incipient college was of inestimable benefit to the early students. He was to them a champion of their cause and a model of sincerity and reasonableness, and to many a very helpful teacher. A larger proportion of students in the early days than later took up some branch of Moral Science--in which he directed their work. And to others he was helpful on the educational side by his encouragement of good literature--which may at times have tended to retreat into the background in favour of severely scientific study. Beyond all this there were traditions among the early students of his extraordinary power in bringing home to them the necessity of maintaining a high standard of order, patience and power of suspending judgment. It has been said that in some respects Miss Clough presented a marked contrast to Dr. Sidgwick. This contrast may be partly described by saying that he saw things more in the abstract, she in the concrete. Not that he looked only at general principles and she at isolated instances (for both took large views without neglecting the single examples), but still the distinction was evident. Both had risen by a painful process of mental and moral self-culture above conventional views as to the world and man's place in it, but in Sidgwick the search was chiefly inspired by a passion for truth, in Miss Clough by a desire to promote individual happiness. She naturally referred questions to present cases. Thus--if certain subjects were said to be necessary as preliminaries to a University course, she would at once think whether _A._ or _B._ would be the better for having studied Latin or Mathematics. She allowed for diversity of all kinds among students and other persons with whom she had to do. A rule was important to her as touching actual cases, not the cases as exemplifying the rule. She was strong physically and indifferent to discomfort and hardship in all that she undertook. Yet she had no belief in asceticism, and exhorted her students to "take the little pleasures of life." It was her own idea to begin hockey at Newnham, then a most novel suggestion, which brought at first some ridicule and even disapprobation from select circles. She naturally understood and liked some of her students better than others--but even those who had less than others of her special intimacy were at times pleased and stimulated by finding how much of her goodwill they possessed and how she had plans for their future. If her character broadened and mellowed with years, it was not that she was ever intolerant or unsympathetic, but that she responded to the affection and respect of those who knew and appreciated her. She, too, had a sense of humour which enlivened the community from the beginning, and the respect with which both her name and her character were held in the highest University circles more than counteracted an occasional innocent unconventionality in her social intercourse.