and even Sewell and Rutty's Histories of the Quakers. He was
fond of putting into my hands books which exhibited men of energy and
resource in unusual circumstances, struggling against difficulties and
overcoming them: of such works I remember Beaver's _African Memoranda_,
and Collins's _Account of the First Settlement of New South Wales_.
Two books which I never wearied of reading were Anson's Voyages, so
delightful to most young persons, and a collection (Hawkesworth's, I
believe) of _Voyages round the World_, in four volumes, beginning with
Drake and ending with Cook and Bougainville. Of children's books, any
more than of playthings, I had scarcely any, except an occasional gift
from a relation or acquaintance: among those I had, _Robinson Crusoe_
was pre-eminent, and continued to delight me through all my boyhood.
It was no part, however, of my father's system to exclude books of
amusement, though he allowed them very sparingly. Of such books he
possessed at that time next to none, but he borrowed several for me;
those which I remember are the _Arabian Nights_, Cazotte's _Arabian
Tales_, _Don Quixote_, Miss Edgeworth's _Popular Tales_, and a book
of some reputation in its day, Brooke's _Fool of Quality_.

In my eighth year I commenced learning Latin, in conjunction with a
younger sister, to whom I taught it as I went on, and who afterwards
repeated the lessons to my father; from this time, other sisters and
brothers being successively added as pupils, a considerable part of my
day's work consisted of this preparatory teaching. It was a part which
I greatly disliked; the more so, as I was held responsible for the
lessons of my pupils, in almost as full a sense as for my own: I,
however, derived from this discipline the great advantage, of learning
more thoroughly and retaining more lastingly the things which I was
set to teach: perhaps, too, the practice it afforded in explaining
difficulties to others, may even at that age have been useful. In
other respects, the experience of my boyhood is not favourable to the
plan of teaching children by means of one another. The teaching, I
am sure, is very inefficient as teaching, and I well know that the
relation between teacher and taught is not a good moral discipline
to either. I went in this manner through the Latin grammar, and a
considerable part of Cornelius Nepos and Caesar's Commentaries, but
afterwards added to the superintendence of these lessons, much longer
ones o