The university promises to provide good instruction, to test the thoroughness of the work of all who desire the test, and to award certificates of success to all who come up to its standards; and these certificates will doubtless eventually be able to sum up into degrees, or else degrees will lose their especial value, and be abandoned. Limiting the ages of the candidates for the several examinations, though seemingly a little arbitrary, aims to avoid encouraging too precocious advancement, while there is a willingness to make exceptions in favor of pupils who are shown to be exceptionably able. I do not find, in the English schools, and certainly there is not in the universities, a rigid practice of giving daily marks for the work. The teachers lecture, and the pupils take notes. In the schools these notes are carefully examined, and the pupils who give evidence of deficient knowledge of the subject, are sent to a leisure governess, for especial instruction. At the universities, the only tests are the examinations, and at the schools, the examinations are chiefly relied upon for promotions. This plan allows pupils of irregular power, and varying health, to admit these same irregularities into their work, without great prejudice to the total credit of their results. With these two systems of allowing choice in the number and kind of subjects pursued, and of testing the work by examinations, rather than daily records, provision is made for the differences of power and aptitude between different students, and for the occasional variations in physical vigor, which are likely to occur with any except those who possess the strongest constitutions--and this, with the athletic habits and general care for health that pervades English life, is likely to prove a pretty good safeguard against excessive mental work for both men and women; though, of course, individual cases occur where, driven by ambition or necessity, one incautiously puts more strain upon his powers than they can bear. The English sentiment in regard to the advisability of encouraging young women to pursue precisely the same course of study as young men, would be expressed in this way: "It is rarely advisable for any two young men to pursue an identical course of study. The chief aim of education is to develop the mental faculties, to enable us to observe accurately, and judge correctly; the practices that secure these results are various; one set of practices may be better adapted for the training of one mind, and another set better adapted for training another mind, and no one set will fail to give good results, if pursued with energy. In the choice, we are, as a rule, safest to follow the individual inclination. As yet, women have been so limited in opportunities, that they have had little chance to discover their mental inclinations, either as a class, or as individuals."