peculiar studies, do I see reason seriously to regret the division of my labors between the ancient and the modern languages. It is both useful and pleasant to have to do more directly with the young men in college, and there is also the chance of influencing one and another of them to devote his attention to higher philological study."

During and after the Civil War, the ordinary expenses of life increased, and Mr. Whitney's family was growing. The income which had sufficed for the young and unmarried professor in 1854 had become entirely insufficient for his needs, with six children, in 1870. For his pecuniary relief he assumed additional duties of instruction in modern languages, in connection with the Sheffield Scientific School. His teaching of modern languages in the academic department had ceased with the entrance upon his duties of Professor Coe, in 1867. The burden of instructing large classes of undergraduates in the very rudiments of French and German (each Academic student then having only thirty or forty lessons in each subject) became more and more irksome.

In September, 1869, Mr. Whitney received an urgent call to Harvard, very soon after President Eliot's election to the headship of that university, with the assurance that he should have "salary enough to constitute a tolerable support," and should not have to teach in any other than his own proper department. He wrote to a friend: "It is the most tempting offer that could, so far as I know, be made me; for on the one hand I have greatly grudged the time which I have had to steal from Oriental and linguistic studies for German and French; and, on the other hand, what I have received for my services to the College has not for a good while paid more than about half my expenses.... Such a state of things has been, of course, worrying enough, nor have I seen any definite prospect of a change. But I am greatly attached to the College here, and to the Scientific School, and to relatives and friends in New Haven, and have no hope that ... I should become so wonted and so comfortable anywhere else."

Professor Whitney's colleagues saw how fatal his departure would be to the advanced philological work at Yale. No definite provision had then been made for graduate instruction in Greek, Latin, and Modern Languages, and although Professors Hadley, Thacher, Packard, and Coe were laboring to build up this department, their efforts received only the slightest pecuniary compensation; they were expected to do full work in the undergraduate department; Mr. Whitney was the only "University professor," not only at Yale, but in the whole country. One who is everywhere recognized as a leader in education then wrote: "I am confident that there is no one whose intellectual influence over the younger officers of the college is so great as Mr. Whitney's.... I have greatly admired his influence in promoting fidelity, truth, justice, and industry among the students, as well as his skill in promoting their intellectual character." Another of his colleagues wrote: "I have never known the college men so moved. The danger of losing so eminent a man as Mr. Whitney seemed almost appalling, and I think if no other means of retaining him could be devised, the professors themselves would each cut off a slice from his meagre salary to make up the amount necessary to retain him. The question seems to rise above personal considerations and to come very near to the vital interests of the university."

Professor Salisbury, whose insight and generosity had brought Mr. Whitney to Yale, was nearly concerned by the call to Cambridge, and after less than a week's delay provided the sum needed for the full foundation of Mr. Whitney's chair on the modern scale of salaries, which had changed greatly since 1854, and Mr. Whitney decided to remain in New Haven. At this time the arrangement was made that Mr. Whitney should give regular instruction in linguistics to the undergraduate classes of the college, and this course, at first given in the form of lectures, as part of the required work, was amplified and continued as an 'elective' until 1886. Mr. Whitney still continued to teach in the Scientific School for an hour a day, saying that in no other way could he add so easily a convenient thousand dollars a year to his income as by teaching from eight to nine o'clock each morning; he required no preparation for the exercise, it did not interfere with the work of his day, and he liked to be brought into contact with the young men.

The invitation to Harvard and the decision to remain at Yale had attracted considerable attention and had given rise to many plans for advanced philological instruction at New Haven. Mr. Whitney's release from drudgery with undergraduates enabled him also to enrich his Sanskrit and linguistic courses. In the catalogue of 1870-71 we read: "In Philology, a somewhat regular course of higher study, extending through two years, and leading to the degree of Doctor of Philosophy, is offered. The leading studies of the first year will be The general principles of linguistic science, under Professor Whitney; the Sanskrit language, under Professor Whitney; the older Germanic languages, especially Gothic and Anglo-Saxon, under Professor Hadley and Mr. Lounsbury; along with higher instruction in the classical and the modern languages, according to the special requirements of each student, under Professors Thacher, Packard, and Coe, and Messrs. Van Name and Lounsbury, and others. The leading studies of the second year will be The comparative philology of the Indo-European languages ... under Professor Whitney; the history of the English language, under Professor Hadley; along with other special branches, as during the first year." The reward for the new enterprise of a formal graduate school of philology came almost immediately in the form of an unusual class of students, nearly all of whom were destined to secure honorable distinction in their chosen work. In the list of those who received the degree of Ph.D. in 1873 appear the names of Lanman of Harvard, Learned of the Japanese Doshisha, Luquiens of Yale, Manatt of Brown, Otis of the Institute of Technology, and Perrin of Yale. Truly an unusual group! Only the year before, Professor Easton of the University of Pennsylvania and Professor Beckwith of Trinity College, and the year following Professor Edgren of the University of Gothenburg, received the same degree, while soon after them President Harper of Chicago, Professor H. P. Wright of Yale, Professor Sherman of Nebraska, Professor Peters of the University of Pennsylvania, and Professor Tarbell of the University of Chicago completed the graduate course under Mr. Whitney. The service which the Semitic scholar, Professor George E. Day, had done for Indo-European philology by turning Professor Whitney's mind to its attractions, was in a way repaid by the latter when he pointed out to William Rainey Harper the great opportunity open to workers in the Semitic field; as a graduate student at Yale, Dr. Harper gave himself to work in the field of the Indo-European languages, but his recollection of his master's words has had a wide influence on Semitic studies in America. Professor Whitney was justly proud of his pupils, and was always interested in their work. His classes in Sanskrit were not large absolutely, but frequently he could say that more were studying this language with him than with any other university professor in the world.

Professor Whitney's connection with the Sheffield Scientific School was close. He organized its department of modern languages, and was a member of its 'Governing Board' from the time of the organization of that body in 1872. One who has occasion to know better than all others says that he was "a tower of strength" to the School—not only by his instructions and by inspiring the students with the spirit of true scholarship, but by his intelligent appreciation of the