No one approaching the subject with an unprejudiced mind, after giving the smallest consideration to the subject, can maintain that a system which wholly ignores the only language known to the child when he enters school for the first time, can be either a sensible, a reasonable, or a successful one. It is doubtful if ever such a system was adopted anywhere else, at home or abroad, out of the Highlands of Scotland, and the Gaelic-speaking districts of Ireland; but whether, or not, it was ever adopted in the past we are unable, at the present day, to discover any trace of such an unnatural, senseless, and, we might say without exaggeration, idiotic system in any other part of the world. The disadvantages of such a plan of teaching are so apparent to every one except those teachers and their friends, who are totally ignorant of the language of the children they are so well paid to teach and who, from the manner in which they disregard the necessities of children in Highland districts, must, we are afraid, be held to place their own interests and that of their class far above the requirements of the country; forgetting that the Legislature passed the Education Act not so much in the interest of teachers as with the view to secure a really substantial education to the pupils. We much regret that there should be any necessity to point this out, as the interest of both teachers and children should be identical; but this clearly cannot be, so long as teachers maintain and advocate a system contrary to reason and common sense, and opposed to every system of education throughout the civilized world; and, indeed, quite the reverse of what they do themselves in the case of all other languages taught by them, except that of English to Gaelic-speaking children. When the pupil is sufficiently advanced in English to justify the teacher in taking up any of the Special Subjects, does he, for instance, while teaching Latin or Greek, French or German, begin by throwing aside the knowledge of English already acquired by his pupil, and commence to teach these foreign languages in the same way adopted by him in teaching the child English--a language quite as foreign to him as Latin or Greek, French or German? Does he begin with a Latin spelling book without any translations in English and teach him these languages on the same parrot system by which he managed to get him to pronounce and read English, in most cases without ever having carried with him the intelligence of his pupils? Not he. He knows better. If he were foolish enough to teach Latin and other foreign languages in such a way, he would soon discover that his labours were mainly thrown away, and that he would earn few special grants by the time his pupils left him. If it be so very absurd to teach all other languages, on such a false and ruinous plan, upon what reasonable grounds can the system be maintained in the case of teaching English to a Gaelic-speaking child?