experience, having taken a part in the examination; and one single fact of this kind ought to have more weight in argument than all the theories which those who are ignorant of the facts can propound. We have repeatedly heard and seen objections made that a Gaelic education was calculated to hinder the Gaelic-speaking child in his progress in English, and that he could not overcome the difficulty of acquiring a correct English pronunciation with the same ease and facility as if first taught to read it. We have even heard it stated seriously that a Highlander who read and wrote Gaelic could never be a good English writer, and were challenged to prove the contrary. When we first went to school we knew not a single word of English. We attended one where it was the rule that no English was to be taught until we were able to read the Gaelic Testament, after which we had to translate our Bible lesson on alternate mornings from English into Gaelic, and from Gaelic into English. There were eight or nine other schools in the Parish, in one only--the girls' school--in which the same rule was applied. We had an excellent teacher who taught Latin and Greek (and we think, in one instance, Hebrew) to the more advanced pupils. We have made enquiries as to the result, and find that from forty to fifty of the boys who were taught in our school have raised themselves to good social positions throughout England, the South of Scotland, and the Colonies. The few who remained at home are known to be the most intelligent and best informed in the Parish; and the great majority of those who have been educated on the system now in fashion have forgotten all they have ever learned and have taken to the herring fishing, while a miserable existence about their parents' crofts is enough to satisfy their highest ambition.