woman, but quite ignorant
of letters, the benefit of which she was willing to procure for her
child; and at the school the daughter learned to read, and subsequently
experienced the pleasure and benefit of letters, in being able to read
the book which she found in an obscure closet of her mother's house, and
which had been her principal companion and comfort for many years of her
life.

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 exis