In the case of Hyatt, who went there just before I did, I think he was kept working over a lot of mixed fish skeletons, more or less broken, to 'see what he could make of them.' A little later he put Hyatt at work on the Unionidae, studying the anatomy as well as the shells. Within two years he put him on the Ammonites, a big collection having been received from Europe at that time. Hyatt, however, had never done anything in zoology or botany before he went to Agassiz and he found it hard to get a beginning, and so lost time. I mention these cases to show how different his methods were in different cases. VI HOW AGASSIZ TAUGHT PROFESSOR WILDER [Footnote: From an article by Professor Burt G. Wilder, of Cornell University, in _The Harvard Graduates' Magazine_, June, 1907. The extract is taken from a reprint with slight changes by the author, and is given with slight omissions by the present writer.] The phrase adopted as the title of this article ['Louis Agassiz, Teacher'] begins his simple will, Agassiz was likewise an investigator, a director of research, and the founder of a great museum. He really was four men in one. Without detracting from the extent and value of the three other elements of his intense and composite American life-- from his first course of lectures before the Lowell Institute in 1846 to the inauguration of the Anderson Summer School of Natural History at Penikese Island, July 8, 1873, and his address before the Massachusetts State Board of Agriculture, twelve days before his untimely death on December 14, 1873,--Agassiz was pre-eminently a teacher. He taught his assistants; he taught the teachers in the public schools; he taught college students; he taught the public, and the common people heard him gladly. His unparalleled achievements as an instructor are thus chronicled by his wife: 'A teacher in the widest sense, he sought and found his pupils in every class. But in America for the first time did he come into contact with the general mass of the people on this common ground, and it influenced strongly his final resolve to remain in this country. Indeed the secret of his greatest power was to be found in the sympathetic, human side of his character. Out of his broad humanity grew the genial personal influence by which he awakened the enthusiasm of his audiences for unwonted themes, inspired his students to disinterested services like his own, delighted children in the school-room, and won the cordial interest, as well as the co-operation in the higher aims of science, of all classes, whether rich or poor.'