I foresee that this plan of education, will pass with many for a chimerical project: it requires, they will say, an uncommon share of discernment, patience, and skill, to carry it into execution: where are the governesses capable of following, or even understanding it? But it should be considered that when we are laying down rules for the best education that can be given to children, we are not to give imperfect rules; it is not matter of reprehension then, that in such an enquiry, we aim at what is most perfect. It is true, we cannot go so far in practice as our thoughts go upon paper, where they meet with no obstruction; but after all, though we are absolutely unable to arrive at perfection in this business, it will be far from useless to know what perfection is, and to attempt it at any rate; which is the best means of approaching it as nearly as we can. Besides, my rules do not proceed upon the supposition of any thing extraordinary in the disposition of children, or a concurrence of circumstances happily calculated for a perfect education; on the contrary I endeavour to apply remedies, to tempers naturally bad, or which have been spoilt: I calculate the common mistakes in education, and have recourse to the most simple methods of correcting, in the whole or in part, what has absolute need of correction. It is true, you will not find in this little work, the means of giving success to an education neglected or ill conducted; but is there any thing strange in this? Is it not the most that one can wish, to obtain simple rules, by the observance of which, a good education may be acquired. I confess we may dispense, and do dispense generally, with much less than I propose; but it is likewise very obvious that children suffer materially by this neglect. The road I am pointing out, though tedious in appearance, is in reality the shortest, as it leads directly to the object we are in pursuit of. The other, which is that of _fear_ and of a _superficial culture of the understanding_, short as it may seem, is in reality long; as it hardly ever attains to the _only true end of education_, which is to form the mind, and inspire it with a sincere love of virtue. The greater part of those who have gone this latter road, have to commence their journey anew, at a moment when their education seems finished; and after having passed the first years of their entrance into the world, in committing errors which are often irreparable, they are forced to learn from experience, and their own reflections, those maxims, of which that wretched and superficial education had left them in ignorance. It should be observed moreover, that the first services demanded in behalf of children, and which inexperienced people regard as oppressive and impracticable, will preserve them from troubles much more grievous; and remove obstacles which become insurmountable, in the course of an education less accurate and skilful.