our own language, and never compose in
Latin, the teacher is bound to think mainly of the English part of the
task--to see that the pupils succeed in the English translation, whether
they succeed in the other or not. They may be left in a state of
considerable ignorance of good Latin forms (ignorance will never expose
them); but any defects in their English expression will be sure to be
disclosed. Again, it is said that Universal Grammar or Philology is
taught upon the basis of a foreign language. Is this object, in point of
fact, present to the mind of every teacher, and brought forward, even to
the sacrifice of the power of reading and writing, which, by the
supposition, is never to be wanted? Further, the Latin Grammar is said
to be a logical discipline. Is this, too, kept in view as a
predominating end? Once more, it is declared that, through the classics,
we attain the highest cultivation of Taste, by seeing models of
unparalleled literary form. Be it so: is this habitually attended to in
the teaching of these languages?

I believe I am safe in saying that, whilst these various secondary
advantages are put forward in the polemic as to the value of languages,
the teaching practice is by no means in harmony therewith. Even when in
word the supporters of classics put forward the secondary uses, in deed
they belie themselves. Excellence in teaching is held by them to
consist, in the first instance, in the power of accurate
interpretation,--as if that obsolete use were still _the_ use. If a
teacher does this well, he is reckoned a good teacher, although he does
little or nothing for the other ends, which in argument are treated as
the reason of his existence. Indeed, this is the kind of teaching that
is alone to be expected from the ordinary teacher; all the other ends
are more difficult than simple word teaching. Even when English
Composition, Logic and Taste are taught in the most direct way, they
are more abstruse than the simple teaching of a foreign language for
purposes of interpretation; but when tacked on as accessories to
instruction in a language, they are still more troublesome to impart.
A teacher of rare excellence may help his pupils in English style, in
philology, in logic, and in taste; but the mass of teachers can do very
little in any of those directions. They are never found fault with
merely because their teaching does not rise to the height of the great
arguments that justify their vocation; they w