THE SCHOOL OF THE SHORE 27 
grown to fit. It is curious, too, to see the 
American Slipper-Limpet (Crepidula)—one 
growing on the top of another to the number 
of four or five—suggestive of the root-idea of 
a sky-scraper.” It is very interesting to take 
a stone from a deep pool, or from the floor of 
the sea in shallow water further out, to see 
how many different kinds of creatures take 
advantage of this pedestal. One stone from 
Clare Island bore fourteen different kinds of 
‘““moss-animals”” or Polyzoa. 
Truly, the shore is a place of struggle. Is 
there any other haunt where we see so clearly 
the truth of Tennyson’s words— 
“That life is not as idle ore, 
But iron dug from central gloom, 
And heated hot with burning fears, 
And dipt in baths of hissing tears, 
And batter’d with the shocks of doom 
To shape and use.” 
In Memoriam. 
Some one said long ago that a great part of 
life is connected with the conjugation of the 
verb: To eat; and we realise how true this is 
when we study the life of the shore. “TI eat, 
thou eatest, he eats . . . they eat.” “T shall 
eats «..-they shallveat’ -°D have eaten. 2s 
they have eaten.” “They have been eaten.” 
