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.