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Many persons, eminent by their charitable acts, and who express themselves generally desirous of aiding in any plan which may contribute to the improvement and happiness of the poorer classes, have, nevertheless, been unwilling to assist in the establishment of Infant Schools, fearful that the superior method pursued in these schools should render the children educated therein, much better informed than the children of the richer classes, who might thus be supplanted in numerous lucrative and honourable situations in after-life.

From this circumstance one of the two following conclusions must be drawn; either that the system of education pursued in the higher schools is very faulty and imperfect, or that the fears of those persons are entire groundless.

If the first be true, then it cannot be denied that the consequences feared by the richer classes must necessarily take place, if, either from prejudice or apathy, they continue the same faulty and imperfect method of education, which, by the expression of these fears, they positively declare is usually pursued in the higher schools; but the remedy is easy.  Let the same good principles of tuition be introduced into nurseries, and into those schools to which the children of the rich are sent, and the latter will not fail to maintain their patrimonial ranks in society.  They need then have no fear least the poorer classes should become too intellectual, but, on the contrary, they will soon find that their own welfare, security, and happiness will not only be insured, but will increase in proportion as the poorer classes gain knowledge; for by the method of instruction pursued in the Infant Schools, the knowledge there acquired is necessarily accompanied by the practice of industry, sobriety, honesty, benevolence, and mutual kindness; in fine, by all the moral and religious virtues.

That the system of instruction recommended in the foregoing pages is equally applicable to the children of the rich as to those of the poor, there can be no doubt; and it might be adopted either in schools established on its principles or in the nursery.  It is, indeed, obvious that it might be carried to a much greater extent, where the means of so doing would not be wanting.  Many things might be taught, which it is neither advisable nor practicable to teach in the schools established for the instruction of poor children.

Whilst the elements of number, form, and language, may be taught by the means and after the manner recommended in the preceding chapters on the respective subjects, there are other branches of knowledge which might enter into the scope of nursery instruction with great advantage to the children.