merit of Mr. and Miss Edgeworth's work may be stated in her own words:—
Surely it would be doing good service to bring into popular form all that metaphysicians have discovered which can be applied to practice in education. This was early and long my father's object. The art of teaching to invent—I dare not say, but of awakening and assisting the inventive power by daily exercise and excitement, and by the application of philosophic principles to trivial occurrences, he believed might be pursued with infinite advantage to the rising generation.
The authors of Practical Education did not seek to appeal to grave and learned persons like the former writers on these themes, but to the bulk of mankind, in whose hands, after all, lies their application. In this series of somewhat rambling essays, of the most miscellaneous description, there are no abstruse or learned disquisitions, there is nothing like a process of reasoning from beginning to end; it is essentially a treatise for the mass. On every page there are remarks for which previous authorities can be found; original ideas are rare; nevertheless the whole is expressed so lucidly and familiarly, the entire work is so crowded with illustrations of the simplest and most obvious kind, that “the unwary reader can easily be entrapped into the belief that he is perusing nothing more serious than a lively and agreeable essay upon the tempers and capacities of children, written by two good-natured persons who are fond of amusing themselves with young people.” Mr. Edgeworth believed according to the proverb, “that youth and white paper can take all impressions,” that everything could be achieved by education; that, given the individual, it was possible to make of him whatever the instructor pleased. Of course our present more scientific mode of thought, our superior scientific knowledge, shows us the un-
