Hymns for the Amusement of Children (1771) was the final work completed by Christopher Smart. It was completed while Smart was imprisoned for outstanding debt at the King's Bench Prison, and the work is his final exploration of religion. Although Smart spent a large portion of his life in and out of debt, he was unable to survive his time in the prison and died soon after completing the Hymns.
Smart's Hymns are one of the first works of hymns dedicated to children, and they are intended to teach Christian virtues. Unlike some of the other works produced by Smart after his release from a mental asylum, such as A Song to David or Hymns and Spiritual Songs, this work was a success and went into many immediate editions. Part of the success of this work lies in the simplicity and accessibility of the text. However, Smart died before he ever saw the proceeds of the work and never learned of the book's success.
Read more about Hymns For The Amusement Of Children: Background, Hymns For The Amusement of Children, Critical Response
Famous quotes containing the words hymns, amusement and/or children:
“The form of act or thought mattered nothing. The hymns of David, the plays of Shakespeare, the metaphysics of Descartes, the crimes of Borgia, the virtues of Antonine, the atheism of yesterday and the materialism of to-day, were all emanation of divine thought, doing their appointed work. It was the duty of the church to deal with them all, not as though they existed through a power hostile to the deity, but as instruments of the deity to work out his unrevealed ends.”
—Henry Brooks Adams (1838–1918)
“While grief is fresh, every attempt to divert only irritates. You must wait till grief be digested, and then amusement will dissipate the remains of it.”
—Samuel Johnson (1709–1784)
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)