On his return to Cambridge at the end of September, 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 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. His initiatory steps in teaching special students of natural history were not a little discouraging. Observation and comparison being in his opinion the intellectual tools most indispensable to the naturalist, his first lesson was one in LOOKING. He gave no assistance; he simply left his student with the specimen, telling him to use his eyes diligently, and report upon what he saw. He returned from time to time to inquire after the beginner's progress, but he never asked him a leading question, never pointed out a single feature of the structure, never prompted an inference or a conclusion. This process lasted sometimes for days, the professor requiring the pupil not only to distinguish the various parts of the animal, but to detect also the relation of these details to more general typical features. His students still retain amusing reminiscences of their despair when thus confronted with their single specimen; no aid to be had from outside until they had wrung from it the secret of its structure. But all of them have recognized the fact that this one lesson in