scientific exactness of his methods and the unwearied diligence with which he conducted his researches. No possible source of information could elude him; no book or manuscript was too voluminous or too unpromising for him to examine on the chance of its containing some fact that might correct or supplement his material, even in the minutest point. Yet these qualities of enthusiastic accuracy and thoroughness, admirable as they undoubtedly were, by no means dominated him. They were always at the command of the higher qualities of his genius,-sagacity, acumen, and a kind of sympathetic and imaginative power in which he stood almost alone among recent scholars."

Again, it is sometimes claimed that a great investigator is likely to slight his teaching, to lose touch with students and colleagues. Not so with Professor Child. Witness this statement of Professor Kittredge (l.c., p. xxix): "With astonishing erudition, which nothing seemed to have escaped, he united an infectious enthusiasm and a power of lucid and fruitful exposition that made him one of the greatest of teachers, and a warmth and openness of heart that won the affection of all who knew him."

So much for the great pioneers in our field. Time allows but a few words as to the subsequent history of the teaching of the English Language in America.

Of the English influence emanating from the Virginia colleges, much has been said already. The Virginia pioneers (Schele De Vere, Klipstein, Sims, and Price) had worthy successors in James M. Garnett, James Albert Harrison, William M. Baskervill, John Bell Henneman, and William Peterfield Trent,-whose influence as teachers and authors is well known.

The influence of Professor Francis A. March was continued through the life and works of his most distinguished English pupil, James Wilson Bright, Professor of English in the Johns Hopkins University. About fifty-nine doctors of philosophy with English as the major have graduated under Professor Bright. Their theses have been partly in

linguistic fields and partly in literary fields. Some of them have been pronounced enduring contributions to knowledge. These doctors are occupying posts of honor in all parts of the Union. Were this lecture not devoted primarily to the great leaders of the past, it would give me pleasure to sketch in detail Professor Bright's services to the world of scholarship. Despite the fact that he is still at work,23 I must say that, when history shall have assigned him his niche, he will be in the company of March and of Child.

The influences emanating from Professor Child are too diverse and too multifarious for brief summation. One can only say that much of the best work done in Middle English (especially in Chaucer and in the Ballads) and in Modern English is directly traceable to the instruction of Professor Child; and that his former pupils are directing spirits at Harvard and at many institutions second only to Harvard. It will not seem invidious, however, to mention, among Professor Child's disciples in English, two men that did yeoman's service in furthering the historic study of English, namely, Francis B. Gummere, late Professor of English at Haverford College, author of a charming book on the life of our Teutonic forefathers (Germanic Origins, A Study in Primitive Culture, 1892), of a penetrating treatise on The Beginnings of Poetry (1901), and of the best English translation of Beowulf (The Oldest English Epic, 1909); and Horace Howard Furness, editor of the great Variorum Shakespeare (1871-1912). And many will agree that there is still living and in active service one of his pupils that we may justly place beside Child himself,-George Lyman Kittredge, Professor of English in Harvard University.

Though they are still living, I cannot refrain from mentioning two other men that have added luster to American scholarship, especially in the field of Old English. Dr. Albert S. Cook, Professor Emeritus of English at Yale

23 Since this statement was written, Dr. Bright has been made Emeritus Professor of English at the Johns Hopkins University.

University, has not only guided a large number of doctors in English, and edited the Yale Studies in English, but he has himself given definitive editions of several AngloSaxon poems. And Dr. Friedrich Klaeber, Professor of English and Comparative Philology at the University of Minnesota, has recently published an edition of Beowulf that has received unstinted praise from Old English scholars the world over. The result of twenty years of study, it is among the few really epoch-making works in the field of Old English.

In the next lecture I shall consider the Present-day Attitude toward the Historic Study of the Mother-tongue.

THE PRESENT-DAY ATTITUDE TOWARD THE HISTORIC STUDY OF THE MOTHER-TONGUE

BY MORGAN CALLAWAY, JR.

In my former lecture I gave a rapid survey of the work done in the past in the Historic Study of the Mother-tongue in the United States. In the present lecture, I shall attempt briefly to indicate the Present-day Attitude Toward the Historic Study of the Mother-tongue, especially on the linguistic side.

Beyond question much excellent work is being done in the study of the English Language. More colleges are offering courses in Old and Middle English than ever before; and these courses are being attended, not as largely as they should be, but somewhat more liberally than hitherto. New text-books are appearing for these earlier periods, such as Moore and Knott's The Elements of Old English (Ann Arbor, Michigan, 1919); Moore's Historical Outlines of English Phonology and Middle English Grammar (Ann Arbor, Michigan, 1919), and the revised version of the preceding, Moore's Historical Outlines of English Phonology and Morphology (Middle English and Modern English) (Ann Arbor, Michigan, 1925); Wright's An Elementary Old English Grammar (Oxford, 1923); Wright's An Elementary Middle English Grammar (Oxford, 1923); E. E. Wardale's Old English Grammar (New York, 1922); Joseph Hall's Selections from Early Middle English (1130-1250), 2 vols. (Oxford, 1920); Kenneth Sisam's Fourteenth Century Verse and Prose (Oxford, 1921); Richard Jordan's Handbuch der Mittelenglischen Grammatik, 1. Teil: Lautlehre (Heidelberg, 1925); and two epoch-making editions of Beowulf, the first by Professor R. W. Chambers (Cambridge University Press, 1914) and the second by Professor Friedrich Kläber (Boston, 1922).

Again, historical grammars covering the modern as well as the earlier epochs are being issued from time to time.

As to text-books of this nature, Professor O. F. Emerson, we are told, is revising his useful History of the English Language; and Professor and Mrs. Joseph Wright announce an Historical English Grammar that is shortly to appear.

Larger undertakings of a similar nature have either recently been completed or are nearing completion. Here I would mention Professor H. C. Wyld's The Historical Study of the Mother-Tongue (London, 1906); Professor J. E. Wells's A Manual of the Writings in Middle English (10501400) (New Haven, 1916), with its two Supplements (1919, 1923); Professor Carleton Brown's Register of Middle English Religious and Didactic Verse (Part I, 1916; Part II, 1920), and his Religious Lyrics of the Fourteenth Century (1924); Dr. Karl Luick's Historische Grammatik der Englischen Sprache (Leipzig, 1914-), still in process of publication; Professor René Huchon's Histoire de la Langue Anglaise, Tome I. Des Origines à la Conquête Normande (Paris, 1923). Ewald Flügel's great Chaucer Dictionary is soon to be completed by Professor J. S. P. Tatlock, formerly of Leland Stanford, now of Harvard. And a syndicate of American scholars is planning a new Middle English Dictionary, under the editorship of Professor Clark S. Northup, of Cornell University. Again, Dr. Arthur G. Kennedy, of Leland Stanford, has in hand a sorely needed Bibliography of Old English. Besides all this, the Early English Text Society, the Scottish Text Society, etc., continue their invaluable work in Europe. The Review of English Studies, "A Quarterly Journal of English Literature and the English Language," has been launched in Great Britain within the past few months. In America almost every year some college begins the publication of a bulletin devoted to Studies in English; and quite recently a national Shakespeare Society has been formed.

Another encouraging feature is this: historic study, detailed historic study, is being given to the language of the Modern Period as well as to that of the older periods. Witness Professor Wilhelm Horn's Historische Neuenglische