witticism till he choked.

By way of educating and amusing the children, Mr. Adams read
much aloud, and was sure to read political literature, especially
when it was satirical, like the speeches of Horace Mann and the
"Epistles" of "Hosea Biglow," with great delight to the youth. So
he read Longfellow and Tennyson as their poems appeared, but the
children took possession of Dickens and Thackeray for themselves.
Both were too modern for tastes founded on Pope and Dr. Johnson.
The boy Henry soon became a desultory reader of every book he
found readable, but these were commonly eighteenth-century
historians because his father's library was full of them. In the
want of positive instincts, he drifted into the mental indolence
of history. So too, he read shelves of eighteenth-century poetry,
but when his father offered his own set of Wordsworth as a gift
on condition of reading it through, he declined. Pope and Gray
called for no mental effort; they were easy reading; but the boy
was thirty years old before his education reached Wordsworth.

This is the story of an education, and the person or persons
who figure in it are supposed to have values only as educators or
educated. The surroundings concern it only so far as they affect
education. Sumner, Dana, Palfrey, had values of their own, like
Hume, Pope, and Wordsworth, which any one may study in their
works; here all appear only as influences on the mind of a boy
very nearly the average of most boys in physical and mental
stature. The influence was wholly political and literary. His
father made no effort to force his mind, but left him free play,
and this was perhaps best. Only in one way his father rendered
him a great service by trying to teach him French and giving him