new country, where freedom of development was not so sharply restricted but that all paths of life seemed equally open to one who would work. As a boy he was not one of those precocious naturalists of the common sort whose collecting instincts find expression in the hoarding of dead animals or plants rather than the neater postage stamp; names and authorities, classes and species, neatly arranged mummies, were not his delight. At first there seemed no sign that zoölogy would claim him as a most ardent admirer. Yet he was fond of live things and their ways, and introduced into his home that most delightful microcosm, the fresh-water aquarium (so much neglected in this country), in which he could observe at ease the habits and slow changes of living things when their native haunts were not accessible. Such early interest in the essential wonders of livingness rather than in man's artificial classification of phenomena was thus prophetic of much of his later originality of thought and view.
He has never forgotten how much he owes to the instruction of the earnest and broad-minded teachers in the public schools of Cleveland.
His college life began at Hobart, where two years left a deep impression from an acquaintance with Berkeley's thought, gained in browsing in the library, and long treasured up to produce fruit in philosophic views of maturer years. Then at Williams College, where the notable Natural History Society was sending out its expedition across South America, his love of Nature matured and specialized for two years longer, until he received the A. B. degree in 1870. It was Williams also that later, in 1893, bestowed upon him the LL. D. degree. For him the completion of college life was truly the "commencement" and not the finish of his intellectual training. His strong trend toward pure science and abstract mental life forced him onward into post-graduate work. But this required funds, and America was not Germany; the struggle for existence was not here so intense that one might not win bread in many walks of life without special training, and parents did not need to extend the larval period of support for offspring beyond the completion of college life to gain for them a place in any rank, social or intellectual. Now, a rapidly increasing need for the Ph. D. degree as entrance to professional life, necessitating several years of post-graduate study, often forces parents to take up their share in the increased burden. Then, however, few were agreed as to the advisability of prolonging an impractical life devoted to study beyond what seemed the maximum limit of unproductive preparation for life—the day of graduation at college. Beyond that the young man must make his own way as best he might. The subject
