A Father’s Letter by William Hazlitt | On the Conduct of Life

A Father’s Letter by William Hazlitt Summary

(On the Conduct of Life)

Essay Title: “On the Conduct of Life” (originally titled “Advice to a Schoolboy” in manuscript form)

Author: William Hazlitt (1778–1830)

Date of Publication: 1836 (Six years after the author’s death)

Book Title: Literary Remains of the Late William Hazlitt: With a Notice of His Life

Specific Location: Volume II of the two-volume set

Editor: William Hazlitt Jr. (The author’s son and the recipient of the letter)

Publisher: Saunders and Otley, London

Original Composition: Written circa 1822 as a private letter to his son entering school.

Context: Published as part of an effort by his son to preserve Hazlitt’s legacy and restore his reputation.

The Purpose of the Letter: William Hazlitt writes this letter to his young son, who is leaving home for the first time to go to boarding school. Hazlitt explains that he is in poor health and might not live long enough to watch his son grow up. Therefore, instead of leaving his son money or property, he is giving him this letter full of advice. He wants this wisdom to be a keepsake so his son will remember him, and he hopes to protect his son from making the same mistakes he made in his own life.

Choosing Optimism Over Complaining: Hazlitt notices that his son is already complaining about the school and the “stupid” people there, even before he has settled in. Hazlitt warns him that this is a bad attitude. He teaches his son that if you decide you will hate something before you even try it, you are guaranteed to be miserable. He advises his son to follow the “good old rule to hope for the best.” He should assume things are good until they are proven bad, rather than looking for reasons to be unhappy.

Dealing with Strangers: The father observes that his son was ignoring his new schoolmates because they were strangers. Hazlitt points out that if you ignore people, they will ignore you back. He tells his son never to judge people before he knows them. Thinking badly of strangers creates unnecessary enemies. Instead, he should wait to see how people behave. If they are mean, he should simply avoid their bad habits rather than fighting with them.

Money and Kindness: Hazlitt scolds his son for making fun of other boys who wear cheaper clothes. He gives a very important rule: never look down on anyone for something they cannot control, especially poverty. He explains that looking down on others (contempt) is a selfish feeling; it means you are happy that someone else is doing worse than you. He advises his son to dress neatly to protect himself from teasing, but never to think he is a better person just because he has nicer things.

The Hardest Lesson: You Are Not the Center of the World Finally, Hazlitt addresses his son’s complaint that the other boys don’t treat him special, like his family did. Hazlitt explains that school is the “real world.” At home, the boy was spoiled and treated like a leader. At school, he is just one person among many equals. He reminds his son that other boys have their own lives and feelings, which are just as important to them as the son’s feelings are to him. He concludes by telling his son that he is not a “king’s son” born to rule others; he is a regular person who must learn to cooperate and fit in with society.

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Analysis

Analysis: The essay begins with a very gentle and affectionate tone. When Hazlitt addresses his son as “My Dear Little Fellow,” he isn’t speaking as a strict authority figure or a distant teacher, but as a loving father. This choice of words creates a close, friendly bond right from the start, which helps soften the seriousness of the long lecture that is about to follow.

He then explains the true significance of this moment by calling school the boy’s “first entrance into the world.” This is a crucial insight. Hazlitt wants his son to understand that school isn’t just a place to learn subjects like math or Latin; it is actually a miniature version of society. Up until now, the boy has been protected within the safety of his home, but now he is stepping out into a public space where he must navigate strangers, social conflicts, and rules on his own. It marks the effective end of his sheltered childhood and the beginning of his life as a member of the public world.

There is a sad and serious motivation behind this letter, which Hazlitt reveals immediately. He mentions that his health is “indifferent,” which is an old-fashioned way of saying he is unwell or physically unstable. He frankly admits that he “may not be with you long,” revealing a deep fear of his own mortality. He feels a pressing need to write this advice now because he is genuinely worried he might not live long enough to guide his son through adulthood personally.

Because he cannot promise to be there in the future, he offers this advice as a form of inheritance. He explicitly says he wants to leave something “to remember me by.” Since he isn’t leaving behind vast wealth or property, he is leaving his wisdom instead. He hopes the letter will be useful for the boy’s conduct, but equally importantly, he wants it to serve as a sentimental keepsake that will keep his memory alive in his son’s mind long after he is gone.

Finally, the paragraph ends with a surprising admission of humility. Instead of claiming to be a perfect role model, Hazlitt writes that he hopes to “caution you against my own errors.” He is honestly admitting that he made mistakes in his own life—perhaps socially or emotionally—and he is not trying to show off his success. Instead, his goal is simply to help his son avoid falling into the same traps that he did. It frames the entire letter as a protective shield based on the father’s regrets rather than his triumphs.

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Analysis: In this section of the letter, Hazlitt addresses his son’s negative attitude during the journey to the new school. The boy had been complaining repeatedly, assuming that the people he was about to meet would be “stupid” and “disagreeable.” Hazlitt immediately corrects this behavior, telling the boy that he is “to blame” for making such harsh judgments before he has even arrived. He introduces a simple but powerful rule for life: “hope for the best.” He advises his son to assume that people and situations are good until they prove otherwise, rather than starting with suspicion or hostility.

Hazlitt also offers practical advice on how to handle situations that actually do turn out to be bad. He warns his son not to “irritate” himself against things he cannot change. If the people at school really are difficult, getting angry will not fix the problem; it will only make the boy miserable. Instead, Hazlitt suggests he should “endeavour to put up with them.” This is a lesson in acceptance and resilience: if you cannot alter a situation, the smartest choice is to adapt to it rather than wasting energy complaining.

The father then displays deep psychological insight by identifying the real reason for his son’s grumpiness. When the boy said, “I am sure I won’t like the school,” he was confusing his emotions. Hazlitt points out that the boy wasn’t actually reacting to the school—since he hadn’t seen it yet—but was simply expressing his sadness about leaving home. The boy was projecting his homesickness onto the school, blaming the new place for his unhappy feelings.

Finally, Hazlitt warns against the danger of what we now call a “self-fulfilling prophecy.” He explains that if you decide beforehand that you will hate something, you are “determining” the outcome. By anticipating that the school will be terrible, the boy is practically guaranteeing that he will have a bad time. Hazlitt concludes by cautioning him against “spite and wilfulness.” He explains that just because we cannot have everything exactly the way we want it (like staying at home), we should not make things seem worse than they really are just to be stubborn.

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Analysis: In this paragraph, Hazlitt observes that his son initially gave his new schoolmates the “cold shoulder,” ignoring them or treating them as opponents simply because they were strangers. Hazlitt immediately points out the flaw in this logic by asking his son to look at the situation from the other boys’ perspective. He reminds his son that he was just as much a stranger to them as they were to him. If the other boys had used the same logic and decided to ignore him because they didn’t know him, the son would have felt lonely and treated it as a great hardship. This is a lesson in empathy: before treating people coldly, remember that they are in the exact same boat as you.

Hazlitt then broadens this into a general rule about prejudice. He defines prejudice as forming a negative opinion about others when you actually know nothing about them. He calls this “bad reasoning” and warns of the severe social consequences. If you decide to dislike everyone you don’t know, you will effectively make “enemies of half the world,” since most people in the world are strangers to us. He is teaching his son that assuming the worst of people unnecessarily isolates him and creates conflict where there doesn’t need to be any.

Finally, Hazlitt offers a practical strategy for dealing with difficult people. He advises his son to keep an open mind and not think badly of anyone until they actually behave badly. Even when someone does behave poorly, Hazlitt advises against reacting with anger, resentment, or complaints (which he calls “pique”). Instead, the best revenge is self-improvement. He suggests that if you see faults in others, you should focus on making sure you don’t have those same faults yourself. Hazlitt argues that this calm, high-road approach will “disarm” hostility much faster than fighting back would, as it gives the bully nothing to push against.

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Analysis: Hazlitt starts this paragraph by calling out a specific instance of snobbery he noticed in his son. He observed that the boy was judging other students because their clothes were not as expensive or high-quality as his own. Hazlitt immediately corrects this, laying down a fundamental moral rule: you must never look down on someone for something they cannot control. Since a child cannot choose how much money their parents have, despising them for their poverty is both cruel and unfair. He wants his son to rise above the “vulgar prejudices” that equate money with personal worth.

He then gives a very balanced piece of advice regarding how his son should dress himself. Hazlitt is realistic; he knows the world is judgmental. Therefore, he advises his son to “keep up appearances” and dress neatly, simply as a shield to protect himself from being mocked by others. However, while he should dress well for protection, he must never “value himself” based on his clothes. In other words, looking good might prevent others from teasing you, but it does not make you a better person than the boy wearing ragged clothes. Hazlitt draws a clear line between external appearance and internal character.

However, the most profound part of this section is when Hazlitt analyzes the emotion of “contempt.” He corrects his earlier advice, changing it from “don’t despise the poor” to “don’t despise anyone at all.” He explains that the act of despising someone is inherently malicious. To feel contempt means that you are actually enjoying someone else’s misfortune because it makes you feel superior by comparison. It implies that you are secretly congratulating yourself that you are better than they are.

He concludes with a beautiful lesson on empathy versus ego. He argues that if we see someone who is “inferior” to us (in wealth, talent, or luck), a good person should feel pain and sympathy for them, not pride. If seeing someone else struggle makes you feel good about yourself (“an appeal to our self-love”), then you are indulging in a selfish and toxic emotion. True kindness involves feeling the weight of another person’s struggles, not using their struggles as a way to boost your own confidence.

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Analysis: The final paragraph begins by addressing the boy’s deep sense of disappointment and loneliness. The son has written back to his father complaining that the other boys are laughing at him, ignoring him, or simply not caring about him. He is upset because he is not receiving the same love and attention he got at home. Hazlitt responds to this not with pity, but with a stark explanation of reality. He tells his son that experiencing this coldness is actually the main purpose of sending him away to school. He uses the word “inure,” which means to toughen someone up, like developing a callus on your hand so that hard work doesn’t hurt anymore. Hazlitt wants his son to get used to the “unavoidable rubs” of life—the friction and conflict that happen when people live together—while he is still young. He is gently breaking the news that the father cannot be a shield forever; eventually, the boy must face the world alone, and the world will not treat him like a prince.

Hazlitt then holds up a mirror to his son’s behavior, offering a very honest critique of his character. He candidly tells the boy that he has been a “spoiled child” up until now. At home, the boy was used to getting his own way and was likely the leader among his younger or more passive playmates. This gave the boy a false sense of his own importance. Now, however, the environment has changed. He is surrounded by boys who are his equals, or perhaps even bigger and stronger than he is. These boys are not there to serve him; they have their own lives, their own homework, and their own games to worry about. Hazlitt explains that when these boys ignore the son, it isn’t because they are being cruel; it is simply because they are busy with their own lives. The son feels this lack of attention as an “injustice,” but it is actually just neutrality.

This leads to a profound psychological lesson about empathy and perspective. Hazlitt teaches his son that the most difficult but necessary lesson in life is realizing that “there are other people in the world besides yourself.” This sounds simple, but for a child, it is a revolutionary idea. The son is currently seeing the world only through his own eyes, where he is the main character. Hazlitt reminds him that every other boy in that school feels like the main character of their own story, too. Their hobbies and desires are just as important to them as the son’s are to him. Therefore, the son cannot expect them to drop everything to please him; instead, he must learn to “give way in his turn.” He must learn to compromise and take a backseat sometimes.

Hazlitt warns his son that if he continues to act with “childish self-importance,” the result will be social disaster. If he walks around acting superior, he will not get respect; he will get “thwarted and laughed at.” People naturally resist those who act arrogant without cause. To fix this, Hazlitt introduces the concept that “true equality is the only true morality.” He is teaching his son to be a democrat in spirit—to value standing on the same level as others rather than trying to stand above them. Wisdom, according to Hazlitt, is understanding that we are all made of the same stuff and deserve the same basic respect.

The paragraph concludes with a powerful metaphor about society. Hazlitt reminds the boy that he was not “born a king’s son.” He is not royalty destined to rule over millions of people or destroy those who disagree with him. In the real world, he will find “competitors at every turn”—people who want the same success, the same grades, or the same friends that he wants. Since he cannot command them to obey him, he has only two choices: he can be miserable and fight everyone, or he can “settle differences amicably.” Hazlitt urges him to choose the path of peace. He wants his son to accept his new, humble position in the social ladder quickly and without resentment. The sooner the boy realizes he is just one person among many, the sooner he will stop feeling hurt by the “rub” of the world and start making real friends.

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Key Points

Author

William Hazlitt (1778–1830) was a prominent English essayist, literary critic, and social commentator of the Romantic era.

Reputation: He is often ranked alongside Charles Lamb and Montaigne as one of the greatest masters of the essay form.

Personality: Hazlitt was known for his fierce independence, radical political views (supporting the French Revolution), and “gusto”—a writing style full of passion and energy.

Context: He wrote this essay as a father, not just a critic, revealing a rare vulnerable side of his personality.

Introduction

The essay serves as a secular sermon or a guide to life, written as a private letter to his son, William Hazlitt Jr., who was about 10 years old.

The Occasion: The son is leaving the safety of home to settle at a boarding school.

The Motivation: Hazlitt mentions his “indifferent health” and fear of an early death. He writes this letter because he might not live long enough to guide his son through adulthood personally. He wants to leave a “legacy of wisdom” to protect his son from making the same errors he made.

Structure

The essay follows a logical, psychological progression rather than a random list of advice.

Part 1: The Mindset (Optimism): It begins by addressing the son’s immediate bad mood. Hazlitt corrects the boy’s pessimism, teaching him to “hope for the best” rather than deciding to hate the school before arriving.

Part 2: Social Conduct (Strangers): It moves to how to treat people. He warns against prejudging strangers and explains that hostility usually breeds hostility.

Part 3: Moral Conduct (Status & Money): It deepens into ethics. Hazlitt forbids his son from looking down on others for their clothes or poverty, defining “contempt” as a toxic emotion.

Part 4: The Reality Check (Ego): The conclusion explains why school is hard. It is a transition from being a “spoiled child” at home to being an equal competitor in the “real world.”

Setting

Physical Setting: The essay is set against the backdrop of the boy’s new boarding school and the journey taken to get there.

Metaphorical Setting: Hazlitt frames the school as a microcosm of the world. He calls it the boy’s “first entrance into the world.” The school represents the public sphere—a place of competition and indifference—contrasted with the private sphere of the “father’s house,” which represents safety and indulgence.

Themes

The Death of the Ego: The central theme is that growing up means realizing you are not the center of the universe. The boy must learn he is “but one among others.”

Prejudice vs. Openness: Hazlitt warns that prejudging people based on ignorance or appearance is “bad reasoning” that leads to isolation.

Resilience: He teaches that life has “unavoidable rubs” (hardships). One must “inure” (toughen) oneself to them rather than complaining.

True Equality: He argues that recognizing others as equals is the highest form of wisdom. “True equality is the only true morality.”

Style

Epistolary (Letter Format): The use of “You” creates an intimate, conversational tone. It feels like a private dialogue between father and son.

The “Familiar Style”: Hazlitt uses plain, vigorous English rather than flowery, academic language. He aims to speak naturally but profoundly.

Aphoristic: The text is full of short, memorable sentences that sound like proverbs (e.g., “It is a good old rule to hope for the best”).

Psychological Realism: He analyzes the motives behind behavior. For example, he points out that the son didn’t hate the school; he just hated leaving home.

Message

The ultimate message is one of pragmatic humanism. Hazlitt wants his son to survive the harshness of the world without becoming bitter or arrogant.

He teaches that the world does not owe us kindness, so we must be resilient.

He teaches that we cannot force others to like us, so we must be agreeable and humble.

He urges his son to shed his “childish self-importance” and accept his place as a citizen among equals, settling differences peaceably rather than fighting for dominance.

William Hazlitt

William Hazlitt (1778–1830) is considered one of the greatest critics and essayists in the English language. He lived during the Romantic Period (alongside poets like Wordsworth, Coleridge, and Keats). He was a brilliant but difficult man—passionate, politically radical, and often lonely.

Early Life and Education (1778–1798)

Birth: He was born on April 10, 1778, in Maidstone, Kent, England.

Family Background: His father was a Unitarian minister. Unitarians were “Dissenters”—Christians who did not belong to the official Church of England and were often political liberals who supported freedom and democracy. This upbringing gave Hazlitt a lifelong hatred of tyranny and established power.

Time in America: When Hazlitt was a young child (1783–1787), his family moved to America to found a Unitarian church. They lived in Philadelphia and Boston. However, the mission failed, and they returned to England.

Education: He was sent to New College at Hackney, a seminary for Dissenters, to become a minister like his father. However, Hazlitt lost interest in religion and fell in love with philosophy and political thinking instead. He dropped out without a degree.

The Turning Point: Meeting Coleridge (1798)

The most important event of his youth happened in 1798. The famous poet Samuel Taylor Coleridge came to preach at a nearby church.

Hazlitt walked 10 miles in the mud just to hear him.

He was mesmerized by Coleridge’s intellect and voice.

Later, he met William Wordsworth. These meetings inspired Hazlitt to become a thinker and writer. He later wrote a famous essay about this titled “My First Acquaintance with Poets.”

The Failed Painter (1798–1812)

Before he became a writer, Hazlitt wanted to be a painter.

He idolized artists like Titian and Rembrandt.

In 1802, he traveled to the Louvre in Paris to copy the Old Masters.

He painted portraits of his friends (including Charles Lamb and Wordsworth), but he was a perfectionist. He eventually realized he would never be a “great” painter, so he put down the brush and picked up the pen.

The Great Essayist and Critic (1812–1820)

Hazlitt moved to London and turned to journalism to earn money. This was his most productive period.

Marriage: In 1808, he married Sarah Stoddart. They had one surviving son, William Hazlitt Jr. (born 1811)—the “Little Fellow” to whom your letter is addressed.

Key Works:

Characters of Shakespear’s Plays (1817): This book made him famous. He treated Shakespeare’s characters (like Hamlet and Macbeth) as real people with psychological depth.

Table-Talk (1821–22): A collection of “familiar essays” on everyday topics, written in a conversational style.

Style: He invented a style called “Gusto.” He believed writing should be full of energy, passion, and sensory detail.

Political Isolation and Enemies

Hazlitt was a Radical.

While his friends (Wordsworth and Coleridge) became conservative as they got older, Hazlitt remained a supporter of the French Revolution and ideals of liberty.

He was a massive admirer of Napoleon Bonaparte, seeing him as a hero who fought against kings.

Because of his politics, he was viciously attacked by conservative magazines (like Blackwood’s Magazine). They called him a member of the “Cockney School” (a classist insult).

Scandal and Heartbreak (The 1820s)

Hazlitt’s personal life was often messy.

Divorce: His marriage to Sarah Stoddart was unhappy, and they eventually divorced.

The Sarah Walker Affair: In 1820, he fell obsessively in love with Sarah Walker, the 19-year-old daughter of his landlord. She did not love him back. Hazlitt had a mental breakdown over this rejection and wrote a very embarrassing book about it called Liber Amoris (1823). This scandal ruined his reputation for a long time.

Final Years and Death

Masterpiece: Despite his troubles, he wrote his greatest book, The Spirit of the Age (1825). In this book, he wrote brilliant portraits of the famous people of his time.

Napoleon Biography: He spent his final years writing a massive four-volume Life of Napoleon, which exhausted him.

Death: He died in poverty on September 18, 1830, in Soho, London, at the age of 52. He reportedly died of stomach cancer.

Last Words: His final words were reported to be: “Well, I’ve had a happy life.”

Note: This is considered ironic by many biographers because his life was full of conflict, poverty, and heartbreak. However, it shows his resilience and his joy in the act of thinking and writing.

Word Meaning

Tough Word	Meaning in English	Meaning in Hindi
Indifferent	Not very good; mediocre; or lacking interest	साधारण / उदासीन
Conduct	Behavior; how one acts	आचरण / व्यवहार
Caution	To warn someone against danger or mistakes	सावधान करना
Destination	The place where someone is going	गंतव्य / मंजिल
Durst	Dared (old form of “dare”)	साहस किया / हिम्मत की
Disagreeable	Unpleasant or unfriendly	अप्रिय / झगड़ालू
Contrary	Opposite in nature, direction, or meaning	विपरीत / उल्टा
Irritating	Making someone angry or annoyed	चिढ़ाना / परेशान करना
Endeavour	To try hard to do or achieve something	प्रयास करना / कोशिश करना
Alter	To change something	बदलना / परिवर्तन करना
Determining	Deciding or establishing exactly	निश्चित करना / तय करना
Anticipate	To expect or look forward to; predict	पूर्वानुमान / पहले से सोचना
Spite	A desire to hurt, annoy, or offend someone	द्वेष / बैर
Wilfulness	Stubbornness; insisting on having one’s own way	हठ / जिद्द
Aloof	Distant; not friendly; standing apart	अलग-थलग / दूर रहना
Hardship	Severe suffering or difficulty	कठिनाई / कष्ट
Conceive	To form an idea or opinion in the mind	विचार करना / धारणा बनाना
Prejudice	Preconceived opinion not based on reason	पूर्वाग्रह / पक्षपात
Hostility	Unfriendliness or opposition	शत्रुता / विरोध
Strive	To make great efforts to achieve something	प्रयास करना / संघर्ष करना
Disarm	To reduce or remove anger/hostility	शांत करना / वैर मिटाना
Pique	A feeling of irritation or resentment	खीझ / मनमुटाव
Resentment	Bitter indignation at having been treated unfairly	नाराजगी / क्रोध
Disposed	Inclined or willing to do something	प्रवृत्त / इच्छुक
Despise	To feel contempt or deep repugnance for	घृणा करना / तुच्छ समझना
Idle	Without purpose or basis (e.g., “idle sneers”)	व्यर्थ / बिना आधार के
Sneers	Mocking smiles or remarks	उपहास / ताना
Dupe	A person who is easily deceived or tricked	जिसे आसानी से ठगा जा सके / भोला
Victim	A person harmed or tricked by others	शिकार / पीड़ित
Vulgar	Lacking sophistication or good taste; common	अभद्र / गंवार
Contempt	The feeling that someone is beneath consideration	तिरस्कार / अवमानना
Triumph	A feeling of victory or achievement	विजय / जीत का उल्लास
Misfortunes	Bad luck or unfortunate events	दुर्भाग्य / विपत्ति
Inferiority	The condition of being lower in status or quality	हीनता / कमतर होना
Self-love	Excessive regard for one’s own well-being; ego	आत्म-प्रेम / अहंकार
Exulting	Showing great happiness or triumph	उल्लासपूर्ण / हर्षित
Inure	To get used to something unpleasant; harden	अभ्यस्त / सहनशील बनाना
Betimes	Early; in good time (old English)	समय रहते / शीघ्र
Unavoidable	Impossible to ignore or prevent	अपरिहार्य / जिसे टाला न जा सके
Rubs	Difficulties or obstacles	कठिनाइयाँ / रगड़
Reception	The way in which a person is greeted or received	स्वागत / व्यवहार
Hitherto	Until now; up to this point	अब तक
Whims	Sudden desires or changes of mind	सनक / मौज
Fancies	Imaginary ideas or sudden desires	कल्पनाएँ / तरंग
Repulse	A rejection or cold refusal	दुत्कार / अस्वीकृति
Amusements	Activities done for enjoyment; hobbies	मनोरंजन / खेल
Pursuits	Activities or goals that one follows	कामकाज / लक्ष्य
Consequence	Importance or significance	महत्व / अहमियत
Airs	An acting manner that shows arrogance	नखरे / घमंड
Thwarted	Prevented from accomplishing something	विफल किया  / रोका गया
Competitors	People who are trying to win the same thing as you	प्रतियोगी / प्रतिद्वंद्वी
Dictate	To give orders to people authoritatively	हुक्म चलाना / आदेश देना
Fate	The course of someone’s life; destiny	भाग्य / नियति
Amicably	In a friendly and peaceful manner	सौहार्दपूर्ण / मित्रतापूर्वक
Reconciled	To accept a situation; to restore friendly relations	सामंजस्य बिठाना / स्वीकार कर लेना

Themes

The Trap of Prejudice

Hazlitt strongly warns against judging people or places before you know them.

The Idea: He points out that his son decided the school was “stupid” before even arriving and ignored other boys because they were strangers.

The Lesson: If you decide ahead of time that you don’t like someone, you create a “self-fulfilling prophecy.” Prejudging people (“bad reasoning”) creates enemies unnecessarily. He teaches that we should treat strangers with an open mind until they give us a real reason to dislike them.

Optimism vs. Pessimism

A central theme is the importance of attitude in shaping our reality.

The Idea: The son was making himself miserable by “anticipating evils” (expecting bad things to happen).

The Lesson: Hazlitt advises his son to follow the “good old rule to hope for the best.” If you cannot change a difficult situation, complaining will only make it worse. Instead, you should try to “put up with it” and find the good in it. Your mindset determines whether you will be happy or sad.

The Evil of Contempt (Class and Money)

Hazlitt explores the moral ugliness of looking down on people who have less money.

The Idea: The son criticized other boys for having clothes that were not as good as his own.

The Lesson: Hazlitt argues that despising someone for poverty (something they cannot help) is cruel. He explains that “contempt” is a toxic emotion because it means you are secretly happy about someone else’s misfortune to make yourself feel superior. True kindness feels pain for others’ struggles, not triumph.

The Struggle Against Self-Importance (Ego)

This is the most psychological theme in the essay.

The Idea: At home, the boy was the center of attention (“a spoiled child”). At school, he is ignored, and he feels this is unfair.

The Lesson: Hazlitt teaches that the hardest part of growing up is realizing you are not the center of the universe. He reminds his son that other people have their own lives and goals, which matter just as much to them as the son’s goals matter to him. Growing up means realizing you are just “one among others.”

School as a Miniature World

Hazlitt views school not just as a place for academics, but as a rehearsal for adult life.

The Idea: He calls school the “first entrance into the world.”

The Lesson: The harshness of school—where people might not care about you or where you face competition—is necessary training. It “inures” (toughens) the boy to the “unavoidable rubs” of reality. It forces him to learn how to settle differences peacefully and understand his true place in society before he enters the adult world.

Style

Hazlitt is known for a style called “Gusto” (energy and passion), but in this specific essay, his style is much more gentle, intimate, and reflective because he is writing to his own son.

Epistolary Style (Letter Format)

The most obvious stylistic choice is that this is written as a private letter (epistolary form).

Direct Address: He uses the word “You” constantly. This creates an immediate connection. He is not lecturing a crowd; he is having a one-on-one conversation with the reader.

Intimacy: Phrases like “My Dear Little Fellow” and “My dear” soften the harsh lessons. It makes the advice feel like a hug rather than a lecture.

Aphoristic (Proverb-like) Language

Hazlitt loves to condense complex ideas into short, memorable sentences that sound like ancient wisdom or proverbs. These are called aphorisms.

Examples:

“It is a good old rule to hope for the best.”

“True equality is the only true morality.”

“Never despise any one for anything that he cannot help.”

Effect: This makes his advice easy to memorize and quote.

Psychological Realism

Unlike many writers of his time who focused on “manners” (how to hold a fork, how to bow), Hazlitt focuses on psychology (how the mind works).

Analytical: He dissects his son’s feelings to find the root cause. For example, he explains that the boy didn’t hate the school; he actually just hated leaving home.

Internal Focus: He cares more about how his son thinks and feels (envy, prejudice, pride) than how he looks.

Candid and Vulnerable Tone

Hazlitt breaks the tradition of the “perfect father.” His style is incredibly honest.

Admitting Weakness: He admits his health is bad (“indifferent”) and that he has made “errors” in his own life.

Effect: This vulnerability creates trust. The son listens not because his father is perfect, but because his father is experienced and honest about his own failures.

Antithesis (Use of Contrasts)

Hazlitt often uses antithesis, which means putting two opposite ideas together to make a point clearer.

Home vs. World: He contrasts the “father’s house” (where the boy is a king) with the “school” (where the boy is a competitor).

Self-Love vs. Empathy: He contrasts the pleasure of “contempt” (loving oneself) with the pain of noticing “inferiority” in others.

Plain and Vigorous English

Hazlitt disliked flowery, confusing language. He preferred what he called the “Familiar Style”—writing that sounds like a conversation between intelligent people.

Clarity: He uses strong verbs (settle, inure, dictate, thwart) and avoids unnecessary decoration.

Balanced Sentences: His sentences often have a rhythm, balancing two thoughts against each other (e.g., “You cannot always be with me, and perhaps it is as well that you cannot”).

Literary Devices

Metaphor

Comparison between two unlike things without using “like” or “as.”

“Your first entrance into the world”

The Quote: “You are now going to settle at school, and may consider this as your first entrance into the world.”

Analysis: Hazlitt compares school to a stage or a vast new country. He is not saying school is just a building; he is metaphorically saying it is the “training ground” for all of society.

“Unavoidable rubs”

The Quote: “…to inure you betimes to the unavoidable rubs… you may meet with in life.”

Analysis: He compares social conflicts and difficulties to physical friction (rubs). Just as rough leather rubs against skin until a callus forms, the “friction” of difficult people will toughen the boy’s mind.

“King’s Son”

The Quote: “You are not born a king’s son to destroy or dictate to millions.”

Analysis: This is a metaphor for entitlement. Even if the boy isn’t literally a prince, acting like one (expecting everyone to obey him) is a dangerous fantasy.

Euphemism

Using a mild or gentle word to describe something harsh or unpleasant.

“Health is so indifferent”

The Quote: “As my health is so indifferent, and I may not be with you long…”

Analysis: “Indifferent” usually means “average” or “uncaring.” Here, Hazlitt uses it to mean failing or dying. He uses this soft word to avoid scaring his young son, even though he is admitting he might die soon.

“Settle our differences”

The Quote: “…settle our differences amicably.”

Analysis: This is a gentle way of describing conflict resolution. Instead of saying “fighting” or “arguing,” he uses polite language to encourage peace.

Antithesis

Placing two opposite ideas close together to show a strong contrast.

Home vs. The World

The Quote: “In your father’s house, you might do as you pleased: in the world, you will find competitors at every turn.”

Analysis: This is the core structural device of the essay. He contrasts the dictatorship of home (where the child rules) with the democracy of school (where the child is equal to everyone). This highlights the shock the boy is feeling.

Appearance vs. Value

The Quote: “Keep up appearances yourself… but I would not have you value yourself upon them.”

Analysis: He contrasts the outer shell (clothes/dress) with inner worth (character). He teaches the son to balance these two opposites: look good for others, but know that clothes don’t make you superior.

Irony

When the intended meaning is opposite to the literal meaning, or a situation ends up different than expected.

The “Good” Absence

The Quote: “You cannot always be with me, and perhaps it is as well that you cannot.”

Analysis: Situational Irony. A child usually thinks being with a parent is the safest, best thing. Hazlitt argues the opposite: that his absence is actually good (beneficial) because it will force the boy to stop being “spoiled” and learn independence.

The “Happy” Misfortune

The Concept: The text discusses “contempt” as a “triumph.”

Analysis: Hazlitt points out the dark irony of human nature—that we sometimes feel happy (triumphant) when we see others suffer (misfortune), because it feeds our ego. He exposes this irony to warn his son against it.

Parallelism

Using similar grammatical structures to create rhythm and balance.

“Neither the dupe nor victim”

The Quote: “I hope you will neither be the dupe nor victim of vulgar prejudices.”

Analysis: The balance of “dupe” (one who is tricked) and “victim” (one who is hurt) emphasizes that prejudice harms you in multiple ways.

“Good-nature and good sense”

The Quote: “…but you have a good-nature and good sense…”

Analysis: The repetition of “good” creates a rhythmic, encouraging tone. It complements the boy’s heart (nature) and his brain (sense) simultaneously.

Aphorism

Short, memorable statements that sound like universal truths or proverbs.

The Golden Rules

“It is a good old rule to hope for the best.”

“True equality is the only true morality.”

“Remember always that you are but one among others.”

Analysis: These sentences are written to be memorized. They are concise, absolute statements that serve as the “moral backbone” of the letter.

Direct Address (Second Person)

Speaking directly to the reader using “You.”

The Intimate “You”

Usage: Throughout the text (“You said,” “You seemed,” “You complain”).

Analysis: This is not a speech; it is a conversation. By constantly saying “You,” Hazlitt forces the son (and the reader) to look in the mirror. It makes the advice feel personal and urgent, as if he is looking you in the eye.

Hyperbole

Exaggeration for effect.

“Enemies of half the world”

The Quote: “It… makes enemies of half the world.”

Analysis: He exaggerates the number of enemies. You won’t literally fight billions of people, but he uses this to show the scale of loneliness you will feel if you are prejudiced against strangers.

Very Short Answer Questions

Who is the author of “On the Conduct of Life”?

William Hazlitt.

To whom is the letter addressed?

It is addressed to the author’s son, William Hazlitt Jr.

What occasion prompted Hazlitt to write this letter?

His son was leaving home to settle at a boarding school.

How does Hazlitt address his son in the opening line?

He addresses him affectionately as “My Dear Little Fellow.”

Why did Hazlitt feel an urgency to write this advice?

He was in poor health (“indifferent”) and feared he might not live long.

What does Hazlitt say the school represents for his son?

He calls it his “first entrance into the world.”

What does Hazlitt wish to leave his son as a legacy?

He wishes to leave him advice to guide his conduct and to be remembered by.

What does Hazlitt humbly say he can caution his son against?

He hopes to caution his son against his own errors.

What did the son complain about regarding the people at the school?

He claimed they were a set of “stupid, disagreeable people.”

What is the “good old rule” Hazlitt advises his son to follow?

The rule is to always “hope for the best.”

When should you believe things to be right?

You should believe things to be right until you find them to the contrary.

What was the real reason the son thought he would dislike the school?

The real reason was that he did not like leaving home.

What does Hazlitt say about anticipating evils?

He warns never to anticipate evils or make things out to be worse than they are.

Why did the son initially ignore his school-fellows?

He ignored them because they were strangers to him.

How does prejudging strangers affect one’s life?

It is bad reasoning that makes enemies of half the world.

When should you think ill of others?

You should not think ill of others until they behave ill to you.

What is the best way to disarm hostility in others?

By striving to avoid the faults you see in them.

What did the son criticize about some of the other boys?

He criticized their dress for not being as good as his own.

For what should you never despise anyone?

You should never despise anyone for anything they cannot help, especially poverty.

Why should the son “keep up appearances” in his dress?

As a defense against the idle sneers of the world, but not to value himself upon it.

What does the feeling of contempt imply?

Contempt implies a triumph over and pleasure in the ill of another.

What does Hazlitt say is the “only true morality”?

True equality is the only true morality or true wisdom.

Why is the son sent to school according to Hazlitt?

To inure him to the unavoidable rubs and uncertain reception of the world.

How does Hazlitt describe his son’s behavior at home?

He describes him as a “spoiled child” who was used to having his own way.

What must the son realize about other boys’ amusements?

That their amusements are of as much consequence to them as his are to him.

What will happen if the son gives himself “airs of childish self-importance”?

He will expose himself to being thwarted and laughed at.

What distinction does Hazlitt make between home and the world?

In the father’s house he could do as he pleased, but in the world he will find competitors.

What does Hazlitt mean by “competitors at every turn”?

He means that in society, others have equal rights and goals that may conflict with his own.

What is the only way to settle differences in the world?

We must expect to share the fate of others or settle differences amicably.

What is Hazlitt’s final wish for his son regarding his situation?

He wishes him to be reconciled to his situation as soon and with as little pain as possible.

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Short Answer Questions

Why does Hazlitt feel the need to write this letter to his son at this specific time?

Hazlitt writes this letter because his son is leaving home for the first time to go to school, marking his “first entrance into the world.” Furthermore, Hazlitt is deeply concerned about his own mortality, noting that his health is “so indifferent” and he “may not be with you long.” He feels an urgent duty to pass on his wisdom as a keepsake, hoping that even if he cannot be there in person, he can at least “caution you against my own errors” and provide a guide for his son’s future conduct.

How does Hazlitt correct his son’s negative attitude toward the new school before they even arrive?

The son had already decided that the people at the school were “stupid” and “disagreeable” without ever meeting them. Hazlitt criticizes this pessimism, explaining that if you predict failure, you ensure it happens. He advises his son to follow the “good old rule to hope for the best” and to believe things are right until proven otherwise. He warns that saying he would not like the school was effectively “determining that you would not like it,” creating a self-fulfilling prophecy of misery through “spite and wilfulness.”

What is Hazlitt’s advice regarding how to treat strangers, and why is it important?

Hazlitt observes that his son ignored his new schoolmates simply because he did not know them, which led them to ignore him in return. He warns that this behavior is “bad reasoning” because it unnecessarily “makes enemies of half the world.” He urges his son never to conceive a prejudice against people he knows nothing about. Instead, he should wait to see how they act, advising him not to “think ill of them, till they behave ill to you,” rather than creating conflict where none exists.

According to the essay, what is the most effective way to handle hostility or bad behavior from others?

When others behave badly, Hazlitt advises against reacting with immediate anger, resentment, or complaints. Instead of fighting back, the son should look inward and “strive to avoid the faults which you see in them.” Hazlitt argues that this calm approach of self-improvement is a more powerful defense than getting angry. He claims that maintaining your own dignity and ignoring the provocation will “disarm their hostility sooner than pique or resentment or complaint.”

What are Hazlitt’s views on criticizing others based on their dress or poverty?

Hazlitt strictly forbids his son from judging other boys because their clothes are “not so good as your own.” He establishes a fundamental moral rule: “Never despise any one for anything that he cannot help — least of all, for his poverty.” While he advises his son to dress well to protect himself from the “idle sneers of the world,” he emphasizes that a person’s value does not come from their appearance. He wants to ensure his son does not become a “dupe nor victim of vulgar prejudices” regarding money and status.

How does Hazlitt define the emotion of “contempt,” and why does he find it dangerous?

Hazlitt describes contempt as a malicious and selfish emotion that should be avoided entirely. He explains that looking down on others implies a “triumph over and pleasure in the ill of another.” Essentially, feeling contempt means you are secretly congratulating yourself on your own superiority while enjoying someone else’s misfortune. He argues that a good person should find the inferiority of others to be a “painful feeling,” rather than an “exulting one” that appeals to their self-love.

Why does Hazlitt believe that sending his son to school is necessary, despite the boy’s complaints?

The son complains that he is not treated special at school, but Hazlitt explains that this is exactly the point of sending him away. The purpose of school is to “inure you betimes to the unavoidable rubs and uncertain reception you may meet with in life.” Hazlitt knows he cannot protect his son forever (“you cannot always be with me”), so the boy must learn to handle coldness and difficulty now. It is a necessary training ground to toughen him up for the reality that the world will not pamper him.

How does Hazlitt contrast the son’s life at home with his new life at school?

Hazlitt bluntly reminds his son that at home, he was a “spoiled child” who was used to having his “own way a good deal.” However, at school, he is surrounded by equals who are “bigger and stronger” and have their own interests to attend to. These other boys are not there to humor his “whims and fancies.” Hazlitt uses this contrast to teach the boy that while he might be a leader in the nursery, he is just a regular citizen in the wider world and must adjust his expectations accordingly.

What lesson does Hazlitt teach about “self-importance” and the needs of others?

The central lesson of the letter is that “there are other people in the world besides yourself.” Hazlitt reminds his son that his schoolmates have their own amusements and pursuits which are “of as much consequence to them as yours can be to you.” If the son continues to act with “childish self-importance,” expecting everyone to bow to him, he will only be “thwarted and laughed at.” He must learn to give way to others and understand that true wisdom comes from recognizing the equality of all people.

What does the metaphor of the “King’s Son” mean in the context of this essay?

Hazlitt uses this metaphor to destroy his son’s sense of entitlement. He writes, “You are not born a king’s son to destroy or dictate to millions,” meaning the boy has no inherent right to command others or force them to do his bidding. In the real world (“society”), he will find “competitors at every turn” who are his equals. Therefore, instead of trying to rule over people, he must learn to “share their fate” and settle differences peacefully (“amicably”) rather than fighting for dominance.

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Essay Type Questions

“True equality is the only true morality or true wisdom.” Discuss this statement with reference to Hazlitt’s advice on self-importance and the transition from home to school.

William Hazlitt’s statement that “true equality is the only true morality” serves as the philosophical climax of his letter. To understand this, one must first look at the context of his son’s upbringing. Hazlitt bluntly points out that his son has hitherto been a “spoiled child” at home. In the domestic sphere, the boy was the center of attention and accustomed to being a leader among his playmates. This environment fostered a sense of “childish self-importance,” leading the boy to believe that his desires should always come first. Hazlitt identifies this egoism not just as a childish phase, but as a dangerous delusion that must be corrected before entering adulthood.

The transition to school acts as a harsh but necessary corrective to this mindset. Hazlitt warns his son that the world outside the father’s house operates on entirely different rules. While he might have been a “king” in the nursery, in the real world, he will find “competitors at every turn.” These competitors are other boys who are his equals in rights and perhaps his superiors in strength or talent. Hazlitt emphasizes that these strangers have their own “amusements and pursuits,” which are just as important to them as the son’s are to him. This realization—that other people exist as fully realized protagonists of their own lives—is the first step toward maturity.

Hazlitt uses the metaphor of the “king’s son” to dismantle the boy’s entitlement. He explicitly tells him, “You are not born a king’s son to destroy or dictate to millions.” By using this hyperbolic image, Hazlitt illustrates the absurdity of expecting everyone to bow to one’s will. Since the boy cannot force the world to obey him, he has only two choices: he can either be miserable and “thwarted” by fighting for dominance, or he can accept his place as “but one among others.” This acceptance is what Hazlitt defines as “true wisdom.” It is the understanding that we are all made of the same stuff and subject to the same “unavoidable rubs” of life.

Therefore, the morality Hazlitt teaches is not about being “good” in a religious sense, but about being democratic in a social sense. “True equality” is moral because it requires empathy; it demands that we respect the autonomy and feelings of others. If the son continues to act with arrogance, he will only be laughed at and isolated. However, if he learns to “give way in his turn” and “settle differences amicably,” he aligns himself with reality. Hazlitt’s advice effectively transforms the pain of losing one’s special status into a lesson on how to be a functioning citizen in a shared society.

Analyze Hazlitt’s psychological argument against prejudice and hostility toward strangers. How does he advise his son to overcome these feelings?

Hazlitt attacks the concept of prejudice with a mixture of logical reasoning and emotional intelligence. He begins by observing a specific behavior in his son: during the journey to school, the boy ignored his new schoolmates and “set himself against them” simply because they were strangers. Hazlitt immediately identifies this as a defensive mechanism born of fear and insecurity. However, he critiques it as “bad reasoning.” He points out the reciprocity of the situation: the other boys knew as little of the son as he did of them. By ignoring them, the son gave them a valid reason to ignore him in return, creating a cycle of isolation that he would later complain about as a “hardship.”

Hazlitt expands this specific incident into a broader life lesson about how we view the unknown. He warns his son that prejudging people based on ignorance “makes enemies of half the world.” This is a powerful observation on the nature of conflict; most hostilities arise not because people are actually evil, but because we decide to dislike them before we even know them. Hazlitt urges his son to adopt a neutral, if not positive, stance toward strangers. He advises, “Do not think ill of them, till they behave ill to you.” This suspension of judgment is crucial for making friends and navigating a world full of unfamiliar faces.

Furthermore, Hazlitt provides a practical strategy for dealing with those who actually do behave badly. He knows that his son will inevitably meet disagreeable people, but he argues that reacting with “pique or resentment” (anger and complaining) is counterproductive. Getting angry only escalates the conflict and gives the bully satisfaction. Instead, Hazlitt advises a high-minded form of revenge: self-improvement. He tells his son to “strive to avoid the faults which you see in them.” If a boy is rude, the son should make sure he himself is polite. If a boy is cruel, the son should be kind.

This approach serves a dual purpose. First, it protects the son’s own character from becoming bitter or toxic. Second, it works as a psychological weapon. Hazlitt argues that this calm, non-reactive behavior will “disarm their hostility” much faster than fighting back. When an aggressor sees that their bad behavior does not provoke a reaction, they lose their power. By teaching his son to respond to hostility with internal strength rather than external anger, Hazlitt equips him with a mature method for conflict resolution that preserves his dignity.

“Never despise any one for anything that he cannot help.” Explain Hazlitt’s views on poverty, dress, and the emotion of contempt.

In one of the most touching sections of the letter, Hazlitt addresses the issue of class snobbery. He notices that his son has been criticizing other boys whose clothes are “not so good” as his own. Hazlitt rebukes this tendency immediately, laying down a fundamental moral absolute: “Never despise any one for anything that he cannot help — least of all, for his poverty.” He recognizes that children can be cruel about status symbols, but he wants his son to understand that money is an accident of birth, not a measure of character. To judge a peer for their parents’ lack of wealth is, to Hazlitt, a deep moral failure.

However, Hazlitt is also a realist who understands the social pressures of the world. He does not tell his son to ignore his own appearance entirely. He advises him to “keep up appearances” and dress neatly, but purely as a defensive measure against the “idle sneers of the world.” He knows that society is often shallow and judgmental, and looking presentable can protect one from mockery. Yet, the crucial distinction Hazlitt makes is internal: while the son should dress well, he must never “value himself upon it.” He must not think he is a better human being simply because his coat is new.

Hazlitt then digs deeper into the psychology of judgment, analyzing the emotion of “contempt” itself. He rephrases his advice to say, “Never despise any one at all.” He explains that contempt is a “painful” and toxic emotion because it relies on “an indirect appeal to our self-love.” When we look down on someone, we are essentially congratulating ourselves for not being in their unfortunate situation. We feel a “triumph” over their misery, which is a malicious form of pleasure. Hazlitt wants his son to purge this ugliness from his heart.

Ultimately, Hazlitt argues that the correct response to seeing inferiority or misfortune in others is sympathy, not superiority. A good-natured person should feel pain when they see another struggling, rather than “exulting” in the contrast. By teaching his son to reject contempt, Hazlitt is trying to raise a man who values humanity over hierarchy. He wants his son to be “neither the dupe nor victim of vulgar prejudices,” capable of seeing the person underneath the clothes.

Discuss the theme of “Optimism vs. Pessimism” in the essay. How does Hazlitt use the concept of the ‘Self-Fulfilling Prophecy’ to warn his son?

A central theme of “On the Conduct of Life” is the power of attitude to shape one’s reality. Hazlitt opens the letter by addressing his son’s extreme pessimism regarding the new school. The boy had declared, before even arriving, that the people there were “stupid” and that he was “sure” he would hate the place. Hazlitt identifies this not just as grumpiness, but as a fundamental error in thinking. He warns his son that “anticipating evils” is a trap. By deciding in advance that the experience will be bad, the boy is effectively blinding himself to any good that might exist there.

Hazlitt explains the mechanics of what we now call a “self-fulfilling prophecy.” He points out that by saying he would not like the school, the son was “determining” that he would not like it. If you enter a situation expecting to be miserable, you will unconsciously look for reasons to be miserable. You will interpret innocent actions as hostile and minor inconveniences as major disasters. Hazlitt scolds the boy for making things “worse than they are, through more spite and wilfulness,” showing how our own stubbornness can manufacture our unhappiness.

To counter this, Hazlitt proposes a pragmatic philosophy of optimism. He cites the “good old rule to hope for the best.” This is not a naive belief that everything will be perfect, but a strategic approach to life. He advises his son to “believe things to be right, till you find them the contrary.” This default setting of positivity allows one to enter new situations with an open mind, giving people and places a fair chance to prove themselves. It is a protective mindset that prevents the son from sabotaging his own potential for happiness.

Finally, Hazlitt addresses how to handle situations that genuinely are bad. He advises that even when things are difficult, “irritating yourself against them” is useless if you cannot alter them. Complaining consumes energy without solving the problem. Instead, he suggests the stoic approach: “endeavour to put up with them as well as you can.” This lesson in resilience—accepting what cannot be changed and refusing to invent new troubles through pessimism—is one of the most valuable tools Hazlitt offers his son for survival in the adult world.

Why does Hazlitt refer to the school as the “first entrance into the world”? What specific “lessons of reality” does he hope his son learns from this experience?

Hazlitt uses the metaphor of the “first entrance into the world” to signal to his son that school is not merely an educational institution, but a microcosm of society itself. Up until this point, the boy has lived in the “father’s house,” a sheltered environment where he was protected, loved unconditionally, and allowed to be a “spoiled child.” The school represents the “world” because it is a public space filled with strangers, competitors, and indifferent authorities. Hazlitt wants his son to understand that stepping through the school gates is his initiation into adulthood.

One of the primary “lessons of reality” Hazlitt emphasizes is the necessity of “inuring” oneself to hardship. He uses the word “inure” (to toughen or harden) to describe the process of getting used to the “unavoidable rubs” of life. Hazlitt knows that in the real world, people will not treat his son with the same tenderness that his parents did. He will face “uncertain receptions,” rejection, and indifference. By sending him to school, Hazlitt is exposing him to these mild hardships early on, so that he develops the thick skin necessary to survive later in life.

Another critical lesson is the realization of his own insignificance in the grand scheme of things. Hazlitt gently reminds the boy, “You cannot always be with me, and perhaps it is as well that you cannot.” This suggests that the father’s absence is actually a gift. If the boy stayed home forever, he would remain a dependent child. By facing the world alone, he learns that he is just “one among others.” He discovers that he must earn respect rather than having it given to him by birthright.

Ultimately, the school acts as a laboratory for social cooperation. Hazlitt points out that the boy will find “competitors at every turn” whose goals conflict with his own. He cannot “destroy or dictate” to them; he must learn to negotiate. The experience forces him to “settle differences amicably” and compromise (“give way in his turn”). These are the essential skills of a citizen. Hazlitt hopes that by reconciling himself to this new, humble position quickly, his son will transition from a self-centered child into a wise, resilient, and democratic man.

Write Long note on William Hazlitt as an Essayist.

The “Familiar Style”

Hazlitt is best known for championing the “Familiar Style” (which he actually wrote an essay about).

Conversational Tone: He believed essays should not be stiff, academic, or full of “big words.” He argued that writing should sound like the conversation of well-educated men. He rejected flowery language in favor of clear, vigorous English.

Directness: He writes directly to the reader, often using “I” and “You.” In On the Conduct of Life, this is seen in his intimate address to his son (“My Dear Little Fellow”).

The Concept of “Gusto”

This is the most famous term associated with Hazlitt.

Definition: “Gusto” refers to a high level of energy, passion, and sensory detail in writing or art. It is the ability to make the reader feel the subject, not just understand it.

Application: When Hazlitt writes about a boxing match (“The Fight”) or a walk in the woods (“On Going a Journey”), he describes the sweat, the mud, and the smell of the air. He doesn’t just analyze; he brings the scene to life with intense physical power. This likely comes from his background as a failed painter—he writes with a “brush.”

Radical Honesty and Independence

Unlike his friend Charles Lamb, who was gentle and whimsical, Hazlitt was fierce and combative.

No Politeness: He did not care about being polite. If he thought a friend’s poem was bad, he said so. If he thought the King was a tyrant, he wrote it down.

Political Courage: He remained a radical supporter of liberty and the French Revolution long after his friends (Wordsworth and Coleridge) became conservatives. This honesty cost him friends and money, but it gave his essays a sharp, dangerous edge that is still exciting to read today.

The Personal is Political (and Philosophical)

Hazlitt had a unique ability to start with a small, personal observation and expand it into a universal truth.

Example: In On the Conduct of Life, he starts with a small detail (his son criticizing a boy’s coat) and expands it into a profound philosophical discussion on the nature of contempt, poverty, and human psychology.

Memory: He was obsessed with the past. In essays like My First Acquaintance with Poets, he blends autobiography with literary criticism, showing how reading a book or meeting a person changed his soul.

A Paradoxical Nature

Hazlitt’s essays are fascinating because the man himself was a contradiction.

The Hater and the Lover: He was known as a “good hater,” yet he wrote some of the most beautiful passages on love and art.

The Loner and the Observer: He often wrote about the joy of being alone (e.g., On Living to One’s Self), yet he was deeply observant of society and human behavior.

Major Collections

Table-Talk (1821): His most famous collection of general essays. It covers everything from “On the Fear of Death” to “On People with One Idea.”

The Spirit of the Age (1825): A collection of portraits of famous people (Lord Byron, Jeremy Bentham). It is considered the finest psychological criticism of the Romantic era.

The Plain Speaker (1826): As the title suggests, this collection showcases his blunt, honest style.

Conclusion

William Hazlitt transformed the essay from a tool for polite instruction into a weapon of personal expression. He taught us that a critic shouldn’t just be a judge, but an artist. His writing is “thinking aloud”—messy, passionate, biased, and brilliantly human. As he showed in the letter to his son, he was a man who had seen the “unavoidable rubs” of the world and used his pen to try to make sense of them.

Critical Analysis

Introduction

“On the Conduct of Life” is a profound and intimate essay by the great Romantic critic William Hazlitt (1778–1830). Originally written circa 1822 as a private letter to his son, William Hazlitt Jr., upon his entrance into boarding school, it was published posthumously in 1836 in the collection Literary Remains of the Late William Hazlitt. Unlike his fiery political writings or sharp literary criticism, this piece reveals Hazlitt in a moment of vulnerability. Written under the shadow of “indifferent health,” it serves as a secular sermon—a father’s urgent attempt to distill a lifetime of wisdom into a protective guide for his child entering the “real world.”

Central Idea

The central thesis of the essay is the necessity of overcoming egoism to achieve social maturity. Hazlitt argues that the greatest obstacle to happiness and success is “childish self-importance.”

The Problem: At home, a child is the center of the universe, protected and indulged. This creates a false sense of reality where the child believes their desires are paramount.

The Solution: The “world” (represented by the school) is a place of equals. To survive, one must realize that “there are other people in the world besides yourself.”

The Core Philosophy: Hazlitt posits that “True equality is the only true morality.” Wisdom lies in recognizing that every other person has an inner life as complex and important as one’s own, and that we must negotiate with them rather than dictate to them.

Summary

The essay follows a logical progression, addressing specific complaints his son has made and using them as launching pads for broader philosophical lessons.

The Attitude of Pessimism: The essay begins by addressing the son’s preemptive hatred of the school. Hazlitt critiques the boy for calling the people “stupid” before meeting them. He introduces the psychological concept of the self-fulfilling prophecy: if you decide you will be miserable (“determining that you would not like it”), you will inevitably act in ways that ensure your misery. Hazlitt counters this with the pragmatic rule to “hope for the best.”

Strangers and Prejudice: Hazlitt tackles the boy’s isolation. The son ignored his schoolmates because they were strangers; naturally, they ignored him back. Hazlitt uses this to teach the law of reciprocity: we get what we give. He warns that prejudging people based on ignorance (“bad reasoning”) leads to a lonely life, making “enemies of half the world.” He advises a policy of neutral openness—don’t judge until you have evidence.

The Psychology of Contempt: The focus shifts to class and money. The son had mocked other boys for their “inferior” clothes. Hazlitt delivers a stern moral rebuke: never despise anyone for poverty, which is an accident of birth. He dissects the emotion of contempt, revealing it as a toxic ego-boost where we secretly rejoice in another’s misfortune to feel better about ourselves.

The Reality Check: Finally, Hazlitt addresses the boy’s feeling of neglect. He explains that the “coldness” of the school is intentional. It is meant to “inure” (toughen) the boy to the “unavoidable rubs” of life. He strips away the boy’s illusions, telling him he is no longer a “king’s son” but a competitor among equals. The essay concludes with a plea for the boy to accept this humble reality and “settle differences amicably.”

Themes

The Danger of Prejudice: Hazlitt warns that prejudging people or places based on ignorance (“strangers”) or appearance (“dress”) leads to isolation and cruelty.

Empathy vs. Ego: The text constantly contrasts “self-love” (which enjoys contempt) with empathy (which feels pain at another’s inferiority).

Resilience and Realism: He advises his son to “hope for the best” but also to “inure” (harden) himself to the unavoidable hardships of life.

Equality: The political radicalism of Hazlitt shines through in his moral advice: no one is born a “king’s son,” and recognizing the equality of others is the highest wisdom.

Structure and Style

Epistolary Form: The essay is written as a letter, utilizing the second-person “You” throughout. This creates an intimate, conversational tone known as the “Familiar Style.” It feels like a dialogue rather than a lecture.

Antithetical Structure: Hazlitt builds his arguments through contrasts: Home vs. School, The Father’s House vs. The World, Dictatorship vs. Competition.

Tone: The tone shifts from affectionate (“My Dear Little Fellow”) to stern (“You were to blame”) to philosophical (“True equality is…”). It strikes a balance between fatherly love and objective criticism.

Literary Devices

Metaphor:

School as the World: “Consider this as your first entrance into the world.”

Friction: “Inure you betimes to the unavoidable rubs.”

Aphorism: Hazlitt employs memorable, proverb-like sentences to make his advice stick (e.g., “It is a good old rule to hope for the best”).

Irony: He uses situational irony when he suggests his absence is a good thing (“perhaps it is as well that you cannot be with me”), implying that parental protection ultimately hinders a child’s growth.

Hyperbole: He exaggerates the consequences of prejudice, claiming it makes “enemies of half the world,” to emphasize the scale of social isolation.

Critical Commentary

Hazlitt as Psychologist: What makes this essay “modern” is its psychological insight. Hazlitt understands projection (the boy hates the school because he misses home) and defense mechanisms (the boy rejects the other students before they can reject him). He treats his son’s grumpy behavior not as “naughtiness,” but as a symptom of emotional distress that needs to be understood rationally.

Secular Morality: Unlike advice from Victorian fathers which might focus on God, sin, or duty to the Crown, Hazlitt’s advice is entirely secular and social. He doesn’t tell his son to be good to please God; he tells him to be good because it works. Being prejudiced makes enemies; being arrogant gets you laughed at. It is a pragmatic morality based on how to function in a democracy of peers.

The Father’s Shadow: Critics often note that Hazlitt is also writing to himself. Hazlitt was a difficult man—argumentative, socially awkward, and prone to feuds. When he warns his son against “making enemies of half the world,” he is likely reflecting on his own life, where his sharp tongue made him many enemies. The essay is poignant because the father hopes the son can avoid the specific “errors” that plagued the father.

Conclusion

William Hazlitt’s “On the Conduct of Life” remains timeless because it addresses the universal struggle of growing up: the realization that we are not the center of the universe. It is a moving synthesis of Hazlitt’s political belief in equality and his fatherly desire for his son’s happiness. By urging his son to trade “childish self-importance” for empathy and resilience, Hazlitt provides a roadmap not just for surviving school, but for becoming a decent human being.