The Principles of the Former Essays applied to a Particular Situation Truth must ultimately prevail over error.At the conclusion of the Second Essay，a promise was made that an account should be given of the plans which were in progress at New Lanark for the further improvement of its inhabitants；and that a practical system should be sketched，by which equal advantages might be generally introduced among the poor and working classes throughout the United Kingdom.
This account became necessary，in order to exhibit even a limited view of the principles on which the plans of the author are founded，and to recommend them generally to practice.
That which has been hitherto done for the community at New Lanark，as described in the Second Essay，has chiefly consisted in withdrawing some of those circumstances which tended to generate，continue，or increase early bad habits，that is to say，undoing that which society had from ignorance permitted to be done.
To effect this，however，was a far more difficult task than to train up a child from infancy in the way he should go；for that is the most easy process for the formation of character；
while to unlearn and to change long acquired habits is a proceeding directly opposed to the most tenacious feelings of human nature.
Nevertheless，the proper application steadily pursued did effect beneficial changes on these old habits，even beyond the most sanguine expectations of the party by whom the task was undertaken.
The principles were driven from the study of human nature itself and they could not fail of success.
Still，however，very little，comparatively speaking，had been done for them.They had not been taught the most valuable domestic and social habits：such as the most economical method of preparing food；how to arrange their dwellings with neatness，and to keep them always clean and in order；but，what was of infinitely more importance，they had not been instructed how to train their children to form them into valuable members of the community，or to know that principles existed，which，when properly applied to practice from infancy，would ensure from man to man，without chance of failure，a just，open，sincere，and benevolent conduct.
It was in this stage of the progress of improvement，that it became necessary to form arrangements for surrounding them with circumstances which should gradually prepare the individuals to receive and firmly retain those domestic and social acquirements and habits.For this purpose a building，which may be termed the 'new institution'，was erected in the centre of the establishment，with an enclosed area before it.The area is intended for a playground for the children of the villagers，from the time they can walk alone until they enter the school.
It must be evident to those who have been in the practice of observing children with attention，that much of good or evil is taught to or acquired by a child at a very early period of its life；that much of temper or disposition is correctly or incorrectly formed before he attains his second，year'and that many durable impressions are made at the termination of the first twelve or even six months of his existence.The children，therefore，of the uninstructed and ill-instructed，suffer material injury in the formation of their characters during these and the subsequent years of childhood and of youth.
It was to prevent，or as much as possible to counteract，these primary evils，to which the poor and working classes are exposed when infants，that the area became part of the New Institution.
Into this playground the children are to be received as soon as they can freely walk alone；to be superintended by persons instructed to take charge of them.
As the happiness of man chiefly，if not altogether，depends on his own sentiments and habits，as well as those of the individuals around him；and as any sentiments and habits may be given to all infants，it becomes of primary importance that those alone should be given to them which can contribute to their happiness.Each child，therefore，on his entrance into the playground，is to be told in language which he can understand，that 'he is never to injure his playfellows；but that，on the contrary，he is to contribute all in his power to make them happy.This simple precept，when comprehended in all its bearings，and the habits which will arise from its early adoption into practice，if no counteracting principle be forced uPon the young mind，will effectually supersede all the errors which have hitherto kept the world in ignorance and misery.So simple a precept，too，will be easily taught，and as easily acquired；for the chief employment of the superintendents will be to prevent any deviation from it in practice.The older children，when they shall have experienced the endless advantages from acting on this principle，will，by their example，soon enforce the practice of it on the young strangers：and the happiness，which the little groups will enjoy from this rational conduct，will ensure its speedy and general and willing adoption.The habit also which they will acquire at this early period of life by continually acting on the principle，will fix it firmly；it will become easy and familiar to them，or，as it is often termed，natural.
Thus，by merely attending to the evidence of our senses respecting human nature，and disregarding the wild，inconsistent，and absurd theories in which man has been hitherto trained in all parts of the earth，we shall accomplish with ease and certainty the supposed Herculean labour of forming a rational character in man，and that，too，chiefly before the child commences the ordinary course of education.
