Addresses in Honor of 
 
 Prof. Francis A. March, LL.D., L.H.D, 
 
 
 LAFAYETTE COLLEGE, 
 October 24TH, 1895. 
 
FRANCIS A. MARCH, LL.D., L.H D. 
 
ADDRESSES 
 
 DELIVERED AT 
 
 A CELEBRATION IN HONOR OF 
 
 Prof. Francis A. March, LLD., L.H.D. 
 
 I^AFAYEmrK COI^I^BGB, 
 
 OCTOBER 24th, 1895. 
 
 EASTON, PA.: 
 
 LAFAYETTE PRESS. 
 
 1895. 
 

 .^' 
 
 By Tr~/ 5-fAf 
 - > .9 
 
CONTENT'S. 
 
 Preface 5 
 
 Biographical Note. Prof. Francis A. March, Jr., Ph.D 11 
 
 Introductory Remarks - 
 
 Ex-President Wm. C. Cattell, D.D., lyly.D. 21 
 
 Professor March's Work for Ivafayette 
 
 Prof. Wm. B. Owen, Ph.D. 23 
 
 The Standard of Pronunciation. (Abstract. ) 
 
 Prof. Thos. R. Lounsbury, LL.D., L.H.D. 37 
 
 Professor March's Contributions to English Scholarship 
 
 Prof. James W. Bright, Ph.D. 43 
 
 After Dinner Speeches : 
 
 Professor March's Response. 67 
 
 Alma Mater (Amherst) 
 
 Rev. Wm. Hayes Ward, D.D., I^I^.D. 69 
 
 The Teacher of Philosophy Rev. John Fox, D.D. 75 
 
 The Philologist . .~ Rev. S. G. Barnes, Ph.D., Litt.D. 81 
 
 The Spelling Reformer .-Pres. Samuel A. Martin, D.D. 87 
 
 The Teacher Rev. James C. MacKenzie, Ph.D. 91 
 
 The Beloved Professor • Rev. John R. Davies, D.D. 103 
 
 Bibliography of Professor March's Writings. 107 
 
PRBKACE. 
 
 This little volume is intended to be a record of the 
 celebration in honor of Professor Francis A. March, 
 I^L.D., I^.H.D., held at I^afayette College on October 
 24th, 1895, It is customary to observe the Wednesday 
 nearest the 20th of October of each year as ' ' Founders 
 Day," in memory of the founders of the College and 
 those who have aided in its growth and development. 
 As the usual day was very near the date of the seven- 
 tieth anniversary of the birth of Dr. March, it was de- 
 cided to set apart Founders Day this year for the recog- 
 nition of the long and efficient service of that beloved 
 professor. The program which follows, was prepared 
 for the occasion, but the response of the community to 
 the plan was so general and so spontaneous that the 
 formal program, ample as it was, proved but a part of 
 the day's exercises. The day was one of the most 
 beautiful of October days, and lovely I^afayette was 
 glorious in all the beauty of autumnal leafage and sun- 
 shine. The citizens of Easton asked to be allowed to 
 testify their esteem for Dr. March, and to the number of 
 about one thousand formed at the Centre Square and 
 marched in procession to College Hill at 10 o'clock. 
 The order of march was as follows : 
 
Platoon of Police. 
 
 Delegation of City Firemen. 
 
 !Easton Band. 
 
 Mayor Field and Other City Officials. 
 
 Members of Select Council. 
 
 Members of Common Council. 
 
 Members of the Board of Trade. 
 
 Business Men. 
 
 Resident Alumni of Lafayette College. 
 
 Representatives of Brainerd-Union Church. 
 
 Members of Evangelical Alliance. 
 
 Citizens of Easton. 
 
 Members of the Board of Control. 
 
 Superintendent and Teachers of the Easton Public Schools. 
 
 Members of the Teachers' Institute. 
 
 The long column passed through North Third street, 
 up the winding path, past the monument, to South Col- 
 lege. There the police and firemen formed imtuediately 
 in front of the main entrance. All the windows were 
 occupied by people watching the interesting scenes. 
 
 The Mayor then presented Dr. March with the free- 
 dom of the City, a committee of the Board of Trade, 
 the local Alumni, and the School Board with compli- 
 mentary resolutions, the Evangelical Alliance with an 
 expression of appreciation of his long usefulness as a 
 Christian teacher, and the Brainerd-Union Church with 
 a handsomely inscribed Bible. 
 
 The procession of Trustees, Faculty, students, alumni 
 and guests then formed at South College and marched 
 to Pardee Hall, where the exercises of the morning were 
 held according to the following program : 
 
PROGRAIVI. 
 
 THE AUDITORlUn OF PARDEE HALL. 
 
 II A. M. 
 
 Invocation, - - Prof. Thos. C. Porter, D.D., IvI,.D., '40. 
 
 Introduction of President of the Day, 
 
 President l^thelbert D. Warfield, I,I,.D. 
 
 Response, - - Ex-President Wm. C. Cattell, D.D.,I/I/.D. 
 
 Address, - - - Prof. Wm. Baxter Owen, Ph.D., '71. 
 '* Professor March and His Work for Lafayette." 
 
 Address, - - - Prof. Thos. R. I^ounsbury, lyl/.D., 
 
 Yale University. 
 " The Standard of Pronunciation." 
 
 Address, - - - Prof. James W. Bright, Ph.D., '77, 
 
 Johns Hopkins University. 
 "Professor March's Contribution to English Scholarship." 
 
 Benediction, - Rev. Robert Russell Booth, D.D., IvIv.D., 
 
 Moderator of the General Assembly. 
 
 Immediately after the exercises in Pardee Hall a Dinnbb was given by 
 the Ladies of Easton to the alumni and invited guests in The Gymnasium, 
 at which the blessing of God was asked by President Seip, of Muhlen- 
 berg College. 
 
AFTER DINNER SPEECHES. 
 
 RESPONSE BY Professor March. 
 
 ALMA Mater, - Rev. Wm. Hayes Ward, D.D., IvI^.D., 
 
 Amherst College 's6, and Trustee. 
 
 The Eminent Citizen, .... Wm. Hackett, Ksq. 
 The Teacher OF Philosophy, - Rev. John Fox, D.D., '72. 
 The Philologist, - Rev. Stephen G. Barnes, Ph.D., '73. 
 The Spelling-Reformer, Pres't Sam'l A. Martin, D.D., '77. 
 The Pedagogue, - Rev. James C. MacKenzie, Ph.D., '78. 
 The Beloved Professor, Rev. John R. Davies, D.D., '81. 
 
 The Benediction was pronounced by Rev. Robert Httnter, 
 D.D., Stated Clerk of the Synod of Penna. 
 
The American Philological Association, the Modem 
 lyanguage Association of America, Spelling Reform As- 
 sociation, the Synod of Pennsylvania and the I<ehigh 
 Presbytery were officially represented, as were the fol- 
 lowing Colleges and Universities: Harvard, Prof. 
 I,. B. R. Briggs, Dean; Yale, Prof. T. R. I^ouns- 
 bury ; Princeton, Prof. T. W. Hunt ; Johns Hop- 
 kins, Prof. J. W. Bright; Williams, Rev. Dr. R. R. 
 Booth, of the Trustees ; Amherst, Rev. Dr. William H. 
 Ward, of the Trustees ; University of Pennsylvania, 
 Charlemagne Tower, Jr., LI^.D., of the Trustees; I<e- 
 high. Profs. W. A. Robinson and K. M. Hyde ; Muh- 
 lenbergh, President T. 1,. Seip ; Bryn Mawr, Prof. H. 
 W. Smyth. 
 
BIOGRAPHICAL NOTE. 
 
 By Prop. F, A. March, Jr. 
 
 CRANCIS ANDREW MARCH was born in Millbury, 
 Mass., Oct. 25, 1825. He is sixth in descent from 
 Hugh March of Newbury, Mass. (1620-1693) and 
 Judith (d. 1675). In 1653 Mistress Judith was ** pre- 
 sented for wearing a silk hood and scarf," but dis- 
 charged on proof that her husband was of ' ' considera- 
 ble estate" (Coffin, Hist. Newbury, p. 58). All of the 
 four sons of Hugh were officers in the colonial army 
 during the French and Indian wars, one of them, Col. 
 John March (1658-1725) being especially distinguished 
 as * * the foremost military leader in New England up to 
 the time of the Port Royal expedition" (1607), which 
 he commanded, and ' ' the failure of which may fairly be 
 charged in part to the Governor who sent him out and 
 to the officers of the Deptford, which was the convoy of 
 the expedition" (Johnson's Univ. Cyc). 
 
 Daniel March, third in descent, in 1753 bought 
 lands by the Blackstone river in Sutton (now Millbury) , 
 in the central residence upon which Francis Andrew 
 March was born, the eldest child of Andrew (b. Oct. 13, 
 1798, d. Feb. 20, 1874) and Nancy Parker March (d. 
 Feb. 20, 1830, aged 25). 
 
 When he was three years of age, his father, upon the 
 
building of the Blackstone canal through his grounds 
 close by his house despite his vigorous resistance, sold 
 the estate to his brother Nathan, and moved to Wor- 
 cester, Mass., taking up his residence in an old-fash- 
 ioned colonial mansion, which he had inherited from his 
 mother, a daughter of Henry Patch of Worcester. 
 
 In Worcester he entered upon various business pro- 
 jects, particularly the manufacture of fine cutlery, one 
 of the first enterprises of this character in this country, 
 and for which it was necessary to import English work- 
 men. 
 
 Francis Andrew March thus began his education in 
 Worcester. He received a notable stimulus in early 
 childhood in a kind of kindergarten in the family of 
 Dr. 1,. I. Hoadley, Sabbath- School author, then preach- 
 ing in Worcester, in which Miss Collins with ingenious 
 contrivances and apparatus made the children under- 
 stand many things before the usual time. 
 
 This helped him greatly in the public schools of Wor- 
 cester, where his education was continued, as it enabled 
 him to keep up easily with older boys, and to make the 
 most of the instruction in these schools, esteemed in that 
 region the best in the world. 
 
 A notable teacher in the High School at that time 
 was Charles Thurber, afterwards known as an inventor 
 of revolving pistols, who took an active part in the work 
 of the literary societies connected with the school, and 
 
13 
 
 encouraged the boys to many kinds of literary work. 
 There were many clever boys, too, in the school, some 
 of whom afterwards became distinguished. Among 
 them were Horace Davis, president of the University of 
 California, brigadier-general Hasbrouck Davis, the col- 
 lege hero of his classmate Professor W. D. Whitney, and 
 Judge J. C. B. Davis, minister to Germany, nephews of 
 the historian George Bancroft ; President Thomas Chase, 
 of Haverford, and his brother Professor Pliny E. Chase ; 
 Andrew H. Green, of New York City, and his brother 
 Oliver B. Green, of Chicago. 
 
 Worcester at this time was full of intellectual activity. 
 The anti-slavery agitation was beginning, and Theodore 
 Parker, Emerson and Wendell Phillips were stirring 
 men's souls. Worcester also was fortunate in possess- 
 ing the library of the American Antiquarian Society, a 
 free and large collection of the best books. 
 
 Francis A. March took an active part in all that was 
 going on. In the literary societies he wrote freely, prose 
 and verse, took part in the acting of plays, in searching 
 for good old plays to act, and making new ones ; in the 
 library he looked into books of many literatures ; and he 
 was a leader on the playground as well as in the class- 
 room. 
 
 Meanwhile misfortunes had fallen thick upon his 
 father. His partner in the cutlery manufactory had 
 disappeared with much of his property, a store in which 
 
14 
 
 he was interested had been destroyed by fire, and finally 
 his residence had gone up in smoke. He found himself 
 unable to send his son to college. 
 
 At this critical point the Hon. Alfred D. Foster, of 
 Worcester, a trustee of Amherst College, offered the boy 
 a provision of $200 a year for a college course at Am- 
 herst. 
 
 Entering Amherst in 1841, at the age of 15, he took 
 at once a leading position in scholarship and in athletics. 
 He was a prize speaker, and took first parts in the ex- 
 hibitions, the highest undergraduate Amherst honors, 
 and upon graduation received the valedictory appoint- 
 ment. 
 
 He was president of the Alexandrian lyiterary So- 
 ciety, and a member of the Alpha Delta Phi and Phi 
 Beta Kappa fraternities. 
 
 Some of the other prominent members of the class of 
 '45 were the Hon. Henry Stockbridge, of Baltimore ; 
 Prof. Marshall Henshaw, of Rutgers ; Professor J. S. 
 I^ee, of St. lyawrence Univ. ; and J. R. Brigham, Esq., 
 City Attorney of Milwaukee and regent of the University 
 of Wisconsin ; and there are others, preachers, better 
 known in India and Zululand and through the wilds of 
 the west — Noyes, Tyler, Packard, Woodworth. 
 
 Much of the best work done by Mr. March at college 
 was done outside of the college classroom. He was 
 especially interested in philosophical studies, and had 
 
15 
 
 far-reaching plans for work in that direction. In his 
 Junior year he delivered the Junior Oration upon 
 " Greatest-Happiness Philosophy," and at Commence- 
 ment spoke upon *' God in Science." His attention, 
 however, was directed toward the study of Anglo-Saxon 
 and of English by the lectures of Noah Webster and the 
 instruction of Prof. W. C. Fowler, his son-in-law, the 
 author of the well-known English grammars. 
 
 Upon graduation Mr. March went to Swanzey, N. H., 
 and taught there for the fall term, then to the lycicester 
 Academy, where he stayed two years, and had many 
 notable pupils, among others Oliver Ames, Governor of 
 Mass. He here made trial of the plan of teaching Eng- 
 lish classics like the I^atin and Greek. 
 
 From 1847 to 1849 he was a tutor in Amherst and 
 again lived in the midst of high English studies. During 
 this time he became intimately acquainted with Prof. 
 Henry B. Smith, the eminent philosophical and theo- 
 logical writer, afterwards of Union Theological Semi- 
 nary. 
 
 Meanwhile he had decided upon a legal career and 
 had been studying law while teaching, and during vaca- 
 tions in the office of F. H. Dewey, Esq., a prominent 
 attorney in Worcester, since an honored judge. 
 
 In 1848 he delivered the Master's Oration for his class 
 upon the ' ' Relation of the Study of Jurisprudence to 
 the Baconian Philosophy." This was a notable success, 
 
i6 
 
 receiving special approbation from Rufus Choate, who 
 happened to hear it. It was sought for publication in 
 ih^New Englander, and was Mr. March's first article in a 
 prominent review. 
 
 In 1849 he went to New York and entered as a law stu- 
 dent in the office of Barney & Butler. Mr. Barney was 
 afterwards collector of the port of New York. Mr. B. F. 
 Butler had been Van Buren's Attorney General. Mr. Wm. 
 Allen Butler, his son, early well known as the author 
 of "Nothing to Wear" and other literary work, and 
 now a leader of the bar in New York, was also a member 
 of the firm. In 1850, in partnership with Gordon I^. 
 Ford, Esq., he entered upon the practice of the law. 
 After about two years he was attacked by bleeding 
 from the lungs and was sent to Cuba. There and at 
 Key West he stayed until the following summer, when 
 he returned to New York. Upon resuming legal work, 
 the attacks of bleeding continued and he gave up 
 finally all hope of a legal career, and even of life. 
 Seeking a warmer climate he then (through the Rev. 
 layman Coleman, then teaching at Philadelphia, whom 
 he had known at Amherst) found a position as teacher 
 in a private academy at Fredericksburg, Va., and he 
 stayed three years in Fredericksburg. 
 
 In 1855, Dr. McPhail, the head of the academy, after- 
 wards president of I^afayette College, but then lately 
 called to the Brainerd Church at Kaston, induced 
 
17 
 
 him to come to I^afayette as Tutor. In 1856 lie became 
 Adjunct Prof, of Belles I^ettres and English lyiterature, 
 in 1857, Prof, of the English Language and Compara- 
 tive Philology. Since 1857 he has stayed at Eafayette 
 in this professorship, the first of the kind in any col- 
 lege. From 1875 to 1877 he was Lecturer on Constitu- 
 tional and Public Law and the Roman Law. 
 
 Dr. March's early work was in the direction of philo- 
 sophical study. His articles in the Princeton Review 
 upon philosophical subjects in i860 attracted much at- 
 tention, bringing him to the friendly notice of Dr. Mc- 
 Cosh, still in Ireland, and leading to a correspondence 
 with Cousin, who desired him to undertake the intro- 
 duction of his works into America. Since the resigna- 
 tion of President McPhail in 1863, Prof. March has 
 taken charge of the college classes in Mental Philosophy. 
 
 Dr. March, however, was gradually turning his atten- 
 tion to the philological work, for which he is so well known. 
 
 He had taken up the plan of teaching the English 
 classics in the same way as the Greek classics were then 
 taught, making a thorough study of the text, word by 
 word, as well as of the life and times of the author to 
 explain it. He had tried this course first in the fitting 
 schools, in Leicester Academy, with success, and later 
 in Lafayette College. The growth of such studies has 
 been rapid. Many teachers in them have been trained 
 at Lafayette. 
 
i8 
 
 During Dr. March's first years at Ivafayette lie heard 
 many recitations upon general subjects, filling up all 
 recitation hours. The comparative philology of each 
 language was studied in connection with a classic in 
 that language, and Dr. March took classes in I^atin, 
 Greek, French and German according to this plan, 
 summing up the whole by general study of philology at 
 the end of the college course. 
 
 When the Douglass endowment afforded funds for the 
 study of the Christian classics, Dr. March took an active 
 part in the instruction of the course. He also edited a 
 series of text-books to be used in this course, entirely 
 preparing a selection of *' I^atin Hymns," which has 
 been especially successful. 
 
 For many years Dr. March has taught Blackstone, 
 and until late years took the classes in Political Economy 
 and Constitution of the United States. At about the 
 time of the breaking out of the civil war he prepared a 
 scheme of amendments to the Constitution of the United 
 States, intended to bring about a peaceful settlement of 
 the difficulties between the North and South, which he 
 advocated by letters to the New York Times and World. 
 These amendments attracted much attention, and were 
 introduced in Congress, in the Virginia legislature and 
 elsewhere. 
 
 Dr. March's liability to attacks of bleeding continued 
 for many years and largely determined his manner of 
 
19 
 
 life. He had to shun all the excitements of general 
 conversation as well as public speaking, and spend the 
 time not occupied with active duties in gentle exercise, 
 or quiet studies and rest at home. He walked much ; 
 he took the classes in botany until Dr. Porter came in 1866. 
 
 His linguistic studies, however, called for the making 
 of new books, and other use of the press to promote the 
 study of higher English in our schools and colleges. 
 From 1864 to 1871 he had always on hand the Anglo- 
 Saxon Grammar and Reader; from 1872 to 1879 the 
 Douglass Series of Christian Greek and lyatin Classics ; 
 from 1874 onward, Spelling Reform documents, addresses 
 and correspondence ; from 1879 to 1882 the direction of 
 American readers for the Dictionary of the Philological 
 Society, I^ondon ; from 1890 to 1895 the Standard Dic- 
 tionary of the Funk and Wagnalls Company. 
 
 Pie has found time, however, to prepare papers for 
 the yearly meetings of the American Philological Asso- 
 ciation (he seems to have been the most frequent con- 
 tributor) , and for other learned societies, and for periodi- 
 cals, as will be seen by the appended bibliography. 
 
 Prof. March has received the degree of I^I/.D. from 
 Princeton, 1870, Amherst, 1871 (semi-centennial), 
 L.H.D. from Columbia, 1887 (centennial). He is presi- 
 dent of the Am. Philol. Assoc, 1895, having served a 
 previous term in 1873-4. He is president of the Spell- 
 ing Reform Association, having been re-elected annually 
 
since 1876. From 1891 to 1893 he was president of the 
 Modern I^anguage Association of America, being the 
 successor of James Russell lyowell. He is the only- 
 American honorary member of the Philol. Society, I^on- 
 don. He is also hon. mem. ly' Assoc. Fonetique des 
 Professeurs de Lang. Vivantes, Paris ; vice-president 
 New Shakspere Soc, London; senator of Phi Beta 
 Kappa; mem. of the National Council of Education, the 
 Am. Philos. Society, the Am. Antiquarian Soc, etal. 
 
 Prof. March has been chairman of the Commission of the 
 State of Pa. on Amended Orthography, director of the 
 American Workers for the Hist. Kng. Diet, of the Philol. 
 Society, Eng., and consulting editor of the Funk and 
 Wagnalls Company's Standard Dictionary of the Eng- 
 lish Language. 
 
 Prof. March was married in i860 to Margaret Mildred 
 Stone Conway, a great-granddaughter of the Hon. 
 Thomas Stone, one of the signers of the Declaration of 
 Independence, and a daughter of Hon. W. P. Conway, 
 for thirty years presiding justice of Stafford County, Va. , 
 andasisterof MoncureD. Conway, the well-known author 
 and lecturer. By this marriage there have been nine chil- 
 dren, of whom eight are living — Francis Andrew, Prof. 
 Lafayette College; Peyton Conway, Lieut. U. S. A.; 
 Thomas Stone, Sup. Pub. Schools, Clearfield, Pa. ; 
 Alden; Moncure; John Lewis; Mildred; and Margaret 
 Daniel. There are six grandchildren; Katharine, Mil- 
 dred, Francis Andrew, 2nd Jr., Francis Andrew, 3rd, 
 Peyton Conway, Jr., and Josephine. 
 
INTRODUCTORY REMARKS. 
 
 By Dr. William C. Cattell. 
 
 piFTKBN years ago, at the dedication of the new 
 Pardee Hall, Professor March delivered the address 
 of the day before a notable assemblage that crowded 
 every part of this spacious and beautiful Auditorium. 
 On that occasion, as President of the College, I occupied 
 the chair which, by the invitation of your honored 
 President and his colleagues in the Faculty, I take this 
 morning when another distinguished assemblage has 
 filled this same Auditorium and all eyes are again 
 turned toward Professor March. In 1880 it was a part 
 of my duty to present to the audience the speaker of the 
 day as he rose to deliver his address. This gave me an 
 opportunity, but one all too brief, to speak of the great 
 scholar and teacher and of his work. To-day others will 
 speak of Professor March ; nor will that which is said of 
 him be preliminary or supplementary to anything else. 
 Indeed it is for this purpose alone we have come together, 
 and we shall hear from those who are most competent to 
 estimate the great service he has rendered, not only to 
 I/afayette College, but to the age in which we live. 
 Some of these are selected from Professor March's own 
 students, and I know how lovingly and fittingly they 
 will speak of the great master to whom they owe so much. 
 
Before introducing these speakers, I wisti only to say 
 that while others may appreciate as highly as I do the 
 profound scholar, the vigorous and original thinker and 
 the marvelous teacher, I doubt if any one here to-day is 
 so well able to speak of him as a friend. I look back 
 over forty years of unbroken friendship which began in 
 our common work as young professors together at the 
 college. During the twenty years in which I sustained 
 the responsibilities and labors of the Presidency, he 
 never failed me. Few college presidents have had such 
 a noble and helpful band of colleagues as I had in the 
 Faculty at I^afayette, but it was to Professor March that 
 I always turned first of all. With the memory of what 
 he has been to me during all these many years, I turn 
 and look upon his face to-day rejoicing and giving thanks 
 to God that I have had, and still have, such a friend. 
 
DR. MARCH AND HIS WORK FOR LAFAYETTE. 
 
 By W. B. Owen, Ph.D. 
 
 \ A/E do not go back to-day to the very beginning, but 
 to that event which made an epoch in the history 
 of this college, the coming of Dr. March. This was a 
 much smaller college then, with many a trace of her ear- 
 lier struggles still remaining. The situation was here 
 however, and that must have whispered prophecies to 
 any one who had ears to hear the intention of nature. 
 There were great men here, — Dr. James H. Coffin, of 
 revered memory, a profound scholar and noblest of men ; 
 Dr. Traill Green, still with us, loved and honored ; Dr. 
 Cattell, young, strong, gifted, alert and sanguine. Then 
 there was an element of the heroic in the past that was 
 inspiring ; and Dr. Cattell, with the intuition of a seer, 
 knew that the prayers and toils and sacrifices of that 
 early period were not to be in vain. Dr. March soon 
 caught some glow of this prophetic heat, and they pro- 
 phesied, — as men who are willing to devote themselves 
 do prophesy — that I^afayette was to be a great college. 
 Then to make sure that their prophecy should not fail of 
 fulfilment, they joined their hands and made her great. 
 So we have the life of the good Doctor here, his work 
 here, his fame growing up here, and still growing, though 
 it has gone to the world's end, and his affection firmly 
 
24 
 
 rooted here. To him this institution has always been 
 what it was to Dr. Junkin, " I^ovely Lafayette." There 
 have been hard times, when the authorities were com- 
 pelled to say frankly that they could make no definite 
 promise about salary. Dr. March staid right here. 
 Presidents of larger and richer colleges have come here 
 and offered him a princely salary if he would go with 
 them, — Dr. March staid right here, for better or for worse, 
 wedded, if Mrs. March will allow me that convenient 
 phrase, wedded to I^afayette College. Such devotion 
 shall have its reward ; and let no one suppose that it does 
 not in some immediate sense have its reward. Beautiful 
 for situation, — what more delightful place to live and 
 work could be conceived than here where nature has lav- 
 ished her charms and art has made them more beautiful. 
 Then it is a pleasure to work with the men who come 
 to lyafayette, earnest students for the most part, who ap- 
 preciate the advantages of a life in college, — men, many 
 of whom have to make some sacrifices to be here, econo- 
 mize, and draw upon the future. When such men, with 
 the ambition of real scholars, turn into the walks of learn- 
 ing, their companionship in these pursuits is a boon to 
 be coveted, and a goodly share of this pleasure falls to 
 the lot of the teacher. No one I am sure is more keenly 
 alive to the pleasure of this fellowship in the community 
 of scholars than Dr. March. With such men as I have 
 described he has been working these forty years, and 
 
25 
 
 working gladly, leaving his impress upon them, doing 
 them great good, and incidentally winning their affection 
 and their veneration, a return for his labor far more val- 
 uable to him than any which could be measured by 
 salary. 
 
 Others will tell you of Dr. March's eminence in special 
 lines of work, of his scholarship and his fame ; be it ours 
 for a brief space to question our own knowledge and our 
 own hearts and frankly read out the record which a noble 
 life has made here, proving if we can that the illusions 
 of nearness and familiar intercourse have not closed our 
 eyes to the greatness of those who walk among us. 
 
 I have not the privilege of the salutatorian at com- 
 mencement to couch my remarks in I^atin. There come 
 times (about once in forty years) when words of truth 
 and soberness should be plainly spoken, and when such 
 times come the only thing to do is to sit still and listen 
 patiently. A word to the wise is sufficient. And that isour 
 text — A Wise Man. Not the Sapiens of the old philoso- 
 phy, learned, accurate in all the formalities of dialectics, 
 readily furnished with all answers ; but the wise man of to- 
 day, ampljr gifted with good sense as well as learning, 
 ''simple, not bound to shine, eager to hear, more eager to 
 see for himself, glad to tell you what he has seen for himself, 
 and well aware how little he has seen as he has walked by 
 the beach of the infinite ocean of truth." These words I 
 repeat from Dr. March's Phi Beta Kappa address, delivered 
 
26 
 
 in 1868 at Amherst College, on '' the scholar of to-day," 
 words admirably suited to our present purpose as far as they 
 go; but they are not enough. Dr. March is more than a 
 scholar, he is a wise man. That may include high 
 attainments in learning if you please, but beyond that we 
 make it include profound discernment, — and here it is — 
 insight large and clear and candid ; it brings in the item 
 of judgment, sensitive to the guidance of conscience, — 
 and here that is, coupled with a noble rectitude, integ- 
 rity both intellectual and moral ; the item of fortitude, — 
 and here that is, Cicero's y^r/w atque constans ; — not 
 however the stoical attitude of mere resolute submission 
 to fate, but the nobler fortitude of a christian faith in 
 matters pertaining to God and of a clear and great un- 
 derstanding in dealing with the problems which our life 
 imposes as the tasks of our intelligence. 
 
 I am here trying to outline the character and gifts of 
 our professor. I must be allowed to do that, for any 
 proper estimate of a man's work and influence must pro- 
 ceed from a knowledge of what the man is, what nature 
 and what capacities he brings to his task. In attempt- 
 ing to fill this outline in some directions in more detail, 
 we find that the traits of the scholar are here paramount, 
 as drawn by this scholar himself. He is ' * the servant of 
 truth, ' ' * 'the interpreter of nature, ' ' seeking after the Ba- 
 conian ideal the knowledge of causes and the enlarging 
 of the bounds of human empire to the effecting of all 
 
27 
 
 things possible. I like to call special attention to this 
 address, and wisli that it might be reprinted and a copy 
 of it put into the hands of every college student in the 
 land; the ideal scholar is so nobly drawn in it. He is 
 not the recluse, the bookworm, the man who lives in an 
 atmosphere of learning and whose eyes are closed to all 
 practical questions of life ; he is a ' * worker for progress, ' ' 
 "devoted to the conquest of nature, the discovery of 
 truth, and the welfare of the race." Our scholar too is 
 richly endowed with the capacity for intelligent outlook 
 upon the busy world — to know the needs of men ; and 
 while he feels to the full the charms of erudition, his aim 
 and his delight in scholarly pursuits is to do work whose 
 results contain the promise of utility. In the address of 
 which I have spoken you will note many wise practical 
 suggestions, not only on the study of language and on 
 education in general, bnt on questions of political and so- 
 cial economy, — how to obviate the tyranny of majorities, 
 how to lessen the evils connected with executive patron- 
 age — living questions ; and you will see that such pro- 
 gress as we have made in the solution of these problems 
 in the last quarter of a century has been made along the 
 lines suggested by the scholar. 
 
 We have to distinguish further, in the sphere of studies 
 and scholarly investigation, certain types and qualities 
 of intellectual power. There are minds whose activities 
 are exhausted in the mere observation of facts. They 
 
28 
 
 see, and note, and record facts. Others there are of wider 
 ken who look deeper and note relations, especially the 
 relation of cause. Under such review facts fall into or- 
 der. Such scholars organize the separate items of knowl- 
 edge, and arrive at generalizations. This is a rarer, a 
 larger, and a nobler work inasmuch as in promoting the 
 welfare of men, ideas and principles have a value far ex- 
 ceeding the value of facts. We must to-day turn our 
 thoughts to this highest level of scholarly activity. Dr. 
 March's work is of that quality. To take a single ex- 
 ample — the Anglo-Saxon grammar is an achievement of 
 the first rank in scholarship. "Everybody praises it," 
 says Professor Max Miiller. 
 
 Dr. March may well have caught the inspiration of a 
 method from those geniuses whom he made his compan- 
 ions, — ^Jacob Grimm, Francis Bopp, George Curtius, and 
 the rest ; but from sitting at their feet he rose to sit beside 
 them, a peer of the masters. lyinguistic knowledge has 
 been grandly advanced, and the Anglo- Saxon'has taken 
 its place beside the Sanskrit, the Greek, and the lyatin, 
 and now shares the honors of the science of language. 
 
 To accomplish such a work in a special field might 
 well be the height of a scholar's ambition, but we must 
 not stop here. There are endowments that give the wise 
 man freedom in all fields. There are minds which no 
 devotion to a special subject can narrow, and for which 
 no breadth of pursuit can be too large. We find our 
 
29 
 
 scholar not only foremost in Knglish and comparative 
 philology, but taking high rank as a clear and profound 
 thinker and worker in other directions : in philosophy, 
 in pedagogy, in natural science, in lexicography. 
 He has classes regularly in psychology, and we should 
 not want to exchange him for Sir William Hamilton. 
 He taught political economy for years, and we should 
 not have been willing to exchange him for John Stuart 
 Mill or Adam Smith ; and there is no page of literature — 
 Greek, Roman, Anglo-Saxon, or English, that does not 
 open its hidden treasures under the searching insight of 
 the master. 
 
 When such a mind comes to any pursuit, it comes as a 
 whole with clear and ready power, and sees without exag- 
 geration. That is one of our most common weaknesses — 
 to look through lenses of interest that distort and magnify. 
 Our enthusiasms magnify the importance of the subject 
 which is for the moment under vision. To the preacher 
 under one flash of insight the great virtue is purity, at an- 
 other time truthfulness, at another humility ; one reformer 
 would "save the race by temperance, another by some 
 useful manifestation of charity; there are those who 
 think Greek the great study of culture, others I^atin, 
 others philosphy, and to the same educator at one time 
 one branch rises to emphasis, at another time another ; the 
 man who wrote a score of immortal pages on the uses and 
 significance of history, could, in another mood, when on 
 
30 
 
 intellectual tiptoe after another truth say * ' history is an 
 impertinence and an injury." In all this there is evi- 
 dence of that exaggeration and distortion which is the 
 result of imperfect insight. We celebrate to-day a man 
 of universal insight who grasps subjects in their princi- 
 ples, who sees facts in their even value and relations, 
 openly and clearly without an intervening medium of 
 prejudice. Blessed is that college which has the coun- 
 sels of such men in shaping its educational policy. It 
 has been the good fortune of lyafayette to have from time 
 to time the presence and active influence of eminent and 
 gifted educators, men who were broad-minded and could 
 look beyond their own particular departments and make 
 a wise estimate of educational values for many or even 
 for all the studies that make up a college curriculum. 
 You will agree with me when I say that to no one does 
 this remark more fittingly apply than to the man who to- 
 day rounds out a period of forty years of service to the 
 college. The course in English philology therefore, 
 good and famous as it is, does not compass the whole of 
 this service. Dr. March's influence has been felt in a 
 commanding way, all these years and always for good, 
 throughout the teaching and governing forces of the in- 
 stitution, moulding its curriculum, its discipline, its pol- 
 icy, and its educational methods. Add to this the charm 
 of a modest simplicity — never doing anything for effect — 
 no slightest taint of vanity or self-seeking. Add to this 
 
31 
 
 further, the qualities of a warm and true affection, com- 
 bining tender solicitude with the just requirements of 
 discipline, kindly and sympathetic as well as wise. Such 
 a man can see for many and give them good counsel. I 
 should be glad to submit to Prof. March not only my 
 I^atin schedule but many questions of my personal life, 
 so far as it would be proper to do so. 
 
 As students we were glad to take to him our problems 
 whether philosophical or practical, matters of business 
 or study, literature or science, from the demon of Soc- 
 rates to the philosophy of Herbert Spencer — our religious 
 scruples and doubts, even our politics. We always 
 found that he could discern with the mind of a master 
 and advise with the heart of a friend. 
 
 This brings us to the consideration of the nearer in- 
 fluence of the teacher's character and life upon those 
 with whom he is in contact. 
 
 It is much that such a scholar publishes, that his 
 thoughts, his methods, his contributions to science and 
 learning go abroad to men who are far away, but there 
 is something much more significant in personal contact 
 with such a man. We must here take into account that 
 mysterious transfer of power from life to life, those intel- 
 lectual and spiritual contagions by which the strong and 
 great impart their strength and greatness to others. By 
 some subtle communion we feel in terms of influence 
 certain qualities of nature's noblemen with whom we as- 
 
32 
 
 sociate. There is an inspiration of power in their very- 
 presence. 
 
 The ideal situation for this transfer is that of disciple- 
 ship. There is no dream of mysticism that is not real- 
 ized in the working of mind upon mind and spirit upon 
 spirit in this relation. Our finest experiences come to 
 us in this way, — the joys of discovery in the intellectual 
 realm, the sense of added power in the realm of personal 
 force. There's healing in it, there's new birth in it. 
 When it comes at the word or the look of the greatest 
 of teachers ; when the hem of his garment is touched 
 and the flow of blood is staunched, we call it miracle, 
 and so it is; but it is a miracle which, in its lesser man- 
 ifestations, recurs in our daily experience. There is a 
 teacher's touch at which the scales fall and the blinded 
 eyes receive their sight ; and many an Klisha takes the 
 mantle of the master, and with it parts the hindering 
 elements, making a way for himself, in which he walks 
 in the strength and in the spirit of the greater man who 
 taught him. 
 
 Such was the influence of Socrates and Scaevola, 
 teaching doctrine no. doubt, but mainly giving inspira- 
 tion and the infusion of their spirit and their personal 
 power. 
 
 So we may best represent the work of liberal education 
 not by aggregations of massive college buildings, not by 
 libraries even or laboratories or costly apparatus, but by 
 
33 
 
 the teacher imparting himself by personal communion. 
 
 Mr. Garfield's ideal of a college is one that I^afayette 
 men will accept, for they know the influence of a great 
 teacher. Such a teacher, rich in the treasures of mind, 
 made so by experience and reading and observation and 
 thought, with a sincerity and force of character that give 
 weight to his every word, and make his very presence a 
 benediction, gathers class after class about him, becomes 
 venerable before years make him so, and lives under a 
 widening halo of tender memories. Such was Dr. Ar- 
 nold, Dr. Nott, Dr. Hopkins, and such is Dr. March, — 
 not an aged man, but venerable in the eyes of the hun- 
 dreds of strong and brave fellows who can trace to him 
 the best influences that have ever come into their lives, 
 making them what they are in knowledge, in conviction, 
 in manliness. 
 
 There are few teachers who impress young men more 
 strongly. This influence, so far as it is connected with 
 the pursuit of studies, is not the result of any peculiar 
 trick or turn of mere method, but rather of a straight- 
 forward scholarly and manly sincerity, going directly by 
 the instincts of a clear understanding' to the very heart 
 of the matter in question. The student loves a clear and 
 honest thinker — one who has something to tell them and 
 who can give his thoughts clear and precise expression. 
 
 One important aim of every good educator is to arouse 
 thought, to excite interest in special lines of desirable in- 
 
34 
 
 vestigation, and thus stimulate the intellectual activities 
 of the student. It is a great point gained to thus start 
 inquiry ; but such activities must be judiciously guided. 
 Mere random thinking without result is of little avail. 
 Thought is for search, and search is for finding. These 
 activities of inquiring minds, urged on by deepening in- 
 terest, guided by a sense of right and fitness, must find 
 anchorage somewhere in the havens of truth, else the 
 excursions of thought will turn to aimless drifting and 
 lead to indecision, worse than ignorance, worse than in- 
 activity. There are hundreds of questions in history, in 
 literature, in politics, in morals, about which the college 
 student may well make up his mind, and have intelligent 
 and settled views. The judicious teacher therefore, 
 having roused thought, will often seek to give it limits in 
 certain directions by stating briefly and clearly as con- 
 clusions, the best results at which he can arrive. 
 
 The teacher who is wise and great can do this best ; 
 and lyafayette students know well the keen delight there 
 is after study, after a lively conversation, or a class de- 
 bate, to hear the clear strong words of the professor that 
 go straight to the point and settle the question. 
 
 We used to wish that Prof. March would talk more. 
 He seemed to think that we ought to do a good deal of 
 the talking in answer to his questions, and would try to 
 overcome our reluctance by making the questions easier. 
 He had great patience with us, and would b}^ an encour- 
 
35 
 
 aging nod, a word, or a kindly twinkle of the eye recog- 
 nize instantly any approach to merit in our stammering 
 replies. That, I suppose, was education in the literal 
 sense of the word — drawing us out ; and that process has 
 its value too ; but what we liked best was that n^'^.v^^- 
 \o\xs pouring in of truth when he talked and we listened, 
 which lifted our creeping thoughts into a larger and freer 
 realm, and gave us an experience of that growth which 
 genius can inspire. Such experiences have an abiding 
 influence for good, nor is their source forgotten. A stu- 
 dent may in some cases outgrow his professor, and find 
 that the classroom hero of his college days has dwindled 
 a little ; but not so the teacher who kindles in his stu- 
 dents the love of truth, and then ministers the judgments 
 of wisdom to their awakened souls. The respect and 
 veneration of student days in such cases is rather in- 
 creased than diminished by the lapse of years. 
 
 So we come back to-day after many years, some of us, 
 and all of us with a deepening sense of our obligation to 
 Alma Mater, thanking her for the lives and the work 
 of all her noble teachers and her noble men, for Dr. Cat- 
 tell, who has done so much for the college, for Dr. Knox, 
 another of nature's noblemen. None of them is forgot- 
 ten ; but as is fitting we give a birthday emphasis to-day 
 to one memory. 
 
 To Francis A. March we bring our greeting and the 
 tribute of our grateful love. lyong may he live to bless 
 the college to whose success and renown hi« work has 
 been so splendid a contribution. 
 
ABSTRACT OF THE STANDARD OF PRONUNCIA- 
 TION IN ENGLISH. 
 
 By Prof. Thos. R. I^ounsbury, I,I/.D., Iv.H.D. 
 
 pvIFFERKNCK in pronunciation has been from the 
 earliest times a constant source of dispute and 
 discussion. The question necessarily arises, who is to 
 decide the differences that prevail ? Where is found the 
 standard of authority to which we all must feel obliged 
 to conform ? In the case of a large number of words 
 there is no dispute. There are certain pronunciations 
 which every educated man recognizes as vulgar ; there 
 are certain others about which there is substantial agree- 
 ment among all cultivated speakers. There is still an- 
 other body of words upon which the pronunciation of 
 the educated class differs, and often differs very widely. 
 It is in regard to these that the real difficulty lies. It 
 was for the purpose of settling the questions connected 
 with these that the pronouncing dictionary was called 
 into being a little more than a century ago. 
 
 The first regular pronouncing dictionary in Knglish — 
 excluding special and usually small publications— was that 
 of Thomas Sheridan, which came out in 1780. It was 
 followed by that of James Walker, which, though prepared 
 previously, was not published till 1791. This latter 
 
38 
 
 went through numerous editions and was widely ac- 
 cepted as an authority, both in England and America. 
 It was revised in 1836 by Smart, and his remodelling of 
 the work, passing as it did through many editions, was 
 the pronouncing dictionary most widely used of any in 
 England, with the exception of Worcester's. James 
 Knowles also brought out in 1835 a pronouncing dic- 
 tionary which was fairly successful. In America the 
 tv/o works most in use during the greater part of this 
 century have been the dictionaries of Webster and Wor- 
 cester. There were, however, several others in use both 
 in England and America, besides those mentioned. 
 
 The early dictionary makers felt called upon to 
 answer one question which the modern ones ignore. 
 Where did they get their authority to settle the pro- 
 nunciation ? They all — Sheridan, Walker, Knowles, 
 and Smart — asserted that they represented the speech of 
 the best society both in regards to rank and intellectual 
 eminence. But they differed largely with each other in 
 the representation of the pronunciation of particular 
 words, they criticised each other with a good deal of 
 severity, they asserted either expressly or by implica- 
 tion that the pronunciations authorized by their rivals 
 was not that of the best society. Consequently he who 
 consulted them was left in doubt as to what the best pro- 
 nunciation was, and as to where he could find it best 
 represented. 
 
39 
 
 The real truth is that there is no such thing with us 
 as a standard of pronunciation, and there can never be 
 with a language possessing an orthography like ours. 
 To establish satisfactorily such a standard, it would be 
 necessary to ascertain the practice and opinion of able 
 English-speaking persons entitled to speak with author- 
 ity on the subject. This is something physically im- 
 possible to be done : and if it could be done, on account 
 of the varying views entertained, would leave us in the 
 same state of uncertainty with which we started. Still 
 this belief in the existence somewhere of a standard of 
 authority is one that will die hard with the educated 
 class, and with the semi-educated class will never die at 
 all. The most ancient of the m3rths connected with it 
 that this standard is found somewhere in London and its 
 environs. The usage of that city Worcester loudly 
 proclaimed that he had taken as his authority. There 
 would be no objection to taking the usage of London, 
 for want of anything better, if any one could tell us 
 what the usage of London really is. The dictionaries 
 that profess to record it, record it differently. Worces- 
 ter, who was never out of New England for any length 
 of time, had no means of ascertaining it. He simply 
 took all the pronouncing dictionaries he could get hold 
 of, whether compiled by Englishmen, Scotchmen, Irish- 
 men, or Americans, recommended the pronunciations 
 
40 
 
 which for various reasons suited his own taste, and 
 called the result the usage of London. 
 
 The fact is, that every pronouncing dictionary repre- 
 sents the preferences or prejudices of the man or the men 
 who have been concerned in its compilation. While 
 therefore it is an authority of more or less value, it is 
 never a binding authority. There is no objection, in- 
 deed, to any one conforming his pronunciation to that of 
 some particular guide. But there is objection to the 
 disposition, he is apt to manifest, of insisting that every 
 one else must conform his pronunciation to that of the 
 particular guide he has chosen for himself. Not a sin- 
 gle pronouncing dictionary in existence is a final author- 
 ity, nor can there be a standard to which we all must 
 conform until the spelling of every English word carries 
 with it its own pronunciation. For that we must wait 
 the completion of the work, of which the distinguished 
 scholar, in whose honor we have met to-day, has been 
 with us the foremost and the most successful advocate. 
 Though he has realized even more fully than others the 
 immense difficulties which beset even partial attempts at 
 reform, he has never faltered, when others have speedily 
 become weary. Whatever success is gained in reform- 
 ing even partially the orthography of a tongue now the 
 most barbarously spelled of any cultivated language in 
 Christendom, will be largely due to his efforts, his cour- 
 age, and his perseverance. Until the time comes for 
 
41 
 
 the complete realization of tlie result for which he has 
 been so long striving, we shall continue to spend no 
 small share of our lives in discussing the proper way of 
 pronouncing particular words, and in deciding dogmat- 
 ically about points of usage, in which the authority of 
 one thoroughly educated man is as good as that of an- 
 other. 
 
PROFESSOR MARCH'S CONTRIBUTIONS TO 
 ENGLISH SCHOLARSHIP. 
 
 Prof. James W. Bright, Ph.D. 
 
 /^ UR foremost purpose to-day is to break a long silence. 
 We have pent-up feelings that have long pressed for 
 utterance ; to-day we may tell each other what we have 
 felt ; if words fail to convey it all — and they must fail — 
 the meaning will be the clearer as the frailty of words is 
 made the plainer. 
 
 " Ivanguage ! thou art too narrow and too weak " 
 [When overflowing hearts attempt to speak.] 
 
 This is a day of pride and of gladness. There is no 
 regret to intone. For no speaker is there a "setting 
 first downe in his darkened countenance a doleful copy 
 of what he would speake." The occasion of our meet- 
 ing is full of pleasure and profit for all, — a tribute to the 
 work and influence of a great and a good man. 
 
 A truly great man, that is an exalted theme. Noth- 
 ing is so excellent in the eyes of men as one in whom 
 the high possibilities of our species approach realiza- 
 tion; in describing whom we employ wide and deep 
 words, such as mind, heart, character, — words that 
 mean too much for momentary apprehension, that sym- 
 bolize so much that with each repetition the mind may 
 take hold of a new thread of associations to be led to the 
 
44 
 
 contemplation of ennobling aspects of life. If true, com- 
 plete manhood (complete in a sense that will not be mis- 
 understood) were unattainable, we should have less use 
 for these words in their richest significance ; it is the 
 difficulty of that attainment, its supreme triumph and its 
 transcendent value to the world that will always gain 
 the hearty response of the people to the honoring of a 
 great man. 
 
 You will not wish me to define my terms ; definitions 
 are always difficult — except when they are impossible ; 
 but you are prepared to indulge in thoughts on some of 
 the qualities and elements of mind and character that 
 make a man complete : self-discipline that trades wisely 
 with the Master's talents ; self-criticism that shuts the 
 door against folly ; denial and sacrifice of self for that 
 which is ordained to be comprehensive of self ; vision of 
 the ideal, and depth of moral purpose to strive toward 
 the unattainable ; devotion to truth ; philosophic appre- 
 hension of the co-relation of knowledges ; calm and reso- 
 lute valuation of individual powers and limitations, 
 lifted to the high plane of endeavor by faith in the ulti- 
 mate survival of that alone which is true and good. 
 
 I am not unmindful that the specific topic assigned to 
 guide my thoughts in what I am privileged to say to 
 you to-day is the work of Professor March as a scholar. 
 I am also mindful that whatever I may wish to say must 
 be said briefly. On our beautiful and endeared College 
 
45 
 
 Hill I am, as ever, sub ferula ; that, of course, must be 
 kept in mind. But I am to speak of a scholar and of 
 scholarship ; and while you are thinking more you will 
 also wish to hear more of that estimation of a scholar's 
 work which is determined, not by a statistical showing 
 of his technical research and observation, but by the 
 value, to the cause of human progress, of the underly- 
 ing and overruling purposes of the scholar. These are 
 purposes that are not always uppermost in our minds 
 when we contrast the diffident retirement, the modest 
 demeanor, the simple life of the scholar, with the event- 
 ful and effective career of the man of business. For 
 'commission', the word of material profit, the scholar 
 substitutes 'mission,' — the mission to further the high- 
 est interests of man. Any lower interpretation of the 
 scholar's work must fail to account for the scholar him- 
 self. But if the world bears him witness that he is, the 
 purpose of his life is sure testimony of what he is, — a 
 true man. 
 
 Years ago Professor March himself described the char- 
 acter and mission of the "Scholar of to-day."* By his 
 own life he has shown the best meaning of his words. 
 Without ostentation, self -poised, working with quiet 
 ceaseless energy, wise, catholic, tolerant, deeply kind 
 and joyous in hope, the true scholar must fill us with 
 
 * " The Scholar of To-day." An address before the Phi Beta Kappa Soci- 
 ety of Amherst College. Commencement 1868. Am. Presbyterian Review, Jan- 
 uary, 1869. 
 
46 
 
 admiration and warm our hearts. It is, I am sure, a 
 special lesson of to-day to reflect upon how truly worthy 
 the scholar is of personal, institutional, local, national 
 and international regard. We are here to testify that 
 Professor March has won that regard. Our personal 
 feelings are uppermost. The sons of I^afayette College 
 called home to-day, — and how eagerly we have come ! — 
 are tingling with emotions of gratitude to the man, the 
 teacher, the scholar, who has so powerfully influenced 
 our lives. The College which he has served so long 
 with a devotion that has forever linked his name with 
 its history, pays to Professor March its highest corporate 
 tribute of respect by appropriately merging the observ- 
 ances of its "Founder's Day" into such as may cele- 
 brate the work of one of its chief builders. Citizens of 
 Baston — tried and faithful friends of the College — are 
 here to honor the most distinguished member of their 
 community. The official head of our national edu- 
 cational system has, at the last moment, been pre- 
 vented, regretfully, from being here to acknowledge 
 that portion of the national debt which is due Professor 
 March. In the wider republic of scholar, which knows 
 no national boundaries, universal approval will set its 
 seal to the intent of these proceedings. 
 
 At no time in our national history — perhaps at no 
 time in any national history — have educational problems 
 received so much attention as at present. New sciences, 
 
47 
 
 new methods, new institutions, how familiar the sound 
 of these designations ! There have sprung up new apos- 
 tles of culture, and new apostles of 'natural knowledge.' 
 Broad-minded, clear-sighted, ready-handed men are re- 
 adjusting our schools, and colleges, and universities to 
 the widened and widening reaches of knowledge and to 
 the increased complexity of the conditions of life. More- 
 over, the incoming tide of this flood of awakened con- 
 cern for knowledge has broken over the limits of institu- 
 tional agencies to irrigate new agencies for popular in- 
 struction. The scholar's self- adjustment to the scien- 
 tific and educational progress of our times is a duty, 
 therefore, requiring constant vigilance, strenuous effort 
 and unfailing enthusiasm, for it is beset by special 
 temptations: temptations of over-haste, of superficial 
 over- reaching, of neglect of sure inner growth of power. 
 Another allurement is at hand ; it is that which is based 
 on a possible extension of the laws of trade into the do- 
 main of scholarship. To press too far the direct relation 
 to material values, practical uses or popular demand, 
 the results of the laboratory and the library, — in all its 
 forms and graduations this is an alluring temptation 
 which may overtake the unwary. Under these condi- 
 tions the scholar's career, it may seem, has gained the 
 fascination of peril. However that may be, the old 
 charm of this life, 
 
 " They praised are alone, and starve right merrily." 
 
48 
 
 is still preserved, at least to the measure of the second 
 half. And there is praise too — the second half, 
 ** He pays half who does confess the debt." 
 
 And the future has promises of still more. For, what- 
 ever confusion of vision may attend the present haste to 
 reap the material benefits of applied science, and the 
 haste to acquire and spread abroad knowledge — this 
 *' universal diffusion of elevation," as the Widow Bedott 
 would name it, — in due season there will be a clearer 
 outlook from a higher plane, and then the scholar will 
 be more generally understood as the devoted servant of 
 truth and of progress. As, therefore, we to-day honor 
 a scholar for what he has done and for what he is doing, 
 we may be assured that the gratitude and veneration of 
 the future will be his also. This is the scholar's reward. 
 His eyes are ever on the future ; for it he labors ; and 
 the present must often be stripped of adventitious encum- 
 brances before the whole worth of his service can be 
 known. 
 
 The scholar's conscious projection of himself into the 
 future is not an act of evasion of the responsibilities of 
 the present. A popular writer has recently recorded 
 these words: "the chivalry of the past, high-minded, 
 ill-informed, unforeseeing, — the chivalry of the present, 
 which reaches on always into futurity with the long arm 
 of knowledge, not deceiving itself with romantic misrep- 
 resentations by the way, but fully recognizing what is 
 
49 
 
 wrong from the outset, and making direct for the root of 
 the evil instead of contenting itself by lopping a branch 
 here and there." Truly the scholar is chivalric, heroic. 
 His is the ' * splendid pastime of scientific research ; " he 
 is the chief figure in **the great tragedy of science — the 
 slaying of a beautiful hypothesis by an ugly fact." He 
 is a man of action, holding the doctrine, **Who does 
 not toil is dead;" of effective action, who apprehends 
 the wisdom of ''Uncle Esek's" saying, ''The man who 
 can do four things fairly well, will find four men who 
 can do each one of the four things better, and thus his 
 occupation is gone." In the great business of science 
 he understands the value of aptitude and of right divi- 
 sion of labor. The author of The Man of Feeling had in 
 his pocket, for wadding at shooting, the pages of one of 
 the German lUustrissimi ; his companion, the fat curate, 
 was equally well supplied, for the same purpose, with 
 the strange manuscript "history," which, for lack of a 
 ' ' single syllogism from beginning to end, ' ' had found no 
 higher way into the favor of the * ' strenuous logician ' ' . 
 They exchanged books, and both were probably saved. 
 I believe that the time has gone by when the scholar's 
 mode of work might be thought to call for justification. 
 During the past few decades much has been carelessly 
 said by thoughtful people — more by thoughtless ones — 
 impugning specialization. Meanwhile it has been becom- 
 ing evident enough — the wonder is that it did not always 
 
50 
 
 remain evident — that accuracy in details can alone lead 
 to fruitful knowledge. There is indeed general knowl- 
 edge that is also sound knowledge, but it is sound only 
 to the extent that it may have its roots in sympathetic 
 and penetrating interpretation of the hidden meaning 
 and interrelation of observed phenomena in the world of 
 mind and matter. Contrast the constructive labor of 
 patient students of the laws of mind and of nature, with 
 the philosophy of those who with Kvadne hold the 
 * * ideal of bliss " to be "to know nothing and believe in 
 ghosts," and you will perhaps be tempted to extend 
 the application of the terms. The worthy blustering 
 Master Mayor of Woodstock's observations of the light 
 that burned "with no earthly fuel" have their value, 
 but is that an interest that should exclude the mode of 
 observation that reveals the spectral line D3 of the 
 unearthly chromosphere, and finds it at last to burn also 
 with an ' ' earthly ' ' fuel ? 
 
 More than I could now say briefly and in a general 
 way of Professor March's work is already widely known. 
 At home and abroad he has won the distinction of a 
 great scholar, and his name is ever>^where associated 
 with definite events in the history of English studies. 
 For America he stands as the pioneer and first master 
 in the scientific study of the vernacular, and the Euro- 
 pean nations admit him to the company of the leading 
 philologists of the period reaching from the Compendium 
 
51 
 
 of SchleicliertoBrugman's Indo-European Grammar. It 
 would be instructive to consider the causes and circum- 
 stances which have contributed most to the clearness of 
 outline in our present view of his place in philological his- 
 tory. Early in his career, insight and foresight revealed 
 to him the chief purpose of his life ; circumstances of 
 his vocation came fortunately to his aid ; and happily 
 his life has been prolonged to a time when an objective 
 view may be taken of some of the most important of the 
 events in which he had a part. Here is a suggestion of 
 a three-fold topic which cannot, within the allowed lim- 
 its of time, be pursued in complete and orderly fashion. 
 But let us not fail to take hold of the central substance 
 of the suggestion. The young teacher and scholar was 
 endowed with a creative imagination. At college, when 
 his curious eyes were opened to the strange sight of 
 Anglo-Saxon books,* the enthusiasm of his life was be- 
 gotten. Thereafter he began to exhort, with Paul to 
 Timothy, "bring the books, especially the parchments," 
 and to image in his mind that service to his country 
 which has since justified his enthusiasm and proved that 
 his vision was clear. By extending and deepening his 
 knowledge he gained admittance into the inner circle of 
 fellowship and cooperation with European scholars. In 
 due time he brought to completion his most important 
 
 * See " Recollections of I<anguage Teaching." Proceedings of the Modern 
 Language Association of America for 1892, p. xix f. 
 
52 
 
 task, and the Trustees of I^afayette College wisely and 
 generously welcomed it by personally supplying neces- 
 sary financial aid. The publication of the Anglo-Saxon 
 Grammar, falling near the middle point of Professor 
 March's career, marks the beginning of a new era in 
 English studies in our country, — a beginning which is 
 now far enough removed to be calmly considered and 
 duly estimated. With reference to this Grammar one 
 may say, significantly, that Professor March began with 
 the vision of a prophet, he proclaimed his prophecy, and 
 then had the happiness to see its fulfilment. During 
 the first half of the forty years of his service at Lafayette 
 College, Professor March was in advance of his time in 
 the matter of his conception of English as a philological 
 science, and the second half of that period has, if we 
 would be as generous as possible in judgment of our- 
 selves, just brought us to look steadily in the direction 
 of his guiding hand, and pursue the path of his teaching. 
 If I have thus drawn your attention to what may be 
 regarded the central achievement in the long list of Pro- 
 fessor March's labors, it is not to be inferred that there 
 has been an ascending to and a descending from a cen- 
 tral point. Professor Bascom has truly and admirably 
 said, "Times, like colors on the clouds, have no definite 
 outlines; they have centers, surfaces, directions, not 
 margins." It is of such a center that I speak — a center 
 raining influence far and wide. Let us, therefore, keep 
 
53 
 
 our eyes a moment longer on the pages of the Anglo- 
 Saxon Grammar. 
 
 On the threshold of the book we are arrested by a long 
 list of consulted authorities. That is a marv^elous page 
 to have been printed in America at that time. From 
 YLick^e^s' InsiituHones through, the works of Grimm, Rask, 
 Pott, Bopp, Kuhn, Corssen, Curtius and Schleicher to 
 Grein's Bibliothek, — no one even in Europe had trav- 
 ersed that hard road in the interests of an Anglo-Saxon 
 Grammar. We now turn over the pages to discover 
 that we have here not a mere rSchauffS- — a warming up — 
 of European products, not a dependent, mechanical 
 accommodation of foreign science to the meridian at 
 Washington, but a work of powerful originality, of 
 fecundity of resource, crowded with the results of wide 
 learning and keen independent observation, arranged 
 with admirable skill in philosophic systemization, and 
 clothed in expression of profound simplicity. Such 
 books mark and make epochs ; and our German cousins 
 who are always writing and sometimes discover others 
 writing * epoch-making ' books, were prompt to ac- 
 knowledge the necessity of dating another of their sci- 
 entific epochs from the date of this American publica- 
 tion. England received it in the spirit of the words of 
 Mr. A. J. Ellis, "In the department of grammar, it is 
 pleasant to think that we at last have a book in English 
 which is really up to the mark of modern philology. * Prof. 
 
 '^Transactions of the Philological Society (I,ondoii), The annual address of 
 the President for 1874. 
 
54 
 
 F. Max Miiller ranked its author as a peer of German 
 and l^rench. savanis,^ and TAe Athaeneum^^ in the same 
 tone, exclaimed, ' ' Two admirable works — ' An Anglo- 
 Saxon Grammar' and 'Anglo-Saxon Reader,' by Pro- 
 fessor March of I^afayette College — show that the stud- 
 ies of a philological character carried on at a compara- 
 tively small American institution, are not surpassed in 
 thoroughness by those we are accustomed to associate 
 with German Universities." France paid her tribute 
 of grateful acknowledgment in a respectful dedication to 
 Professor March of a brochure by M. ly. Botkine^ which 
 introduced the Beowulf to i\iQ. French people. At home, 
 Professor Whitney pointed to the Grammar with pride 
 as a credit to American philology,"* and it was every- 
 where warmly greeted with the new enthusiasm which 
 Indo-European comparative grammar was awakening. 
 Few teachers of English in America could at that time 
 understand even the elementary parts of this marvelous 
 book; but they bought it, wondered at it, and then gave 
 themselves over to despair. Those who survived the 
 first shock of this amazement, returned to the book to 
 gather more and more of its meaning. The leaven en- 
 tered the mass, and has now been working in it for a 
 quarter of a century. English scholarship, in conse- 
 
 1 Chips from a German Workshop, iv, 431. 
 
 2 For January 7, 1871. 
 
 ^ Beowulf ,ipopie Anglo-Saxonne, analyse historique et gtographique. Par I<. 
 Botkine. Havre, 1876. 
 
 4 The North American Review, April, 1871. 
 
55 
 
 quence, is now coming to mean just what scholarsliip in 
 Greek or I^atin means. Mr. E. A. Freeman, although 
 not a philologist, had the right idea, that the true study 
 of any Indo- European language constitutes one of the 
 several coordinate departments of Indo-European philol- 
 ogy, each starting from the hypothetical parent speech 
 and proceeding along the entire course of the history of 
 the separate language up to the present. The study of lit- 
 erature goes hand in hand with that of the language, 
 and must be pursued by methods to an equal degree his- 
 toric and comparative. In its higher ranges philology 
 embraces both these departments. Serviceable divi- 
 sions of labor are not to be mistaken for divisions inherent 
 in the nature of subjects. The true scholar is always 
 philosophic, constructive, creative, however minute the 
 details with which he may be chiefly concerned. I^et 
 the comprehensive imagination, the poetic vision and 
 the deep human sympathy of philologists from Grimm 
 to Whitney be kept in mind, when our ears may be 
 assailed by the puny obtrusive cry of those who hold 
 that philology is the toe of clay that puts to shame the 
 literary body of brass. Our Chaucerian philologist is 
 without a peer as a scholar and critic in ballad litera- 
 ture ; our Greek grammarian interprets the finely elusive 
 phrase and delicate music of Pindar ; our Anglo-Saxon 
 scholar inspires the love of the poets, and quickens emo- 
 
56 
 
 tional response to the sublimities of Milton. Of each of 
 
 these it may be said 
 
 ** His praise dispraises, his dispraises praise ; 
 Enough, if best men best thy labors deem, 
 And to the highest pitch thy merit raise." 
 
 But, to resume the thread of our story, the Anglo- 
 Saxon Grammar as both an Knglish Grammar and a 
 contribution to Indo-European philology, reflected the 
 full significance of Professor March's official title, — a 
 title bestowed for the first time in the history of educa- 
 tion by the Trustees of I^afayette College, — "Professor 
 of the Knglish I^anguage and Comparative Philology." 
 This official association of English as an academic disci- 
 pline with the science of comparative philology, and the 
 fruits and influence of this professorship give to I^afay- 
 ette College a unique place among American Institu- 
 tions. I shall presently notice briefly some of the tech- 
 nical features of the Grammar. It is a great book, 
 worthy of a great man, and as the world never forgets 
 great books, it is safe in the hands of destiny. We 
 must, perforce, pass by — but let it not be thoughtlessly — 
 the unwritten history of such a book, that hidden record 
 dn the heart of days and nights, months and years of 
 self-forgetting toil too severe to be sustained by the 
 power of any impulse that does not spring from a deep 
 consecration of life to duty. But there are approaches 
 to that central achievement which furnish welcome 
 
57 
 
 glimpses into some aspects of its unwritten history. As 
 a teacher of English in I^eicester Academy, Massachu- 
 setts, Professor March, just out of college, with a mind 
 trained to habits of accuracy in the study of I^atin and 
 Greek authors, conceived and began to practice his well- 
 known doctrine "to teach English like Latin or Greek." 
 Twenty years later this doctrine was set forth and made 
 available for use in Method of Philological Study of the 
 English Language. Words in the preface to this little 
 book reveal not only the comprehensiveness of the 
 author's method of studying English classics, but also 
 the wide range of the philologist's vision and his deep 
 philosophy, and prepare the way for the necessary basis 
 of the method — the Comparative Anglo-Saxon Grammar 
 which was then — five years before its completion — already 
 engaging his serious efforts. I^et me quote those words : 
 "A thorough method of philological study plainly 
 has questions to ask of psychology, since the general 
 laws of language are on one side also laws of mind ; it 
 includes the study of the history and character of a race 
 and their language, and of the nature in which they 
 have lived, since from these result the peculiar laws and 
 idioms of a language, and the power of special words 
 and phrases over the national heart; it includes the 
 study of the life and times, and of the character of the 
 author, since his idiotisms are a resultant of the influ- 
 ences of the age and his own genius; it implies the 
 
58 
 
 Study of many books in many languages, since it is only 
 by a comparison of works of different nations and ages 
 that we can find out the peculiarities of each nation, 
 age, and person, and trace the influences from which a 
 great work has sprung, and the influences which it has 
 exerted on other minds and on language. The science 
 of language (Comparative Philology) has still a wider 
 range ; it seeks to know and reduce to system all the 
 facts and laws of speech, and to ground them in laws of 
 mind and of the organs of speech : there is no nook of 
 man's mind, or heart, or will, no part of his nature or 
 history, into which the student of language may not be 
 called to look." To have been the apostle of this gos- 
 pel is to have imparted a new and virile vitality to 
 English scholarship. 
 
 Prof. March has labored much to influence the teach- 
 ing of English, to put the most abstruse facts and 
 principles of linguistic science into serviceable form for 
 class-instruction. Always a profound scholar, he never 
 forgot the function of the teacher. Indeed it would 
 seem that his scientific precision and his power of lively 
 presentation of facts and principles, were grounded in 
 those remarkable qualities of the teacher which have 
 impressed generations of the sons of Lafayette. 
 
 But his books seldom represent the greater part of a 
 scholar's activity. Some scholars — some of the great- 
 est — are content to abstain entirely from employing this 
 
59 
 
 form of publication. The limits of knowledge are, for 
 the most part, pushed forward by the free interchange 
 of the results of personal investigations through the 
 channels of the technical journals, the publications of 
 learned societies, the monograph and the like. A 
 scholar is first and foremost a member of a community 
 of investigators, seeking the truth and laboring to in- 
 crease the sum of human knowledge and welfare. It is 
 necessary therefore, that he keep in sympathetic com- 
 munication with his fellow- craftsmen, and aid in the 
 support and promotion of approved agencies to further 
 his science. I^et us honor Prof. March for his ethical 
 contribution to English scholarship. He has set a fault- 
 less example of loyalty to a science ; he has never re- 
 laxed his enthusiasm, or slackened in industry, nor has 
 the ardor of his devotion to his subject ever cooled. 
 With what untiring zeal has he not joined in every phil- 
 ological enterprise that has had relations to English! 
 And that participation has been attended by such favors 
 of distinction as fall only to the share of acknowledged 
 masters. He is the only American upon whom the 
 Philological Society of London has bestowed member- 
 ship ; and as a promoter of the Early English Text So- 
 ciety, and afterwards as the agent to secure and direct 
 American contributors to the great Oxford Dictionary, 
 Professor March has generously and efficiently served 
 projects that will help to mark the century. The 
 
6o 
 
 annals of the American Philological Society and 
 of the Modem Language Association of America tell a 
 long story of unsurpassed faithfulness to duty, and he has 
 served both organizations in the capacity of highest offi- 
 cer. Up and down in the philological * ' literature ' ' of 
 both the old and the new world, his name greets the eye, 
 either in signature or in respectful reference, to attest 
 that the quiet Professor on College Hill has the outlook 
 and the fellowship of an active, influential and dis- 
 tinguished citizen of the world. 
 
 The subject of my remarks excludes the work of Pro- 
 fessor March as a lexicographer, and that which as its 
 chief he has bestowed upon the cause of Spelling Reform. 
 What he has accomplished in either of these depart- 
 ments would be enough to satisfy the ambition of most 
 men. Nor, excluding these departments, shall I pre- 
 sent a list of Professor March's contributions to the phil- 
 ological records of the past forty years. The index to 
 the annual volumes published by the American Philo- 
 logical Society shows that Professor March's contribu- 
 tions outnumber those of every other member of that 
 organization. I^et me cite a few of the titles of these 
 articles that you may have a fresh impression of the 
 author's unremitting industry and wide range of inter- 
 est. "Anglo-Saxon and Early English Pronunciation" 
 (1871); "Is there an Anglo-Saxon Language?" (1872); 
 "On some Irregular Verbs in Anglo-Saxon" (1872); 
 
6i 
 
 "Recent Discussions of Grimm's I^aw" (1873); "On 
 Dissimilated Gemination" (1877); ''^^^ Point of View 
 in J^m£^ Lear'' (1880); "A Confession about Othello'' 
 (1881); "The World of Beowulf" (1882); " The Har- 
 monies of Verse" (1883); "The Personal Element in 
 Dactylic Hexameters" (1883); "The Neo-Grammar- 
 ians " ( 1885) ; "On Once-Used Words in Shakespeare ' ' 
 (1886); "Standard English: its Pronunciation, how 
 learned" (1889); "The Metre in Milton's Paradise 
 Lost" (1889); "Studies in the Vocabularies of the 
 English Poets" (1890); "I^aws of Language, with a 
 word on Vemer's I^aw" (1891); "Time and Space in 
 Word -Concepts" (1894). 
 
 This partial list must not lead to a misapprehen- 
 sion that would be removed by a complete biblio- 
 graphy of Professor March's writings. These few 
 titles have been cited for the purpose already named 
 and for the further purpose of a text for the follow- 
 ing remarks of a more technical character. But they 
 also lead me into another digression, for no account of 
 Professor March's work must pass slightingly by his 
 Studies of the English poets. Every senior class of La- 
 fayette has been stimulated by that study of a selected 
 author which has been the crowning privilege in that 
 memorable upper room in West College; and in no 
 member of those classes will the finely discriminating 
 argument of the articles just recalled as dealing with 
 
62 
 
 the poets, fail to awaken echoes of the Master's voice. 
 But it is not, I am sure, known to us all how much of 
 his heart has always been held captive by the love of 
 literature. As a lad he was an omnivorous reader, and 
 after devouring the home Shakespeare together with 
 everything else that came within reach, he found his 
 way into the alcoves of the American Antiquarian Soci- 
 ety by the time he reached the High School. In the 
 High School he was playright to a "Thespian Club," 
 winning local renown for the excellence of his plots and 
 the dramatic fitness of his pentameters. At College he 
 had the embarrassing reputation of being able to tell 
 from memory where any quotation from Shakespeare 
 was to be found. He was a prolific writer of College 
 literature, a Latin colloquy, written by Faculty appoint- 
 ment for exhibition, and a poem, marking his highest 
 successes. Such were the early manifestations of the 
 spirit which afterwards gave life to that notable teaching 
 of English in lycicester Academy, and has so long gilded 
 with light the walls of I^afayette College. But his Col- 
 lege orations on '* The greatest happiness. Philosophy," 
 and "God in Science," lift us by the force a superlative 
 to what, after all, had quickened his deepest interest — 
 the study of philosophy. This was also betrayed after- 
 wards in the young student of law when in his first pub- 
 lic discourse he attempted to expound ' ' The Relation of 
 the Study of Jurisprudence to the Baconian Philosophy. ' ' 
 
63 
 
 And this brings me, at last, to technical details. 
 The grammarian was still the philosopher. The Anglo- 
 Saxon Grammar was shaped by the philosopher's mode 
 of thought ; in it a philosophic system is attempted, and 
 a systematic body of rules set forth, grounding in the 
 nature of the mind and speech organs. An attempt is 
 made to refer every change in the formation and history 
 of the declensions and conjugations to its proper place 
 in the system. This attempt made it necessary to intro- 
 duce the effects of accent and of ' ' conformation ' ' {anal- 
 (>Sy) > which were then as good as absent from approved 
 philology. They have since been the main lines of 
 advance. If here and there the vocalic system of the 
 Indian grammarians as adapted by Schleicher glints 
 through, it is to be remembered that even Brugmann 
 has not fully established his claim against the influence 
 of the Compendium. Touching the most difficult prob- 
 lems in comparative grammar and the science of lang- 
 uage, such as the "shifting of consonants," the origin 
 and function of ' * ablant ' , the relation between physio- 
 logical and psychological processes, the range of anal- 
 ogy, and the like. Professor March's grammar was one 
 of the most original and suggestive treatises of its day. 
 Its author had a prominent share in the friendly and co- 
 operative philological controversies of that time (the 
 gentle greatness of his spirit has always kept him aloof 
 from those acrimonious quarrels which so many unquiet 
 
64 
 
 philological souls liave, apparently, found necessary to 
 the defense of their scientific rights), and his book 
 and special articles won for him the fame of one of 
 the most philosophic and penetrating reasoners on facts 
 of language. Before the discovery of Verner's I^aw, 
 the Anglo-Saxon Grammar contained marvelous approx- 
 imations to the rightful place of accent in grammar, and 
 Professor March's article, already cited, "On Recent 
 Discussions of Grimm's lyaw," published four years 
 before Verner startled the philological world, is to be 
 classed as one of the most significant forerunners of that 
 event. 
 
 In 1885 Professor March, in his own way, styled him- 
 self "a junggrammatiker of a primaeval period." That 
 is a note of pleasantry that we would not miss ; but to 
 speak accurately and with becoming recognition of his 
 scientific career, we must declare that his work proves 
 with special force and clearness the unbroken continuity 
 that links together the decades of the history of science. 
 With the true scientific temper that holds a man in his 
 pure devotion to progress, he has calmly, yet ardently, 
 kept pace with everj^ step, welcoming the new with 
 grateful remembrance of the old which has made possi- 
 ble the new. 
 
 But I must close abruptly. The names of Whitney, 
 Child, March and Gildersleeve — greatest on the roll of 
 American philologists — will embellish a page of our 
 
65 
 
 national history. Our nation and the world will approve 
 the honor we pay to-day to Professor March, — a master 
 among men of science, and a pattern of true nobility of 
 life, our revered teacher and our beloved friend, 
 " thro' all this tract of years 
 Wearing the white flower of a blameless life." 
 
PROFESSOR MARCH'S RESPONSE. 
 ' ' J WISH I could express my thanks for all the kind- 
 nesses of to-day , A college professor has a good posi- 
 tion — for friends. New troops arrive each year to keep 
 him always young ; and when he reaches his jubilee he 
 finds he has a wonderful unearned increment. Here 
 are great men — Representatives, Senators, maybe a Gov- 
 ernor, Mayors, Judges, great lawyers and doctors, heads 
 of railroad corporations, manufacturers, inventors, dis- 
 coverers, authors, teachers — all sorts of eminences. The 
 I^afayette professor of forty years ago has also the 
 unearned increment from the growth of the institution. 
 The corporation grows, the professor grows with it. I 
 find also surprising advance from having a department 
 dealing with an opening field like the English language. 
 One is also happy in an earnest pursuit of something 
 useful to mankind. We look to the future. We like to 
 help our alma mater. The scholar's foster mother by 
 eminence is his mother tongue ; and one has a peculiar 
 delight in doing anything to improve it, to make our 
 English more simple, symmetrical, convenient, beautiful. 
 In youth new views are often forced upon us by others 
 so rapidly and vigorously that we think each last one 
 proves all the others false. It is delightful to find as one 
 grows old that progress is not destruction , but building 
 
68 
 
 up. The more we know, the more we enjoy simple 
 truths, elementary knowledge. We see them in their 
 environment. Each generation prizes higher than the 
 last, Homer, Shakespeare, the Bible, the blessed record 
 of God's providence and promises." 
 
ALMA MATER. 
 
 By William Hayes Ward, D.D., IvI,.D. 
 
 T VERY mucli regret that it is impossible for President 
 Gates to be here to-day to represent Amherst College, 
 and express the pride and satisfaction of Professor March's 
 Alma Mater in the honor which one of its most distin- 
 guished sons has done her during these fifty years since 
 his graduation. But President Gates has been called to 
 preside to-day over the meeting of one of our large be- 
 nevolent societies, and he has deputed me to say for him 
 what he could have said much better. 
 
 You, of lyafayette College, have the right in Professor 
 March of immediate, present possession. We, of Am- 
 herst College, have the earlier right of his sonship and 
 training. With us he developed his character and genius, 
 and, if his health had allowed him to remain so far 
 north, we should have enforced our claim to keep him as 
 one of our own instructors. But when that might not 
 be, we were glad that I^afayette had such an Amherst 
 man to teach the best wisdom to her students. 
 
 I entered Amherst College eleven years after Professor 
 March. In that time college tradition ordinarily forgets 
 its heroes. But such was not the case with March. His 
 name was remembered and still repeated, as that of the 
 man who was the most remarkable scholar among many 
 
70 
 
 fine scholars. He was remembered as the man whose 
 scholarship was limited by no lesson bounds and no pro- 
 fessional instruction, but whose studies and learning far 
 transcended all the college curriculum. While the class 
 was reading painfully — so the tradition went — one play 
 of Aeschylus or Euripides, or one oration of Demosthenes — 
 he would read them all, just for the pleasure of it. And 
 equally extraordinary — so the tradition averred — was 
 his literary knowledge and power. No such acquaintance 
 with the masters of English literature, or no such strength 
 and skill in writing had been known within the limits of 
 tradition as were ascribed to him. We could not tell 
 how much glamour and exaggeration there might be 
 about all this, but the career of Professor March has now 
 justified every story, and we can easily believe them all. 
 I suppose that Amherst College cannot properly claim 
 to have made Professor March. A college takes the 
 more or less plastic mind brought to it, and shapes it as 
 well as it can. It can do much, but if the man turns out 
 a genius, he brought the stuff of genius with him to col- 
 lege, and if he turns out a dolt, it is usually because the 
 lump of clay was not big enough to fashion anything 
 else. Socrates refused to accept any merit or blame for 
 the after-life of his pupils. Indeed he was unwilling to 
 call them disciples. From him they had heard good 
 things, but whether the scholar turned out a Plato or an 
 Alcibiades, a philosopher or a fool, belonged to the realm 
 
71 
 
 of a man's own imperial will, or his equally imperious 
 native endowment. The youth with the best natural 
 ability brings more than others to his teachers and learns 
 more : and yet in his care the teacher can perhaps claim 
 a smaller fraction in his development than in the care of 
 others less prodigally endowed. I imagine that such a 
 youth as Professor March was, while he learns more 
 from his teachers, is yet more independent of them than 
 are others. He needs no prodding, no encouragement 
 from others to stimulate his ambition. The gadfly is 
 within him, and right or wrong, he will keep his pace, it 
 may be, as I doubt not it was with young March at Am- 
 herst, often far beyond any instruction he could have re- 
 ceived from his teachers. 
 
 Nevertheless, in all the honor which has come to Pro- 
 fessor March during these fifty years since his graduation 
 Amherst claims her share. We have seen him fulfil the 
 promise of his undergraduate success. We have seen 
 him become one of the leaders of American scholarship. 
 There are such leaders, a very few of them, that produce 
 what we may call schools of followers. Such a man Har- 
 vard had in Agassiz and Childs. Such a man Yale had 
 in Whitney. Such a man Lafayette is proud to have in 
 March, who stood for many years by the side of Whit- 
 ney, the two taking different fields in philology, but 
 allowed brotherly distinction above all others. It has 
 been the privilege of Professor March to do among us 
 
72 
 
 here in America, for the English language and its allied 
 tongues what Whitney did for Sanscrit. He has shown 
 us that English has a great history, and that it must be 
 studied historically, and the stream must be followed 
 back to its Anglo-Saxon fountains. With all this dry 
 linguistic detail he has not forgotten to maintain his mas- 
 tership in the literary side of English studies, and no 
 man has a keener sense of the beautiful and the good as 
 well as of the scientifically true. That old breadth of 
 culture which marked him in his boyhood studies has 
 given him his strength ever since. We have thought 
 that no field of study was foreign to him, just as philol- 
 ogy and science were equally familiar to his brother 
 Whitney. 
 
 Amherst College, which knew March young rejoices 
 that he keeps a perennial youth. That is to be expected 
 in a broad culture like his, where no part gets dwarfed 
 or decrepit. He is a reformer — he cannot help it — and 
 he wants reform in the very line of his special studies, in 
 the writing of the English language. As representing 
 the youth of the land Amherst College thanks him for 
 what he is doing to save our youth from the useless toil 
 of years in learning to read and spell the language. She 
 thanks him for trying to lift that fearful burden from the 
 necks of our children ; and she thanks him equally for 
 trying to give us a historical spelling, one that shall give 
 the actual progressive history of our mother tongue. 
 
73 
 
 She thanks him for the special work he has done in his 
 own particular field of study and research; but she 
 thanks him most for himself, for his simple, pure, schol- 
 arly Christian life. Amherst is proud to number among 
 her sons the leading English scholar and philologist of 
 the country, and I am glad to have the opportunity this 
 afternoon, in behalf of that college, to unite with you of 
 I^afayette, in doing him honor. 
 
THE TEACHER OF PHILOSOPHY. 
 
 By Rev. John Fox, D.D., '72. 
 
 /CONSIDERING the lateness of the hour, the length 
 of the program, and the fact that the Athletic 
 event of the day is now upon us — in which as we have been 
 told Dr. March is greatly interested — many of the audi- 
 ence may be disposed to cry out with Romeo in the play, 
 *' Hang up Philosophy." Nevertheless I can not alto- 
 gether forebear saying what ought to be said upon such 
 a theme as the one assigned to me — ** The Teacher of 
 Philosophy." 
 
 No man can be a teacher of philosophy unless he is a 
 philosopher himself. Our teacher has shown himself 
 such in the truest and broadest use of the word, — as one 
 of the speakers said this morning, as a grammarian he 
 is a philosopher. Nothing has been more characteristic 
 of his treatment of all the subjects he has touched than 
 the philosophical spirit in which he has handled even 
 the lightest of them. This is the real secret of his 
 power. *' March's Method of English Study," is a 
 philosophical method, and therefore the best method. 
 But it is, I suppose, of his teaching philosophy in the 
 narrower sense, as a metaphysician and psychologist 
 that I am expected to speak. I have always thought 
 that it required genius to be able to teach college students 
 
76 
 
 metaphysics. To get them interested in English litera- 
 ture is not so difficult. The young collegian coming up 
 the hill, after an evening with some fair dame in Eas- 
 ton and with her image in his eyes, might perhaps care 
 for that which would enable him to compose a sonnet 
 to his mistress' eyebrow, but when he is confronted with 
 that popular primer of great philosophical doctrine (used 
 when I was at college), Haven's Mental Philosophy, 
 and remembers that he will have to recite next morning 
 on the question of sense perception, or the nature of 
 space, he too will be likely to say "Hang up Philoso- 
 phy," and add the rest of the line, " unless philosophy 
 can make a Juliet." It has been Professor March's 
 distinction as a teacher of philosophy, that he has been 
 able to show its beauty even to the beginner. Many a 
 scholar sitting at his feet has learned to say with Milton 
 — it is, I think, one of Dr. March's favorite quotations — 
 ** How charming is divine philosopiiy, 
 
 Not harshed or crabbed as dull fools suppose 
 
 But musical as is Apollo's lute." 
 
 Such results as he has achieved in the class-room 
 would be impossible to any but a great teacher. Since 
 leaving college I have seen Dr. McCosh in his class- 
 room, sat under the teachings of Dr. Chas. Hodge, and 
 known familiarly his wonderful son, Dr. Archibald 
 Hodge, besides others of the Princeton school and with- 
 out abating at all the reverence I feel for them as teach- 
 
77 
 
 ers, I have not lost the feeling I had when I left Dr. 
 March, now more than twenty years ago, that he is the 
 greatest teacher of philosophy known to me. Such re- 
 sults as he has achieved in the class-room would not be 
 possible to any but a great master of high thinking, 
 able to take and keep his place among the leaders of 
 philosophical thought. We have all known his attain- 
 ments in philology, where his fame is our delight and 
 pride, but the very greatness of his achievements in such 
 studies has to some extent eclipsed his reputation as a 
 metaphysical philosopher, so that his distinction in the 
 realm of philosophy is not known to many of his pupils. 
 The list of articles and books of various kinds from his 
 pen bearing upon the study of language, given by Dr. 
 Bright, this morning, ought to be supplemented by the 
 mention of two articles published in the Princeton Re- 
 view in i860. They were upon Sir William Hamilton's 
 Theory of Perception ; and his Philosophy of the Condi- 
 tioned. I mentioned these articles some time ago to 
 President Warfield, when I met him in New York, and 
 from the answer he made it seemed as if he supposed 
 the latter one (on the Philosophy of the Conditioned) to 
 refer to some part of the Freshman class. When they 
 are conditioned no doubt they do need all their philoso- 
 phy. College presidents must nod sometimes, and no 
 doubt Dr. Warfield was taking a mental census of the 
 new-comers, as it was not long after matriculation. It 
 
78 
 
 only shows that where a man's treasure is, there his heart 
 will be also. These articles were published anonymously, 
 and it illustrates Dr. March's method as a teacher that 
 he once put them into my hands when I was a post- 
 graduate student (studying much with him) , and asked 
 me to read them, and the next time we met, in his house, 
 he drew out from me my comments and crude criticisms 
 upon their meaning. Not at all suspecting their author- 
 ship, I said to him that they seemed strangely familiar 
 somehow, and asked him if it were known at all who 
 their author was ; 5^ou who know his ways will appre- 
 ciate just how he looked (and just how I felt) as he said, 
 " Why, I wrote them." It is impossible here to describe 
 these charming disquisitions. It would be a most desira- 
 ble outcome of to-day's exercises, if with Dr. March's 
 consent, they could be reprinted, not only for philosophers 
 to study, but for his pupils to read as evidences, new 
 to most of them of his power of logical analysis, keen 
 penetration, and lucid simplicity of philosophical diction, 
 making the rough places of metaphysics plain and the 
 crooked places straight with his strong Saxon style. 
 It will be gratifying to you, as it is to me, to know that 
 their merit was immediately recognized on both sides 
 of the Atlantic. Dr. Chas. Hodge, Dr. Archibald Hodge, 
 their illustrious compeer and in some ways rival, Dr. 
 Henry B. Smith, of the Union Seminary, spoke in high 
 praise. Dr. McCosh, then of Belfast, soon after came 
 
79 
 
 to this country on a visit and came to Kaston to see their 
 author and on his accepting the presidency, of Princeton 
 College sought (tho' happily in vain) to transfer him to 
 that institution. Dean Mansell, the foremost scholar of 
 the Hamilton School of Philosophy, recognized their 
 power ; and Cousin wrote from France asking the author 
 to edit the American edition of his own philosophical 
 works. It delights us to-day to know that two anony- 
 mous articles republished (tho' still anonymously) across 
 the sea, were sufficient to admit this 3^oung teacher to 
 the peerage of high philosophy, and to give him rank 
 and standing ever since among the accredited masters. 
 The recital of these facts is enough to show us v/hat 
 most of us were probably unaware of at the time, that 
 during our college days we were privileged to sit under 
 the benign influence of a great philosophic genius, whose 
 mind habitually roved in the track of great truths, and 
 translated them in a style so simple that few of us sus- 
 pected how great our privilege was. It is told of Beet- 
 hoven that he continually kept before him on his table 
 an inscription from some old temple in words like these, 
 * * I am the great unseen God ; no mortal dare my veil 
 uplift. ' ' No doubt those strange tones in his music that 
 seem to breathe forth eternity and immensity, are due to 
 the presence in his mind of such thoughts. When Dr. 
 March teaches philosophy — in these articles for instance, 
 and it was so in the class-room — there was some thing in his 
 
8o 
 
 treatment of its most abstruse problems which mysteri- 
 ously suggested the background of all thought — the in- 
 finite, absolute, eternal God. Teaching philosophy, he 
 taught theology also, with the touch of a master and the 
 simplicity of a little child. * ' These regions of thought, ' ' 
 so he wrote me recently, * ' have been my cherisht ones 
 even before my college days." 
 
 Let me, before I sit down, read you a single para- 
 graph from the articles of which I have spoken, for they 
 give us a picture of the mental life of the man. *' I often 
 amuse myself in the twilight by travelling in perception 
 from a bright star, to a fainter, then still farther to a 
 fainter one, trying to make real each receding distance, 
 till I feel as tho' penetrating the depths of space, when 
 suddenly my eye rests upon the landscape before my 
 window — the far reaching vista, hill behind plain, fad- 
 ing away into indistinguishable mountain and cloud, 
 where the river threads its way." It is delightful to us 
 who can not sit here at his feet and look at his well loved 
 hills and rivers, to know that in the evening of his days 
 — long may it still continue — his thoughts may return 
 again and again to the same regions of thought which 
 he preferred in youth, in happy contemplation still cher- 
 ishing high thoughts. We, whom he taught to love 
 truth for its own sake, will love her all the more for his 
 sake who gave us our first glimpses of her everlasting 
 beauty. 
 
?8 
 
 u-. in 
 3? w 
 
Dr. march as A PHILOLOGIST. 
 
 By Rev. S. G. Barnes, Ph.D., lyitt.D., '73. 
 
 A^R. Prhsidknt and Friknds : A philologist is ety- 
 mologically a lover of words, of language, of dis- 
 course. In one sense our subject to-day could not 
 properly be thus described ; if he had been born among 
 the Indians, they never would have given him the name, 
 "Man fond of Big Talk." When I received the pro- 
 gram of this occasion, and imagined our modest Profes- 
 sor sitting from " morn to noon, from noon to dewey 
 eve, ' ' and listening all the time to talk about himself, 
 my heart failed me for him. How would he ever live 
 through it ? Surely if the spirit that entered the world 
 seventy years ago could have had prevision of this day, it 
 would have incontinently elected for its birthplace some 
 other country, perhaps Ian Maclaren's Drumtochty, 
 where they cultivate the austere wisdom of silence. 
 
 But there are compensations ; there always are com- 
 pensations. Mere, unmitigated admiration is very em- 
 barrassing to a modest man, as we all know. But this 
 day's utterance goes much deeper than admiration ; it 
 is the expression of a warm and united affection. And 
 that makes a great difference. The love of love is innate 
 in every generous mind, and so must be strong in our 
 philologist. Three score years and ten is a time when 
 
83 
 
 " lionor, love, obedience, troops of friends" may well 
 liave become a familiar environment. I fear, indeed, 
 tbat to-day our Professor will feel mucb like saying with 
 Hamlet, "Some thing toomucb of this' ' ; lie may even sym- 
 pathize with the thirsty sailor who was dropped into the 
 mouth of the Amazon to get his drink. But after it is 
 all over, it will surely give him joy to remember these 
 things. 
 
 To return to my text, a philologist is a lover of words, 
 and we all of us soon learned that Professor March was 
 an ardent and life-long lover of words. He taught us 
 to recognize fully that words were in one sense the wise 
 man's counters, arbitrary signs of ideas, wholly secon- 
 dary to the thought they expressed. The ability to say 
 in half a dozen languages " How is 3^our health to-day?" 
 was never held up to us as representing any true or 
 valuable education. But he and we were more inter- 
 ested in the other aspect of words, in which they are 
 seen as having life and history. A word is a vocable, 
 all of whose changes in sound are to be formulated un- 
 der laws, and traced to causes in man's nature and en- 
 vironment. It is the bearer of a meaning which has 
 often changed greatly from age to age, every change re- 
 vealing some characteristic of man's mind, or some de- 
 tail of his experience. A pupil of Prof. March, in con- 
 sulting the dictionary, looks as naturally to the deriva- 
 tion of a word as to its present meaning ; it is almost 
 
83 
 
 automatic with him to notice whether the word is from 
 the Anglo-Saxon, the Greek, or the lyatin. And his 
 knowledge that words have had a long and varied his- 
 tory frees him from the would-be despotism of the purist 
 who is ignorant of everything but the literary present. 
 
 But man as society is much greater than as an individual, 
 and words in connected speech are much more signifi- 
 cant than as isolated entities. We came under the 
 guidance of our teacher to recognize that speech has its 
 anatomy, its physiology, and its evolution. We be- 
 came skillful dissectors of sentences according to the 
 diagrams of the * * Parser and Analyser, ' ' able to put 
 every word and phrase into its appropriate pigeon hole. 
 We came to see in speech something that lived before 
 our eyes, and to discover in it a marvelous variety and 
 complexity of function. In the Anglo-Saxon grammar 
 we found these various functions and relations arranged 
 for us in categories that showed not only the order of 
 the grammarian, but the insight of the psychologist. 
 And so we gradually were made capable of tracing the 
 history of our language, back through Anglo-Saxon 
 and Gothic ; we learned to hold friendly conference with 
 lyatin and Greek and Sanscrit as to their degree of re- 
 lationship with us, and even strained our eyes to discern 
 the vague forms moving in the twilight regions of the 
 parent speech. 
 
 So there grew in us all, even the dullest of us, some 
 
84 
 
 sense of the power and mystery of language, some ap- 
 preciation of its subtle and wonderful life, incapable of 
 full analysis, defying all attempts at adequate statement. 
 We saw in it a mirror, in which was reflected all man's 
 knowledge of himself and of the nature about him, the 
 most important result of his past labors, the most impor- 
 tant help in all his future achievement. " Our truest 
 alma mater is our mother tongue." We came to see, 
 also how this power of language is an essential part of 
 man's highest power; how this ability of man to look at 
 himself and to speak of himself, to draw all nature into 
 his own experience and to give it names, is an essential 
 part of that hold upon himself and his world, which 
 makes it possible for him to know God. We could 
 understand as never before why Jesus Christ is called 
 " the Word," a mirror of both God and man, revealing 
 to man what man is in God's plan, and what God is in 
 all his relations to man. 
 
 Professor March has never volunteered many words 
 about religion ; he seldom led in chapel, and his teach- 
 ing of the epistle to the Romans was our main opportu- 
 nity to know his religious convictions. But none of us 
 ever doubted that far above all his enthusiasms for lan- 
 guage or philosophy, for art or science, was his loyalty 
 to our di\'ine Savior, a loyalty which words were feeble 
 to express. But life could, and life has, — this life of 
 forty blameless and devoted christian years among us. 
 
85 
 
 And that is the deepest and sweetest note in the affec- 
 tionate tribute his scholars bring him to-day. 
 
 Gen. Armstrong, when on the platform of the Ameri- 
 can Board, and speaking of his obligations to its presi- 
 dent and his teacher. Dr. Hopkins, turning to him, 
 said : ** Whether we fight with bibles or with bayonets, 
 you are always our honored leader." Many of Profes- 
 sor March's pupils have gone out to teach English, and 
 have rejoiced to think of themselves as his intellectual 
 sons. Many have gone out to preach the gospel, and 
 have been no less sure of being in harmony with the 
 supreme enthusiasms of his life. And whatever we have 
 been called to do, whether to us the English language 
 has been a field of instruction or a medium of the truth 
 most needed by men, all of us have been glad to acknowl- 
 edge our great and constant obligation to the man whom 
 we honor as one of the greatest of philologists, and the 
 philologist whom we loved as one of the truest of men. 
 
Dr. march as A SPELLING REFORMER. 
 
 By Rev. Samuel A. Martin, D.D., '77. 
 President of Wilson College. 
 
 T F I had been consulted I would not have chosen this 
 theme, not because I do not believe in reformed spell- 
 i«ig, for I do, but because it is not yet in condition to 
 make a good appearance in public. It is in a transition 
 state, and transition states don't show up well. I believe 
 in reformed spelling as I believe in clean linen, but the 
 man who appears in public in a transition state as to his 
 linen is apt to provoke unfavorable remark. 
 
 This scheme must be judged not by appearances but 
 by great principles of truth and beauty. I believe in it, 
 first, because it is scriptural, for example in its dealing 
 with those troublesome words in ei or ie, — believe, re- 
 ceive, etc. — no man since the fall is quite sure where to 
 put the i. Now what saith the Scriptures ? * * If thine / 
 offend thee pluck it out, ' ' and spell with the e alone. Sec- 
 ond: I believe in this scheme because it is approved by 
 the enlightened conscience. Not long ago I had to re- 
 view a sermon by a young brother who made frequent 
 and vigorous mention of a place which he spelled h-e-1. 
 I remarked that I had usually seen a double consonant 
 in hell; and he profanely answered that he would be 
 pleased to see them all there. Again I favor reformed 
 
88 
 
 Spelling because it " makes the unskilful" laugh without 
 " making the judicious grieve," thus adding mirth to 
 the somewhat funereal pages of the spelling book. You 
 have doubtless all read the sad story of the bereaved 
 husband who ordered placed upon his wife's tombstone 
 the pious legend " lyord, she was thine." But the re- 
 formed stone-cutter omitted the final e — quite properly 
 for the final e must go, and the ignorant unlearned read 
 " I^ord, she was thin." For these and even better rea- 
 sons, I am most heartily in favor of this reform. I se- 
 riously hold that the impetus which Dr. March has given 
 to this cause will, a few years hence, be regarded as one 
 of his most valuable contributions to human progress. 
 I have strong faith in the common sense of the English 
 speaking peoples. In spite of the present football craze, 
 the A. P. A. and Trilby, I still have faith to hope that 
 the day is not far distant when the imbecility, absurdity, 
 and monstrous tyranny of our conventional spelling will 
 be no longer tolerated, when the spelling-book — that 
 bane of our childhood, burden of our youth and bore of 
 mankind — will be cast to the moles and bats ; unknown, 
 save to the shelves of museums, where it will have its 
 proper place with the stone axe and arrow heads of flint 
 and jasper, the relics of a rude and barbarous age. 
 
 Meanwhile let me say that I regard as greatest of our 
 beloved professor's achievements in the line of spelling 
 reform, the fact that he has compelled a conservative and 
 
89 
 
 Stubborn people to spell Knglisb with a big E, When 
 we remember what was called study of Englisb forty 
 years ago, and see what it is to-day ; when we consider 
 how much of this is due to him whom we bored in class- 
 room, praise to-day, and love always, we are gratified to 
 feel that here is an achievement great enough to satisfy 
 an ambition vaster than any he allows to lodge in his 
 great heart. 
 
DR. MARCH AS A TEACHER. 
 
 By Rev. James C. Mackenzie, Ph.D., '78. 
 
 lA/HO shall do for Dr. March what Dean Stanley did 
 for Arnold, Ernst Renan for Bishop Dupanloup, 
 Cotton Mather for Ezekiel Cheever, what Dimmock did 
 for Francis Gardner ? Surely in a paper of ten minutes 
 no adequate estimate can be made of one who is felt to 
 be one of the notable teachers of this country. But we 
 may rejoice that a worthy study of Dr. March's work at 
 Lafayette will enrich our pedagogical and biographical 
 literature in the near future. Our present privilege is 
 merely to suggest some thoughts that spring up almost 
 unbidden. 
 
 One of his favorite authors, John Milton, in the tract 
 on education, says that all true teachers are natural ^ 
 practical and noble. In theology the cry is ' * back to 
 Christ," and in education it is ''back to nature." This 
 demand is but another form of the insistence that men 
 who would teach must have the natural gifts. If Car- 
 lyle be right, that the teacher is the modern priest, then 
 he must be called and ordained, and the proof of his min- 
 istry must be sought in his sympathy with nature and 
 her processes. We have not at hand the record of Dr. 
 March's life and work at Swanzey, I^eicester, Amherst, 
 and Fredericksburg, but we are sure the boys and girls 
 
92 
 
 whom he taught in these early years were profoundly 
 impressed with his naturalness, practicableness, and 
 nobleness. Certainly those of us who came under his 
 influence here find it impossible to think of him without 
 the possession of these Miltonic and altogether necessary 
 qualities. If we should go on to question ourselves 
 further, we would recall his great simplicity. I know of 
 no writer whose style more perfectly reveals his charac- 
 ter, simple, direct, noble — inestimable virtues in a 
 teacher. In my day a man read a paper on some philo- 
 sophical subject assigned by Dr. March. The perform- 
 ance was diffuse and prolix, so that the Doctor asked the 
 young man to state orally his ideas. Something in the 
 old recitation-room over the treasurer's office, or some- 
 thing in the penetrating eye of the teacher compelled 
 simplicity an ungamished truth ; so that the young man's 
 oral statement won the encomium, "O! but why didn't 
 you say just that in your paper." There was nothing 
 of the "Jupiter tonans" of Dr. Taylor in Dr. March, — 
 the "majesty throned afar," which one feels impelled 
 to approach in a borrowed or unreal garb. He was so 
 ingenuous, open-minded, and tolerant of early ignorance 
 that nature's best was stirred in every pupil. What an 
 encouragement it was to us in our first efforts at origi- 
 nality of any sort to be told that * ' there never was a pair 
 of eyes made not worth looking through." 
 
 Any proper estimate of Dr. March's teaching will 
 
93 
 
 make much of his profound and wide scholarship. In 
 every recitation, at every lecture, it is a first requisite 
 that the teacher be known as thoroughly furnished. A 
 minister may maintain himself by the purity and spirit- 
 uality of his life, as well as by, or independent of, mere 
 intellectual endowments or power to fertilize other 
 minds. But not so the teacher — the man who is to be 
 revered as an intellectual father. It is probably rare, if 
 not wholly exceptional, that in a faculty as famous as 
 I^afayette's has been, one man should be so esteemed 
 among his distinguished colleagues as Dr. March has 
 been, for we recall with just pride such names as Junkin, 
 McCarthy, Gross, the two Greens, McCay, Cofi&n, the 
 two Porters, and Coleman, not to speak of others still 
 with us. Surely among such men honors were not 
 easy. It was a vast intellectual influence that at every 
 recitation such a fountain of learning was accessible, no 
 matter whether the exercise were one in politics, econom- 
 ics, philosophy, philology, literature, or the scriptures. 
 Not that we were aware of the world's early and con- 
 stant recognition as set forth by Professor CofiBin in his 
 long list of degrees, offices and publications ; and sug- 
 gested by the various titles of to-day's speeches and ad- 
 dresses. The best of it was, we were never surprised at 
 any new honor that came from Europe or America, for 
 we knew he richly deserved it. As to the range of his 
 scholarship for teaching purposes, the younger I^afayette 
 
94 
 
 men and the outside public are doubtless not fully in- 
 formed. I^afayette boys of the fifties and sixties tell of 
 his work in I^atin and Greek, and so recently as the 
 seventies he taught Political Economy, the Epistle to 
 the Romans, Story on the Constitution of the United 
 States, Blackstone's Commentaries, Mental Philosophy, 
 besides the wide range of studies included under the 
 head of English. And here we may gratefully and ad' 
 miringly note that he equipped himself for this monu- 
 mental work and carried it on with conspicuous fidelity 
 and regularity notwithstanding the fact that no reputa- 
 ble insurance company would accept him as a risk. 
 Though his pen was always busy with his specialty, a 
 wide and sound reading in many other departments was 
 carried on. In all this he is the best kind of example 
 and influence to our teachers who are too prone to be 
 narrow and barren. Every teacher trained by Dr. March 
 must have been powerfully influenced by this cheracter- 
 istic of the man. No matter how long the hours, how 
 large the schedule, we feel that breadth, depth and 
 growth of scholarship are possible because Dr. March 
 has shown them to be possible. Scholarship in our 
 colleges is to suffer an irreparable injury when the 
 present generation of younger men are well seated in the 
 professorial chairs and are unhampered by the counsel 
 and example of such teachers as Woolsey, Hopkins, 
 Atwater and March. Thecolossal blunder that threatens 
 
95 
 
 US is the idea that the average freshman and sophomore 
 is forthwith to be made an "original investigator" and 
 needs the "direction" of a specialist. We have not 
 been quite brave enough in this country, but at Oxford 
 and in Germany they have taken the census, and the 
 world is told that 70 per cent, of even university students 
 are idlers who need stated duties and constant drill 
 under broadly furnished men having the imperative 
 ideals of Christian citizenship before them, rather than 
 the exceptional needs of the specialist. Those of us who 
 are of the educational cult must bear in mind that we 
 are to translate into society not college lifCy but college 
 men. Something of this view of the matter must have 
 prompted that confession of President Woolsey 's : * ' Had 
 I my life to begin over again, I would throw in my lot 
 with one of the smaller colleges where I could have more 
 influence in training mind and shaping character." 
 
 In these hurried considerations we have unintention- 
 ally anticipated a consideration of Dr. March's /^^<^^^^2- 
 cal methods. I may say at the outset that no teacher as 
 richly equipped as Dr. March is can be content to lec- 
 ture — "to lubricate every morsal of truth with professorial 
 palaver," — to use his own expression. Avery king 
 among teachers, he never to my knowledge delivered to 
 a class a formal lecture. He once said : " Our students 
 are made to write their own lectures." He knew that 
 * ' life comes only from life, ' ' and so he sought contact 
 
96 
 
 with, tlie learner at as many points as possible. Hence 
 he wanted to be free to run to his aid at every intel- 
 lectual emergency. During these forty years of service 
 his conduct of a recitation appears to have remained 
 quite unchanged. The best text-book available is 
 selected and each day a stated portion of it is assigned 
 to be faithfully prepared by each man. At times, as- 
 suming a general familiarity with the lesson assigned, 
 it is laid out in the class-room in longitudinal sections, 
 as it were, for an orderly treatment in solid bars. But 
 as a rule, the seriatim method is followed, and Ratich's 
 pregnant dictum is ever regarded — ' ' Repetitio Mater 
 Studiorumy Of course neither he nor the class is con- 
 fined to the text-book. His pupils are gently compelled 
 to read widely and write fully and often. Dr. March's 
 own commentary upon every phase of the subject is so 
 luminous, scholarly, original that the healthy man did 
 not need to be told to take notes ; but such notes were 
 not in modern parlance a ** syllabus" to be bought 
 from a professional note-taker or crammed into an 
 inert brain at the end of a semester. They were the 
 profound readings and the fertilizing thoughts of a per- 
 sonal friend whose bodily presence, tones of voice, and 
 twinkle of eye helped to make the subject under 
 consideration an integral part of the learner's intel- 
 lectual life. 
 Of course I realize that the great increase of numbers 
 
97 
 
 at our larger colleges and universities precludes largely 
 the recitation method of work. But this cannot justify 
 the lecture method as it is now used in our colleges. It 
 serves only to challenge any increase of students with- 
 out a corresponding increase of teachers. The greatest 
 Teacher chose only twelve pupils. Mr. Garfield's idea 
 of a college was not far wrong. It is better like March 
 and Hopkins, to lead by the hand a few men to the tree 
 of life than like a sign board to point a multitude to the 
 woods of knowledge. The fatal heresy is in forgetting 
 that the instructor is always of more worth than his in- 
 struction. 
 
 It is germane to a consideration of such methods as those 
 of Dr. March's to state what must be quite familiar to many 
 here that our colleges are apparently losing their hold 
 upon the earnest brain workers of the country, although 
 they are attracting the wealthy and idle classes in larger 
 numbers. The United States Commissioner of Educa- 
 tion tells us that of students of theology only 22 per 
 cent., of students of law only 21.7 per cent., and of 
 medicine only 10 per cent, have the bachelor's degree in 
 arts or sciences. In view of such facts it is surely our 
 business to make a collegiate career more attractive and 
 more necessary, not only to thoughtful young men, but 
 also in particular to the public. Now I believe pro- 
 foundly that the lecture system, displacing as it is the 
 recitation system, of work in our colleges, is failing to 
 
98 
 
 achieve the results which have exalted such men and 
 their instruction as Arnold, Hopkins, Seeley, Wayland, 
 Woolsey, Atwater, Hodge and March. Who shall say 
 how much laboratory methods with all their delightful 
 personal contact of teacher and pupil in science teaching 
 have had to do with the growing popularity of scientific 
 courses ? The lecturer who keeps his pupils at arm's 
 length and sterilizes talent and industry, ' ' successfully 
 vaccinates his pupils against any serious love of learn- 
 ing, imparting only a chicken-pox form of the thing." 
 And we must bear in mind that educational methods as 
 well as reforms work from above down, from our colleges 
 to our schools. Often in my experience I have had to 
 discourage the flights of a would-be lecturer in the 
 school-room where the methods of Orbilius and 
 Busby were far more needed than a "syllabus of 
 the treatment. ' ' Every college-bred man must have felt 
 something more than anger a few years ago when the 
 National Educational Association voted to exclude all 
 college professors from the direction of that great organi- 
 zation. 
 
 Although I have not stuck very closely to Milton's 
 qualities, I must not close without speaking of the third, 
 nobleness. Dr. Youngman used to say that KaWo$ 
 KayaSos meant Christian gentleman. But the homely 
 English of Milton suits our sense of things a trifle bet- 
 ter. Dr. March is noble; one of God's and nature's 
 
99 
 
 noblemen, and this fact lies at the bottom of all our 
 affection and reverence for him as a teacher. A great 
 school is only a great person, and for a hundred years 
 the American colleges have been great and good because 
 of the presence in them of great and goO& men. The 
 noble teacher is for the pupil the priest standing between 
 the present and the past, the living and the dead ; he is 
 * ' the lens through which truth pours itself into young 
 souls ; ' ' the window through which young eyes look out 
 on human life. Such a man in school or college — and 
 thrice blessed is the institution that has him — helps his 
 pupils to * ' break the shell and snap the cords and set 
 free" whatever he possesses of nobleness. 
 
 Speaking of those personal traits which are so power- 
 ful in a teacher, I should say, Dr. March is one of the 
 frankest men and yet one of the most reserved. When 
 it was best, he was the most patient of mortals, but we 
 can all recall his impatience with inexcusable ignorance. 
 He is one of those earnest men whose deepest beliefs 
 nobody knows — at one moment a sentimentalist, at the 
 next a cynic. Who can forget his banishing out-of-the 
 window glance ? And yet how hearty, how exuberant 
 his sense of humor ! 
 
 No man is great till he has suffered, and no 
 teacher is great till he has sacrificed in some way 
 to do his work. It is proper here only to hint at 
 the sacrifices which a few men have made for this 
 
dear college, — ^Junkin, Cattell, Coleman, Coffin, Por- 
 ter and March. Dr. March's sacrifices extend 
 over a long period and have been borne in the face 
 of the most alluring opportunities elsewhere. I think 
 this has been an element, a large factor in the splendid 
 success he has won. And another factor should be men- 
 tioned for the help — or shall I say the warning ? — of 
 teachers and professors. Dr. March has been a royal, 
 a helpful colleague in this faculty. Lafayette has not 
 with all her prayer and piety escaped some faculty dis- 
 sensions. But every administration, whatever its char- 
 acter, has found Dr. March cooperative, loyal, unselfish ; 
 and this quality of colleagueship has included what is 
 probably the severest test — attendance upon morning 
 prayers, until advancing years justified some exemption. 
 And now following the example of another pupil of a 
 great master — Thomas Hughes — I prefer to leave Dr. 
 March at our Chapel door — I trust a fitting close to this 
 imperfect sketch. But this final picture shall be of his 
 own drawing because it unconsciously revels so much 
 of his own beautiful, noble soul, and his conception of 
 the best college ideals. Speaking of Chapel attendance, 
 on one occasion, he said: "Compulsory attendance on 
 prayers and preaching is a special object of attack. But 
 it is almost a misnomer to call the college discipline 
 compulsion. It is nothing like so strong as the obliga- 
 tions of professional life, or the tyranny of fashion, or 
 
lOI 
 
 social habits, or home influence. A college student is 
 about the freest man there is. It is certainly a pleasant 
 sight to see our college now, bathed and breakfasted 
 and ready for recitations, gathering at morning prayers. 
 Our beautiful hill, bright in the early sun, the valley 
 lying in rosy mist with the rivers glinting through, the 
 great mountains looking on as though they liked the 
 looks, the white smokes curling upward from hearths of 
 homes that may be temples, the spired fingers of the 
 churches pointing heavenward, the college campus with 
 its hundred paths, all leading to the college chapel, the 
 hundreds of young men rejoicing in the morning and in 
 nature around them, which is in itself a liberal educa- 
 tion, and gathering to offer a morning tribute of thanks 
 and praise to the Giver of all good and ask Him for 
 stout hearts and clear heads for the labors of the day and 
 for the scholar's blessing, the pure heart that shall see 
 God — is a sight worth seeing. It is impossible to believe 
 that it can be a burden to any. I have seen many gen- 
 erations of college students grow up and pass through 
 life and am fully satisfied that the habit of attendance on 
 religious exercises in colleges has been a most powerful 
 influence for good. I believe it still, I trust it still. 
 After all the proper work of college is to make Chris- 
 tian men of sound culture. It is not so much to de- 
 velop genius ; genius in the teens is either omniverous 
 or stupid, and either way considers professors a bore. 
 It is to prepare our youth to discharge the duties of good 
 citizens." 
 
ADDRESS OF REV. JOHN R. DAVIES, D.D., OF '8i. 
 TT is always pleasant for the student to visit his Alma 
 Mater, but especially so upon such a day as this 
 when all nature is radiant with the glory of God and 
 when strong and loving hands are laying wreath after 
 wreath upon the brow of him who is known upon both 
 sides of the sea as the foremost of Anglo-Saxon scholars. 
 The theme assigned to me demands that I speak from 
 the standpoint of the student, and therefore I must go 
 back into other days and call from the past facts and 
 faces which for some of us have long since faded out of 
 our lives — once more we are just from home with father's 
 counsel still fresh in mind and the impress of mother's 
 kiss still lingering upon the cheek. Again the campus 
 is touched with the autumn gray, or laden with the win- 
 ter's benediction, or green with the promise of coming 
 summer — once more the bell in yonder tower is sending 
 forth its swift messengers to knock at every student's 
 door, and again in reply the boys are passing across the 
 campus and hastening up the stairs which lead to that 
 unpretentious class-room whose activities have so deeply 
 impressed the English speaking world. As the boys 
 enter there is all the boisterousness so characteristic of 
 under-graduate life, but by the time the seats are 
 reached this gives place to a subdued manner, to a lov- 
 
I04 
 
 ing reverence wliicli grew through all our college days, 
 and which the ministry of the passing years has only 
 deepened. And what was it that so drew the student to 
 Dr. March? There was rare intellectual power. No 
 matter what the subject — is the class journeying with 
 Chaucer's pilgrims to Canterbury, or studying the won- 
 derful creations of Shakespeare, or searching the treas- 
 sure fields of Bacon, or following the logic of St. Paul 
 in his masterful letter to the Romans — no matter what 
 the subject the student saw at a glance in its unfolding 
 the hand of one who could well be called Master, and 
 who, like Milton, had not come to his work until he was 
 fit. In a very suggestive passage in Bunyan's immortal 
 work the Pilgrim is placed under the care of one called 
 the Interpreter, who makes clear some of the deepest 
 mysteries of revelation. To the student Dr. March was 
 the interpreter pouring the sunlight of his genius upon 
 many a difficult subject which, under such treatment, 
 was divested of its obscurities as the mountain peaks are 
 unveiled when the morning vapors are dispelled by the 
 touch of the rising sun. Thomas Aquinas, because of 
 his dullness as a scholar, was known as the Dumb Ox, 
 but the patience of a sympathetic teacher made of him 
 the Doctor Angelicus of the Medieval Church. And 
 while in Dr. March's class-room there always lay in rest 
 a lance of the sharpest criticism for the prodigal who 
 was wasting his opportunities, there was always the 
 
I05 
 
 kindliest word for the student who, slow to grasp, was 
 plodding his way from day to day and toiling late in the 
 night to prepare for the tasks of the morrow. 
 
 Said St. Francis of Assisi to a young monk, *' I^et us 
 go down into the town and preach." And so they 
 started, traversed street after street, and returned to the 
 Monastery without one word being spoken, Then said 
 the monk, " Father, when shall we begin to preach?" 
 St. Francis replied, ** My child, we have been preach- 
 ing by our example." I do not presume that Dr. March 
 ever thought so, but each Sabbath morning as he left 
 this lovely hill to go down into the town and take his 
 place in the I^ord's House, that to the thoughtful under- 
 graduate was the best sermon of the Holy Day, and for 
 numbers of students, grappling with the specious claims 
 of modern skepticism, the christian character of Dr. 
 March has been an anchor to the soul amid the storm, 
 and one of the greatest evidences for the reality of a 
 divine revelation. 
 
 Many of you will recall how Tom Brown came back 
 to Rugby after the death of Dr. Arnold and making his 
 way to the chapel amid the dim religious light of the 
 dying day mourned for the great teacher who had left 
 so deep an impress upon his intellectual and religious 
 life. In after days, when forms now erect will be bent 
 with age, when locks now like the raven's wing for 
 blackness will be silvered by the touch of time, many a 
 
io6 
 
 Tom Brown will come back to this hill, and after revisit- 
 ing scenes associated with some of life's deepest cur- 
 rents, will make his way to yonder class-room and sit- 
 ting in the old familiar seat will call from the past the 
 class long since dismissed, while in the empty chair 
 memory places the beloved teacher whom to-day we so 
 gladly honor. 
 
BIBLIOGRAPHY. 
 
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io8 
 
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109 
 
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 N. Y., 1874. 12 mo. 
 
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 48. Tertullian. Same, Vol. Ill, 1875. 
 
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series : American Phonology. Nation, XX, 296, April 29, 1875. 
 
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 7, 1875. 
 
 51. Dissimilated Gemination. Proceedings of American 
 Philological Association. 1875, p. 21. 
 
 52. The Immaturity of Shakespeare as shown in Hamlet. 
 Same, p. 28. Reprinted in Furness' Variorum, Hamlet, Vol. 2. 
 
 53. Remarks on No. CCCXXVIII of Codex Diplomaticus 
 Anglo -Saxonum. Same, 1876, p. 42. 
 
 54. What acts are to be attributed to the " Faculty of Speech" 
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 the Reform of English Orthography. Philadelphia, 1876. 
 
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 I/atin Classics, Vol. IV. Harper & Brothers, N. Y., 1876. 
 
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 the Worcester Free Institute of Industrial Science at Com- 
 mencement, July, 1876. Worcester, Mass., 1876. 
 
 58. The Study of Anglo-Saxon. U. S. Bureau of Education^ 
 1876, 2d edition, 1877. 
 
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 Study of English. Same. 
 
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 62. Douse on Grimm's Law. North American, April, 1877. 
 
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 64. Sweet's Anglo-Saxon Reader. Sam"., May 31. 
 
 65. Wit, Humor and Shakspeare, John Weiss. Nation, XXIV, 
 225, April 12, 1877. 
 
 66. Furness' New Variorum Edition of Shakespeare, Vols. Ill, 
 IV., Hamlet. Nation, XXV, 272, Nov. i, 1877. 
 
 67. Shakespeare, from an American point of view, George 
 Wilkes. Nation XXV, 291, Nov. 8, 1877. 
 
 68. Dissimilated Gemination. Transactions of American 
 Philological Association, 1877. 
 
 69. Orthography. Cyclopaedia of Education, N. Y., 1877. 
 
 70. Orthography. Year Book of Education, N. Y., 1878. 
 
Ill 
 
 71. The Condition of Spelling Reform. Transactions of the 
 American Institute of Instruction, 1878. 
 
 72. Shakespeare, The Man and the Book, Ingleby. Nation, 
 March 21, 1878. 
 
 73. Origin, Progress and Destiny of the English Language and 
 Literature, J. A. Weisse. Nation, xxviii, 153, Feb. 28, 1879. 
 
 74. Lafayette College. In College Book, pp. 282-300. Hough- 
 ton, Osgood & Co., Boston, 1879. 
 
 75. The State of Spelling Reform in America. Proceedings of 
 National Educational Association, 1879. -^Iso Independent, 
 Aug. 14, 1879. 
 
 76. Orthography in High Schools. Same. 
 
 77. The New Historical English Dictionary of the Philological 
 Society, London. Nation, Sept. 4, 1879, p. 158. 
 
 78. The same. Proceedings of American Philological Asso- 
 ciation, 1879. 
 
 79. The same. Same, 1880. 
 
 80. The Point of View in I^in^ Lear. Same, 1880. 
 
 81. Some points in Anglo-Saxon Phonology. Same. 
 
 82. New Types and the New York Observer. Independent, 
 Oct. 16, 1879. 
 
 83. An A-B-C Book. Ginn and Heath, Boston, 1880, i2mo. 
 
 84. The Spelling Reform. U. S. Bureau of Education. Cir- 
 cular No. 7, 1880. 
 
 85. Spelling. In Appleton^s New American Cyclopaedia, 
 1879. 
 
 86. Spelling Reform, etymological and philological view. 
 Princeton Review, Jan. 1880, also pamphlet article. No. 19. 
 
 87. Furness' New Variorum Shakespeare, Vol. V. King Lear. 
 Nation, xxxi, 327, 1880. 
 
 88. The Englishman and the Scandinavian, Fred. Metcalfe. 
 Nation, Nov. 4, 1880. 
 
 89. Rambeau's Chaucer and Dante. Same. 
 
 90. Koch, Ausgewahlte Dichtungen Chancers. Same. 
 
 91. Spelling Reform, progress of. Proceedings of National 
 Educational Association, 1880. 
 
 92. The relation of Educators to Spelling Reform. Same. 
 
93' The Buildings and Apparatus of a Modern College. An 
 Address at the reopening of Pardee Hall. Easton, 1880. 
 
 94. Recent Philological Works. North American, Jan., 1881. 
 
 95. Sayce's Principles of Comparative Philology. American 
 Church Review, April, 1881. 
 
 96. Faust, from the German of Chamisso, H. Phillips. Nation, 
 March 10, 1881. 
 
 97. Syllabus of Anglo-Saxon Iviterature. Hart, from Ten 
 Brink. Independent, March 17. 
 
 98. Anglo-Saxon Metaphor, Gummere. Nation, April 14, 1881. 
 
 99. Horstmann's altenglische Legenden. Same, April 7, 1881. 
 
 100. Worcester's Dictionary, new edition. The American. 
 Phila., April, 1881. 
 
 loi. Professor H. B. Smith in Amhferst College, In his "lyife 
 and Work," by his wife. New York, 1881. 
 
 102. The New Spellings of the Philological Society, London. 
 Transactions of the Am,erican Philological Association, 1881, 
 p. 52. Proceedings of Same, p. 25. 
 
 103. A Confession about Othello. Sam,e, p. 31. 
 
 104. Macbeth, Darmesteter's ed. Nation, Nov. i, 1881. 
 
 105. Walt Whitman, Independent, Dec, 1881. 
 
 106. Noah Webster : in American Men of Letters, Horace B. 
 Scudder. Nation, May 25, 1882. 
 
 107. Etymological Dictionary of the Knglish Language, 
 W. W. Skeat. Independent, July 27, 1882. 
 
 108. Aryo-Semitic speech, J. F. McCurdy. American Church 
 Review, July, 1882. 
 
 109. The World of Beowulf. Proceedings of American Philo- 
 logical Association, xiii, 21, 1882. 
 
 no. The locutions two first and first two. Same, 30. 
 
 111. Surds and Sonants. Same, 33. 
 
 112. The Harmonies of Verse. Same, xiv, II, 1883. 
 
 113. The Personal Element in Dactylic Hexameters. Same, 
 xiv, 26. 
 
 114. Hamlet's "dramofeale.*^ Same, 24. 
 
 115. Contested Etymologies in English, Wedgwood. Nation, 
 March 29, 1883. 
 
"3 
 
 ii6. Anglo-Saxon Dictionary. Toller-Boswortli. 6aw^, April 5. 
 
 117. Sweet's Anglo-Saxon Primer. Same, May, 1883. 
 
 118. Morris' Specimens of Early English. Same, May 10. 
 
 119. The Imperial Dictionary. Ogilby. Independeni, April 
 17, 1884. 
 
 120. The Influence of "Written English and Linguistic author- 
 ities on Spoken English. Proceedings of American Philologi- 
 cal Ass., xv,35, 1884. 
 
 121. Caedmon, Hunt's Edition. Presbyterian Review, January, 
 
 122. Beowulf. Independent, May 8, 1884. 
 
 123. The Teachers of Leicester Academy. An address at the 
 Centennial celebration. Memorial Volume, Worcester, 1884. 
 
 124. Folk Etymology, Palmer's Dictionary of Verbal Corrup- 
 tions, etc. Nation, Jan. 8, 1885. 
 
 125. Tyndale, Verbatim reprint of the Pentateuch of 1530. 
 Edited by Mombert, N. Y. Same, April 9, 1885. 
 
 126. Quantity in English Verse. Proceedings of the Am. 
 Philol. Ass., xvi, 8, 1885. 
 
 127. The Neogrammarians. Same, 19. 
 
 128. English Dictionaries, Stormonth. American Church Re- 
 view, April, 1885 ; and Independent, April 9. 
 
 129. Beauty and the Beast. Independent, Nov. 26, 1885. 
 
 130. Anglo-Saxon Dictionary, Harrison & Baskerville. Na- 
 tion, Dec. 17, 1885. 
 
 131. List of Amended Spellings, recommended by the Philo- 
 logical Society, of London, and the American Philological Asso- 
 ciation. Transactions of the Am. Philol. Ass., Vol. XVII, 127, 
 1886. 
 
 132. Consonant notation and vowel definition. Proceedings of 
 Same, XVII, 30, 1886. 
 
 133. Once-used words in Shakespeare. Same. 
 
 134. Phonetic change, the inviolability of phonetic law. 
 Same, 36. 
 
 135. Ten Years of Spelling Reform. President's address at 
 the decennial meeting of the Spelling Reform Association at 
 Cornell University, July, 1886. Spelling Ref. Bulletin, 1886. 
 
114 
 
 136. The New English. T. h. Kington Oliphant. Nation, 
 March 17, 1887. 
 
 137. Victor's Blemente der Phonetik und Orthoepie des 
 Deutschen, Bnglischen und Franzosischen. Nation, March 31, 
 1887. 
 
 138. Starck, Grammar and Language. Same, April, 1887. 
 
 139. Spelling Reform. The Chautauquan, June, 1887. 
 
 140. Greek Letters and Letters Literary. At the semi-centen- 
 nial celebration of Amherst A A $. Memorial Volume, N. Y., 
 1887. 
 
 141. New Historical English Dictionary. Murray, Part 3. 
 Nation, Sept. i, 1887. 
 
 142. Parts 2, 3. Independent, Oct. 23, 1887. 
 
 143. Standard English. Proceedings of Am. Philol. Ass., 
 xviii, 10, 1887. 
 
 144. The Science of Thought. Max Miiller. Presbyterian Re- 
 view, April, 1888, p. 341. 
 
 145. Anglo-Saxon Dictionary, Part 3. Toller-Bosworth. Na- 
 tion, 1888. 
 
 146. The Growth of Lafayette. An address before the Phila. 
 Alumni Association of Lafayette College, March i, 1888. 
 
 147. Geo. P. Marsh. Life and Letters, Vol. I. Nation xlvii, 
 213, 1888, Sept. 13. 
 
 148. A Universal Language. Forum, June, 1888. 
 
 149. Standard English, its pronunciation how learned. 
 Transactions of the Am. Philol. Ass., XIX, 20, 1888. Proceed- 
 ings, 19, 16. 
 
 150. Volapiik and the law of least effort. Same, 19, 18. 
 
 151. A reign of Law in Spelling. Forum, December, 1888. 
 
 152. The Century Dictionary, vol. I, Section 5. Nation, May 
 30, 1889. 
 
 153. The Same. Independent, August 29, 1889. 
 
 154. Le Morte Darthur, Malory, Part I. Nation, Jan. 2, 1890. 
 Part II, Sept., 1890, Part HI, Jan., 1891. 
 
 155. Viking Age, Du Chaillu. Epoch, N. Y., Dec, 1889. 
 
 156. The Meter of Milton's Paradise Lost. Proceedings of the 
 Am. Philol. Ass., XX, 13, 1889. 
 
IIS 
 
 157. The Study of Knglish in preparation for College. Same, 
 36. 
 
 158. Preface to Balg's Comparative Glossary of tlie Gothic 
 lyanguage. Mayville, 1889. 
 
 159. Robert Browning. Independent, Jan. 2, 1890. 
 
 160. New Historical Knglish Dictionary, Murray, Part V. 
 Presbyterian Review, April, 1890. 
 
 161. The same. Nation, June 5, 1890. 
 
 162. The same. Independent, June 19, 1890. 
 
 163. The Ancient Classical Drama, as a study for readers in 
 English, R. G. Moulton. Independent, April 10, 1890. 
 
 164. Studies in the Vocabularies of the Knglish Classics. Pro- 
 ceedings of the Am. Philol. Asso., 1890. 
 
 165. Le Morte Darthur, Caxton, ed., H. O. Sommer, Part II. 
 Nation, Sept. 4, 1890. 
 
 166. The Study of Knglish required for admission to College. 
 Proceedings of the College Asso. of the Middle States and Mary- 
 land, Nov. 1890. 
 
 167. Furness' New Variorum Shakespeare, Vol. 8. As You 
 lyike It. Nation, March 5, 1891, p. 202. 
 
 168. The Needs of Lafayette. An address before the Philadel- 
 phia Association of Alumni of Lafayette College, March 5, 1891. 
 
 169. Sweet's System of Phonetics. Sunday School Times, 
 April 4, 1891. 
 
 170. Principles of English Ktymology, Skeat. Nation, April 
 16, 1891. 
 
 171. The International Webster. Educational Review, 1^91. 
 
 172. Laws of Language, with a word on Verner's Law. Pro- 
 ceedings of Am. Philol Asso., p. 50, 1891. 
 
 173. New Dictionaries. Appleton's Year Book, 1892. 
 
 174. Le Morte Darthur, Part III. Nation, January, 1892. 
 
 175. New Historical Knglish Dictionary, Murray, Vol. II, Pai^ 
 VI, and Bradley, Vol. Ill, Part I. Independent, April 14, 1892. 
 
 176. Ethical Teachings in old Knglish Literature, Hunt, 
 Same, May 12, 1892. 
 
 177. Furness' Variorum Shakespeare, Vol. 9. The Tempest. 
 Nation, August 11, 1892, p. 112. 
 
ii6 
 
 178. The Study of English. Independent, Aug. 4, 1892. Re- 
 printed by Prof. Cook of Yale. 
 
 179. The Pronunciation of Scientific terms in English. Pro- 
 ceedings of the Am. PhiloL Asso., 1892. 
 
 180. The Relation of the Study of English I^iterature to Aes- 
 thetics. Proceedings of the College Association of the Middle 
 States and Maryland, 1892. 
 
 181. Recollections of Language Teaching. President's Ad- 
 dress of the Modern Language Association of America, Wash- 
 ington, D. C, Dec. 29, 1892. Proceedings of the Association. 
 
 182-3. ^^^ Greek Elements of English. Chautauquan, Jan. 
 and Feb., 1893. 
 
 184. A Universal Language. Proceedings of the Modern Lan- 
 guage Association of America, Chicago, 1893. 
 
 185. Outline of the Action of the American Philological Asso- 
 ciation on Spelling Reform. Proceedings of the Asso., Chicago, 
 1893. 
 
 186. The Spelling Reform. U. S- Bureau of Education, Cir- 
 cular of Information, No. 8, 1893. A revision and enlargement 
 of circular No. 7, 1880. 
 
 187. Is Simplified Spelling feasible as proposed by the English 
 and American Philological Societies? The Opening Address of 
 a symposium of the Anthropological Society of Washington, 
 D.C., December 20, 1892. The American Anthropologist, April, 
 1893. 
 
 188. English in Lafayette College. Dial, Chicago, May, 1894. 
 Reprinted in " English in American Universities." D. C. Heath 
 & Co., Boston, 1895. 
 
 189. Time and Space in Word Concepts. Proceedings of the 
 Am. Philol. Asso., July, 1894. 
 
 190. The Eye and Ear in learning to read. Same. 
 
 191. Whitney's influence on the study of Modern Languages 
 and on Lexicography. An address at a Memorial Meeting of the 
 Linguistic and Archaeological Societies of America in honor of 
 Wii.i,iAM DwiGHT Whitney, Philadelphia, Dec. 28, 1894. 
 
 192. A Standard Dictionary, the pronunciation, etc. Funk & 
 Wa^nalls Co., N. Y., 1894. 
 
117 
 
 I93> The Scientific Alphabet. New letters vs. diacritics. Lan- 
 guages, London, Feb., 1895. 
 
 194. The same. New England Journal of Education^ July 25, 
 
 1895. 
 
 195. The Shakespearian Fluency. Transactions of the Am. 
 Philol. Ass., 1895. 
 
 DEDICATIONS. 
 
 I. Beowulf; ^popde anglo-saxonne. Analyse historique et 
 g^ographique. Par Iv. Botkink, Havre, 1876. Inscribed to Fean- 
 CiS A. March, Esq., Professor, etc. 
 
 The first Beowulf publication in French. 
 
 II. Beowulf : an Anglo-Saxon poem. II. The Fight at Finns- 
 burg : a fragment. With text and glossary on the basis of M. 
 Heyne, edited, corrected and enlarged by J AMES A. Harrison, 
 Prof, in Washington and Lee University, and Robert Sharp, 
 Prof, in the University of Louisiana, Boston, 1885. 
 
 " Dedicated to Professor F. A. March" etc., '* and Freder- 
 ick J. FuRNiVAi^i, KsQ., etc. 
 
 III. Judith, an old Knglish epic fragment edited, with intro- 
 duction, translation, complete glossary, and various indexes by 
 A1.BERT S. Cook, Ph.D. (Jena), Professor in the University of 
 California. Boston, 1888. 
 
 "To Francis A. March, the lover of English Speech and 
 the ever-helpful friend." 
 
 IV. Ethical Teachings in Old English Literature. By Theo- 
 dore W. Hunt, Ph.D., Litt. D., Professor of English in the 
 College of New Jersey, author of, etc. New York, 1892. 
 
 " To Professor Francis A. March, D.D., the generous helper 
 of all Old English Students." 
 
 V. Der althochdeutsche Isidor. Facsimile-ausgabe des Pari- 
 ser Codex nebst critischem Texte der Pariser und Monseer 
 Bruchstiicke. Mit Einleitung, grammatischer Darstellung, und 
 einem ausfiihrlichen Glossar herausgegeben von GEORGE A. 
 Hench. Mit 22 Tafeln. Strassburg, 1893. 
 
 ** Meinem verehrten Lehrer Francis A. March gewidmet." 
 
 VI. Five thousand Words often Misspelled. A carefully se- 
 
ii8 
 
 lected list with directions, etc., with an appendix of amended 
 spellings recommended by the Philological Society (of London) 
 and the Am. Philol. Asso., by Wm. Henry P. Phyfe, author, 
 etc. New York, 1894. 
 
 ** To Francis A. March," etc., ** respectfully dedicated as a 
 token of the author's admiration not only for his distinguished 
 labors in linguistic science, but also for his eminent services in 
 the cause of spelling reform." 
 
 ANGLO-SAXON TEXT-BOOKS. 
 
 NOTICES. 
 We heartily join with the author of this volume in giving 
 ** thinks to the Trustees and Faculty of Lafayette College, who 
 were the first to unite in one professorship the study of the 
 English Language and Comparative Philology, and who have 
 set apart time for these studies, and funds for the necessary 
 apparatus to pursue them." This work and the author's ad- 
 mirable essay on the ** Method of Philological Study of the 
 English Language" are abundant evidence of the ability and 
 industry with which Mr. March has performed the duties of his 
 professorship.*-iVi?z£; York TinteSy Nov. 20, i8yo. 
 
 We may point to it with pride as a credit to American Philol- 
 ogy. There is no part of it, from the Introduction to the In- 
 dexes, which does not bear witness both of profound and pene- 
 trating research and of indefatigable industry. The reader is- a 
 worthy companion-book to the grammar. Prof. W. D. Whit- 
 ney in the North American Review, April, i8yi. 
 
 I suppose Professor March, whose grammar is the only scien- 
 tific grammar of any extent, must have some good scholars. 
 
 Prof. F. J. Chii,d, 
 Of Harvard University, to the U. S. 'Bureau of 
 Education, Dec. 8, 1875. 
 
 The advance Mr. March has made on his English predeces- 
 
119 
 
 sors is especially shown in tlie^tliorougli way in wliicli the pho- 
 netic laws are treated. The syntax is perhaps the most original 
 and at the same time the most valuable part of Mr. March's 
 work. The book can be unhesitatingly recommended to all 
 English readers, who wish to acquire a sound and intelligent 
 knowledge of Anglo-Saxon. Henry Sweet, 
 
 In the Academy, (I^ondon) Oct. 22, 1870. 
 It is not too much to say that the man who shall henceforth 
 undertake any work upon the English tongue, without having 
 always before him the grammatical works of Dr. Morris and Dr. 
 March, must be]the greatest of fools. 
 
 T. L. Kington Oi^iphant, 
 Of Balliol College, Oxford, in the preface of his work on 
 The Sources of Standard English, London, 1873. 
 
 Dr. March's interesting " Method of Philological study of the 
 English lyanguage" is well worth the attention of teachers. He 
 has just published an ** Anglo-Saxon Grammar," which appears 
 to be far superior to any other that has yet appeared. — Tne Brit- 
 ish Quarterly Review, Oct., 1870. 
 
 In the department of grammar, it is pleasant to think that we 
 at last have a book in English which is really up to the mark of 
 modern philology — the Anglo-Saxon Grammar of Professor 
 March. The merits of Professor March's grammar are too well 
 known to require any further statement ; we can only say that 
 the work is a credit to American philology, and ought to be in 
 the hands of every student of English. 
 
 Transactions] of the Philological Society, (London). The 
 annual address for 1874, of the President, 
 
 A. J. Ei<i.is, Esq. 
 
 America |has^r possessed and still possesses, some excellent 
 scholars, whom every one of ^these German and French savants 
 would be proud to acknowledge as his peers. * * * * Pro- 
 fessor March's Anglo-Saxon Grammar has been praised by 
 everybody. Prof. F. Max Mui,i,er, 
 
 In his Chips from a German Workshop, Vol. IV, p. 431. 
 
Two admirable works — ** An Anglo-Saxon Grammar" and 
 " Anglo-Saxon Reader," by ProfessonMarch, of Lafayette Col- 
 lege — show tbat the studies of a philological character carried 
 on at a comparatively small American institution are not sur- 
 passed in thoroughness by those we are accustomed to associate 
 with the German Universities. * ♦ * Professor March has 
 produced an invaluable work for the comparative philologist. — 
 The Athenaeum, (London), Jan. 7, 1871, (second notice). 
 
 In England hat in neuester Zeit ein junger Gelehrter, Henry 
 Sweet, viel Beachtenswerthes fiir die angelsachsischen Dialekte 
 gegeben. In America betreibt man das Studium des Angel- 
 sachsischen recht eifrig, und eine Frucht dieses Fleisses ist 
 vorliegende Grammatik. March beschranct sich darin nicht 
 nur auf das Angelsachsische, sondern geht auf die verwandten 
 Dialekte und sogar bis zum Sanskrit zuriick. Am wohlgelung- 
 ensten ist entschieden der dritte Theil, welcher die noch so 
 wenig behandelte Syntax zum Gegenstande hat. Hier bringt 
 March viel neues und alles ist recht iibersichtlich dargestellt. 
 
 Richard Wui^cker, 
 
 In Zeitschrift fur Deutsche Philologie. Halle, 1873, 5,2. 
 Der Verfasser des vorliegenden Buches geht in dankenswerther 
 Weise iiber das padagogische Ziel hinaus, indem er weitreichende 
 und von grosser Belesenheit in angelsachsischen Quellen 
 gestiitzte eigene Forschungen in der Laut- und Formenlehre, vor- 
 nehmlich aber in der Syntax, vortragt. So fordert er iiber das 
 blosse Zusammenfassen der bisher gewonnenen Resultate auch 
 an seinem Theile die tiefere Kenntniss der angelsachsischen und 
 der allgemein deutschen Grammatik. MoRiTz Heyne, 
 
 In Kuhn's Zeitschrift fur vergleichende Sprachforschung . 
 Berlin, 1872, 1,1. 
 
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