intellectual capital was thrown open to his pupils. His original
material, his unpublished investigations, his most precious specimens,
his drawings and illustrations were at their command. This liberality
led in itself to a serviceable training, for he taught them to use with
respect the valuable, often unique, objects entrusted to their care.
Out of the intellectual good-fellowship which he established and
encouraged in the laboratory grew the warmest relations between his
students and himself. Many of them were deeply attached to him, and he
was extremely dependent upon their sympathy and affection. By some
among them he will never be forgotten. He is still their teacher and
their friend, scarcely more absent from their work now than when the
glow of his enthusiasm made itself felt in his personal presence.




IV

HOW AGASSIZ TAUGHT PROFESSOR SHALER

[Footnote: From _The Autobiography of Nathaniel Southgate
Shaler_, pp. 93-100. Boston, Houghton Mifflin Company, 1907.]


At the time of my secession from the humanities, Agassiz was in
Europe; he did not return, I think, until the autumn of 1859. I had,
however, picked up several acquaintances among his pupils, learned what
they were about, and gained some notion of his methods. After about a
month he returned, and I had my first contact with the man who was to
have the most influence on my life of any of the teachers to whom I am