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takes the place of the head of the family, the real father of theestablishment being the general superintendent.

Notwithstanding these modifications of the remarks of our corres-pondents, the general practical conclusion at which we arrive is thesame, namely, that neither the one plan, nor tho other ought to heexclusively adhered to ; hut that the general system is preferable forthe younger pupils—for the Elementary School; that the Depart-mental System is better suited to the more advanced scholars—tothose instructed in the higher classes of Secondary and SpecialSchools; and that in the lower classes of these schools the twosystems should be combined. Our plans must evidently be modifiedto suit the various objects we may have in view in different schools.And we have seen that in the Elementary School, it is our chiefaim, to cultivate the moral character and inure to good habits ; heretherefore tho general system -will he found preferable. In theSecondary and Special Schools, on the other hand, to which thopupil is admitted, only after a previous general training, the moralcharacter of the pupil is sufficiently formed, to be benefited, ratherthan injured, by a partial relaxation of the strict oversight, whichwas at first necessary. The pupil should feel, on his admission tosuch schools, that he is deemed worthy of a larger share of con-fidence, and that a corresponding amount of increased responsibilityrests upon him. He should begin to have a presentiment of theindependence and of the responsibilities of after-life. Intellectuallyhe should enjoy a similar privilege, and what in the former periodhad been only his amusement, the favourite pursuit of his leisurehours, might now become one of his chief studies, or even the mainobject of his attention. The peculiar tastes and talents of bothpupils and teachers would thereby he fostered, their progress instudy promoted, and gifts of a wise Providence—which under ageneral system of Instruction might have dwindled away, for wantof proper nourishment—allowed to expand to their full dimensions.Moreover a unity of plan and a progressive system would be moreeasily secured, by placing each study under the conduct of oneteacher, than by allowing the earlier and the later steps of thelearner to be led by different guides.