en it appears that
they may be exchanged for each other 'at an established rate.']

* * * * *

We have thus gone through a pretty full analysis, and a very accurate
one, of the new system as contained in the three first chapters. Of
the five miscellaneous chapters, the seventh or last but one (on
_voluntary labour_), has been interwoven with our analysis; and the
eighth, which contains a comparison of public and private education,
we do not purpose to notice; the question is very sensibly discussed;
but it is useless to discuss any question like this, which is a
difficult problem only because it is an unlimited problem. Let the
parent satisfy himself about the object he has in view for his child,
and let him consider the particular means which he has at his disposal
for securing a good private education, and he may then determine it
for himself. As far as the attainment of knowledge is concerned,--it
is always possible to secure a good public education, and not always
possible to secure a good private one. Where either is possible
indifferently, the comparison will proceed upon more equal grounds:
and inquiry may then be made about the child's destination in future
life: for many destinations a public education being much more
eligible than for others. Under a perfect indetermination of
everything relating to the child--the question is as indeterminable
as--whether it is better to go to the Bank through Holborn or through
the Strand: the particular case being given, it may then be possible
to answer the question; previously it is impossible.----Three chapters
therefore remain, viz.--Chap. IV. on Languages; Chap. V. on Elocution;
and Chap. VI. on Penmanship.

_Chap. IV. On the best method of acquiring Languages._--The
Experimentalist had occasion to observe 'that, in the Welsh towns
which are frequented by the English, even the children speak both
languages with fluency:' this fact, contrasted with the labour and
pain entailed upon the boy who is learning Latin (to say nothing of
the eventual disgust to literature which is too often the remote
consequence), and the drudgery entailed upon the master who teaches
Latin,--and fortified by the consideration, that in the former
instance the child learns to speak a new language, but in the latter
only to read it,--first drew his attention to the _natural_ mode of
learning languages, _i. e._ learning them from daily use. This mode
never fails w