correct picture of common life, becomes a far more instructive work than one of superior merit belonging to the imaginative class; for, as he tells us, 'It guides the judgment and supplies a kind of artificial experience of life.' It is also Whately who complains – not exactly as one would expect an archbishop to complain – that Miss Edgeworth's stories are too improving, too didactic. 'She would, we think, instruct more successfully, and we are sure please more frequently, if she kept the design of teaching more out of sight,' he writes. If Whately were alive to review the novels of our own day, he might after all prefer 'the splendid scenes of an imaginary world' to the favourite experiments in garbage of our present Laura Matildas. It is true the books sell by thousands. They certainly prove that the successful discovery of the age is not to point out what is right but what is wrong. Books used to be coarse and jocular; our books are earnest and indecent on principle. One hears of the revolting daughters who are so much to the front, the same word in a different sense may perhaps apply to a favourite school of authors now in vogue.
There is, however, a compensating balance in every adjustment of the scales of life: along with the minor virtues which are so much out of fashion, such as modesty, decency, good breeding, etc., follows the expulsion of a great many minor vices, such as affectation, disingenuousness, exclusiveness, and worldly wisdom. The latter qualities still exist of course, but in a rather shame-stricken, apologetic sort of way. Besides the gibes of literature, they have to contend with all sorts of opposing influences, – with omnibuses, depreciated investments, penny papers, county councils, all of which certainly place altruism and public spirit in the place of the more personal egotisms of our grandfathers.
PREFACE
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.
It is not easy to give rewards to children which shall not indirectly do them harm by fostering some hurtful taste or passion. In the story of 'Lazy Lawrence,' where the object was to excite a spirit of industry, care has been taken to proportion the reward to the exertion, and to demonstrate that people feel cheerful and happy whilst they are employed. The reward of our industrious boy, though it be money, is only money considered as the means of gratifying a benevolent wish. In a commercial nation it is especially necessary to separate, as much as possible, the spirit of industry and avarice; and to beware lest we introduce Vice under the form of Virtue.
In the story of 'Tarlton and Loveit' are represented the danger and the folly of that weakness of mind, and that easiness to be led, which too often pass for good nature; and in the tale of the 'False Key' are pointed out some of the evils to which a well-educated boy, on first going to service, is exposed from the profligacy of his fellow-servants.
In the 'Birthday Present,' and in the character of Mrs. Theresa Tattle, the Parent's Assistant has pointed out the dangers which may arise in education from a bad servant or a common acquaintance.
In the 'Barring Out' the errors to which a high spirit and the love of party are apt to lead have been made the subject of correction, and it is hoped that the common fault of making the most mischievous characters appear the most active and the most ingenious has been as much as possible avoided. Unsuccessful cunning will not be admired, and cannot induce imitation.
It has been attempted, in these stories, to provide antidotes against ill-humour, the epidemic rage for dissipation, and the fatal propensity to admire and imitate whatever the fashion of the moment may distinguish. Were young people, either in public schools or in private families, absolutely free from bad examples, it would not be advisable to introduce despicable and vicious characters in books intended for their improvement. But in real life they must see vice, and it is best that they should be early shocked with the representation of what they are to avoid. There is a great deal of difference between innocence and ignorance.
To prevent the precepts of morality from tiring the ear and the mind, it was necessary to make the stories in which they are introduced in some measure dramatic; to keep alive hope and fear and curiosity, by some degree of intricacy. At the same time, care has been taken to avoid inflaming the imagination, or exciting a restless spirit of adventure, by exhibiting false views of life, and creating hopes which, in the ordinary course of things, cannot be realised.
THE ORPHANS
Near the ruins of the castle of Rossmore, in Ireland, is a small cabin, in which there once lived a widow and her four children. As long as she was able to work, she was very industrious, and was accounted the best spinner in the parish; but she overworked herself at last, and fell ill, so that she could not sit to her wheel as she used to do, and was obliged to give it up to her eldest daughter, Mary.
Mary
