e languages on all sides, without inquiring whether they are
likely to be turned to account--may be referred to various causes. For
one thing--although the remark may seem ungracious and invidious--many
minds, not always of the highest force, are absorbed and intoxicated by
languages. But apart from this, languages are, by comparison, easy to
teach, and easy to examine upon. Now, if there is any motive in
education more powerful than another, it is ease in the work itself. We
are all, as teachers, copyists of that Irish celebrity who, when he came
to a good bit of road, paced it to and fro a number of times before
going forward to his destination on the rougher footing.

So far I may seem to be arguing against the teaching of language at all,
or, at any rate, the languages expressively called dead. I am not,
however, pressing this point farther than as an illustration. I do not
ask anyone to give an opinion against Classics as a subject of
instruction; although, undoubtedly, if this opinion were prevalent, my
principal task would be very much lightened. I have merely analysed the
utilities ascribed to the ancient and the modern languages, with a view
to settling their place in competitive examinations.

* * * * *

[LANGUAGES NOT PROPER FOR THE COMPETITION.]

My thesis, then, is, that languages are not a proper subject for
competition with a view to professional appointments. The explanation
falls under two heads.

In the first place, there are certain avocations where a foreign
language must be known, because it has to be used in actual business.
Such are the Indian spoken languages. Now, it is clear that in these
cases the knowledge of the language, as being a _sine qua non_, must be
made imperative. This, however, as I think, is not a case for
competition, but for a sufficient pass. There is a certain pitch of
attainment that is desirable even at first entering the service; no one
should fall below this, and to rise much above it cannot matter a great
deal. At all events, I think the measure should be absolute and not
relative. I would not give a man merit in a competition because another
man happens to be worse than himself in a matter that all must know;
both the men may be absolutely bad.

It may be the case that certain languages are so admirably constructed
and so full of beauties that to study them is a liberal education in
itself. But this does not necessarily hold of every