It is not within the scope of this article to consider the development of the college curriculum; but, perhaps, in view of the radical changes which the Yale faculty have introduced for the college year 1884-’85, it may not be out of place rapidly to sketch the innovations. In 1786 the requirements for admission were “Virgil, Tully, and the Greek Testament.” This is characteristic of the college, which has always been remarkably conservative in its devotion to the classics. Charles Francis Adams’ oration at the Harvard “Phi Beta Kappa” dinner two years ago, aroused no little antagonism in New Haven. President Porter has written several articles defending the classics, and when Matthew Arnold and Lord Coleridge addressed the Yale students, both congratulated the institution upon its attitude toward the ancient languages. Heretofore Latin and Greek have been compulsory during both freshman and sophomore years. But under the new system German and French may be substituted for a portion of the classics. To the senior and junior classes even greater liberty is given. They are offered between twenty and thirty elective courses; so that now, instead of turning a whole class out of the same mould, the college permits men to select those studies which they find attractive, or which will best prepare them for their pursuits in life. Thus in one year Yale has made very rapid strides, and now stands a “golden mean” between the conservatism of the past and the rashly radical tendencies of the present. So much for the origin and curriculum of Yale. It is not the instruction alone that makes a college course desirable. The associations, friendships, and experiences in the college community are also important factors. It has been well said that a college is a miniature world, with its successes, failures, and temptations as real as those of the world without. It is impossible, in an article like the present, to do more than give a few of the peculiarities of Yale. The writer disclaims any attempt to analyze critically the influences and tendencies of the college, but aims merely to present a few facts concerning its students, buildings, class spirit, and every-day life. The college catalogue shows that in the academic department the classes average one hundred and fifty students. In the Sheffield Scientific School the aggregate number is about two hundred and twenty-five. The other departments swell the total to between ten and eleven hundred. It is probably unnecessary to state that co-education is not “dreamed of” in the Yale philosophy. The warm affection which the faculty feel for the dead languages seems only to increase their coldness toward the gentler sex.