It is possible that current
copyright
holders, heirs or the estate of the authors of individual portions of the work, such as illustrations or photographs, assert copyrights over these portions.
Childrens - Frank
Frank : a sequel to Frank in Early lessons / by Maria Edgeworth.
Edgeworth, Maria, 1767-1849. London : Printed for R. Hunter, 1825
http://hdl. handle. net/2027/hvd. hn2gwl
Public Domain, Google-digitized
http://www. hathitrust. org/access_use#pd-google
We have determined this work to be in the public domain, meaning that it is not subject to copyright. Users are free to copy, use, and redistribute the work in part or in whole. It is possible that current copyright holders, heirs or the estate of the authors of individual portions of the work, such as illustrations or photographs, assert copyrights over these portions. Depending on the nature of subsequent use that is made, additional rights may need to be obtained independently of anything we can address. The digital images and OCR of this work were produced by Google, Inc. (indicated by a watermark on each page in the PageTurner). Google requests that the images and OCR not be re-hosted, redistributed or used commercially. The images are provided for educational, scholarly, non-commercial purposes.
? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ^4 to
HARVARD COLLEGE LIBRARY
Charles Eliot Norton
1827-1908
?
From his Children
Richard Norton, Sara Norton, Rupert Norton
Eliot Norton, Margaret Norton
Elizabeth Gaskell Norton
November 16, 1927
GIVEN ON THE HUNDREDTH ANNIVERSARY
OF PROFESSOR NORTON'S BIRTH
NOVEMBER l6, I927, BY
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? 5
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? FRANK;
A
SEQUEL TO FRANK
IN
EARLY LESSONS.
BY
MARIA EDGEWORTH.
IN THREE VOLUMES.
VOL. I.
THE SECOND EDITION.
LONDON:
PRINTED FOR R. HUNTER,
72,. si. Paul's churchyard ; and
BALDWIN, CRADOCK, AND JOY,
PATERNOSTER row.
1825.
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? HARVARD CCLLE3r LIEFMW
Fro;'. tii: ramily cf
CFUSLCS ELLIOT NORTON
NOVEMBER 16. 1927
tONDON: ^ . b
PRINTED BY CHARLES WOOB'r i
Poppin's Court, F. eet Street.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? P RE FACE
TO PARENTS.
" NOW look on him, whose very voice, in tone,
Just echoes thine; whose features are thine own;
And stroke his polish'd cheek of purest red,
And lay thine hand upon his flaxen head,
And say, ' My boy, th' unwelcome hour is come,
When thou, transplanted from thy genial home,
Must find a colder soil and bleaker air,
And trust for safety to a stranger's care. '
-- Thou would'st not, deaf to Nature's tenderest
plea,
Turn him adrift upon a rolling sea;
Nor say. Go hither '. conscious that there lay
A brood of asps, or quicksands, in his way.
Then, only govern'd by the self-same rule
Of natural pity, send him not to school. "
How these lines must strike any affection-
ate parent, who is going to send a boyjto
school! Yet, when the first effect of the flash
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? IV
PREFACK.
and stroke of eloquence passes away, as the
mind subsides to calm, we question whether
the danger be real or imaginary. The com-
mon reflection, that most of the great men
of England have been educated at public
schools, recurs to the father and mother, or
is suggested to them by some friend of the
family, who has himself been brought up in
one of our great seminaries. They listen,
and are persuaded, if not convinced; for
those, who are most readily alarmed by elo-
quence, are most easily relieved by assertion :
ashamed of having been moved too far in
the moment of alarm, they go directly to the
contrary extreme of rash security. They
laugh at the poetic peril of asps and quick-
sands, neglect to examine into the nature
of the real danger, and dismiss at once all
fear of the simile, and all care for the truth.
It is to be desired, that, on a subject of so
much importance to their children and them-
selves, parents might feel something more than
the evanescent effect of eloquence, and might
be excited to a serious examination of the facts.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
v
But even those, who do not content themselves
with a mere dramatic start, or sentimental
exclamation, and who are seriously aware of
the danger, imagine, that the evils, if not
necessary, are unavoidable. It must be suf- '
ficiently obvious, even to the most zealous
friends of private education, that, from
various circumstances of inexpediency and
impossibility, vast numbers of children can-
not be bred up at home; they must go to
school, and to some of the seminaries which
exist.
When it comes to the usual age for send-
ing the boy from home, this sense of neces-
sity presses upon the father and mother:
they think, that all they can do is to choose
for their son the school of which they hear the
best character: they know all have their
faults; they are sorry for it, but they cannot
help it; whatever these faults may be, the
individual parent cannot rectify them at the
moment his boy is to go to school; and be-
cause they cannot do every thing they are
content to do nothing. They submit with
a3
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? vi
PREFACE.
indolent resignation to the plea of necessity,
consoling themselves with the sophisms of
common-place philosophy.
They tell you, or they tell themselves, that
if the power of new modelling our institutions
were put into the hands of any of those who
wish for their reform, they might not be able
to satisfy themselves or others in the execu-
tion of new plans; that in the hurry and zeal
of innovation they might run from evils that
we know, to those we know not of. These
considerations, obvious as they are, may
afford some comfort under the impos-
sibility of sudden change, and may recon-
cile us to the slow operations of time and
truth, acting as they do irresistibly together.
Though it cannot be hoped, that, by any com-
bination of opinion and effort, a perfect
school, such as anxious parentsiwould desire,
can, in our days, or perhaps ever, be realized,
yet continual advances towards excellence
may be made. e ?
But, in the mean time, there is something
which every parent can do, something more
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
vii
safe than sudden innovation; more manly,
more becoming, more useful than indulgence
in idle declamation or indolent despair.
Every father, every mother, can, by prepa-
ratory care, direct the home education of
their boys before they send them to school.
Every parent can, by this preparatory care,
easily do that, which it is not in the power
of any schoolmaster to effect, however able
or zealonsi' t 'u iii_. -'
For, picture to yourself a perfect school-
master--Unless he be endowed with the gifts
of ubiquity and omniscience, unless he nei-
ther sleep nor nod, he cannot always see,
or always know, what is going on among the
hundreds assembled under his tuition; he
can make only general regulations, and en-
force obedience to these ; but he has no time
for individual inspection; he cannot attend
to the habits of each boy's understanding or
temper, > nor adapt his moral instruction to
the cure of his defects. Yet this is expected,
and more: he is expected to correct, in a
few months, perhaps, all the faults, all the
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? Vli PREFACE.
bad habits, which boys may have acquired
during the eight or tenTprevious years of their
life.
Parents sometimes seem to consider a
schoolmaster as a magician, who can accom-
plish every wish, however extravagant; who
can confer every moral gift, and every intel-
lectual talent.
Sending a boy to school is by such parents
considered as a remedy for every evil. Is
their boy indolent? Oh, send him to school,
aud he will become active. Is he headstrong ?
No matter, his temper will be cured at school.
Is he bashful? He will become confident
enough at a public school. Is he selfish?
He will become generous.
It is possible that current copyright holders, heirs or the estate of the authors of individual portions of the work, such as illustrations or photographs, assert copyrights over these portions. Depending on the nature of subsequent use that is made, additional rights may need to be obtained independently of anything we can address. The digital images and OCR of this work were produced by Google, Inc. (indicated by a watermark on each page in the PageTurner). Google requests that the images and OCR not be re-hosted, redistributed or used commercially. The images are provided for educational, scholarly, non-commercial purposes.
? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ^4 to
HARVARD COLLEGE LIBRARY
Charles Eliot Norton
1827-1908
?
From his Children
Richard Norton, Sara Norton, Rupert Norton
Eliot Norton, Margaret Norton
Elizabeth Gaskell Norton
November 16, 1927
GIVEN ON THE HUNDREDTH ANNIVERSARY
OF PROFESSOR NORTON'S BIRTH
NOVEMBER l6, I927, BY
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? 5
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? FRANK;
A
SEQUEL TO FRANK
IN
EARLY LESSONS.
BY
MARIA EDGEWORTH.
IN THREE VOLUMES.
VOL. I.
THE SECOND EDITION.
LONDON:
PRINTED FOR R. HUNTER,
72,. si. Paul's churchyard ; and
BALDWIN, CRADOCK, AND JOY,
PATERNOSTER row.
1825.
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? HARVARD CCLLE3r LIEFMW
Fro;'. tii: ramily cf
CFUSLCS ELLIOT NORTON
NOVEMBER 16. 1927
tONDON: ^ . b
PRINTED BY CHARLES WOOB'r i
Poppin's Court, F. eet Street.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? P RE FACE
TO PARENTS.
" NOW look on him, whose very voice, in tone,
Just echoes thine; whose features are thine own;
And stroke his polish'd cheek of purest red,
And lay thine hand upon his flaxen head,
And say, ' My boy, th' unwelcome hour is come,
When thou, transplanted from thy genial home,
Must find a colder soil and bleaker air,
And trust for safety to a stranger's care. '
-- Thou would'st not, deaf to Nature's tenderest
plea,
Turn him adrift upon a rolling sea;
Nor say. Go hither '. conscious that there lay
A brood of asps, or quicksands, in his way.
Then, only govern'd by the self-same rule
Of natural pity, send him not to school. "
How these lines must strike any affection-
ate parent, who is going to send a boyjto
school! Yet, when the first effect of the flash
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? IV
PREFACK.
and stroke of eloquence passes away, as the
mind subsides to calm, we question whether
the danger be real or imaginary. The com-
mon reflection, that most of the great men
of England have been educated at public
schools, recurs to the father and mother, or
is suggested to them by some friend of the
family, who has himself been brought up in
one of our great seminaries. They listen,
and are persuaded, if not convinced; for
those, who are most readily alarmed by elo-
quence, are most easily relieved by assertion :
ashamed of having been moved too far in
the moment of alarm, they go directly to the
contrary extreme of rash security. They
laugh at the poetic peril of asps and quick-
sands, neglect to examine into the nature
of the real danger, and dismiss at once all
fear of the simile, and all care for the truth.
It is to be desired, that, on a subject of so
much importance to their children and them-
selves, parents might feel something more than
the evanescent effect of eloquence, and might
be excited to a serious examination of the facts.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
v
But even those, who do not content themselves
with a mere dramatic start, or sentimental
exclamation, and who are seriously aware of
the danger, imagine, that the evils, if not
necessary, are unavoidable. It must be suf- '
ficiently obvious, even to the most zealous
friends of private education, that, from
various circumstances of inexpediency and
impossibility, vast numbers of children can-
not be bred up at home; they must go to
school, and to some of the seminaries which
exist.
When it comes to the usual age for send-
ing the boy from home, this sense of neces-
sity presses upon the father and mother:
they think, that all they can do is to choose
for their son the school of which they hear the
best character: they know all have their
faults; they are sorry for it, but they cannot
help it; whatever these faults may be, the
individual parent cannot rectify them at the
moment his boy is to go to school; and be-
cause they cannot do every thing they are
content to do nothing. They submit with
a3
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? vi
PREFACE.
indolent resignation to the plea of necessity,
consoling themselves with the sophisms of
common-place philosophy.
They tell you, or they tell themselves, that
if the power of new modelling our institutions
were put into the hands of any of those who
wish for their reform, they might not be able
to satisfy themselves or others in the execu-
tion of new plans; that in the hurry and zeal
of innovation they might run from evils that
we know, to those we know not of. These
considerations, obvious as they are, may
afford some comfort under the impos-
sibility of sudden change, and may recon-
cile us to the slow operations of time and
truth, acting as they do irresistibly together.
Though it cannot be hoped, that, by any com-
bination of opinion and effort, a perfect
school, such as anxious parentsiwould desire,
can, in our days, or perhaps ever, be realized,
yet continual advances towards excellence
may be made. e ?
But, in the mean time, there is something
which every parent can do, something more
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
vii
safe than sudden innovation; more manly,
more becoming, more useful than indulgence
in idle declamation or indolent despair.
Every father, every mother, can, by prepa-
ratory care, direct the home education of
their boys before they send them to school.
Every parent can, by this preparatory care,
easily do that, which it is not in the power
of any schoolmaster to effect, however able
or zealonsi' t 'u iii_. -'
For, picture to yourself a perfect school-
master--Unless he be endowed with the gifts
of ubiquity and omniscience, unless he nei-
ther sleep nor nod, he cannot always see,
or always know, what is going on among the
hundreds assembled under his tuition; he
can make only general regulations, and en-
force obedience to these ; but he has no time
for individual inspection; he cannot attend
to the habits of each boy's understanding or
temper, > nor adapt his moral instruction to
the cure of his defects. Yet this is expected,
and more: he is expected to correct, in a
few months, perhaps, all the faults, all the
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? Vli PREFACE.
bad habits, which boys may have acquired
during the eight or tenTprevious years of their
life.
Parents sometimes seem to consider a
schoolmaster as a magician, who can accom-
plish every wish, however extravagant; who
can confer every moral gift, and every intel-
lectual talent.
Sending a boy to school is by such parents
considered as a remedy for every evil. Is
their boy indolent? Oh, send him to school,
aud he will become active. Is he headstrong ?
No matter, his temper will be cured at school.
Is he bashful? He will become confident
enough at a public school. Is he selfish?
He will become generous. Is he cowardly 1
He will become brave. Above all, he will
learn to be manly ; every boy becomes manly
at school. But he has no habits of applica-
tion, order, or truth. No matter, he will
learn them all when he goes to school; it is
his master's business to teach him these. He
does not know, perhaps, how to write, or to
read, or to spell, or to speak his mother tongue
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust.
Edgeworth, Maria, 1767-1849. London : Printed for R. Hunter, 1825
http://hdl. handle. net/2027/hvd. hn2gwl
Public Domain, Google-digitized
http://www. hathitrust. org/access_use#pd-google
We have determined this work to be in the public domain, meaning that it is not subject to copyright. Users are free to copy, use, and redistribute the work in part or in whole. It is possible that current copyright holders, heirs or the estate of the authors of individual portions of the work, such as illustrations or photographs, assert copyrights over these portions. Depending on the nature of subsequent use that is made, additional rights may need to be obtained independently of anything we can address. The digital images and OCR of this work were produced by Google, Inc. (indicated by a watermark on each page in the PageTurner). Google requests that the images and OCR not be re-hosted, redistributed or used commercially. The images are provided for educational, scholarly, non-commercial purposes.
? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ^4 to
HARVARD COLLEGE LIBRARY
Charles Eliot Norton
1827-1908
?
From his Children
Richard Norton, Sara Norton, Rupert Norton
Eliot Norton, Margaret Norton
Elizabeth Gaskell Norton
November 16, 1927
GIVEN ON THE HUNDREDTH ANNIVERSARY
OF PROFESSOR NORTON'S BIRTH
NOVEMBER l6, I927, BY
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? 5
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? FRANK;
A
SEQUEL TO FRANK
IN
EARLY LESSONS.
BY
MARIA EDGEWORTH.
IN THREE VOLUMES.
VOL. I.
THE SECOND EDITION.
LONDON:
PRINTED FOR R. HUNTER,
72,. si. Paul's churchyard ; and
BALDWIN, CRADOCK, AND JOY,
PATERNOSTER row.
1825.
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? HARVARD CCLLE3r LIEFMW
Fro;'. tii: ramily cf
CFUSLCS ELLIOT NORTON
NOVEMBER 16. 1927
tONDON: ^ . b
PRINTED BY CHARLES WOOB'r i
Poppin's Court, F. eet Street.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? P RE FACE
TO PARENTS.
" NOW look on him, whose very voice, in tone,
Just echoes thine; whose features are thine own;
And stroke his polish'd cheek of purest red,
And lay thine hand upon his flaxen head,
And say, ' My boy, th' unwelcome hour is come,
When thou, transplanted from thy genial home,
Must find a colder soil and bleaker air,
And trust for safety to a stranger's care. '
-- Thou would'st not, deaf to Nature's tenderest
plea,
Turn him adrift upon a rolling sea;
Nor say. Go hither '. conscious that there lay
A brood of asps, or quicksands, in his way.
Then, only govern'd by the self-same rule
Of natural pity, send him not to school. "
How these lines must strike any affection-
ate parent, who is going to send a boyjto
school! Yet, when the first effect of the flash
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? IV
PREFACK.
and stroke of eloquence passes away, as the
mind subsides to calm, we question whether
the danger be real or imaginary. The com-
mon reflection, that most of the great men
of England have been educated at public
schools, recurs to the father and mother, or
is suggested to them by some friend of the
family, who has himself been brought up in
one of our great seminaries. They listen,
and are persuaded, if not convinced; for
those, who are most readily alarmed by elo-
quence, are most easily relieved by assertion :
ashamed of having been moved too far in
the moment of alarm, they go directly to the
contrary extreme of rash security. They
laugh at the poetic peril of asps and quick-
sands, neglect to examine into the nature
of the real danger, and dismiss at once all
fear of the simile, and all care for the truth.
It is to be desired, that, on a subject of so
much importance to their children and them-
selves, parents might feel something more than
the evanescent effect of eloquence, and might
be excited to a serious examination of the facts.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
v
But even those, who do not content themselves
with a mere dramatic start, or sentimental
exclamation, and who are seriously aware of
the danger, imagine, that the evils, if not
necessary, are unavoidable. It must be suf- '
ficiently obvious, even to the most zealous
friends of private education, that, from
various circumstances of inexpediency and
impossibility, vast numbers of children can-
not be bred up at home; they must go to
school, and to some of the seminaries which
exist.
When it comes to the usual age for send-
ing the boy from home, this sense of neces-
sity presses upon the father and mother:
they think, that all they can do is to choose
for their son the school of which they hear the
best character: they know all have their
faults; they are sorry for it, but they cannot
help it; whatever these faults may be, the
individual parent cannot rectify them at the
moment his boy is to go to school; and be-
cause they cannot do every thing they are
content to do nothing. They submit with
a3
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? vi
PREFACE.
indolent resignation to the plea of necessity,
consoling themselves with the sophisms of
common-place philosophy.
They tell you, or they tell themselves, that
if the power of new modelling our institutions
were put into the hands of any of those who
wish for their reform, they might not be able
to satisfy themselves or others in the execu-
tion of new plans; that in the hurry and zeal
of innovation they might run from evils that
we know, to those we know not of. These
considerations, obvious as they are, may
afford some comfort under the impos-
sibility of sudden change, and may recon-
cile us to the slow operations of time and
truth, acting as they do irresistibly together.
Though it cannot be hoped, that, by any com-
bination of opinion and effort, a perfect
school, such as anxious parentsiwould desire,
can, in our days, or perhaps ever, be realized,
yet continual advances towards excellence
may be made. e ?
But, in the mean time, there is something
which every parent can do, something more
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
vii
safe than sudden innovation; more manly,
more becoming, more useful than indulgence
in idle declamation or indolent despair.
Every father, every mother, can, by prepa-
ratory care, direct the home education of
their boys before they send them to school.
Every parent can, by this preparatory care,
easily do that, which it is not in the power
of any schoolmaster to effect, however able
or zealonsi' t 'u iii_. -'
For, picture to yourself a perfect school-
master--Unless he be endowed with the gifts
of ubiquity and omniscience, unless he nei-
ther sleep nor nod, he cannot always see,
or always know, what is going on among the
hundreds assembled under his tuition; he
can make only general regulations, and en-
force obedience to these ; but he has no time
for individual inspection; he cannot attend
to the habits of each boy's understanding or
temper, > nor adapt his moral instruction to
the cure of his defects. Yet this is expected,
and more: he is expected to correct, in a
few months, perhaps, all the faults, all the
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? Vli PREFACE.
bad habits, which boys may have acquired
during the eight or tenTprevious years of their
life.
Parents sometimes seem to consider a
schoolmaster as a magician, who can accom-
plish every wish, however extravagant; who
can confer every moral gift, and every intel-
lectual talent.
Sending a boy to school is by such parents
considered as a remedy for every evil. Is
their boy indolent? Oh, send him to school,
aud he will become active. Is he headstrong ?
No matter, his temper will be cured at school.
Is he bashful? He will become confident
enough at a public school. Is he selfish?
He will become generous.
It is possible that current copyright holders, heirs or the estate of the authors of individual portions of the work, such as illustrations or photographs, assert copyrights over these portions. Depending on the nature of subsequent use that is made, additional rights may need to be obtained independently of anything we can address. The digital images and OCR of this work were produced by Google, Inc. (indicated by a watermark on each page in the PageTurner). Google requests that the images and OCR not be re-hosted, redistributed or used commercially. The images are provided for educational, scholarly, non-commercial purposes.
? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ^4 to
HARVARD COLLEGE LIBRARY
Charles Eliot Norton
1827-1908
?
From his Children
Richard Norton, Sara Norton, Rupert Norton
Eliot Norton, Margaret Norton
Elizabeth Gaskell Norton
November 16, 1927
GIVEN ON THE HUNDREDTH ANNIVERSARY
OF PROFESSOR NORTON'S BIRTH
NOVEMBER l6, I927, BY
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? 5
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? ? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? FRANK;
A
SEQUEL TO FRANK
IN
EARLY LESSONS.
BY
MARIA EDGEWORTH.
IN THREE VOLUMES.
VOL. I.
THE SECOND EDITION.
LONDON:
PRINTED FOR R. HUNTER,
72,. si. Paul's churchyard ; and
BALDWIN, CRADOCK, AND JOY,
PATERNOSTER row.
1825.
? ? Generated for (University of Chicago) on 2014-12-24 14:30 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? HARVARD CCLLE3r LIEFMW
Fro;'. tii: ramily cf
CFUSLCS ELLIOT NORTON
NOVEMBER 16. 1927
tONDON: ^ . b
PRINTED BY CHARLES WOOB'r i
Poppin's Court, F. eet Street.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? P RE FACE
TO PARENTS.
" NOW look on him, whose very voice, in tone,
Just echoes thine; whose features are thine own;
And stroke his polish'd cheek of purest red,
And lay thine hand upon his flaxen head,
And say, ' My boy, th' unwelcome hour is come,
When thou, transplanted from thy genial home,
Must find a colder soil and bleaker air,
And trust for safety to a stranger's care. '
-- Thou would'st not, deaf to Nature's tenderest
plea,
Turn him adrift upon a rolling sea;
Nor say. Go hither '. conscious that there lay
A brood of asps, or quicksands, in his way.
Then, only govern'd by the self-same rule
Of natural pity, send him not to school. "
How these lines must strike any affection-
ate parent, who is going to send a boyjto
school! Yet, when the first effect of the flash
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? IV
PREFACK.
and stroke of eloquence passes away, as the
mind subsides to calm, we question whether
the danger be real or imaginary. The com-
mon reflection, that most of the great men
of England have been educated at public
schools, recurs to the father and mother, or
is suggested to them by some friend of the
family, who has himself been brought up in
one of our great seminaries. They listen,
and are persuaded, if not convinced; for
those, who are most readily alarmed by elo-
quence, are most easily relieved by assertion :
ashamed of having been moved too far in
the moment of alarm, they go directly to the
contrary extreme of rash security. They
laugh at the poetic peril of asps and quick-
sands, neglect to examine into the nature
of the real danger, and dismiss at once all
fear of the simile, and all care for the truth.
It is to be desired, that, on a subject of so
much importance to their children and them-
selves, parents might feel something more than
the evanescent effect of eloquence, and might
be excited to a serious examination of the facts.
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
v
But even those, who do not content themselves
with a mere dramatic start, or sentimental
exclamation, and who are seriously aware of
the danger, imagine, that the evils, if not
necessary, are unavoidable. It must be suf- '
ficiently obvious, even to the most zealous
friends of private education, that, from
various circumstances of inexpediency and
impossibility, vast numbers of children can-
not be bred up at home; they must go to
school, and to some of the seminaries which
exist.
When it comes to the usual age for send-
ing the boy from home, this sense of neces-
sity presses upon the father and mother:
they think, that all they can do is to choose
for their son the school of which they hear the
best character: they know all have their
faults; they are sorry for it, but they cannot
help it; whatever these faults may be, the
individual parent cannot rectify them at the
moment his boy is to go to school; and be-
cause they cannot do every thing they are
content to do nothing. They submit with
a3
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? vi
PREFACE.
indolent resignation to the plea of necessity,
consoling themselves with the sophisms of
common-place philosophy.
They tell you, or they tell themselves, that
if the power of new modelling our institutions
were put into the hands of any of those who
wish for their reform, they might not be able
to satisfy themselves or others in the execu-
tion of new plans; that in the hurry and zeal
of innovation they might run from evils that
we know, to those we know not of. These
considerations, obvious as they are, may
afford some comfort under the impos-
sibility of sudden change, and may recon-
cile us to the slow operations of time and
truth, acting as they do irresistibly together.
Though it cannot be hoped, that, by any com-
bination of opinion and effort, a perfect
school, such as anxious parentsiwould desire,
can, in our days, or perhaps ever, be realized,
yet continual advances towards excellence
may be made. e ?
But, in the mean time, there is something
which every parent can do, something more
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? PREFACE.
vii
safe than sudden innovation; more manly,
more becoming, more useful than indulgence
in idle declamation or indolent despair.
Every father, every mother, can, by prepa-
ratory care, direct the home education of
their boys before they send them to school.
Every parent can, by this preparatory care,
easily do that, which it is not in the power
of any schoolmaster to effect, however able
or zealonsi' t 'u iii_. -'
For, picture to yourself a perfect school-
master--Unless he be endowed with the gifts
of ubiquity and omniscience, unless he nei-
ther sleep nor nod, he cannot always see,
or always know, what is going on among the
hundreds assembled under his tuition; he
can make only general regulations, and en-
force obedience to these ; but he has no time
for individual inspection; he cannot attend
to the habits of each boy's understanding or
temper, > nor adapt his moral instruction to
the cure of his defects. Yet this is expected,
and more: he is expected to correct, in a
few months, perhaps, all the faults, all the
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust. org/access_use#pd-google
? Vli PREFACE.
bad habits, which boys may have acquired
during the eight or tenTprevious years of their
life.
Parents sometimes seem to consider a
schoolmaster as a magician, who can accom-
plish every wish, however extravagant; who
can confer every moral gift, and every intel-
lectual talent.
Sending a boy to school is by such parents
considered as a remedy for every evil. Is
their boy indolent? Oh, send him to school,
aud he will become active. Is he headstrong ?
No matter, his temper will be cured at school.
Is he bashful? He will become confident
enough at a public school. Is he selfish?
He will become generous. Is he cowardly 1
He will become brave. Above all, he will
learn to be manly ; every boy becomes manly
at school. But he has no habits of applica-
tion, order, or truth. No matter, he will
learn them all when he goes to school; it is
his master's business to teach him these. He
does not know, perhaps, how to write, or to
read, or to spell, or to speak his mother tongue
? ? Generated for (University of Chicago) on 2014-12-24 14:31 GMT / http://hdl. handle. net/2027/hvd. hn2gwl Public Domain, Google-digitized / http://www. hathitrust.
