The meeting adjourned at 12.35 p.m.

Shortly after one o'clock the procession formed and marched past the gymnasium, which shone forth brightly in the autumn sun. Headed by a brass band the line marched in double file toward Sanders Theatre. First came Mr. James C. Carter, president of the Law School Association, accompanied by Mr. Reed and they were followed by Mr. Holmes and Mr. Pickering, President Eliot and Dr. Taylor, of Cambridge, Eng., Judges of the Supreme Court and professors of the law school. When Mr. G. E. Sewell, who graduated in 1818, entered the ranks, three cheers were given by all present. Then followed all the classes of the law school, in order of their graduation, including the present students. The platform, floor, and first few rows of the first balcony were occupied by members of the association. The rest of the house was well filled with an attentive audience. Mr. Carter spoke some very eloquent words, introducing the speaker, Honorable Oliver Wendell Holmes Jr. After thanking the audience for their warm reception Mr. Carter said in substance:

"I hail the occasion thus inaugurated and thus commenced, as affording opportunity for better publishing the advantages of the Harvard Law school. It is gratifying to see such large numbers taking an active interest in the formation of the association. The Harvard Law school occupies no second place among the institutions devoted to legal education." He then spoke of the great improvements brought about in the instruction by Mr. Langdell. Formerly, too much theoretical knowledge disqualified the men for immediate practical work. Now it is quite the contrary. In his experience, Mr. Carter has found the recent Harvard graduates possessed of more accurate working knowledge than any other young men just entering the profess.

"What is the law? It is not found in the code given on Mt. Sinai, nor in the Gospel, not in Socrates, nor yet in Plato. It is alone found in the adjudications which its administrators are from time to time called upon to give. Law is no royal road, no primrose path. But I keep you too long from hearing the distinguished gentleman, whose name alone is enough to attract throngs hither. I introduce Mr. Justice Holmes of the Supreme Court. Amid deafening applause Mr. Holmes arose and spoke as follows:

ORATION.It is not wonderful that the graduates of the Law School of Harvard College should wish to keep alive their connection with it. About three quarters of a century ago it began with a chief justice of the supreme court of Massachusetts for its Royall professor. A little later, one of the most illustrious judges who ever sat on the United States supreme bench - Mr. Justice Story - accepted a professorship in it created for him by Nathan Dane. And from that time to this it has had the services of great and famous lawyers, it has been the source of a large part of the most important legal literature which the country has produced, it has furnished a world-renowned model in its modes of instruction, and it has had among its students future chief justices and justices, and leaders of State bars and of the national bar too numerous for me to thrill you with the mention of their names.

It has not taught great lawyers only. Many who have won fame in other fields began their studies here. Sumner and Phillips were among the bachelors of 1834. The orator whom we shall hear in a day or two appears in the list of 1840 alongside of William Story and the chief justice of this State, and one of the associate justices, who is himself not less known as a soldier and as an orator than he is as a judge. Perhaps without revealing family secrets I may whisper that next Monday's poet also tasted our masculine diet before seeking more easily digested, if not more nutritious, food elsewhere. Enough. Of course we are proud of the Harvard Law School. Of course we love every limb of Harvard College. Of course we rejoice to manifest our brotherhood by the symbol of this association.

I will say no more of the reasons for our coming together. But by your leave I will say a few words about the use and meaning of law schools, especially of our law school, and about its methods of instruction, as they appear to one who has had some occasion to consider them.

A law school does not undertake to teach success. That combination of tact and will which gives a man immediate prominence among his fellows comes from nature, not from instruction; and if it can be helped at all by advice such advice is not offered here. It might be expected that I should say by way of natural antithesis that what a law school does undertake to teach is law. But I am not ready to say even that without a qualification. It seems to me that nearly all the education which men can get from others is moral, not intellectual. The main part of intellectual education is not the acquisition of facts but learning how to make facts live. Culture, in the sense of fruitless knowledge, I, for one, abhor. The mark of a master is that facts, which before lay scattered in an inorganic mass, when he shoots through them the magnetic current of his thought, leap into an organic order and live and bear fruit. But you cannot make a master by teaching. He makes himself by aid of his natural gifts.

Education, other than self-education, lies mainly in the shaping of men's interests and aims. If you convince a man that another way of looking at things is more profound, another form of pleasure more subtle than that to which he has been accustomed - if you make him really see it - the very nature of man is such that he will desire the profounder thought and the subtler joy. So I say the business of a law school is not sufficiently described when you merely say that it is to teach law, or to make lawyers. It is to teach law in the grand manner, and to make great lawyers.

Our country needs such teaching very much. I think that we should all agree that the passion for equality has passed far beyond the political or even the social sphere. We are not only unwilling to admit that any class or society is better than that in which we move, but our customary attitude towards every one in authority of any kind is that he is only the lucky recipient of honor or salary above the average which any average man might as well receive as he. When the effervescence of democratic negation extends its workings beyond the abolition of external distinctions of rank to spiritual things, when the passion for equality is not content with founding social intercourse upon universal human sympathy and a community of interests in which all may share, but attacks the lines of nature which establish orders and degrees among the souls of men, they are not only wrong, but ignobly wrong. Modesty and reverence are no less virtues of freemen than the democratic feeling which will submit neither to arrogance nor servility.

To inculcate those virtues, to correct the ignoble excess of a noble feeling to which I have referred, I know of no teachers so powerful and persuasive as the little army of specialists. They carry no banners. They beat no drums. But where they are, men learn that bustle and push are not the equals of quiet genius and serene mastery. They compel others who need their help or who are enlightened by their teaching, to obedience and respect. They set the example themselves. For they furnish in the intellectual world a perfect type of the union of democracy with discipline. They bow to no one who seeks to impose his authority by foreign aid. They hold that science like courage is never beyond the necessity of proof, but must always be ready to prove itself against all challengers. But to one who has shown himself a master they pay the proud reverence of men who know what valiant combat means and who reserve the right of combat against their leader even, if he should seem to waver in the service of truth, their only queen.

In the army of which I speak the lawyers are not the least important corps. For all lawyers are specialists. Not in the narrow sense in which we sometimes use the word in the profession, of persons who confine themselves to a particular branch of practice, such as conveyancing or patents, but specialists who have taken all law to be their province; specialists because they have undertaken to master a special branch of human knowledge - a branch, I may add, which is more immediately connected with all the highest interests of man than any other which deals with practical affairs.

Lawyers, too, were among the first specialists to be needed and to appear in America. And I believe it would be hard to exaggerate the goodness of their influence in favor of sane and orderly thinking. But lawyers feel the spirit of the times like other people. They like others are forever trying to discover cheap and agreeable substitutes for real things. I fear that the bar has done its full share to exalt that most hateful of American words and ideals - smartness - as against dignity of moral feeling and profundity of knowledge. It is from within the bar, not from outside, that I have heard the new gospel that learning is out of date and that the man for the times is no longer the thinker and the scholar, but the smart man unencumbered with other artillery than the latest edition of the digest and the latest revision of the statutes.

The aim of a law school should be, the aim of the Harvard Law School has been, not to make men smart, but to make them wise in their calling - to start them on a road which will lead them to the abode of the masters. A law school should be at once the workshop and the nursery of specialists in the sense which I have explained. It should obtain for teachers men in each generation who are producing the best work of that generation. Teaching should not stop, but rather should foster, production. The "enthusiasm of the lecture room," the contagious interest of companionship, should make the students partners in their teacher's work. The ferment of genius in its creative moment is quickly imparted. If a man is great he makes others believe in greatness. He makes them incapable of mean ideals and easy self-satisfaction. His pupils will accept no substitute for realities, but at the same time they learn that the only coin with which realities can be bought is life.