no A iTT 0F SCIENCES] BIOGRAPHY 9 



impressions of that period are still very vivid in my memory. I entered one of his classes in 

 quantitative chemical analysis. An enthusiastic young student, I was eager to push ahead as 

 rapidly as possible. When I had repeated a certain method of analysis two or three times I felt 

 that I had got about all there was of value in the procedure and proposed to go on to something 

 new, but my eyes were soon opened to the error of my ways. The big kindly soft-spoken man 

 to whom I reported my work gave me to understand very gently but very firmly that approxi- 

 mate results did not suffice — I was to do the work over and over again until exact and con- 

 sistent findings were obtained. I recall that upon one occasion, after spending my entire 

 Christmas vacation in a futile attempt to ascertain the composition of a given mineral, all of 

 my tests turning out completely negative, Professor Remsen, in one of his daily walks through 

 the laboratory, was kind enough and indiscreet enough to drop a hint about certain of the rarer 

 metals which finally put me upon the right track. After several experiences of this kind I felt 

 that my position was much the same as that of Peter when he asked how often he should forgive 

 his brother, mentioning seven times as a sort of outside limit. He got the reply, you will remem- 

 ber, that if necessary he must forgive seventy times seven. That was about the kind of admoni- 

 tion that I received from Professor Morse. Then and later I found that accuracy and thorough- 

 ness were the underlying principles of Ids nature and the principles which he most sought to 

 inculcate in his students. Neither trouble nor time weighed much in the balance against these 

 virtues, and certainly he did not spare himself or his pupils in his effort to obtain the greatest 

 possible perfection in methods and in results. Difficulties did not discourage him, in fact it 

 seemed to me that they rather attracted than repelled him; for gentle as he was in mood and 

 in manner, there was nothing soft or yielding in his character. Determination and inflexibility 

 of purpose were among his conspicuous qualities, and his colleagues know well how greatly these 

 characteristics served him in the difficult problems that he undertook to solve. It is probable 

 that as a teacher he was not especially well suited to the average student. He did not possess or 

 had not cultivated that specious art of beguiling the careless or indifferent student into a love for 

 his subject. His methods were sober and serious, and for those who were in earnest and had a 

 definite end in view he was a great teacher. They got from him the kind of training that leaves 

 a permanent impression throughout life. This is the testimony that I have heard from not a few 

 of lus students who have since acldeved distinction as scientific workers. He was a teacher for 

 the few, not for the many, and those pupils of his who afterwards beoame investigators themselves 

 will always cherish a grateful remembrance of the benefits they derived from his example and 

 his instruction. When I came to know Doctor Morse as a colleague I had frequent opportunities 

 to discuss with him general scientific questions and educational policies, especially as they 

 affected this university. The dominant impression that I recall from these conversations is his 

 high ideals in regard to scientific research. He had much of the common sense and practical 

 ingenuity which we are accustomed to consider as inherent in the New England stock. But 

 long and close association with university life had developed a sincere appreciation of the value 

 of fundamental work in science. He had absorbed, and to an important extent had helped to 

 create, that fine spirit of research which was the chief glory and distinction of the university. 

 It is not easy to describe this spirit in words. All research that is sincere and well planned is 

 good and useful, whether its purpose is to discover new truths or to devise methods of applying 

 knowledge to the benefit of mankind. But there is one glory of the sun,, and another glory of 

 the moon, and every one must admit, I believe, that in this matter of research the greater glory 

 belongs to him who pursues knowledge for knowledge's sake. Unless this spirit is in a man he 

 is not fitted for the higher and more difficult tasks of discovery. And just because research of 

 this kind is not valued by the majority, it is important that the few who realize its worth shall 

 be steadfast in its support. This was Doctor Morse's attitude. He did not of course undervalue 

 utilitarian investigations; on the contrary, he placed a great value upon them as any sensible 

 person must do, but his point of view was that the more fundamental research which serves to 

 advance our theoretical knowledge is the kind that should be especially fostered in a university. 

 Toward the end of his life he showed some signs of discouragement with existing conditions 

 in the universities. So much so, in fact, that he was inclined to advise his young men to seek 



