original work of the most
important description. He came to be recognized as the greatest
authority on fishes in Europe, and his work on fossil fishes, published
in 1843, was a contribution to science of the first importance.

In 1846, Agassiz came to the United States, partly to deliver a course
of lectures at Boston and partly to make himself familiar with the
geology and natural history of this country. His reception was so
cordial and he found so much to interest him here, that he accepted
the chair of zoology and geology in the Lawrence Scientific School at
Cambridge, Massachusetts, and decided to make the United States his
home. He soon made Cambridge a great scientific centre, and proved
himself the most inspiring, magnetic and influential teacher of science
this country has ever seen.

In succeeding years, he traversed practically the entire country,
accumulating vast collections of specimens which formed the foundation
of the great natural history museum at Cambridge. He was preparing
himself for the publication of a comprehensive work to be called
"Contributions to the Natural History of the United States," the first
volume of which appeared in 1857. Succeeding years were occupied with a
journey to Brazil, another around Cape Horn, and the establishment of
the Pekinese Island school of natural history, where he was able to
carry out his long contemplated plan of teaching directly from nature.
But his labors had impaired his health, and he died in Cambridge in
1873, after a short illness. His grave is marked by a boulder from the
glacier of the Aar, and shaded by pine trees brought from his native
Switzerland.

Agassiz was one of the most remarkable teachers of science that ever
lived. Handsome, enthusiastic, overflowing with vitality, and with a
learning broad and deep, his students found in him a real inspiration to
intellectual endeavor. His lectures, however technical and abstruse
their subjects, were of an incomparable clarity and simplicity. He was
one of the first to advocate the teaching of science to women, not in
its technical details, but in its broad outlines.

"What I wish for you," he said, one day, addressing a class of girls,
"is a culture that is alive and active. My instruction is only intended
to show you the thoughts in nature which science reveals.

"A physical fact is as sacred as a moral principle," he used to say.
"Our own nature demands from us this double allegiance."

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