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own embraced weeks ; his co-workers, his intimate advisers, his 

 confidential friend ; to these is properly referred the pleasing task. 

 I cannot, however, refrain from voicing some of the many re- 

 collections of Penikese, which crowd upon my mind. 



It was most natural for a teacher to study Professor Agassiz as a 

 teacher ; from this standpoint he presents strong characteristics. I 

 have for years regarded Professor Agassiz as the founder of a sys- 

 tem of instruction in this country, which has done more than any 

 other agency to modify and to revolutionize the fixed methods of 

 the schools. This feature is embodied in the reply once made by 

 the Professor himself, when asked ''What do you regard as your 

 greatest work?"' "I have taught men to observe." 



It is true that objective teaching was introduced and advocated 

 long ago ; but Agassiz more than any other man brought to the at- 

 tention of American educators the superior merits and claims of 

 objective work. 



The school at Penikese was opened and conducted upon the 

 theory that objective work is the only basis for scientific research. 

 Those not present at this school can form only a meagre concep- 

 tion of the character and the amount of work accomplished; and 

 even those who were most actively engaged in the work of the 

 school have had scarcely time to comprehend the magnitude of 

 the enterprise. It has pleased some of the jealous critics of Amer- 

 ican scholarship to speak lightly of this work: but I do not hesitate 

 to say that an equal array of talent, of special scholarship, of zeal to 

 discover, and of devotion to science, has never been witnessed in 

 any other school in the history of education. It is the equal pride of 

 instructors and of those taught, that our beloved Professor, whose 

 memory we revere, stood among his associates at Penikese, unriv- 

 alled, without a peer. 



The work at the Island Laboratory, like the work at the Muse- 

 um, disclosed many traits of character which must ever remain an 

 inspiration to all who were privileged to come in contact with them. 



Professor Agassiz was an ideal educator by virtue of the scope 

 of his scholarship. A question was never raised by an inquiring 

 student without his receiving in return such an insight into the re- 

 lations which were involved, that years of continued research alone 



