When it was impossible to give the lessons out of doors, the children were gathered around a large table, where each one had before him or her the specimens of the day, sometimes stones and fossils, sometimes flowers, fruits, or dried plants. To each child in succession was explained separately what had first been told to all collectively.... The children took their own share in the instruction, and were themselves made to point out and describe that which had just been explained to them. They took home their collections, and as a preparation for the next lesson were often called upon to classify and describe some unusual specimen by their own unaided efforts. III AGASSIZ AT HARVARD [Footnote: From E. C. Agassiz, _Louis Agassiz, his Life and Correspondence_, pp. 564 ff. Boston, Houghton Mifflin Company, 1885.] On his return to Cambridge at the end of September [1859], Agassiz found the Museum building well advanced. It was completed in the course of the next year, and the dedication took place on the 13th of November, 1860. The transfer of the collections to their new and safe abode was made as rapidly as possible, and the work of developing the institution under these more favorable conditions moved steadily on. The lecture-rooms were at once opened, not only to students, but to other persons not connected with the University. Especially welcome were teachers of schools, for whom admittance was free. It was a great pleasure to Agassiz thus to renew and strengthen his connection with the teachers of the State, with whom, from the time of his arrival in this country, he had held most cordial relations, attending the Teachers' Institutes, visiting the normal schools, and associating himself actively, as far as he could, with the interests of public education in Massachusetts. From this time forward his college lectures were open to women as well as to men. He had great sympathy with the desire of women for larger and more various fields of study and work, and a certain number of women have always been employed as assistants at the Museum. The story of the next three years was one of unceasing but seemingly uneventful work. The daylight hours from nine or ten o'clock in the morning were spent, with the exception of the hour devoted to the school, at the Museum, not only in personal researches and in lecturing, but in organizing, distributing, and superintending the work of the laboratories, all of which was directed by him. Passing from bench to bench, from table to table, with a suggestion here, a kindly but scrutinizing glance there, he made his sympathetic presence felt by the whole establishment. No man ever exercised a more genial personal influence over his students and assistants.