ALPHEUS HYATT: MEMORIAL MEETING. 
431 
Professor G. L. Goodale, Professor F. W. Putnam, Professor W. 
M. Davis, the lamented Dr. R. W. Greenleaf, Professor L. M. Nor¬ 
ton, Professor W. O. Crosby, Professor G. II. Barton, and Professor 
Hyatt himself. In all these years Professor Hyatt persistently 
pushed forward the plans, gradually placing the school on a firm 
scientific and educational foundation. 
The second quality of Professor Hyatt which was of great value 
in building up the School of Science was his progressiveness. The 
beginnings were of necessity modest, but t^rogress demanded con¬ 
stant readjustment and modifications from year to year. A flexible 
mind open to suggestion, quick to see needs, and willing to try 
experiments, was demanded of the leader, and well did Professor 
Hyatt fulfil these requirements. Lectures soon expanded into labora¬ 
tory lessons with specimens in large numbers; these broadened into 
field classes; both called for printed directions, which culminated in 
the ^‘Science guides” prepared under the directions of Professor 
Hyatt. The ordinary field work in turn developed into the seaside 
laboratory which finally expanded into the renowned Woods Hole 
marine biological laboratory. In 1882 the privileges of the school 
were opened to teachers of the whole state, thus to a large extent 
increasing the influence of the school. As the general audience 
gradually decreased it became evident that the school had accom¬ 
plished its mission in this direction, and new plans were formulated 
for specialized courses of study. The new policy was inaugurated 
and it has grown into a definite four years’ course of study with regu¬ 
lar examinations and diplomas. Thus the busy teacher has the 
opportunity of a scientific preparation equal to that of the ordinary 
college or scientific school. The spirit of progressive development 
and scientific consistency, so marked in Professor Hyatt, has charac¬ 
terized the whole forward movement of the school. The influence 
on the teaching of science in Boston and eastern Massachusetts has 
been marked and exceedingly helpful. 
Thus far we have spoken of Professor Hyatt’s work in connection 
with the school, but this was not his greatest contribution to the 
teachers. Others might have accomplished as great results, and, 
in fact, a large number of able teachers did assist in all the work of 
the school. The unique contribution of Professor Hyatt was his 
strong personal influence. Many expressions have come from mem¬ 
bers of his classes, and since it is impossible that they all speak 
