thus be entered to his credit. If, then, the study of Latin is found the best means of securing good marks in English, it will be pursued on that account; if the candidate is able to discover other less laborious ways of attaining the end, he will prefer these ways.
The same applies to all the other secondary ends of language. Let them be valued in their own departments. Let the improvement of the reasoning faculty be counted wherever that is shown in the examination. Good reasoning powers will evince themselves in many places, and will have their reward.
The principle is a plain and obvious one. It is the payment for results, without inquiring into the means. There are certain extreme cases where the means are not improperly coupled with the results in the final examination; and these are illustrations of the principle. Thus, in passing a candidate for the medical profession, the final end is his or her knowledge of diseases and their remedies. As it is admitted, however, that there are certain indispensable preparatory studies—anatomy, physiology, and materia medica—such studies are made part of the examination, because they contribute to the testing for the final end.
The argument is not complete until we survey another branch of the subject of examination in languages. It will be observed in the wording of the programme that each separate language is coupled with "literature and history." It is the language, literature, and history, of Rome, Greece, etc. And the examination-questions show the exact scope of these adjuncts, and also the values attached to them, as compared with the language by itself.
Let us consider this matter a little. Take history first, as being the least involved. Greece and Rome have both a certain lasting importance attaching to their history and institutions; and these, accordingly, are a useful study. Of course, the extant writings arc the chief groundwork of our knowledge of these, and must be read. But at the present day all that can be extracted from the originals is presented to the student in English books; and to these he is exclusively referred for this part of his knowledge. In the small portion of original texts that a pupil at school or college toils through, he necessarily gets a few of the historical facts at first hand, but he could much more easily get these few where he gets the rest, in the English compilations. Admitting, then, that the history and institutions of Greece and Rome constitute a valuable education, it is in our power to secure it independently of the original tongues.
The other branch—literature—is not so easily disposed of. In fact, the separating of the literature from the language, you will say, is a self-evident absurdity. That, however, only shows that you have not looked carefully into examination-papers. I am not concerned with what the a priori imagination may suppose to be literature, but with the actual questions put by examiners under that name. I find
