. Memories of Yale life and men, 1854-1899 . cannot fail to be, in hisknowledge and acquirements at the end of his course, inadvance of those who have gone before him in theirundergraduate career. The familiar acquaintance withthe more scholarly members of the student companywhich my associates in the Faculty had in the recentyears will lead them, I am sure, to confirm the truth ofthis statement. As I turned my thoughts and inquiries in every direc-tion during the period now especially under review—looking out from the central point of the University—Icould not help feeling that the institutio
. Memories of Yale life and men, 1854-1899 . cannot fail to be, in hisknowledge and acquirements at the end of his course, inadvance of those who have gone before him in theirundergraduate career. The familiar acquaintance withthe more scholarly members of the student companywhich my associates in the Faculty had in the recentyears will lead them, I am sure, to confirm the truth ofthis statement. As I turned my thoughts and inquiries in every direc-tion during the period now especially under review—looking out from the central point of the University—Icould not help feeling that the institution was growingin its provisions and opportunities in this regard astruly as it was in the things pertaining to the outwardsphere. The growth awakened my own scholarly en-thusiasm, as with a new impulse, and I often wished thatI could place myself as a listener in every lecture-room,and open my mind on every side to the incoming of thenew knowledge of the new era. I would that everystudent in the University might have somewhat of the 468. MEMORIES OF YALE LIFE AND MEN same awakening—that he might be moved, as its conse-quence, to take to himself. In his early life, of theabundance which is offered, and thus might know, in andfor himself, the riches of that wide-extended educationwhich will bring him fullness of power, as well as thenever-failing presence of happy thoughts. In the Scientific School the elective system has, fromits first introduction, been limited in its scope to a selec-tion among courses of study definitely grouped and clas-sified for the Junior and Senior years. This arrange-ment, as contrasted with that which extends the oppor-tunities of choice for the individual pupil to a widecircle of particular studies which may not be closelyrelated to one another, is rendered necessary by the gen-eral purpose of the education which the school development of the later years has, accordingly,been along the lines of the original plan, but it has beenmarked
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