In reply to the argument that the languages consume too much time from the acquisition of English, we assume high ground, and lay down the predicate that the study of them is the shortest, best and easiest way to learn English. This idea will be illustrated by attending to the _modus operandi_ of teaching. Before a student can acquire the idea contained in the simplest sentence of a dead language, he must ascertain the English meaning of every word in it; and before he can render it correctly, he must study into what English moods, tenses, and cases the words of his translation are to be put. If he do not this, he will be liable to render a Latin or Greek imperfect by an English future, and vice versa; hence it is evident that he must have not only his classical books, but that an English Grammar, a Geography, and a Dictionary must be ever at his side. Take an illustration. The crude, disarranged sentence, “vinco Scipio Hannibal in Africa,” and the English translation, (Scipio conquered Hannibal in Africa) are given him to reduce to good Latin, and to explain the three proper names. To do this he must refer to his English Grammar, to find in what mood, tense, number, person and voice the verb “conquered” is, and then take up the English books containing the required information concerning Scipio, Hannibal and Africa: thus, in correcting this short sentence, learning, perhaps, more of English Grammar, Geography, and History, than of Latin. We are persuaded that nine-tenths of our southern teachers will tell Mr. Carey, that in their schools, consisting of Classical and English students, the Latin scholars are the better English scholars—that they are the better writers and speakers, the more cheerful and industrious, the more influential with their fellows, and that they require in their studies a larger number of English books than the other.