ment on a comparison one branch of which is to him unknown.
I am not in the same position on this question as that held by certain other writers of the day. I may say that I profited fairly by a classical education. I believe that I am in a position to form a judgment as to how much is truth and how much is humbug in the rhapsodies about the classics to which we are treated. The historical sciences and language will always have great value for certain classes of scholars. Clergymen will always need the ancient languages as a part of their professional training. Teachers in certain departments will always need them. No professor of modern languages could be considered equipped for his work if he were unacquainted with Greek and Latin. Philologists and special students in the science of language contribute in a high degree and in an indispensable manner to the stock of our knowledge. Literary men and some kinds of journalists, classes who are sure in the future to seek a more special and detailed training than they have enjoyed in the past, will find utility in classical study. All these classes need, not less Greek and Latin than hitherto, but more. One evil result of trying to force the classics on everybody is that those for whom the classics have value cannot get as much of them as they need. Of modern languages, two at least are to-day indispensable to an educated man. As nations come nearer to each other, and as their literatures grow richer and richer, the need of being able to step over the barrier of language becomes greater. It is easy for anyone who watches the course of things to see how, from one decade to another, the necessity of learning the modern languages makes itself more distinctly felt. Those languages were formerly accomplishments. Now they are necessities
