4O PENIKESE. 



Our dredging was carried on between times, so that, 

 during the heat of the day, we were upon the water. 

 Upon our return, Professor Packard would tell us 

 about the crustaceous animals and the insects that 

 we had captured; Professor Morse would take up the 

 subject of the shells and molluscous animals pro- 

 cured; were there specimens to be examined through 

 the microscope, Professor Bicknell's time was occup- 

 ied, day and night. Then Professor Jordan describ- 

 ed to us marine algology; Guyot, physical geography; 

 Brewer, ornithology and oology; Hawkins, extinct 

 mammalians; and Mr. Roetter taught us to draw 

 them all. Then a dozen other gentlemen talked to 

 us upon a dozen other subjects, so that our note 

 books and our heads, I might well say our hearts too, 

 were full ! full ! full of animals and the animal king- 

 dom and Professor Agassiz, who knew all that there 

 was to know about them both. Well do we now 

 look back upon Penikese as the leading scientific 

 school ever, before or since, in existence. Many be- 

 lieve that it will never be excelled in its character, or 

 in the ability of its corps of instructors. This may 

 be going far, yet it is as certain that its stimulus 

 and influence will be felt in scientific education for 

 years, it may be for centuries to come. 



Professor Agassiz had expressed the wish, that the 

 school at Penikese should be "associated with the 

 Museum of Comparative Zoology in such a way as to 

 share at once and forever in any advantages to be de- 

 rived from an institution so kindred in its objects and 

 aims." He thought, and perhaps very wisely and 

 truly, that "the two establishments," could "work to- 

 gether to the greatest advantage of both." The lat- 

 ter institution is today a monument alive to fame, 

 the fame of one man. A man whose chief aim and 

 accomplishment was to work and to teach others to 

 work. In his instruction he says: "I must make 

 hard work a condition of a continued connection with 

 the school." The nature of this "hard work" was 

 "to prepare those who shall attend to observe for 



