"Busy, active and strenuous all his days, he must have chafed, I fancy, during recent years under a growing sense of uselessness--almost an impatience at being laid aside from work, which had been to him so long the very breath of life; yet none ever said with more simple, childlike resignation, 'Thy way, not mine!' For such a painless passing out of life, no vote of sorrow need be struck. There is no sting in a death like his: the grave is not his conqueror. Rather has death been swallowed up in victory--the victory of a full and complete life, marked by earnest endeavour, untiring industry, continuous devotion and self-sacrifice, together with an abiding and ever-present sense of dependence on the will of Heaven. His work was done, to quote the Puritan poet's noble line: 'As ever in his great taskmaster's eye'; and never for a moment did he waver in his feeling of personal responsibility to a personal God. Others will speak to you of his record as a scientific man. I shall permit myself only to say that few can have an adequate idea of the power and forcefulness revealed in the mere fact that one who had so onerous a part to play as a college head should have been able to keep up scientific work at all. A weaker nature would have exhausted itself in the problems of administration. "He, himself, has left it on record, in his paper entitled, 'Thirty-eight Years of McGill,' that these years were 'filled with anxieties and cares, and with continuous and almost unremitting labour.' There are on my library table at the present time three volumes, in which three college presidents may be said to have summed up the lifework it has been given them to do for the institutions with which they were severally connected--Caird of Glasgow, Eliot of Harvard, and Gilman of Johns Hopkins. The first was a massive intellect which, in the security of a long-established university system, delighted to deal, in a series of addresses to the Glasgow students, with such subjects as the unity and progressiveness of the sciences, the study of history, the study of art, and the place in human development of Erasmus and Galileo, Bacon, Hume and Bishop Butler. The two American Presidents have lived more in the concrete, and they have put on record their attitude to, and their methods of dealing with, the various problems they have had to face in the educational world in which their work has been done. Alongside their memorial volumes I like to place a still more unpretending collection of 'Educational Papers,' which Sir William Dawson circulated among his friends. They mark the various stages, full of struggle and stress at every point, of his college administration, and they form a record of what he was able to accomplish--apart from his work as a geologist--in the sphere of education, for the High School and the Normal School of this city, for the schools of the province, and above all for McGill itself, which he found in 1855 a mere college with