erfluous dishes at his meals." In
returning from his walk, the boy sees a mill that is out of repair, a
meadow that is flooded, and a quantity of hay spoiled; he observes,
that the owners of these things must be sadly vexed by such accidents,
and his father congratulates himself upon their not being his
property. Here is a direct contradiction; for a few minutes before he
had asserted that they belonged to him. Property is often the cause of
much anxiety to its possessor; but the question is, whether the pains,
or the pleasures of possessing it, predominate; if this question could
not be fully discussed, it should not be partially stated. To silence
a child in argument is easy, to convince him is difficult; sophistry
or wit should never be used to confound the understanding. Reason has
equal force from the lips of the giant and of the dwarf.

These minute criticisms may appear invidious; but it is hoped that
they will be considered only as illustrations of general principles;
illustrations necessary to our subject. We have chosen M. Berquin's
work because of its universal popularity; probably all the examples
which have been selected, are in the recollection of most readers, or
at least it is easy to refer to them, because "The Children's Friend"
is to be found in every house where there are any children. The
principles by which we have examined Berquin, may be applied to all
books of the same class. Sandford and Merton, Madame de Silleri's
Theatre of Education, and her Tales of the Castle, Madame de la Fite's
Tales and Conversations, Mrs. Smith's Rural Walks, with a long list of
other books for children, which have considerable merit, would deserve
a separate analysis, if literary criticism were our object. A critic
once, with indefatigable ill-nature, picked out all the faults of a
beautiful poem, and presented them to Apollo. The god ordered a
bushel of his best Parnassian wheat to be carefully winnowed, and he
presented the critic with the chaff. Our wish is to separate the small
portion of what is useless, from the excellent nutriment contained in
the books we have mentioned.

With respect to sentimental stories,[105] and books of mere
entertainment, we must remark, that they should be sparingly used,
especially in the education of girls. This species of reading,
cultivates what is called the heart prematurely; lowers the tone of
the mind, and induces indifference for those common pleasures and
occupations which,