o Britons, would be as
ridiculous as it is unnecessary; and, except amongst those who are
exposed to the contagion of foreign manners, we may boast of the
superior delicacy of our fair countrywomen; a delicacy acquired from
domestic example, and confirmed by publick approbation. Our opinions
concerning the female character and understanding, have been fully
detailed in a former publication;[1] and, unwilling to fatigue by
repetition, we have touched but slightly upon these subjects in our
chapters on Temper, Female Accomplishments, Prudence, and Economy.

We have warned our readers not to expect from us any new theory of
education, but they need not apprehend that we have written without
method, or that we have thrown before them a heap of desultory remarks
and experiments, which lead to no general conclusions, and which tend
to the establishment of no useful principles. We assure them that we
have worked upon a regular plan, and where we have failed of executing
our design, it has not been for want of labour or attention. Convinced
that it is the duty and the interest of all who write, to inquire what
others have said and thought upon the subject of which they treat, we
have examined attentively the works of others, that we might collect
whatever knowledge they contain, and that we might neither arrogate
inventions which do not belong to us, nor weary the public by
repetition. Some useful and ingenious essays may probably have escaped
our notice; but we flatter ourselves, that our readers will not find
reason to accuse us of negligence, as we have perused with diligent
attention every work upon education, that has obtained the sanction of
time or of public approbation, and, though we have never bound
ourselves to the letter, we hope that we have been faithful to the
spirit, of their authors. Without incumbering ourselves with any part
of their systems which has not been authorized by experience, we have
steadily attempted immediately to apply to practice such of their
ideas as we have thought useful; but whilst we have used the thoughts
of others, we have been anxious to avoid mean plagiarism, and wherever
we have borrowed, the debt has been carefully acknowledged.

The first hint of the chapter on Toys was received from Dr. Beddoes;
the sketch of an introduction to chemistry for children was given to
us by Mr. Lovell Edgeworth; and the rest of the work was resumed from
a design formed and begun twenty years ago. When