The Lights and Shadows of Real Life | Page 2

to procure Mr. Arthur's Temperance Tales, the publisher would state, that in "Lights and Shadows of Real Life," are included all the stories contained in the recently issued edition of "Illustrated Temperance Tales," besides nearly two hundred pages of additional matter, thus making a larger, more miscellaneous, and more acceptable book for all readers.

BRIEF AUTOBIOGRAPHY.

In compliance with the earnest request of the publisher of this volume, I have, with a reluctance that I find it difficult to overcome, consented to furnish a brief sketch personal to myself. Although my name has been constantly appearing for some twelve or fifteen years, yet I have lost none of that, shrinking from notoriety and observation which made me timid and retiring when a boy. The necessity to write as a means of livelihood, and to write a great deal, has brought me so frequently before the public, that I have almost ceased to think about the matter as any thing more than an ordinary occurrence; but, now, when called upon to write about myself, I find that the edge of a natural sensitiveness is quite as keen as ever. But, I will call the feeling a weakness, and try to repress it until I have finished my present task.
I was born in the year 1809, near Newburgh, Orange County, New York; and my eyes first opened on the beautiful scenery of the Hudson. My earliest recollection is of Fort Montgomery, some six miles below West Point, on the river, where my parents resided for a few years previous to 1817. In the Spring of that year, they removed to Baltimore, which became my place of residence until 1841, when I came to Philadelphia, where I have since lived.
My early educational advantages were few. There were no public schools in Maryland, when I was a boy, and, as my father had a large family and but a moderate income, he could afford to send his children to school only for a limited period. He knew the value, however, of a good education, and did all for us in his power. Especially did he seek to inspire his children with a regard for religious truth, and, both by precept and example, to lead them into the practice of such things as were honest and of good rest. In all this, he was warmly seconded by a mother who still survives; and for whom, it is but just to say, that her children feel the tenderest regard--and well may they do so, for they owe her much.
At school, I was considered a very dull boy. My memory was not retentive, and I comprehended ideas and formulas expressed by others in a very imperfect manner. I needed a careful, judicious, and patient teacher, who understood the character of my mind, and who was able to come down to it with instruction in the simplest and clearest forms; thus helping me to think for myself and to see for myself. Instead of this, I was scolded and whipped because I could not understand things that were never explained. As, for instance, a slate and pencil were placed in my hands after I had learned to read, upon which was a sum in simple addition for which I was required to find an answer. Now, in the word, "Addition," as referring to figures, I saw no meaning. I did not comprehend the fact, in connexion with it, that two and two made four. True, I had learned my "Addition Table," but, strangely enough, that did not furnish me with any clue towards working out the problem of figures set for me on my slate. I was then in my ninth year; and I can remember, to this day, with perfect distinctness, how utterly discouraged I became, as day by day went by, and still I had not found a correct result to any one of my sums, nor gained a single ray of light on the subject. Strange as it may seem, I remained for several months in simple addition before I knew how to sum up figures, and then the meaning of addition flashed, in a sudden thought upon my mind, while I was at play. I had no trouble after that. During the next week, I escaped both scolding and "belaboring" (a favorite phrase of my teacher's), and then passed on to subtraction. Five minutes devoted to an explanation, in some simple form, of what "Addition" meant, would have saved me the loss of months, to say nothing of the pain, both mental and bodily, that I suffered during the time.
With such a mind and such a teacher, it is no wonder that I made but little progress during the few years that I went to school. Beyond reading and writing, Arithmetic and English Grammar included the