ALPHEUS HYATT : MEMORIAL MEETING. 
427 
why this combination of scientist and teacher in one person is desir¬ 
able, is, that such a one brings into his work as a teacher the very 
atmosphere and finer spirit of science. His work is not with the 
desiccated product of some other man’s mind, accepted critically or 
uncritically. He is one and the same man in all his dealing with 
the truth, whether he is finding it out for himself on the frontiers of 
knowledge or sifting and weighing the conclusions of his fellow 
workers or teaching truth as truth and hypothesis as hypothesis. 
It is impossible for such a man to split himself up into investigator 
and pedagogue; he must bring into his teaching the enthusiasms 
and the methods of investigation. 
On the other hand it cannot be denied that there are certain grave 
dangers connected with this combination of the two offices. There 
is the peril, for instance, that the investigator will teach in the spirit 
of his particular specialty rather than in the spirit of his science as 
a whole or of the whole group of sciences within which his own 
science and his own specialty are set. He will naturally feel more 
the interest attaching to the peculiar group of problems with which he 
is concerned as an investigator than that attaching to the broad prin¬ 
ciples and the more general or fundamental problems that are of prime 
importance for the beginner and for the seeker of a general educa¬ 
tion. Closely allied to this danger is another,— that the investigator 
shall make too much of those parts of his science around which strife 
and controversy centre and that he shall teach in a partisan spirit. 
Both these dangers are by no means imaginary. We have only to 
glance back through the centuries in order to see how disastrous the 
effects become when the teacher forgets that he is a guide and not 
a captain, and that his chief concern is with the truth that already 
stands fast rather than with polemics and dispute. 
Perhaps the deepest reason for the gratitude that Boston Univer¬ 
sity cherishes for its late Professor of biology is our clear recogni¬ 
tion of the admirable way in which Professor Hyatt actualized the 
advantages of which I have just spoken and the no less admirable 
way in which he avoided these perils. 
In all his personal work in the department, it was perfectly 
evident to the class that Professor Hyatt spoke from knowledge at 
first hand. He had the scrupulous regard for fact that characterizes 
the man that knows at what pains facts are determined. When he 
spoke of sponges and called a sponge a sponge, we knew that there 
