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 



