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Tribune Extras 



It is a library in itself. It is the best work of its 

 kind in any language, and ought to bo in every 

 BCliool library. It is the fountain from -which are 

 drawn all the illustrations of modern text-books. 



Huxley's Comparative Anatomy is the best work 

 on that subject extant. Owen is to be used cau- 

 tiously as a -work of reference. Wood's Natural 

 History is useful, but poorly written. 



Darwin's Animals and Plants under Domestic- 

 ation is the best and fullest presentation of the facts. 

 Ifis monograph on Cirripedia is a model of full and 

 accurate investigation. Prof. Agassiz paid a beau- 

 tiful tribute to the character of Darwin as a natu- 

 ralist, as an investigator, and as a man. His Natu- 

 ralist's Voyage Around the World is, be said, com- 

 parable to Humbnldt.'s Cosmos a work which the 

 Professor held also in tho highest estimation and 

 earnestly recommended to students. Darwin, ho 

 thought, was a man whom every one that knew him 

 must love. Prof. Agassiz never placed his opposition 

 to him on any other than scientific grounds. 



At the request of students, Prof. Agassis gave a 

 list of his own works and of several other works of 

 special value to the student of Natural History, as 

 follows : 



Airasslz's Contribution to Natural History of the 

 :Unlr<-ii St.itcs, four volume's, $G to S10 per volume. 



Agassiz'* E<*uv on Classification, quarto, $2. 



Airassiz's Mftiiod.- of S: inly, $1 50. 



Avassiz's Geological Studies, Si 50. 



M 1 *. Airas*lz'f S -a>ide Studies, $2. 



Travels in Urazil, *' 



Huxley's Comparative Anatomy, $2 50. 



Owen's Comparative Anatomy, three volumes, $8 to 

 |10 per volume. 



Ciivicr'e Animal Kingdom. 



Wood's Illustraicd Natural History, tbroe volumes, $4 

 to >"> |>i-r volume. 



i < ii-'.s m's Animal.-* and Plants nndor Domestication, $6. 



Packard's Guide to Snuiy of lusccts, $1 



Tin- American Naturalist, $4. 



II. J. ClarU'd Mind in N.iture. 



<>!i another occasion, at Penikeso, administering 

 advice to students, Prof. Airassiz said, " Know one 

 field well." In order to understand tho relations of 

 the different branches of human knowledge, of 

 cicnce, read its history. Head Cuvier's Develop- 

 ment of .Science, Do I51ainville, Pouchet, and 

 others. Liniia-us and his school gave birth to the 

 study of Natural History, inspired the whole world. 

 Science has been built anew since the middle ages. 



Gegenbaur's Comparative Anatomy is the beet 

 work of its kind, but his classification is faulty. 

 Ho becomes lost in complication of structure and 

 multiplicity of derails, and fails to detect tho true 

 nl'liuitios of animals. There is danger in paving 

 i" > much attention to details. When one becomes 

 absorbed in details ho loses all capability of broad 

 views. !!ut UK-re is no in vest i^at ion so special, if 

 made, with a view to comparison, but that it will 

 Lelp one. Gcgenbaur paints his pictures singly, at 



Pamphlet Seriet. 



though there were no resemblance between tb 

 different things he paints. 



Until you know an animal, care not for its name. 

 This whole world is a school for us. Science became 

 what it is by the hardest possible investigations, 

 under difficulties which are in great part removed 

 by the finding of animals so abundantly in America. 



Under the present system of education in the 

 United States, it is hardly possible to make the 

 study of Natural History permanent and effectual. 

 There ought to bo as many naturalists as there are 

 schools, under the present system ; for to teach it, 

 one must know something about it. A system should 

 be established which would allow the teachers to be 

 specialists and to go through the different grades of 

 schools with the same branch of study. Prepare a 

 student to do well for himself. \waken the power 

 of observation that will enable him to find his way 

 for himself. I always give new students a box of 

 different specimens to find out what they can do 

 with them. Do not wish to pour into students what 

 they cannot hold. My way of teaching is by demon- 

 stration, in which a pupil has a great deal to do 

 himself. 



I would warn yon against manufacturers of books, 

 men who are mere compilers, who know nothing 

 of their own knowledge of tho subjects about which 

 they write. Go to tho sources of information. You 

 would not read Shakespeare from commentators and 

 translators. Consult your own knowledge. Remeni' 

 ber, too, that science is the recovery of tho ideas* 

 that were in the Creative Mind. Love, devotion, 

 simple humility, and submission to Nature, not au 

 eudeavor to control Nature, give success to tho 

 naturalist. 



BASIS OF CLASSIFICATION. 



THE STRUCTURAL RELATION OF ANIMALS 



MEANS OF MAKING CORHECT COMPARISONS BETWi:i'N 

 DIFFICUl'.NT ORDF.HS OF CKKATUKKS TIIK CLAS- 

 SIFICATION OF KISIIKS A VIGOROUS ONSLAUGHT 

 ON TIIK DKVELOPMKNT TIIKORY. 



Classification in Natural History has a meaning, 

 and is not a human contrivance. In classification 

 we must shut out from the field of investigation all 

 that which is arbitrary and empirical. Our classi- 

 fication, to represent nature, must conform to it. It 

 is a mistake to single out certain special features aa 

 a standard, and adhere to these only. Classification 

 is a difficult matter, and as evr'h we must recognize 

 it. We ought to know and confess the limits of our 

 information. Those who li.ive an answer for every 

 question must make up answers. It is hard to say, 

 "I do not know," especially for teachers. But I 

 would trust no one who has not tho courage to d'* it. 



