CHAPTER V.
LESSONS TAUGHT BY FABLES.
'The tale that I relate
This lesson seems to carry.'
Cowper: Pairing Time Anticipated.
In the earlier ages of the world's history fables were invented for the edification of men and women. This was so in the palmiest days of Greek, Roman and Arabian or Saracenic civilization. In these later days fables are generally assumed to be more for the delectation of children than adults. This change of auditory need not be regretted; it has its marked advantages. The lesson which the fable inculcates is indelibly stamped on the mind of the child, and has an influence, less or more, on his or her career during life.
Jean Jacques Rousseau is the only writer of eminence who has inveighed against this use of the fable, but his remarks are by no means convincing. He accounted them lies without the 'medicinable quality,' and reprobated their employment in the instruction of youth. 'Fables,' says Rousseau, 'may amuse men, but the truth must be told to children.' His animadversion had special reference to the fables of La Fontaine, and doubtless some of these, and the morals deduced from them, are open to objection; but to condemn fables in general on this account is surely the height of unreason.
A greater than Rousseau had, long before, given expression in cogent language to the worth of the fable as a vehicle of instruction for youth. Plato, whilst excluding the mythical stories of Hesiod and Homer from the curriculum of his 'Republic'—that perfect commonwealth, in depicting which he lavished all the resources of his wisdom and genius—advised mothers and nurses to repeat selected fables to their children, so as to mould and give direction to their young and tender minds.
Phædrus, again, in the prologue to his fables, says—