Education, Intellectual, French and English, 15; superiority of Latin and Greek maintained by both, _ib._; Latin more important in France, and Greek in England, _ib._; antiquity and mystery of ancient languages and dignity of the teacher, 16; priestly character of Latin in France, _ib._; French contempt for modern languages, 17; present tendency to thorough study of the classics or to abandon them, 18; views of M. Raoul Frary and Professor Seeley as regards Latin and Greek, _ib._; of masters in the French _lycées_, 19; Latin and Greek regarded as mental gymnastics, _ib._; neglect of Greek, _ib._; inferior study of modern languages in French schools, 20; inferior teachers, _ib._; neglect of English, 21; recent reforms, _ib._; vast improvement in teachers of modern languages in France, _ib._; examinations and certificates, 21; inferior teachers of modern languages in England, 22; difficulties in appreciating foreign poetry, 23; English difficulties with French verse, 24; conventional ignorance of English literature in France, _ib._; knowledge of languages apart from a knowledge of literature, 25; hollow pretensions to superior education, 26; diminution of libraries in France and England, 27; superiority of the English in a knowledge of the Bible, 27; science more studied than literature, 28; present varieties in French secondary education, _ib._; old system of Napoleon I, _ib._; the _Bifurcation_ of Fortoul’s ministry, 29; the _Enseignement Spécial_ of Duruy’s ministry, _ib._; present varieties, 30 Education, moral training, French and English, 39; difficulty in ascertaining its results on character, _ib._; personal influence of Dr. Arnold, _ib._; national moral sense stronger in England than in France, 40; moral influence of the Church of England superior to that of the Roman Catholic clergy, _ib._; clerical education only beneficial to believers, 41; creates habits of dissimulation in unbelievers, _ib._; turns French unbelievers into hypocrites, _ib._; Agnostics in the French University, 42; moral authority of the Catholic clergy wanting in lay teaching, _ib._; moral authority of parents discouraged by the Catholic clergy, 43; value of home influences in France, _ib._; French boys civilised by their mothers, 44; manners acquired in French seminaries, _ib._; home influences and school influences in England, _ib._; advantages of English grammar schools in the country, 45; conflict between social morality and international immorality, _ib._; value of public opinion as a moral authority, 46; French disapproval of debt, and American disapproval of idleness, _ib._; professional virtues of soldiers and medical practitioners, _ib._