rticularly remember, delivered
early in March, 1826, from the words, 'If this counsel or this work be
of men it will come to nought, but if it be of God ye cannot overthrow
it; lest haply ye be found fighting against God.' (Acts v. 38, 39.) No
discourse I had ever heard in my whole life before surpassed this in
eloquence and weight of sentiment; none even from Dr. Tyler was more
magnetic, more persuasive to right action on the part of an already
awakened conscience, or put the soul more directly in an attitude in
which it would be naturally drawn towards what is true and best. My
recollection of the feeling of the students toward him is, that he
was, on the whole, not inferior in popularity with them to any other
member of the Faculty. There is no man I could name so absolutely
faultless, as he seemed to us young men of that period. I am not sure
that his prestige and charm were not increased by the faultlessness of
his dress, and by the manifestations of the becoming in personal
appearance,--a well-known trait of his great kinsman, Daniel Webster,
whom he not distantly resembled also in features, port, and step, and
in distinct, measured utterance. Not that he in the least consciously
imitated him, but there was the natural growth into the likeness of
the object of his admiration; and there was, as in Mr. Webster,
absolutely no affectation, nor sign of overmuch thought about raiment,
nor vestige of anything like conscious, personal display."

A later pupil says:

"As a teacher Professor Haddock was remarkable for his dignity and
refinement. His presence among young men was always sufficient to
maintain perfect order and decorum. The true gentleman beamed forth
from every feature and spoke in every tone of his voice. With apparent
ease, he chained the attention of the most thoughtless to the most
abstruse and uninviting topics. The deep things of Logic and
Psychology he handled so adroitly, and presented so tastefully, as to
give them a charm, indeed, a fascination.

"In the recitation room his words were few, but his statements were so
clear and so elegantly expressed, that what the student had been able
to learn only partially or obscurely from the book was now fully
comprehended and securely treasured by the memory. The students were
never willingly absent, for it was always a delight to listen to his
instructions, and a failure to be present was counted an irreparable
loss, inasmuch as the teacher always seemed g