WILLIAM KEITH BROOKS — CONKUN 



a teacher," he once said, "is to see his students surpass him." 

 On the other hand, his students delighted to honor him ; and 

 on the occasion of his promotion to a full professorship, on 

 his fiftieth birthday, at the twenty-fifth anniversary of the 

 founding of the Johns Hopkins University, and at the Inter- 

 national Zoological Congress in Boston, they showed him how 

 deep a place he held in their affections. On December 31, 

 1908, sixty of his former students met at a dinner in Baltimore 

 to pay honor to his memory, and the occasion was one of de- 

 lightful reminiscence and of grateful recognition of indebted- 

 ness to him. 



THE CHESAPEAKE ZOOLOGICAL LABORATORY. 



In connection with his work as teacher and director must be 

 mentioned the establishment by him of the Chesapeake Zoologi- 

 cal Laboratory in 1878. The great influence which his experi- 

 ence at Penikese had upon him has already been mentioned. 

 To a large extent the direction and character of his research 

 work was determined by this experience, and its influence was 

 apparent in all his teaching as well as in his research. We 

 have seen that it led him to organize a second "Penikese" at 

 Cleveland in the summer of 1875, and one of his first acts at 

 the Johns Hopkins University was the organization of the 

 Chesapeake Zoological Laboratory. The stimulating influence 

 which this laboratory had upon the research work of Doctor 

 Brooks is shown by his bibliography, where it may be seen that 

 after the first session of that laboratory his annual output of 

 work was increased at least fourfold. And the importance of 

 the laboratory in the development of the biological department 

 of the Johns Hopkins University and in the general advance 

 of zoology in America may be estimated from the large number 

 of students who worked at the laboratory and the large number 

 of papers which they published. Doctor Brooks expected all 

 of his graduate students to spend a season or more at this 

 laboratory. He rightly estimated this as the most valuable ex- 

 perience a student of zoology could have, for in this way the 

 student became acquainted with animals under natural condi- 

 tions ; he had opportunities of becoming a broadly trained natu- 



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