“Forester” is the picture of an eccentric character—a young man who scorns the common forms and dependencies of civilized society; and who, full of visionary schemes of benevolence and happiness, might, by improper management, or unlucky circumstances, have become a fanatic and a criminal.
The scene of “The Knapsack” is laid in Sweden, to produce variety; and to show that the rich and poor, the young and old, in all countries, are mutually serviceable to each other; and to portray some of those virtues which are peculiarly amiable in the character of a soldier.
“Angelina” is a female Forester. The nonsense of sentimentality is here aimed at with the shafts of ridicule, instead of being combated by serious argument. With the romantic eccentricities of Angelina are contrasted faults of a more common and despicable sort. Miss Burrage is the picture of a young lady who meanly flatters persons of rank; and who, after she has smuggled herself into good company, is ashamed to acknowledge her former friends, to whom she was bound by the strongest ties of gratitude.
“Mademoiselle Panache” is a sketch of the necessary consequences of imprudently trusting the happiness of a daughter to the care of those who can teach nothing but accomplishments.
“The Prussian Vase” is a lesson against imprudence, and on exercise of judgment, and an eulogium upon our inestimable trial by jury. This tale is designed principally for young gentlemen who are intended for the bar.
“The Good Governess” is a lesson to teach the art of giving lessons.
In “The Good Aunt,” the advantages which a judicious early education confers upon those who are intended for public seminaries are pointed out. It is a common error to suppose that, let a boy be what he may, when sent to Eton, Westminster, Harrow, or any great school, he will be moulded into proper form by the fortuitous pressure of numbers; that emulation will necessarily excite, example lead, and opposition polish him. But these are vain hopes: the solid advantages which may be attained in these large nurseries of youth must be, in a great measure, secured by previous domestic instruction.
These Tales have been written to illustrate the opinions delivered in “Practical Education.” As their truth has appeared to me to be confirmed by increasing experience, I sat down with pleasure to write this preface for my daughter. It is hoped that the following stories will afford agreeable relaxation from severer studies, and that they will be thought—what they profess to be—Moral Tales.