I believe I am safe in saying that, whilst these various secondary advantages are put forward in the polemic as to the value of languages, the teaching practice is by no means in harmony therewith. Even when in word the supporters of classics put forward the secondary uses, in deed they belie themselves. Excellence in teaching is held by them to consist, in the first instance, in the power of accurate interpretation,--as if that obsolete use were still _the_ use. If a teacher does this well, he is reckoned a good teacher, although he does little or nothing for the other ends, which in argument are treated as the reason of his existence. Indeed, this is the kind of teaching that is alone to be expected from the ordinary teacher; all the other ends are more difficult than simple word teaching. Even when English Composition, Logic and Taste are taught in the most direct way, they are more abstruse than the simple teaching of a foreign language for purposes of interpretation; but when tacked on as accessories to instruction in a language, they are still more troublesome to impart. A teacher of rare excellence may help his pupils in English style, in philology, in logic, and in taste; but the mass of teachers can do very little in any of those directions. They are never found fault with merely because their teaching does not rise to the height of the great arguments that justify their vocation; they would be found fault with, if their pupils were supposed to have made little way in that first function of language which is never to be called into exercise. I do not rest satisfied with quoting the palpable inconsistency between the practice of the teacher and the polemic of the defender of languages. I believe, further, that it is not expedient to carry on so many different acquisitions together. If you want to teach thorough English, you need to arrange a course of English, allot a definite time to it, and follow it with undivided attention during that time. If you wish to teach Philology you must provide a systematic scheme, or else a text-book of Philology, and bring together all the most select illustrations from languages generally. So for Logic and for Taste. These subjects are far too serious to be imparted in passing allusions while the pupil is engaged in struggling with linguistic difficulties. They need a place in the programme to themselves; and, when so provided for, the small dropping contributions of the language teacher may easily be dispensed with. [SECONDARY ENDS OF LANGUAGE NOT PRESSED.]