Professor Blackie's concession is of no small importance in the actual situation. "No one is to receive a full degree without showing a fair proficiency in two foreign languages, one ancient and one modern, with free option." This would almost satisfy the present demand everywhere, and for some time to come. [ARGUMENT FROM RESULTS.] The article of Professor Bonamy Price is conceived in even a higher strain than the other. There is so far a method of argumentation in it that the case is laid out under four distinct heads, but there is no decisive separation of reasons; many of the things said under one head might easily be transferred without the sense of dislocation to any other head. The writer indulges in high-flown rhetorical assertions rather than in specific facts and arguments. The first merit of classics is that "they are languages; not particular sciences, nor definite branches of knowledge, but literatures". Under this head we have such glowing sentences as these: "Think of the many elements of thought a boy comes in contact with when he reads Caesar and Tacitus in succession, Herodotus and Homer, Thucydides and Aristotle". "See what is implied in having read Homer intelligently through, or Thucydides or Demosthenes; what light will have been shed on the essence and laws of human existence, on political society, on the relations of man to man, on human nature itself." There are various conceivable ways of counter-arguing these assertions, but the shortest is to call for the facts--the results upon the many thousands that have passed through their ten years of classical drill. Professor Campbell of St. Andrews, once remarked, with reference to the value of Greek in particular, that the question would have to be ultimately decided by the inner consciousness of those that have undergone the study. To this we are entitled to add, their powers as manifested to the world, of which powers spectators can be the judges. When, with a few brilliant exceptions, we discover nothing at all remarkable in the men that have been subjected to the classical training, we may consider it as almost a waste of time to analyse the grandiloquent assertions of Mr. Bonamy Price. But if we were to analyse them, we should find that _boys_ never read Caesar and Tacitus through in succession; still less Thucydides Demosthenes, and Aristotle; that very few _men_ read and understand these writers; that the shortest way to come into contact with Aristotle is to avoid his Greek altogether, and take his expositors and translators in the modern languages.