his words, they sound so honest and sincere: “There is no more grateful, more serene life than that of a German teacher or professor, none that, through the nature of its duties and its work, secures so well the peace of our heart and our conscience. How many times have I deplored it with a sad heart, that I should ever have left that path of life to enter upon a life of trouble which, even at the approach of old age, will probably never give me lasting peace. The office of a schoolmaster, in particular, is one of the most honorable, and despite of all the evils which now and then disturb its ideal beauty, it is for a truly noble heart the happiest path of life. It was the path which I had once chosen for myself, and how I wish I had been allowed to follow it!” I could quote to you the words of another Prussian ambassador, Bunsen. He, too, often complained with sadness that he had missed his true path in life. He too, would gladly have exchanged the noisy hotel of the ambassador for the quiet home of a German professor. From my earliest youth it has been the goal of my life to act as a professor in a German university, and if this dream of my youth was not to be fulfilled in its entirety, I feel all the more grateful that, through the kindness of my friends and German colleagues, I have been allowed, at least once in my life, to act during the present spring and summer as a real German professor in a German university. This was in my heart, and I wanted to say it, in order that you might know with what purpose I have come, and with what real joy I begin the work which has brought us together to-day. I shall lecture during the present term on “The Results of the Science of Language;” but you will easily understand that to sum up in one course of lectures the results of researches which have been carried on with unflagging industry by three generations of scholars, would be a sheer impossibility. Besides, a mere detailing of results, though it is possible, is hardly calculated to subserve the real objects of academic teaching. You would not be satisfied with mere results: you want to know and to understand the method by which they have been obtained. You want to follow step by step that glorious progress of discovery which has led us to where we stand now. What is the use of knowing the Pythagorean problem, if we cannot prove it? What would be the use of knowing that the French _larme_ is the same as the German _Zähre_ (tear), if we could not with mathematical exactness trace every step by which these two words have diverged till they became what they are?