formal and overloading system might have crushed. But of this she was unconscious, and she was ready to echo his opinions, believe in them blindly, and propagate them.
The book, though prolix, dull, and prosy in part, containing much repetition, many paltry illustrations, many passages, such as the chapter on servants, that might be omitted with advantage, was, as a whole, of value, and would not even now be quite out of date. But its chief and abiding merit is that it was a step in the right direction; and its worth must, on that account, be emphasised, although this was exaggerated by Miss Edgeworth's filial fondness. There were in those days no text books for the first principles of knowledge for the young; and though education had been a favourite theme with all the philosophers, from Aristotle to Locke, their systems were too remote for practical application. The inevitable but lamentable consequence was, that theories of education were disregarded just by those very persons who had the training of the young in their hands. They were pleased to sneer at them as metaphysics. So much space was given in works of this nature to speculation, so little to practical application of proved and admitted truths, that the mere word metaphysics sounded to the majority of readers as a name denoting something perplexing and profound, but useless as a whole. Yet, as Miss Edgeworth pertinently observed in her preface to Harry and Lucy, after being too much the fashion, metaphysics had been thrown aside too disdainfully, and their use and abuse confounded. Without an attentive examination of the operations of the mind, especially as developed at an early age, every attempt at systematic education is mere working at random. The great
