It is to be observed, however, that as the sounds of several consonants are nearly similar; those, for instance, of _E_ and _P_, of _C_ and _S_, of _K_ and _Q_, in certain cases; of _D_ and _T_, of _F_ and _V_, of _G_ and _J_, of _G_ and _K_, of _L_ and _R_, so there may be many languages in which such consonants are not to be found. But in every language, there must be a _B_ or a _P_, a _C_ or an _S_, a _K_ or a _Q_, a _D_ or a _T_, an _F_ or a _V_ consonant, a _G_ or a _J_ consonant; an _L_ or an _R_, and in the most contracted of all alphabets, there cannot be less than six or seven consonants, for of that number there are simple sounds, which have all a very sensible difference from each other. Those children who do not readily articulate _R_, substitute _L_ for it; and in the place of _T_ they articulate _D_. Indeed _L_ and _D_ require more difficult movements in the organs than either _R_ or _T_; and it is from this difference, and from the choice of consonants more or less easy of articulation, that the softness or the harshness of a language proceeds. But on this subject it would be superfluous to enlarge. Some children pronounce distinctly, and repeat whatever is said to them, at two years, though the generality do not speak for the first two years and a half, and often not so early. It has been observed, that those who are most backward, never speak with the same facility as those who begin to articulate more early, and that those who are in that respect the most forward, may learn to read before the expiration of the third year. Some I have myself known, who had begun to read at two years, and who read to admiration at four. After all, it is difficult to determine whether there is any advantage to be derived from such premature education. With so little success indeed, is it generally attended, that we see and hear of numbers, who, though they had been prodigies at the age of four, eight, twelve, and sixteen years, are found, however, at those of twenty-five, or thirty, to be downright block-heads, or men of very inferior abilities. _I_ am convinced, therefore, that education is the best, which does not compel Nature, and which is proportioned to the strength and capacity of the child. CHAPTER III. OF PUBERTY.