The same thing must be said of Professor Thatcher's instruction in Tacitus. It was always the same mechanical sort of thing, with, occasionally, a few remarks which really aroused interest. In the senior year the influence of President Woolsey and Professor Porter was strong for good. Though the ``Yale system'' fettered them somewhat, their personality often broke through it. Yet it amazes me to remember that during a considerable portion of our senior year no less a man than Woolsey gave instruction in history by hearing men recite the words of a text-book;--and that text-book the Rev. John Lord's little, popular treatise on the ``Modern History of Europe!'' Far better was Woolsey's instruction in Guizot. That was stimulating. It not only gave some knowledge of history, but suggested thought upon it. In this he was at his best. He had not at that time begun his new career as a professor of International Law, and that subject was treated by a kindly old governor of the State, in a brief course of instruction, which was, on the whole, rather inadequate. Professor Porter's instruction in philosophy opened our eyes and led us to do some thinking for ourselves. In political economy, during the senior year, President Woolsey heard the senior class ``recite'' from Wayland's small treatise, which was simply an abridged presentation of the Manchester view, the most valuable part of this instruction being the remarks by Woolsey himself, who discussed controverted questions briefly but well. He also delivered, during one term, a course of lectures upon the historical relations between the German States, which had some interest, but, not being connected with our previous instruction, took little hold upon us. As to natural science, we had in chemistry and geology, doubtless, the best courses then offered in the United States. The first was given by Benjamin Silliman, the elder, an American pioneer in science, and a really great character; the second, by James Dwight Dana, and in his lecture-room one felt himself in the hands of a master. I cannot forgive myself for having yielded to the general indifference of the class toward all this instruction. It was listlessly heard, and grievously neglected. The fault was mainly our own; --but it was partly due to ``The System,'' which led students to neglect all studies which did not tell upon ``marks'' and ``standing.''