Can a language be taught by correspondence? Unhesitatingly, yes! Experience, though brief, gives warrant for the answer. The constantly increasing number of advertisements appearing in journals of wide circulation gives evidence that teachers at least believe instruction by this method both possible and profitable. It is in this belief that the only danger to the system lies. Incompetency in this field must fail. It can be hidden by no outward show. No would-be teacher, with text-book and printed question in hand, can parade before a class and _hear a recitation_. Only a teacher, a real teacher, can hope for success in this work, and that must come by methods entirely foreign to the ordinary methods of the class-room. Born a teacher, not made; such must be he who would successfully use the correspondence system in his work of teaching. Such teachers are rare, even in comparison with the multitudes of those who already fill the places in our hundreds of thousands of schools, and still more rare in the ranks of the throng which, filling the avenues leading to them, is expectantly awaiting the constantly occurring vacancies. For this reason we have said that the growing demand for correspondence schools constitutes their principal danger; for persons aware of this demand and allured by the hope of swelling moderate incomes, though they have no peculiar appreciation of the particular requirements demanded to fit one for the work, will yet enter the lists as competitors in this field. The inevitable results must be failure by the teacher, discouragement to honest and earnest students who can find no other means for acquiring education, distrust of the practicability of the system, and discredit for correspondence teachers as a class. To avoid this, to provide only competent instructors, and to arrange and systematize as broad and comprehensive a course of study as is furnished by an institution is one of the purposes of the Chautauqua University. In such a course languages, ancient and modern, must be taught, and must be taught by correspondence, or not at all. But while it will be conceded that instruction by correspondence is possible, in ordinary branches, yet the honest inquirer will ask in view of the peculiarities surrounding the subject of foreign languages, the question which begins this paper: Can a language be taught by correspondence? Again we answer, unhesitatingly, yes! and in no dubious way, but with a measure of success fully equal to that possible by oral instruction. The question of the time necessary to complete any given topic is not germane to this discussion. Yet in passing, it may be said, that of two persons who should be able to devote their whole time to study, one using oral and the other correspondence methods, we see no reason why the first should have any advantage in point of time required for the completion of any prescribed course of study.