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employed, and under able guidance till a more advanced age than they can well remain at existing schools; and on quitting the proposed establishments, they would be well qualified and anxious to avail themselves of the opportunities afforded for study of various kinds at college: (are they found to be so on quitting the present schools?) or, if not intended for college, it may be presumed that, having been under the government of minds and hearts competent to so noble a duty, the understandings of the pupils would have been sufficiently enlarged, their intellectual energies excited and called into action, their judgment formed, their hearts disciplined to religion and virtue; such an acquaintance made with useful arts, sciences, and business, as would qualify them, mentally, morally, and physically, for commencing active life with honour and advantage, in any of its varied depart

ments.

It is not improbable that conductors of schools may be disposed to acknowledge the evident advantages attendant on the division of ages. It is also possible, notwithstanding this admission, that some may feel a disinclination to confine themselves to one department: that they may desire to embrace, as they conceive, a

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grander plan, by placing the government of all the divisions under one head. This would completely defeat the aim in view, which is, as before explained, that the highest talent suitable to each age should be incessantly present, and exclusively engaged in the peculiar cultivation of that age; and by no means to allow of subordinate and inadequate assistants to act upon the junior departments, while the head confines the application of his powers to the higher classes, or at most occasionally offers assistance and advice as to the instruction and management of the younger. This is much upon the present plan of schools; but with an accumulation, instead of the desired diminution of labour and of difficulties. But this plan is more strikingly objectionable, as it affects the infant division.

Supposing again that those who advocate this division of schools under one head, should have it in contemplation to collect around them, and to place at the head of each division, none but their equals in talent and rank. This plan (each division comprehending, in point of number, a complete school) would require premises so extensive, and so great a command of capital, adequately to remunerate talent, and to

defray other unavoidable expenses, that it may without offence be presumed, few schoolmasters would find themselves competent to do JUSTICE to so extended an undertaking.

One misfortune under which schoolmasters labour, is the want of power to carry into effect their own improved ideas: they are consequently unable to perform, to their full extent, their duty toward their pupils. How, then, it may reasonably be enquired, are they to carry into practice a plan of extended empire, when their means are obviously disproportioned to their present limited undertakings?

It is to be hoped, that such as are tempted by the apparent brilliancy of the scheme, may, on reflection, be induced to employ the talents and means they possess, in bringing one district into a state of improved, if not perfect cultivation.

This gradual introduction of present and practicable improvement, will be the most effectual means of leading, at a future time, to the accomplishment of undertakings more proportioned to the wishes of those who are desirous of employing their powers upon a wider scene of action.

Parents who have been engaged in private

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Pestalozzian education, must feel so deeply interested in the continuation of the system, that

it is presumed they will not consider it as irrelevant, should a few additional hints be ventured, on the possibility of still further improvement in public education being effected. The science of education, it is presumed, might be still further advanced, could heads of establishments be induced, more than at present is the case, to adopt the principle of union: division of schools, union of heads.

It must be confessed, that the conductors of schools are under many and great disadvantages, from the circumstance of their insulated position. The union of two or more conductors would prove highly beneficial, in various points; not only on account of the sympathy and pleasure arising to the parties themselves, and from the power which it would confer, of lessening mutual difficulties, and increasing mutual advantages; but also, from the greater confidence which Parents would feel inclined to place in these establishments: confidence derived from the evident advantages such union would confer on their children; the superior means which it would afford for the introduction of measures corresponding more with the

wishes of Parents, and indispensable to the success of any attempt at improved education.

This junction would afford facilities for procuring a house and premises of a superior description to those usually provided; premises suitable and requisite to the all-important work of education; containing ample school and bedrooms, hospital-rooms, tepid baths, gymnasium, work-shop, library, &c. It would enable conductors to receive, and to do justice to a larger number of pupils, and would require a smaller number of assistants. In addition to each individual head contributing his own peculiar talent to the service, the co-operation of two or more conductors would spread an influence of a superior kind over the whole atmosphere of the establishment, and, should one be unavoidably absent, engaged, or indisposed, the government of the school would not be entirely delegated to subordinate agents; nor would the general interests of the pupils be liable, materially, to suffer from the casual interruption.

In schools for the rich, as at present constituted, the pupils, generally, neither acquire a stock of positive learning, nor (what is still more to be lamented) do they receive the preparation, the fundamental knowledge,