516 HENRY LAWRENCE EUSTIS. 



lino'ton Hill, in Waltham, the storm crosses an open meadow, and 

 commences the ascent of the hill. Then it passes along the crest of 

 the hill, meeting in its way houses and barns, orchards, cornlields, 

 fences, and forests. Now it commences its descent, and, as if gather- 

 ing fresh strength at each obstacle, flies with resistless violence through 

 the town beneath, bathes its weary wings in the waters of Spy Pond, 

 cools its feverish breath by the demolition of an ice-house, and witii 

 renewed vigor speeds its way through the heart of West Cambridge, 

 over the plain to the Mystic River." 



This paper was accompanied by a map of the path on a scale of an 

 inch to one hundred feet: it indicated the position of every tree as 

 determined by two rectangular co-ordinates, and also the direction in 

 which it lay upon the ground. A mere glance at the map shows that 

 the trees point inward toward the axis of the path, so that at almost 

 any point a person may put his finger on the axis line. Nothing was, 

 however, put down on the map which did not present itself in the 

 actual survey, thus leaving everything open to the theories of others. 



We now come to Professor Eustis's most imjwrtant work, a work 

 which has endeared him to a great body of scientific men, professors, 

 and engineers, who owe their success in life to his skilful and devoted 

 labors as a teacher. He was said to be a recluse duriiij:; the latter 

 part of his life, but the truth is, he devoted all his leisure time to 

 the systematic preparation and arrangement of his instruction. 



The method of this instruction is thus described by Professor 

 Whitaker : — 



"I cannot say too much of the interesting, valuable, and systematic 

 method by which Professor P2ustis has reduced the necessary routine 

 of his work to a minimum, and economized the time of his students in 

 the class-room, insuring the attention of successive classes to the same 

 carefully selected fundamental points, and the thorough examination 

 of the students as a part of the teaching, without dispensing with, or 

 losing to any extent, the advantageous results of oral teaching. 



'* Without going very much into detail, 1 may say that for each sub- 

 division of the subjects taught by him he has prepared a number of 

 examination questions which frequently are problems requiring solu- 

 tion. Those questions belonging to any one subdivision are of the 

 same grade, and they are practically interchangeable, so tiiat they 

 may, without especial selection, be handed to the different members of 

 the class for solution. Furthermore, they are not to be fouuvl in the 

 usual text-books, and cannot therefore be solved from memory. They 

 require that the students shall exercise both their wits and their 



