But, as I have said before, she was now dissatisfied with the book, and with most other things in which she had taken pleasure; she dwelt much on the words, “Thou shalt not steal;” she had never stolen things herself, but then she had bought things which other people had stolen, and which she knew had been stolen; and her dear son had been a thief, which he perhaps would not have been but for the example which she set him in buying things from characters, as she called them, who associated with her.
On inquiring how she had become acquainted with these characters, I learned that times had gone hard with her; that she had married, but her husband had died after a long sickness, which had reduced them to great distress; that her fruit trade was not a profitable one, and that she had bought and sold things which had been stolen to support herself and her son. That for a long time she supposed there was no harm in doing so, as her book was full of entertaining tales of stealing; but she now thought that the book was a bad book, and that learning to read was a bad thing; her mother had never been able to read, but had died in peace, though poor.
So here was a woman who attributed the vices and follies of her life to being able to read; her mother, she said, who could not read, lived respectably, and died in peace; and what was the essential difference between the mother and daughter, save that the latter could read? But for her literature she might in all probability have lived respectably and honestly, like her mother, and might eventually have died in peace, which at present she could scarcely hope to do. Education had failed to produce any good in this poor woman; on the contrary, there could be little doubt that she had been injured by it. Then was education a bad thing? Rousseau was of opinion that it was; but Rousseau was a Frenchman, at least wrote in French, and I cared not the snap of my fingers for Rousseau. But education has certainly been of benefit in some instances; well, what did that prove, but that partiality existed in the management of the affairs of the world—if education was a benefit to some, why was it not a benefit to others? Could some avoid abusing it, any more than others could avoid turning it to a profitable account? I did not see how
they could; this poor simple woman found a book in her mother’s closet; a book, which was a capital book for those who could turn it to the account for which it was intended; a book, from the perusal of which I felt myself wiser and better, but which was by no means suited to the intellect of this poor simple woman, who thought that it was written in praise of thieving; yet she found it, she read it, and—and I felt myself getting into a maze, what is right, thought I? what is wrong? Do I exist? Does the world exist? if it does, every action is bound up with necessity.
“Necessity!” I exclaimed, and cracked my finger joints.
“Ah, it is a bad thing,” said the old woman.
“What is a bad thing?” said I.
“Why, to be poor, dear.”
“You talk like a fool,” said I, “riches and poverty are only different forms of necessity.”
“You should not call me a fool, dear; you should not call your own mother a fool.”