A more practicable matter is that the age of steam, out of which, into something better, we are probably to pass at a day not distant, has been a very prodigal one. Waste is its great fault. It wastes three fourths of the coal it consumes; it therefore wastes infinite sums of human energy. It wastes everything, nature and man, the streams, the forests, the vitality and the hopes of men. Its motto is _concentration_. It herds human beings in towns; it makes transit laborious and long. The age of economies has begun, and new agents, such as electricity and gas, have for their mottoes _disperse_ and _distribute_. It is probably not extravagant to say that mankind are wasting every week enough of natural bounties to sustain them for a month, perhaps for a year. If science, then, shall only barely help us to the economic use of all natural bounties, it will have enriched human life (for the mass of mankind) at least four-fold. It will probably be well for us if this enrichment comes gradually and is preceded by a moral preparation for the use of abundance. We have never, as a race, been good enough to be safely rich. We have no poets from the equatorial regions. It may be many generations before we are good enough to grow philosophy and high bred cattle in the torrid zone. Perhaps we do not any where keep up in moral training with the march of science.
The student about to enter college has scarcely a pleasanter task than that of examining the course he is about to begin. The prospect of future achievements, how fascinating it is! That Livy which he has heard discussed by learned seniors and professors will soon be his property, too. The problems that are historical among his big brothers and cousins, and sisters as well, sometimes, he will soon grapple with. Whole fields of unknown literature and science and art open to him in his brief glance. He enjoys familiarizing himself with the names of the authors of the text-books, in marking among the elective studies his choice, in looking up the old text-books in the library, in preparing note-books for the next year, in picking up random bits of information. Getting ready for his college course often becomes quite as engrossing as the actual work. The C. L. S. C. student will experience this same interest in looking over what he is going to do another year. The course is now ready, and he will have the entire summer for contemplating his coming conquests. Enjoy the prospect to the full; it is certainly a goodly one. The bone and sinew of next year’s course is to be Roman History and Literature. The place Greece and its men filled in the course of 1884-85 will be taken by Rome. While the subject is equally interesting, the course of the coming year has one great advantage. Greece has no modern history of particular importance, its heroes died with Corinth’s destruction, its literature and art and philosophy faded with its loss of patriotism. Where Rome stood, now Italy stands. The history of the decadence of Roman rule and the growth of Italian freedom is one of the most thrilling chapters in the world’s history. A literature, an art, and a science belong to this new growth. In studying Rome’s life we have a modern chapter that keeps up our interest. The course happily provides for us papers on “Modern Italy” and “Italian Biography,” in addition to the works on the History of Rome, the “Preparatory Latin Course in English,” the “College Latin Course in English,” and “A Day in Ancient Rome.” A practical turn is given to the work by a study of the relations of Rome to modern history.