Latin, for instance, was a living language for many hundred years after the date of the writers who brought it to its perfection; and then it continued for a second long period to be the medium of European correspondence. Greek was a living language to a date not very far short of that of the taking of Constantinople, ten centuries after the date of St. Basil, and seventeen hundred years after the period commonly called classical. And thus, as the year has its spring and summer, so even for those celebrated languages there was but a season of splendour, and, compared with the whole course of their duration, but a brief season. Since, then, English has had its great writers for a term of about three hundred years,—as long, that is, as the period from Sappho to Demosthenes, or from Pisistratus to Arcesilas, or from Æschylus and Pindar to Carneades, or from Ennius to Pliny,—we should have no right to be disappointed if the classical period be close upon its termination. By the Classics of a national Literature I mean those authors who have the foremost place in exemplifying the powers and conducting the development of its language. The language of a nation is at first rude and clumsy; and it demands a succession of skilful artists to make it malleable and ductile, and to work it up to its proper perfection. It improves by use, but it is not every one who can use it while as yet it is unformed. To do this is an effort of genius; and so men of a peculiar talent arise, one after another, according to the circumstances of the times, and accomplish it. One gives it flexibility, that is, shows how it can be used without difficulty to express adequately a variety of thoughts and feelings in their nicety or intricacy; another makes it perspicuous or forcible; a third adds to its vocabulary; and a fourth gives it grace and harmony. The style of each of such eminent masters becomes henceforth in some sort a property of the language itself; words, phrases, collocations, and structure, which hitherto did not exist, gradually passing into the conversation and the composition of the educated classes. 2.