Your last letter has so entirely put an end to the fears I had of wearying you with so many particulars relative to education, that I shall make no more apologies on the subject. I have already shewn you, of what importance it is to have a perfect knowledge of the temper, inclinations, and extent of the understanding of your scholar, so as to correct the defects he may have received from Nature, and to be in a state as much as possible to foresee to what degree of merit he may arrive: and now I am going to point out the means, by which you may acquire this knowledge. It is necessary to attend to the child's disposition, from the time he can speak. If he shews no attachment to those who have the care of him, he will afford you very few motives for hope. But we may expect a great deal from a child, who expresses sensibility, and a lively taste for the amusements procured him: follow him in his sports, and be assured, if he pursues them eagerly, and does not soon grow tired with them, that you will one day or other find him capable of great application; and you may easily give him an inclination for study. When he is five years old, often converse with him, not to instruct him, but to make yourself acquainted with his disposition. But take care he does not suspect your intentions; for then he will not answer ingenuously the questions you put to him. Seem only to talk for the sake of talking, and do not appear to pay any great attention to what he says, and notwithstanding his childishness, you will easily discover whether his ideas are at all arranged, and if he has strength of judgment. In fine, as Montaigne says, speaking of a Tutor: ‘I would not have him the only talker; his scholar should speak in his turn. It is necessary to make him trot, before that the Tutor may judge of his pace.’