ALPHEUS HYATT : MEMORIAL MEETING. 
429 
whole. And what was true of this one course in zoology was true 
of his whole department. The related courses were set in the 
proper sequence and given the right proportions to furnish the 
college student with a conspectus, not a skeleton merely, but an 
actual conspectus, of the biological sciences in their unity. 
And the disinterestedness of all Professor Hyatt’s work left no 
chance for the exploiting of his own specialties. Those subjects 
which must have been to him of supreme interest were not allowed 
more than their due share in the class room. Professor Hyatt never 
told his classes things merely because he knew them, or merely 
because he had discovered them himself; he told the classes what 
they needed to know and what the plan of a well organized course 
demanded. The polemics of these biological sciences were not 
so much introduced as alluded to; the student somehow came 
to feel that natural science does not grow by simple deduction, like 
pure mathematics, but that it has abundant room for such factors as 
surmise and counter-surmise, with evidence for and against. But 
this information was not secured at the expense of more solid 
acquisition. 
For these reasons alone, apart from other considerations of a 
more personal character, Boston University must always hold 
Professor Hyatt in grateful remembrance. 
ADDRESS OF MR. ARTHUR C. BOYDEN. 
Mr. President, — 
We realize that Professor Hyatt’s active work for the Teachers’ 
School of Science has closed. The long, earnest, devoted years of 
service are finished, and with them closes the first period in the life 
of the school. It is often true that the periods in the life of an 
institution are coincident with the lives of its great leaders; this is 
especially true in the case of the founder of the institution. The 
words of appreciation which have been spoken this evening voice 
our sentiments, but the teachers feel that they have some words of 
special tribute due Professor Hyatt for his services to them. 
We are indebted to him for the full realization of the thought 
that the introduction of science teaching in the schools requires the 
careful preparation of the teachers in the methods and materials of 
