Our great lexicographer, in his celebrated eulogium on Dr. Watts, thus speaks in commendation of those productions which he so successfully penned for the pleasure and instruction of the juvenile portion of the community.

'For children,' says Dr. Johnson, 'he condescended to lay aside the philosopher, the scholar, and the wit, to write little poems of devotion, and systems of instruction adapted to their wants and capacities, from the dawn of reason to its gradation of advance in the morning of life. Every man acquainted with the common principles of human action will look with veneration on the writer who is at one time combating Locke and at another time making a catechism for children in their fourth year. A voluntary descent from the dignity of science is perhaps the hardest lesson which humility can teach.'

It seems, however, no very easy task to write for children. Those only who have been interested in the education of a family, who have patiently followed children through the first processes of reasoning, who have daily watched over their thoughts and feelings—those only who know with what ease and rapidity the early associations of ideas are formed, on which the future taste, character, and happiness depend, can feel the dangers and difficulties of such an undertaking.

Indeed, in all sciences the grand difficulty has been to ascertain facts—a difficulty which, in the science of education, peculiar circumstances conspire to increase. Here the objects of every experiment are so interesting that we cannot hold our minds indifferent to the result. Nor is it to be expected that many registers of experiments, successful and unsuccessful, should be kept, much less should be published, when we consider that the combined powers of affection and vanity, of partiality to his child and to his theory, will act upon the mind of a parent, in opposition to the abstract love of justice, and the general desire to increase the wisdom and happiness of mankind. Notwithstanding these difficulties, an attempt to keep such a register has actually been made. The design has from time to time been pursued. Though much has not been collected, every circumstance and conversation that have been preserved are faithfully and accurately related, and these notes have been of great advantage to the writer of the following stories.

The question, whether society could exist without the distinction of ranks, is a question involving a variety of complicated discussions, which we leave to the politician and the legislator. At present it is necessary that the education of different ranks should, in some respects, be different. They have few ideas, few habits, in common; their peculiar vices and virtues do not arise from the same causes, and their ambition is to be directed to different objects. But justice, truth, and humanity are confined to no particular rank, and should be enforced with equal care and energy upon the minds of young people of every station; and it is hoped that these principles have never been forgotten in the following pages.

As the ideas of children multiply, the language of their books should become less simple; else their taste will quickly be disgusted, or will remain stationary. Children that live with people who converse with elegance will not be contented with a style inferior to what they hear from everybody near them.

All poetical allusions, however, have been avoided in this book; such situations only are described as children can easily imagine, and which may consequently interest their feelings. Such examples of virtue are painted as are not above their conception of excellence, or their powers of sympathy and emulation.

Скачать книгу