_Texas._—I am a lone member, having found no one yet to join me in reading, yet I prize the course so highly that nothing but necessity would induce me to relinquish it. Last year, in much physical weakness and suffering, I partially accomplished the course, and felt a kind Providence had given me this to turn my mind from gloomy thoughts. How I wish the young, the middle-aged and the old would give time for the good thoughts, knowledge and discipline it contains. EDITOR’S OUTLOOK. THE C. L. S. C. COURSE FOR 1884-5. Students and graduates of the C. L. S. C. will examine with interest and with much satisfaction the course of study for next year printed in this number. It does not appeal to the jealousy but to the pride of the alumnus to know that Alma Mater is providing better things for the student of to-day than she did for him. Certainly the work of next year is so constituted as to yield most satisfactory results. It is neither too wide nor too narrow; neither too deep nor too shallow. It is admirably arranged, embracing most important and attractive subjects, by authors of highest qualifications for their work. That which impresses us most is the scope and thoroughness of each department. Let him who has imagined that this work is “smattering” surface work, scrutinize the single department of Greek in next year’s study. True, there are not four or six years of drill in translating the language, but we do not hesitate to say that the student who _studies_ the works prescribed here will know more of the Greek life and thought than the average graduate after his six years’ translating. He will also be able to stand comparison with the latter in his acquaintance with the Greek literature. Nor is this designed as a criticism of the work done by the college, but as a word to that particular critic of the C. L. S. C. In the department of science the titles of the text-books themselves indicate that the C. L. S. C. is abreast of the times in repudiating the absurd notion that science can be learned by the memorizing of descriptions and definitions. Such titles as “Home Studies in Chemistry,” “The Temperance Preachings of Science,” and “Studies in Kitchen Science and Art,” bespeak the scientific method which requires the observation and arrangement of facts and phenomena by the learner himself. We are glad to note the liberal attention bestowed upon our English in the curriculum of the coming year. “The Art of Speech,” by Dr. Townsend, “Talks about Good English,” in THE CHAUTAUQUAN, and “Lessons in Every Day Speech,” by Professor MacClintock, are a quantum of English quite beyond the fashion of these times. No study has been so inexcusably neglected by our schools of every grade. Just now there are signs of repentance in some quarters. President Eliot of Harvard is pleading for its admission to a place equal with Greek and Latin. If what should be will be, not many years hence will witness it so.