Murad the Unlucky - Edgeworth, Maria
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1804. It is well known that the grand seignior amuses himself by going at night, in disguise, through streets of Constantinople; as the caliph Haroun Alraschid used formerly to do in Baghdad. One moonlight night, accompanied by his grand vizier, he traversed several of the principal streets of the city without seeing anything remarkable. As they were passing a rope maker, the sultan recollected the Arabian story of Cogia-Hassan Alhabal, the rope maker, and his two friends, Saad and Saadi. One is called Murad the Unlucky, and the other Saladin the Lucky. This is their story.

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Produktbeschreibung
1804. It is well known that the grand seignior amuses himself by going at night, in disguise, through streets of Constantinople; as the caliph Haroun Alraschid used formerly to do in Baghdad. One moonlight night, accompanied by his grand vizier, he traversed several of the principal streets of the city without seeing anything remarkable. As they were passing a rope maker, the sultan recollected the Arabian story of Cogia-Hassan Alhabal, the rope maker, and his two friends, Saad and Saadi. One is called Murad the Unlucky, and the other Saladin the Lucky. This is their story.
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Autorenporträt
Maria Edgeworth and her father, Richard Lovell Edgeworth, were prominent Anglo-Irish writers known for their contributions to literature and education. Richard was deeply interested in education and developed progressive ideas about teaching, which influenced Maria's work. He authored several texts on education and wrote children's books, emphasizing moral instruction and practical knowledge. Maria Edgeworth, novels, such as ""Castle Rackrent"" and ""Belinda,"" explored themes of class, gender, and social reform, showcasing her keen observation of Irish society. Maria's writing often reflected her advocacy for women's education and empowerment, challenging societal norms of her time. Their book - ""Practical Education"" explores innovative educational methods, emphasizing practical learning, moral development, and the importance of tailoring education to individual needs and societal context. Together, they collaborated on several projects, reflecting their shared belief in the power of education to transform society. Their contributions laid the groundwork for future writers and educators, highlighting the interplay between literature and social reform.