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 298 and extirpation; factors of distribution and their influence;—those and other problems of what we now term Ecological Botany were themes on which the Professor discoursed in his rambles, filling the pupil with information and forcing him to think out to such conclusion as he might on the evidence before him. And then the whole occasion was so enlivened by the outgo of good humour and mirth in joke and pun and story, that fatigue and weariness, which the physical exercise might evoke in those less attuned than the wiry Professor, were drowned in the sunny current of humanity.

I mention this practical teaching first, for it was the characteristic feature, but the idea of practical illustration pervaded all Balfour's effort. His lecture table became a synopsis of the lecture—living plants, herbarium material, museum specimens, all were pressed into service to elucidate the points of the discourse, whilst the walls were tapestried by diagrams. Never did teacher more sedulously absorb the new for presentation to his pupils. He was a lucid expositor, and, apart from his University lectures, during many years was sought after for more popular discourses to non-academic audiences.

The period of Balfour's teaching included the momentous year 1860. The impulse of the new spirit introduced by Darwin did not stimulate Balfour as it might have done a younger man. His religious beliefs—always in evidence—were showing then the influence of his early environment, and whilst Darwin's work was incorporated in his teaching, the acceptance of Darwin's theory appeared too near the negation of faith. On Balfour indeed, as on others with like views, the immediate effect of the Origin was the opposite of vivifying. It gave a shock. And this, I conceive, not so much a consequence of Darwin's own statement of his theory as of the forceful uncompromising attitude of the chief protagonist of his cause. Arrogance there was on the religious side, but no less also on the scientific side in the discussion. Perhaps it was well that the contest was sharp and bitter. It ended sooner, but its course was strewn with misconceptions and with confusion of cause and effect. In our days of complete reconciliation, when every tyro lisps in phyletic numbers as the outcome of Darwin's