R. WAYNE PARKER.

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power, the skill, and the patience to follow successively the workings of different minds, and to put aside his own clear knowledge in order to follow the very stupidities and errors of his pupils. The teacher must learn to think with them, to be slow as they are slow, even to fall with them in order to teach them how to rise again, and to be blind with them in order to teach them how to see. No other man that I have known has had such patience and long-suffering and love for his pupils as that which enabled him thus to efface himself in the work of teaching.

Obviously such instruction needs no penalties. Merely to listen is education, not merely in the law, but in the lawyer's art of making the law plain to simple minds,—an art that is more necessary than great learning.

And as the Greek teacher bound his disciples to him by bonds of affection unknown in the other schools, so we may try the reality and success of such teaching now by the lasting personal regard which we feel, without exception, toward our former master in the law.

NEWARK, NEW JERSEY, April 25, 1891.

Tribute of William D. Foulke.

President of Swartbmore College.

The thing which impressed me most when, after graduating in the Academical Department of Columbia College I became a student in the Law School, was the complete inversion of the motives and ideas which prevailed in our undergraduate life. While we were in the Academical Department it seemed to be the chief object of every student to accomplish the utmost results in the matter of marks and class standing with the least possible outlay of time and labor, and without much regard to the advantage to be derived from our studies. If we absorbed any considerable amount of knowledge it was oftener against our inclination than in consequence of it. In respect to college discipline it was much the same way. So long as we were not caught, any infringement of the voluminous statutes imposed upon us was rather a merit than a fault. An undiscovered prank was a title of honor among our fellows. There were professors whom we respected and under whose skilful guidance we did good work, but there was still, in spite of our personal friendship, a sort of undeveloped hostility resulting from this relation. If we could get the better of the professor in any way we felt a sort of obligation to When we entered the Law School these notions were utterly changed. There was no temptation to break any of the rules because we never saw or heard of any rules to be broken. There was no disposition to acquire a nominal class standing at the expense perhaps of actual proficiency, because there was no such standing to be acquired. There was no temptation to cut morning prayers, because there were no morning prayers which it was our duty to attend. We could come or remain away much as we liked; the consequences were upon ourselves. The result was that our work was mostly spontaneous. It was the product of our individual interests and desires, instead of being " prescribed by any supreme power" in our little state. It was an illustration of the great fact, so dear to every American, that individual liberty is a more effective mainspring of action than any kind of paternalism.

This came about no doubt in part from our increasing years. We were putting away the things of childhood. But it came about in a much

WILLIAM D. FOULKE.

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greater degree from the initiative which was set by the conduct of him whom I have always regarded as pre-eminent among instructors, Dr. Theodore W. Dwight. There was not a man of us whom he did not capture completely. There was certainly no one in our class upon whom Dr. Dwight could not count, as a respectful student and as an enthusiastic and devoted friend. I have never seen his equal in the power, not only of eliciting the best work from the intellectual material before him, but in developing that highest of all moral qualities for the accomplishment of great results-enthusiasm. His explanations of the law were so simple that a child could understand them. The principles underlying this great science were so plainly fixed in our memories. that they remain there immutably through life.

He showed us the thread of logic and sound doctrine by which to explore safely

"The lawless science of our law,

That codeless myriad of a precedent,"

amid the labyrinths of which a man without a guide is so easily bewildered and lost. But most of all we remember at this time, not the clear and commanding intellect which patiently unravelled for us these complicated truths, but the benevolent face, the kind voice and sympathetic heart of a professor who rejoiced in all our small successes, and to whom we could at all times turn for friendly counsel.

RICHMOND, IND., April 10, 1891.

Tribute of bon. Oscar S. Straus.

Er-Minister to Turkey.

When the newspapers several months ago, brought the report that Professor Dwight had sent in his resignation as warden and professor of the Law School of Columbia College, because of certain differences between him and the trustees of the College in respect to the future scope and management of the school, this information was received with surprise by the public, and by the graduates of the school throughout the country with a feeling of deep concern and sincere regret, mingled with the hope that such report might not be true.

The cause of this regret was not abstract, but personal, for every student of the Law School carried away with him an earnest and most profound attachment and esteem for Dr. Dwight. They had sat "not at his feet" after the manner of the ancients, but they sat literally on the same level with him, for this was his peculiar tact, that he lifted all his students up to his high plane. Every member of the Law School had in Professor Dwight not alone a most inimitable instructor but a friend and adviser. The pleasant relations between student and professor began at the beginning of every academic year, for Professor Dwight had the remarkable personality faculty of immediately learning his name, and ever afterwards remembering it correctly. I will not attempt to describe the many extraordinary qualities that Professor Dwight combines, and which have made him the great professor that he is. In brief, I would say that he fulfilled to the fullest extent the requisites as laid down by Dr. Watts: "Instructors should not only be skilful in those sciences which they teach, but have skill in the method of teaching and patience in the practice."

It will not be denied that the law is as intricate, complex and difficult as any of the sciences. It abounds in fine distinctions and differentiations, and requires a logic circumscribed often by apparently contradictory precedents to discover the underlying principles around which these precedents are grouped, and by which they are often overlapped as the hanging branches overshadow the small clear stream that meanders underneath.

With wonderful clearness and facility the Professor would explain to