430 PROCEEDINGS: BOSTON SOCIETY NATURAL HISTORY. 
scientific work. It was a fortunate moment for this movement when, 
in 1870, Professor Hyatt suggested to Mr. John C. Cummings, a 
Boston merchant, the necessity of scientific lectures and laboratory 
lessons for teachers exclusively. The suggestion was immediately 
taken up, funds were forthcoming, and a committee consisting of 
Mr. Cummings, Professor Hyatt, and Professor Niles was appointed 
to formulate plans. From that time, for over thirty years. Professor 
Hyatt continued in general charge of the work, gradually pushing 
it forward to the high position which it now holds. We can but 
rejoice that the last plan in his mind was carried into effect before 
he was called away. It was the formation of an association of all 
who had in any way been members of the School of Science, as a 
means of assisting in developing its influence and in forwarding the 
science work in the schools. He lived to see this organization on 
its feet and starting upon its work. 
Professor Hyatt possessed two qualities of character which were 
particularly adapted to carrying forward a work which was, in many 
respects, peculiar in its nature. The first of these qualities was a 
persistence which carried on to its legitimate conclusion any work 
which had been undertaken. This movement had many difficulties 
to be met and overcome; there were periods of ebb and flow in 
enthusiasm which had to be wisely met. Never, through all these 
years, did Professor Hyatt give up the thought which was back of 
this movement in behalf of the teachers. This institution had 
peculiar difficulties to be overcome —it had no buildings of its own, 
no organized faculty of instruction, no body of resident students, no 
invested funds, no recognized place among educational agencies. 
It had to work up a constituency among busy teachers who were 
willing to use their spare time for this extra instruction, and at 
times it must labor against the inertia of a school system which 
was loath to admit science into the traditional curriculum of studies. 
All these difficulties were overcome, a recognized position was gained 
for the school with adequate financial support; many and able 
instructors were obtained who were fitted to conduct laboratory 
lectures and field excursions with large numbers of critical teachers; 
the subject gained the support of school authorities in all parts of 
the state, and true scientific methods were introduced into a large 
number of schools. Over twelve hundred teachers came under the 
influence of the instruction of such experts as Professor W. H, Niles, 
