European university, and that he made them when pressed with the laborious necessity of teaching college classes for three hours a day and more. Prof. Hadley, moreover, did not follow the German method of introducing himself to the world of scholars. He wrote no book for many years, and his grammar is avowedly based upon that of Professor George Curtius. Brief Brief essays and papers, however able, do not readily attract the attention of foreign readers. Prof. Hadley, like many of the scholars of England, preferred to acquire the knowledge which he desired to possess, rather than to recast it for the few English-speaking readers, who were scarcely advanced enough to receive it. Moreover he was so pressed with his duties in training his classes in elementary Greek, and now and then directing the researches of a more advanced pupil, that for years he had not the leisure to write a treatise. Most of all, it should be remembered that he was the last man who would stoop to any of the manifold sensational devices for originality, which bring notoriety rather than reputation to many aspiring doctors of the German Universities, even in so grave and exact a department as philology. He preferred to wait his time. We regret that he has been called out of the world too early for the world to know by his learned works how great a light it has lost. Much was expected from him in the work of revising the New Testament, to which he applied his hand in a few pencillings as the last work of his life. Great importance was attached to his comprehensive knowledge of Hebrew and Greek, his scholarly insight, his candid and comprehensive judgment, and his mastery of compact and lucid diction. The suggestions which he would have made in the progress of this work, would have testified to the scholars of the Old World, that at least one great scholar and critic had been furnished by the New.

The special field of his usefulness and of his fame has been as an instructor. In this field he has expended his best energies for others, and impressed himself strongly and permanently upon many thousands of young men. This was his chosen field, not merely because he was distinctly called to it as the appointed work of his life which he accepted as laid upon himself by his great taskmaster, but because he embraced it as the noblest calling to which he might aspire. The remark has often been

made-what a pity and what a waste that a man like Prof Hadley, one of the foremost scholars of the country, should be doomed to teach elementary Greek to successive Freshman classes, when, if things were as they should be, he might have expended the treasures of his wisdom upon a few appreciative students, and the rest of his time in making fresh acquisitions. Not so judged Prof. Hadley, dearly as he would have prized the leisure, and heartily as he would have enjoyed the appreciative sympathy and the forward zeal of maturer scholars. He knew the needs of young students and the defects of their elementary training too well; he estimated the power of his own personal faithfulness and influence too justly, to be willing to forego this opportunity of usefulness as long as his strength would allow him to do elementary work. It was a great thing for this college, that year after year, so long as he was the only Professor of Greek, so many young men in the first term of their college life were brought in contact with a teacher of such splendid gifts and such exemplary thoroughness; a teacher who, though he might seem hard and exacting at first, was soon seen to be no more rigid than the truth of the science which he taught, and in whom the most exemplary fairness was always conspicuous; a teacher who was himself a copious fountain of exact knowledge, and whose dealings with his pupils exemplified the imperial attractions of impartial justice. As these pupils knew him better from week to week, their impressions of his wholesome rigor faded away, and love and honor took their place. When they came a second and a third term under his instructions, those whose esteem was worth possessing, honored him as all ingenuous and earnest souls honor gentle wisdom. The few who, from time to time, enjoyed his special intimacy by reason of their advanced studies, sat at his feet with admiration and delight. Among these were some of our most eminent philologists, who weep with tears which they would not restrain that he who was to them both brother and friend is snatched from their sight.

Not only have his fidelity and patience been most useful to his pupils, but they have been wholesome in their indirect bearing upon his fellow instructors, who could not but be reproved by his exemplary thoroughness if they were not inspired by his

unselfishness. Directly and indirectly they have taught the graduates of this college one of the most important lessons for this generation, that in the institutions of learning, patiently and skillfully to teach the elements of knowledge is a service to which distinguished genius and learning may be wisely and honorably devoted, and that to disdain such service or to seek to escape it, may indicate a spirit which is as superficial as it is selfish. Prof. Hadley gave the sanction of his example most fully to the precept, "He that is greatest among you, let him be your servant." In this he showed both his greatness and his goodness. More than once has he turned aside from proposals which would release him from many annoying duties, on the ground that he could serve the college more efficiently by continuing to perform them. It was, however, his much prized privilege and a delightful prospect, in these last months of his life, to be assured that he might gather about him successive classes of graduate students, and so extend and direct the philological studies of many who should aspire to be the teachers and scholars of the country. While he did not believe in university studies for those who are not prepared by an elementary training to receive and appropriate them, his heart and his hopes were set on doing something effective in the way of university instruction. The bitterest disappointment which scholars must feel at his death, and especially the friends of this college, is that he could not have been spared to turn these hopes into achievements.

Such was the spirit with which he regarded his office, and such was the estimate which he placed upon his duties. It is needless to say that in the discharge of these duties, he was thorough, and clear, and methodical, and affluent; that he was continually bringing home to his pupils the example of a perfect mastery of the language which he taught; that he made his affluence of learning to bear clearly and definitely upon every word and every sentence; that his methods of impressing his own instructions and of testing the attainments of his pupils, were all that could be desired. Many of his pupils might say, in the language of a graduate of some fifteen years since, "when I entered college, I thought I knew something of Greek and of the Greek grammar, but when Prof. Hadley's

little manual was put into my hands, and I was required to learn it, I was at first in despair in view of what I did not know, and yet was compelled to learn. I learned it by constraint under desperate necessity. The effort which it cost me awaked me to the consciousness of power and rewarded me with the joy of achievement. I have forgotten my Greek, but if Yale College shall abandon Prof. Hadley's method, I shall lose my confidence in Yale College."

The great merits of this method were that it was exact and exhaustive. Professor Hadley's pupils were taught from the first, that if they would satisfy him their knowledge must be precise and comprehensive. They were taught to school themselves to a complete mastery over the grammatical relations of every phrase; to analyze every word into all its elements, and to follow its history to its earliest beginnings. They were also required to trace out the remotest allusions, and to discriminate between the nicest shades of thought. In the purposes of general discipline no method could be more effective, inasmuch as the instrument of training in his hands was the subtlest and most flexible of languages, and the teacher was the master of all its capacities to task and reward the mind. As a special preparation for philological study no schooling could be more admirable. As a means of literary culture it left behind manifold refining influences. Some of his pupils perhaps would have desired that his fine literary taste had allowed itself more freedom, after the needs of grammatical and general discipline had been in a measure satisfied, and that he had not confined himself so rigidly to the sphere of philology. There were, doubtless, some who would gladly have followed him in the more rapid reading of easy authors for logical and rhetorical ends, after the breaking in of Freshman year was finished; but none ever doubted the substantial value and the inimitable completeness of his scholar-like instructions.

What Prof. Hadley was as a college officer has been in part anticipated in what has been said of him as an instructor. In both these capacities it was eminently true that,

"His soul was like a star and dwelt apart,

In every sphere of action and in every duty in which he thought himself qualified to be useful, he was prompt, persevering and thoughtless of himself. In the tedious and vexatious examinations for admission, he was the first to begin and the last to leave, and was uniformly cool and patient, thorough, and yet considerate. He gave his whole mind to these ungrateful labors; opening his heart to the special circumstances of each individual, and yet adhering resolutely to the principles which justified rigid rules. From the general and special examinations, which are numerous and time-consuming, he never sought exemption, but was forward to accept more than his share of these unwelcome services. In the preparation of special reports and the consideration of proposed changes in the discipline and studies of the college, he was uniformly painstaking and exhaustive in collecting the data, and comprehensive and sagacious in his judgments. He was appealed to for his clear remembrance of the unwritten precedents and traditions which had been enforced in the past, and his memory was equally master of the incidents of individual cases and of the reasons which gave to each precedent its authority. He was as conversant with the precedents which are followed in the allotment of lodgings or the reception of petty excuses, as with the principles on which the theory of the curriculum and the disposition of its studies are grounded. But while he was thus master of the past traditions and experience of the college, he was in no sense mastered by either. He was as ready for change as the most confident and ardent of his less experienced colleagues, provided any change could be justified to his judgment. He originated and accepted such changes with a brave and hopeful spirit. He was ready to reconsider any of the many questions which might be supposed to be settled by the practice of the past, in the light of the altered and altering circumstances of these times. If there was any study in college of which he might be suspected of being unreasonably tenacious, it was the study of Greek. Nothing ever impressed me more with his candor and openness to new light than his enumeration of the reasons, which might be supposed to influence the judgment of those who would make this study elective or would even dispense with it entirely. While his mind was clear, that, even under the many disabilities to which the colleges