THIRD—_More care is required in the matter of interrogation._ Thorough mastery of the art of interrogation is an essential; almost priceless in any teaching—here it is a _sine qua non_. The presence of teacher and pupil in the class room makes questioning easy; the oral question is quickly given, quickly answered, and many questions may be used to elicit a single truth, or to impress a single lesson. But the correspondence teacher is not so favored. His questions must be so framed that one, or at the most two, shall suffice. Again, the oral teacher through lack of memory and long custom, may allow his questions to become a mere matter of routine, and daily tread the same monotonous round. We speak from memory when we assert of a college class, that it became so familiar with the questions asked during Greek hour in junior year, as to be able to answer the coming question almost before its utterance. This will not do for the correspondence teacher. His questions must be only such as his lesson directions have suggested; they must be committed to paper, in remorseless ink; they are to be subjected to scrutiny; they must not be obscure, or repetitious; and their range must be as wide as his students’ knowledge. Such questioning can not fail of success. FOURTH—_More earnest and thorough study is required of the student._ He has in a certain sense the work of two persons to perform, his own and his teacher’s; his own, in that he investigates and acquires as directed; his teacher’s, in that he must prove and test that which he has done and is doing, by efforts of memory, by work of comparison, and by strict grammatical rule. He must recite to himself, ask of himself the questions which he must answer, and correct himself before finally his finished work is returned to his teacher for revision. We think we have made sufficiently plain the possibility of success in teaching a language by correspondence. The reasons seem to us conclusive. That which remains to be said is even more potent. After all thinking, reasoning and objecting is done, after all testimony for or against has been received the established fact remains, successful teaching of languages, ancient and modern, by correspondence alone, has been done within the years just past, is now being done, and will be yet more effectively and widely done with each advancing year. In support of these statements, which we believe are true, we present a testimonial from an experienced teacher, who has been and is a member of the College of Modern Languages in the Chautauqua University. It is as follows: