the magnifying glass was not yet contrived, and so the telescope was impossible. They consisted of arrangements of straight edges and divided circles, so that the observers, by si

n in which the light waves move through them, naturalists have been able to create the telescope, which in effect may bring distant objects some thousand times nearer to view than they are to the naked eye; and the microscope, which so enlarges minute objects as to make them visible, as they were not before. The result has been enormously to increase our power of vision when applied to distant or to small objects. In fact, for purposes of learning, it is safe to say that those tools have altogether changed man's relation to the visible univers

hese instruments have come all those precise examinations on which the accuracy of modern science intimately depends. All these instruments of precision are the inventions of modern days. The simplest telescopes were made only about two hundred and fifty years ago, and the earlier compound microscopes at a yet l

d that the substances which make up the visible world were more complicated in their organization than they appear to our vision. They even suggested the great truth that matter of all kinds is made up of inconceivably small indivisible bits which they and we term atoms. It is likely that in the classic days of Greece men began to make

nfused and mystical studies of the alchemists. We have learned to know that there are seventy or more primitive or apparently unchangeable elements which make up the mass of this world, and probably constitute all the celestial spheres, and that these elements in the form of their separate atoms may group themselves in almost inconceivably varied combinations. In the inanimate realm these associations, composed of the atoms of the different substances, forming what are termed molecules, are generally composed of but few units. Thus carbonic-acid gas, as it is commonly called, is made up of an aggregation

fest in the changes which are brought about upon the masses of material which are subjected to the altering conditions. Gradually the chemists of our day are learning to build up in their laboratories more and more complicated compounds; already they have succeeded in producing many of the materials which of old could only be obtained by extracting them from plants. Thus a number of the perfumes of flowers, and many of the dye-stuffs which a century ago were extracted from

of the organic world. Since the time of Linn?us the growth of our knowledge has gone forward with amazing swiftness. Within a century we have come to know perhaps a hundred times as much concerning these creatures as was learned in all the earlier ages. This knowledge is divisible into two main branches: in one the inquirers have taken account of the different species, genera, families, orders, and classes of living forms with su

These researches have developed the science of physiology, or the laws of bodily action, on many accounts the most modern and extensive of our new acquisitions of natural learning. Through these studies we have come to know something o

f organic life in the remote past to the present day one kind of animal or plant has been in a natural and essentially gradual way converted into the species which was to be its successor, so that all the vast and complicated assemblage of kinds which now exists has been derived by a process of change from

n the basis of this understanding the science of geology, which had in a way been founded by the Greeks, was revived. As this science depends upon the knowledge which we have gained of astronomy, physics, chemistry, and biology, all of which branches of learning have to be used in explaining the history of the earth, the advance which has been made has been relatively slow. Geology as a wh

history of which is written in the pages of the great stone book, the early geologists supposed this planet to have been the seat of frequent and violent changes, each of which revolutionized its shape and destroyed its living tenants. It was only very gradually that they became convinced that a hundred million years or more have elapsed since the dawn of life on the earth, and that in this vast perio

pened in the world about them. In general they inclined to what is called the pantheistic explanation of the universe. They believed a supreme God in many different forms to be embodied in all the things they saw. Even their own minds and bodies they conceived as manifestations of this supreme power. Among the Aryans who came to dwell in Europe and along the eastern Mediterranean this method of explaining Nature was in time changed to one in which humanlike gods were supposed to control the visible and invisible worlds. In that marvellous centre of culture which was developed among the Greeks this conception of humanlike deities was in time replaced by that of natural law, and in their best days the Greeks were men of science essentially like those of to-day, except that they had not learned by experience how important it was to criticise their theories by patiently comparing them with the facts whi

ong the Hebrews, a people remarkable for their lack of interest in the scientific aspects of Nature. To them it was a sufficient ex

prolonged the separation of our faith from science for fifteen hundred years after its beginning. In this time the records of Greek scientific learning mostly disappeared. The writings of Aristotle were pres

s, that it was their frequent custom to weigh the old manuscripts in payment against the coin of their realm. In astronomy, mathematics, chemistry, and geology the Arabian students, building on the ancient foundations, made notable and for a time most important advances. In the tenth century of our era they seemed fairly in the way to do for science what western Europe began five centuries later to accomplish. In the fourteenth century the centre of Mohammedan strength was transferred from the Arabians to the Turks, from a people naturall

tific inquiry. The result was a new interest in Greek learning in all its branches, and a very rapid awakening of the scientific spirit. At first the Roman Church made no opposition to this new interest which dev

of Scripture. The last instance of such oppression occurred in France in the year 1756, when the great Buffon was required to recant certain opinions concerning the antiquity of the earth which he had published in his work on Natural History. This he promptly did, and in almost servile language withdrew all the opinions to which the fathers had objected. A like confl

ch held all that was known of Nature. Quite naturally the priestly class feared that the revival of scientific inquiry would bring with it the evils from which the world had suffered in pagan times. There is no doubt that these persecutions of science were done under what seemed the obligations of duty. They may properly be explained particularly by men of science as one of the symptoms of development in the day in which they were done. It is well for those w

en given to the absurdity commonly known as the "black art," or witchcraft, and held to the preposterous notions of the astrologists. Even the immortal astronomer Kepler, who lived in the sixteenth century, was a professional astrologer, and still held to the notion that the stars determined the destiny of men. Many other of the famous inquirers in those years which ushered in modern science believed in witchcraft. Thus for a time natural learning was in a way associated with ancient and pernicious beliefs which t

ally ceased. Even the Roman Church permits almost everywhere an untrammelled teaching of the established learning to which it was at one time

tellectual vigour, not more than half a dozen new machines were invented, and these were exceedingly simple. The fact seems to be that a talent for mechanical invention is mainly limited to the peoples of France, Germany, and of the English-speaking folk. The first advances in these contrivances were made in those coun

ese inventions on the development of learning has been particularly great where the machines, such as our wind and water mills, and our steam engine, make use of the forces of Nature, subjugating them to the needs of man. Such instruments give an unending illustration as to the presence in Nature of energy. They have helped men to understand that the machin

engaged in superintending the manufacture of cannon, he observed that in boring out the barrel of the gun an amount of heat was produced which evaporated a certain amount of water. He therefore concluded that the energy required to do the boring of the metal passed into the state of heat, and thus only changed its state, in no wise disappearing from the earth. Ot

es in a daily spectacle. Thus Benjamin Franklin, in the midst of a busy life, became deeply interested in the phenomena of lightning, and by a very simple experiment proved that this wonder of the air was due to electrical action such as we may arouse by rubbing a stick of sealing-wax or a piece of amber with a cloth. All discoveries, in a word, have had their necessary beginnings in an interest in the facts which daily experience discloses. This desire to know something more than the first sight exhibits concerning the actions in the world about us

by a little study. He can readily come to know something of the movements of the air; the buildings will give him access to a great many different kinds of stone; the smallest park, a little garden, or even a few potted plants and captive animals, may tell him much concerning the forms and actions of living beings. By studying in this way he can come to know som

r by rearing plants. It is fortunate if he can do both these agreeable things. When the habit of taking an account of that most important part of the world which is immediately about him has been developed in the student, he may profitably proceed to acquire the knowledge of the invisible universe which ha

r. Perhaps the best naturalist book, though its form is somewhat ancient, is White's Natural History of Selborne. Hugh Miller's works, particularly his Old Red Sandstone and My Schools and Schoolmasters, show well how a man may become a naturalist under difficulties. Sir John Lubbock's studies on Wasps, and Darwin'

ong civilized people is generally dormant. In fact, in our well-trodden ways people may go for many generations without ever being called upon to use this natural sense of geography. The easiest way to cultivate the geographic sense is by practising the art of making sketch maps. This the student, however untrained, can readily do by taking first his own dwelling house, on which he should practise until he can readily from memory make a tolerably correct and proportional plan of all its rooms. Then on a smaller scale he should begin to make also from recoll

essions. The principle of contour lines is that each of them represents where water would come against the slope if the area were sunk step by step below the sea level-in other words, each contour line marks the intersection of a horizontal plane with the elevation of the country. Practice on this somewhat difficult tas

between two and a half and three feet. Learning the average length of his stride by frequent counting, it is easy to repeat the trial until one can almost unconsciously keep the count as he walks. Properly to secure the training of this sort the observer should first attentively look across the distance which is to be determined. He should notice how houses, fences, people, and trees appear at that distance. He will quickly perceive that each hundred feet of additional interval somewhat changes their aspect. In training soldiers to measure with the eye the distances which they have to know

s. The task becomes more difficult as the length of the line increases, but most persons can with a little address manage to bring before their eyes a tolerably clear image of a hundred miles of distance by looking from some elevat

n get any aid in picturing to ourselves great lapses of time is by expressing them in units of distance. Let a student walk away on a straight road for the distance of a mile; let him call each step a year; when he has won the first milestone, he may consider that he has gone backward in time to the period of Christ's birth. Two miles more will take him to the station which will represent the age when the oldest pyramids were built. He is still, however, in the later days of man's history on this planet. To attain on

rasped by even the greater minds. No human intelligence, however cultivated, can conceive the distance of about ninety-five million miles which separates us from the sun. In the celestial realm we can only deal with relations of space and time in a general and comparative way. We

f survey of some of the most important truths concerning the heavens and the earth which have rewarded the studies of scientific men. Of remoter things, such as the bodies in the stellar spaces, the account will be brief, for that which is known and important to the general student can be briefly told. So, too, of the earlier ages of the earth's history, although a vast deal is known, the greater

s for the reason that everything in this day of the world depends on the events of earlier days, the accent of its t