Maria Edgeworth. Helen Zimmern
the marriage Miss Edgeworth can tell her cousin:—
We are indeed happy. The more I see of my friend and mother, the more I love and esteem her, and the more I feel the truth of all that I have heard you say in her praise. So little change has been made in the way of living, that you would feel as if you were going on with your usual occupations and conversation amongst us. We laugh and talk and enjoy the good of every day, which is more than sufficient. How long this may last we cannot tell. I am going on in the old way, writing stories. I cannot be a captain of dragoons, and sitting with my hands before me would not make any of us one degree safer. I have finished a volume of wee-wee stories about the size of the Purple Jar, all about Rosamond. My father has made our little rooms so nice for us; they are all fresh painted and papered. Oh, rebels! oh, French! spare them. We have never injured you, and all we wish is to see everybody as happy as ourselves.
The summer passed with immunity from open insurrection in County Longford; but it shortly appeared that the people were secretly leagued with the rest of their countrymen, and only waited the arrival of the French to break into rebellion. Soon the whole district about Edgeworthstown was disturbed, and in September it was needful for the family to beat a precipitate retreat from home, leaving it in the hands of the rebels. Happily it was spared from pillage, thanks to one of the invaders, to whom Mr. Edgeworth had once shown kindness. The family were only away five days. A battle had speedily settled the rebels and dispersed the French, whom their own allies had deserted at the first volley. But those days, although only five days, seemed a life-time to Miss Edgeworth, from the dangers and anxieties the family underwent in their course.
By November all disturbances had so far subsided around Edgeworthstown as to allow the family to busy themselves with private theatricals, Miss Edgeworth writing the play, the children acting it, the father building the stage. At the end of the year Mr. Edgeworth was returned for the last Irish Parliament, and the family went with him to Dublin. The Union was then the hot theme of debate, the Irish having incontestably shown themselves incapable of home rule. Mr. Edgeworth very characteristically spoke for the Union and voted against it, declaring "that England has not any right to do Ireland good against her will."
In the spring of 1799 Mr., Mrs. and Miss Edgeworth went to England and renewed their acquaintance with Mr. Watt, Dr. Darwin and Mr. William Strutt of Derby. They also came into contact with many literary celebrities, Mr. Edgeworth now posing as an author upon the strength of Practical Education, written in partnership with his daughter, who was ever not only willing but anxious that he should bear off all the honor and glory. Among their acquaintance was Mrs. Barbauld, for whom both father and daughter conceived a genuine regard, and whom Mr. Edgeworth liked the more because she was a proof of the soundness of his belief that the cultivation of literary tastes does not necessarily unfit a woman for her domestic duties. In London they also visited their publisher, Mr. Johnson, an intelligent, generous, but most dilatory man, who was then confined in King's Bench Prison on account of some publication held treasonable. Of this English visit there are, unfortunately, only two letters preserved: one announcing the birth of another baby into this already huge family, the other treating of "a young man, Mr. Davy,[4] who has applied himself much to chemistry, has made some discoveries of importance, and enthusiastically expects wonders will be performed by the use of certain gases."
With the dissolution of the last Irish Parliament, Mr. Edgeworth's public duties came to an end, and the quiet, happy life at Edgeworthstown recommenced its even course, marked only by the publication of Miss Edgeworth's works, and by births and deaths in the family circle.
CHAPTER V.
"PRACTICAL EDUCATION."—CHILDREN'S BOOKS.
Two circumstances must never be lost sight of in speaking of Miss Edgeworth's writings: the one, that she did not write from the inner prompting of genius, but rather because it had been suggested by her father; the other, that she wrote throughout with a purpose in view, and by no means only for the sake of affording amusement. To blame her, therefore, as has been so often done, for being utilitarian in her aim, is to blame her for having attained her goal. A minor consideration, but one that often proves of no minor weight, was the fact that Miss Edgeworth never needed to follow authorship as a profession; its pecuniary results were of no moment to her, and hence she was spared all the bitterness and incidental anxieties of an author's life, the working when the brain should rest, the imperative need to go on, no matter whether there be aught to say or not. Her path, in this respect, as in all others, traversed the high-roads of life. Fame at once succeeded effort; the heart-sickness of hope deferred was never hers; she was therefore neither soured nor embittered by feeling within herself powers which the world was unwilling or slow to acknowledge.
It was in 1798 that were published two large octavo volumes, called Practical Education, bearing upon the title-page the joint names of Richard Lovell and Maria Edgeworth. This was the first partnership work of father and daughter, that literary partnership "which for so many years," says Miss Edgeworth, "was the joy and pride of my life." The book was the outcome of a series of observations and facts relative to children, not originally intended for publication, registered first by Mr. Edgeworth and his wife Honora, and afterwards continued by Mrs. Elizabeth Edgeworth. In consequence of Mr. Edgeworth's exhortations, Miss Edgeworth also began in 1791 to note down anecdotes of the children around her, and to write out some of her father's conversation lessons. The reason for giving all this to the world was that though assertions and theories on education abounded, facts and experiments were wanting. Undaunted by the fear of ridicule or the imputation of egotism, Mr. Edgeworth bade his daughter work the raw materials into shape, blending with anecdotes and lessons the principles of education that were peculiarly his. For this work Miss Edgeworth claims for her father the merit of having been the first to recommend, both by practice and precept, what Bacon called the experimental method in education. Mr. Edgeworth, as we know, was a disciple of the crude, mechanical school of Rousseau; and though, owing to his failure with his eldest son, he had seen the necessity of some modification, he had never wholly abandoned it, and had imbued his daughter with the same ideas. Happily for her, however, her earliest training had been less rigid than that of her brothers and sisters. She thus obtained elbow-room for that development which her father's 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 emphasized, 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 favorite 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 merit of Mr. and Miss Edgeworth's works 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