Page:Harvard Law Review Volume 32.djvu/133

97 JENS IVERSON WESTENGARD 97 himself back in Siam. He had to adjust himself to a different style of life; he had to make himself master of three difficult subjects, only one of which he had ever taught before; and, above aU, he had to reacquire the art of teaching law. The last was hardest. Seven- teen years before, young and fresh from the school, teaching had been easy for him; but in the twelve years of his absence he had grown to middle life in a very different occupation. A good teacher must be quick of thought, if not of speech; he must be ready, forceful, graphic. The diplomat must be patient and sure rather than quick, unhurried, considering carefully every word and act. As a diplomat Westengard had to unlearn his teacher's art; and now, a teacher again, he had to change once more. He set himself loyally to the task, and, at the end of three years, had be- come a power in the school, and one of those on whom it chiefly relied for service and counsel in the future. Then, almost without warning, peacefully, courteously, serenely, he sank to rest. Westengard's early style as a teacher was assured, incisive, suggestive. He was clever, helpful, inspiring. After his experience in Siam, without losing his clearness of presentation, he became a teacher of force and power, in whom strength of character and sincerity of soul, thoroughness of research and matured judgment supplied the place of youthful zest. He was one of the masters. If he lacked Ames's splendid sweep of thought, Gray's deftness of touch, Keener's wonderful dialectic, and the younger Thayer's keen analy- sis, he was worthy to stand with them by virtue of his shining courage and sincerity. He taught comparatively few men; but those happy few know that they were taught by a man of light and leading. Of the loss to the school it is hard for one to speak whose personal grief is paramount. It is impossible to overrate Westengard's ability. The time will come when his force of character, his calm- ness of judgment, his trained statesmanship, will be sadly needed. It will be hard to find these qualities in another. And his service to the school was nothing short of devotion. For it he left an almost vice-regal position; to it he devoted days and nights of hard study; and almost his last words were of regret at the difficulty he was causing the school by his sudden withdrawal. His was no divided loyalty; having no college ties, his whole love was given to the school. And loyalty was the bed-rock of his character. Joseph H. Beale. I