THE

PREFACE.

A

S the following Tales and Reflections will fall into other hands befides thofe of the author's children, for whofe ufe they were folely intended; it may be proper to acquaint the reader, that three objects of instruction have been principally kept in view. The firft and leading one is to refine the feelings of the heart, and to infpire the mind with the love of moral excellence. And furely nothing can operate more forcibly, than striking pictures of

the

I

the beauty of virtue, and the deformity of vice; which at once convince the judgment, and leave a lasting impreffion on the imagination. Dry precepts are little attended to, and foon forgotten: * And if inculcated with severity, they produce in youth an averfion to every subject of serious reflection; teaching them, as Erasmus justly observes, virtutem fimul odiffe et noffe.

The fecond defign of this little work is to awaken curiofity, to excite the fpirit of inquiry, and to convey, in a lively and entertaining manner, a knowledge of the works of God. On this account, a strict attention has been paid to truth and nature. No improbabilities are rela

ted;

* Longum iter per precepta; breve et efficax per exempla.

SENECA.

ted; and most of the narrations are conformable to the ufual course of things, or derived from the records of history.

The third end propofed, is to promote a more early acquaintance with the use of words and idioms. These being only the arbitrary marks of our ideas, fuch as are most proper and expreffive may be learned, with no lefs facility, than the vulgar and familiar forms of speech.

It will be acknowledged that these are highly interesting and important objects; but the attainment of them muft depend upon the attention of the learner, and the capacity of his parent or tutor to explain the terms, point out the analogies, and enforce the reflections which are here delivered. To the younger pupil, there

fore,

xiv

PREFACE.

fore, every tale that is fuited to his years, fhould be made a distinct leffon, and a reasonable time allotted for the fulleft illuftration of it. And when the words, the fubject, and the moral are clearly understood, his curiofity concerning whatever may be connected with, or fuggefted by them, should be gratified and encouraged.

Such an early exertion of almost every faculty of the mind, cannot fail to enliven the imagination, quicken the apprehenfion, enlarge the understanding, and give strength and folidity to the judgment. And these are the most valuable advantages which can be derived from the compleatest education. For half of what we learn in youth is foon loft in oblivion; and ferves only for the exercise and improvement of our capacities.

capacities.

So limited

indeed are

the powers of memory, that every man of letters may apply to himself, what Dr. Bentley faid of Dr. Gooch, with a pride disgraceful to learning, I have FORGOTTEN more knowledge than he POSSESSES.

The compofition of Themes generally forms a part of the system of education in public fchools. But the task is always irkfome to boys, and feldom well executed by them; because a grave, didactic, and methodical difcourfe is not fuited to their taste and genius. The writing of tales and fables, with moral reflections, might perhaps be a more useful and entertaining exercise; as it would afford a greater latitude for invention, would better difplay the. powers of imagination, and would produce the happy talent of relating

familiar