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356 ...who have recently said that it fails in individualizing each case. I see, however, no force in this remark, because I was struck with the degree to which the very reverse of it resulted from the adoption of the method. It must be compared with the only other alternative for schools- that of the class system, & a little consideration will show that is is the class system perfected: for it is simply the assigning of one class to one person, & obliging that person to devote the whole of the school time, from the first to the last minute, to teaching that one class. * prevents the scholars having any idle time while they are in school. It necessitates a great deal of oral teaching. It concentrates the Teacher's whole attention on one point, as well as on one class. It does also very much cheapen the cost of education. But this is not a benefit that with among ourselves be so understood & felt as that these should be any desire to secure it, until we have rate-supported schools. Our adoption of the rate to some extent, & in some form or other, can only be a question of time, for it is the only just method of supporting open schools; & the people will be unclear to the schools in which their children are educated bearing and eleemosynary character. And when that day shall have come, then the majority of the rate-payers here, just as in America, will be in favour of the system, which while it very much improves the teaching, will at the same time very much diminish its cost, by arbitrating, where parishes are small, one school for many.