graceful speaking have probably never been taught with
more assiduity or with better success than by herself. After a few
years thus devoted, Mrs. Barbauld was solicited to receive several
little boys as her own peculiar pupils; and among this number may be
mentioned Lord Denman, the present Chief Justice of England, and the
celebrated Sir William Gell. It was for the use of these, her almost
infant scholars, that she composed her "Hymns in Prose for Children."

In 1775, Mrs. Barbauld published a small volume entitled "Devotional
Pieces, compiled from the Psalms of David, with Thoughts on the
Devotional Taste, and on Sects and Establishments." About the same
time, she wrote that admirable little volume, "Early Lessons," a
publication which has ever since been a standard work, and,
though frequently imitated, yet remains unrivalled amidst all its
competitors.

This little volume was written for the use of one of her nephews, who
had been adopted by Mr. Barbauld and herself, in consequence of their
having no child of their own. In the present day, when parents are in
possession of the labors of many clever persons for aiding the task of
early instruction, it is difficult to form a correct estimate of the
value of Mrs. Barbauld's "Early Lessons." At the time of its first
appearance, as at present, there was a multitude of books professedly
written for children, but few adapted to the comprehension of a child
of very tender age, that were not at the same time injurious from
their folly or puerility.

It would seem that the value of a book which was not only free
from these objections, but calculated to impress upon the mind of
the child just ideas and noble principles, could not fail to be
appreciated by every parent and teacher; but there are those who
maintain that the reformation begun by Mrs. Barbauld is an evil. It
would seem that, in putting "Mother Goose's Melodies," "Jack the
Giant-Killer," and other works of the kind, into the hands of
children, as soon as they begin to read, we are likely to distort
their minds by grotesque representations, which may exert a lasting
and pernicious influence on their understandings; that we set about
teaching what is false, and what we must immediately seek to
unteach; that we inculcate the idea upon the young mind that books
are vehicles of fiction and incongruity, and not of truth and reason.

If the works alluded to produce any effects, they must be of this
nature; and on s