146 HENRY HILL GOODELL 



or read, seemed to hang to it as clusters of grapes to their 

 stem, always ripe and ready for use. But, more than this, 

 he had a peculiar memory for queer things and odd scraps 

 of poetry, old saws, bits of simon-pure nonsense, the blun- 

 ders or unfortunate speeches of his friends, and he had an 

 abrupt way of addressing them, suggested by some curious 

 thing in the past. One of his students, now the president of 

 an agricultural college, he usually accosted with some long 

 German compound, as — " Constantinopolischerdudel- 

 sackspleikugesellschaf t ! " 



While this love of literature left a charming impression 



upon his reports and addresses, and, as we have seen, was 



carried into the curriculum of the college, it made itself felt 



in another and very practical way. Year by year we find 



a statement in the annual report of the value of the library, 



and the statements grow stronger with advancing years. 



"What tools and stock are to the workman," he says, 



"books are to the professor and students. The library is 



the right arm of the instructor and the most important 



factor in the education of the pupil. There is no one thing 



which conduces so powerfully to intellectual growth and 



activity in a college as a general and intelligent use of the 



library." Again, "In its relations to education the library 



goes hand in hand with the instruction in the recitation 



room and is its strongest support. It touches the pupil and 



the teacher alike, and is the fountain-head from which each 



department draws its inspiration." In the last report but 



one he says: "The library should be kept up to the very 



highest state of efficiency. It is really the pivot on which 



the whole college turns and should be the very centre of 



college life." He acted for many years as librarian, and gave 



