AGASSIZ AT HARVARD 



of observation, whatever field they might choose 

 for their special subject of study. . . . 



But if Agassiz, in order to develop inde- 

 pendence and accuracy of observation, threw 

 his students on their own resources at first, 

 there was never a more generous teacher in the 

 end than he. All his intellectual capital was 

 thrown open to his pupils. His original ma- 

 terial, his unpubKshed investigations, his most 

 precious specimens, his drawings and illustra- 

 tions were at their command. This hberality 

 led in itself to a serviceable training, for he 

 taught them to use with respect the valuable, 

 often unique, objects entrusted to their care. 

 Out of the intellectual good-fellowship which 

 he estabhshed and encouraged in the laboratory 

 grew the warmest relations between his students 

 and himself. Many of them were deeply at- 

 tached to him, and he was extremely dependent 

 upon their sympathy and afi'ection. By some 

 among them he will never be forgotten. He is 

 still their teacher and their friend, scarcely 

 more absent from their work now than when 

 the glow of his enthusiasm made itself felt in 

 his personal presence. 



[13] 



