It is of little consequence what particular experiment is selected for
the first; we only wish to show, that the minds of children may be
turned to this subject; and that, by accustoming them to observation,
we give them not only the power of learning what has been already
discovered, but of adding, as they grow older, something to the
general stock of human knowledge.

CHAPTER XIX.

ON PUBLIC AND PRIVATE EDUCATION.

The anxious parent, after what has been said concerning tasks and
classical literature, will inquire whether the whole plan of education
recommended in the following pages, is intended to relate to public or
to private education. It is intended to relate to both. It is not
usual to send children to school before they are eight or nine years
old: our first object is to show how education may be conducted to
that age in such a manner, that children may be well prepared for the
acquisition of all the knowledge usually taught at schools, and may be
perfectly free from many of the faults that pupils sometimes have
acquired before they are sent to any public seminary. It is obvious,
that public preceptors would be saved much useless labour and anxiety,
were parents to take some pains in the previous instruction of their
children; and more especially, if they were to prevent them from
learning a taste for total idleness, or habits of obstinacy and of
falsehood, which can scarcely be conquered by the utmost care and
vigilance. We can assure parents, from experience, that if they pursue
steadily a proper plan with regard to the understanding and the moral
habits, they will not have much trouble with the education of their
children after the age we have mentioned, as long as they continue to
instruct them at home; and if they send them to public schools, their
superiority in intellect and in conduct will quickly appear. Though we
have been principally attentive to all the circumstances which can be
essential to the management of young people during the first nine or
ten years of their lives, we have by no means confined our
observations to this period alone; but we have endeavoured to lay
before parents a general view of the human mind (as far as it relates
to our subject) of proper methods of teaching, and of the objects of
rational instruction--so that they may extend the principles which we
have laid down, through all the succeeding periods of education, and
may apply them as it may best suit their pecu