Chapter 35 of 54 · 684 words · ~3 min read

chapter 6

pages 171, 172. "Essay on the Classification of Fishes.") "Such facts proclaim aloud principles not yet discussed in science, but which paleontological researches place before the eyes of the observer with an ever-increasing persistency. I speak of the relations of the creation with the creator. Phenomena closely allied in the order of their succession, and yet without sufficient cause in themselves for their appearance; an infinite diversity of species without any common material bond, so grouping themselves as to present the most admirable progressive development to which our own species is linked,--are these not incontestable proofs of the existence of a superior intelligence whose power alone could have established such an order of things?. . ."

"More than fifteen hundred species of fossil fishes, which I have learned to know, tell me that species do not pass insensibly one into another, but that they appear and disappear unexpectedly, without direct relations with their precursors; for I think no one will seriously pretend that the numerous types of Cycloids and Ctenoids, almost all of which are contemporaneous with one an other, have descended from the Placoids and Ganoids. As well might one affirm that the Mammalia, and man with them, have descended directly from fishes. All these species have a fixed epoch of appearance and disappearance; their existence is even limited to an appointed time. And yet they present, as a whole, numerous affinities more or less close, a definite coordination in a given system of organization which has intimate relations with the mode of existence of each type, and even of each species. An invisible thread unwinds itself throughout all time, across this immense diversity, and presents to us as a definite result, a continual progress in the development of which man is the term, of which the four classes of vertebrates are intermediate forms, and the totality of invertebrate animals the constant accessory accompaniment."

The difficulty of carrying out comparisons so rigorous and extensive as were needed in order to reconstruct the organic relations between the fossil fishes of all geological formations and those of the present world, is best told by the author.* (* "Recherches sur les Poissons Fossiles" volume 1. Addition a la Preface.) "Possessing no fossil fishes myself, and renouncing forever the acquisition of collections so precious, I have been forced to seek the materials for my work in all the collections of Europe containing such remains; I have, therefore, made frequent journeys in Germany, in France, and in England, in order to examine, describe, and illustrate the objects of my researches. But notwithstanding the cordiality with which even the most precious specimens have been placed at my disposition, a serious inconvenience has resulted from this mode of working, namely, that I have rarely been able to compare directly the various specimens of the same species from different collections, and that I have often been obliged to make my identification from memory, or from simple notes, or, in the more fortunate cases, from my drawings only. It is impossible to imagine the fatigue, the exhaustion of all the faculties, involved in such a method. The hurry of traveling, joined to the lack of the most ordinary facilities for observation, has not rendered my task more easy. I therefore claim indulgence for such of my identifications as a later examination, made at leisure, may modify, and for descriptions which sometimes bear the stamp of the precipitation with which they have been prepared."

It was, perhaps, this experience of Agassiz's earlier life which made him so anxious to establish a museum of comparative zoology in this country,--a museum so abundant and comprehensive in material, that the student should not only find all classes of the animal kingdom represented within its walls, but preserved also in such numbers as to allow the sacrifice of many specimens for purposes of comparison and study. He was resolved that no student should stand there baffled at the door of knowledge, as he had often done himself, when shown the one precious specimen, which could not be removed, or even examined on the spot, because unique.

##