Ibid._

[11-A] In the possession of the British Museum.

[14-A] Ford, _The New England Primer_, p. 38.

[14-B] _Ibid._

[19-A] Thomas, _History of Printing in America_, vol. iii, p. 145.

[19-B] _Ibid._, vol. i, p. 294.

[26-A] Sears, _American Literature_, p. 86.

[26-B] Although this appears to be the first advertisement of gilt
horn-books in Philadelphia papers, an inventory of the estate of Michael
Perry, a Boston bookseller, made in seventeen hundred, includes sixteen
dozen gilt horn-books.

CHAPTER II

1747-1767

He who learns his letters fair,
Shall have a coach and take the air.
_Royal Primer_, Newbery, 1762

Our king the good
No man of blood.
_The New England Primer_, 1762

CHAPTER II

1747-1767

_The Play-Book in England_

The vast horde of story-books so constantly poured into modern nurseries
makes it difficult to realize that the library of the early colonial
child consisted of such books as have been already described. The
juvenile books to-day are multiform. The quantities displayed upon
shop-counters or ranged upon play-room shelves include a variety of
subjects bewildering to all but those whose business necessitates a
knowledge of this kind of literature. For the little child there is no
lack of gayly colored pictures and short tales in large print; for the
older boys and girls there lies a generous choice, ranging from Bunny
stories to Jungle Books, or they

"May see how all things are,
Seas and cities near and far.
And the flying fairies' looks
In the picture story-books."

The contrast is indeed extreme between that scanty fare of dull sermons
and "The New England Primer" given to the little people of the early
eighteenth century, and this superabundance prepared with lavish care
for the nation of American children.

The beginning of this complex juvenile literature is, therefore, to be
regarded as a comparatively modern invention of about seventeen hundred
and forty-five. From that date can be traced the slow growth of a
literature written with an avowed intention of furnishing amusement as
well as instruction; and in the toy-books published one hundred and
fifty years ago are found the prototypes of the present modes of
bringing fun and knowledge to the American fireside.

The question at once arises as to the reason why this literature came
into existence; why was it that children after seve