t entirely vague as to what it was
all about, and the relative values of things were never indicated. The
same emphasis was placed on everything--whether it happened to be the
Darwinian Theory, the Fall of Jerusalem or the character of Ophelia.

I had no philosophy, no theory of morals, and no one ever even attempted
to explain to me what religion or the religious instinct was supposed to
be. I was like a child trying to build a house and gathering materials
of any substance, shape or color without regard to the character of the
intended edifice. I was like a man trying to get somewhere and taking
whatever paths suited his fancy--first one and then another,
irrespective of where they led. The Why and the Wherefore were unknown
questions to me, and I left the university without any idea as to how I
came to be in the world or what my duties toward my fellowmen might be.

In a word the two chief factors in education passed me by entirely--(a)
my mind received no discipline; (b) and the fundamental propositions of
natural philosophy were neither brought to my attention nor explained to
me. These deficiencies have never been made up. Indeed, as to the
first, my mind, instead of being developed by my going to college, was
seriously injured. My memory has never been good since and my methods of
reading and thinking are hurried and slipshod, but this is a small thing
compared with the lack of any philosophy of life. I acquired none as a
youth and I have never had any since. For fifty years I have existed
without any guiding purpose except blindly to get ahead--without any
religion, either natural or dogmatic. I am one of a type--a pretty good,
perfectly aimless man, without any principles at all.

They tell me that things have changed at the universities since my day
and that the elective system is no longer in favor. Judging by my own
case, the sooner it is abolished entirely, the better for the
undergraduate. I should, however, suggest one important
qualification--namely, that a boy be given the choice in his Freshman
year of three or four general subjects, such as philosophy, art,
history, music, science, languages or literature, and that he should be
compelled to follow the subjects he elects throughout his course.

In addition I believe the relation of every study to the whole realm of
knowledge should be carefully explained. Art cannot be taught apart from
history; history cannot be grasped independently of literature.