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to teach them in detail, we refer our readers to the excellent treatises on the different branches of science, and on the various faculties of the human mind, which are to be found in every language. The chapters that we have introduced upon these subjects, are intended merely as specimens of the manner in which we think young children should be taught. We have found from experience, that an early knowledge of the first principles of science may be given in conversation, and may be insensibly acquired

from the usual incidents of life: if this knowledge be carefully associated with the technical terms which common use may preserve in the memory, much of the difficulty of subsequent instruction may be avoided.

The sketches we have hazarded upon these subjects, may to some appear too slight, and to others too abstruse and tedious. To those who have explored the vast mines of human knowledge, small specimens appear trifling and contemptible, whilst the less accustomed eye is somewhat daz, zled and confused by the appearance even of a small collection: but to the most enlightened minds, new combinations may be suggested by a new arrangement of materials, and the curiosity and enthusiasm of the inexperienced may be awakened, and excited to accurate and laborious researches.

With respect to what is commonly called the education of the heart, we have endeavored to suggest the easiest means of inducing useful and agreeable habits, well regulated sympathy and benevolent affections. A witty writer says, Il est permis d'ennuyer en moralites d'ici jusqu' a Constantinople.Unwilling to avail ourselves of this permission, we have sedulously avoided declamation, and, wherever we have been obliged to repeat ancient maxims, and common truths, we have at least thought it becoming to present them in a new dress.

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On religion and politics we have been silent, because we have no ambition to gain partizans, or to make proselytes, and because we do not address ourselves exclusively to any sect or to any party. The scrutinizing eye of criticism, in looking over our table of contents, will also, probably, observe that there are no chapters on courage and chastity. To pretend to teach courage to Britons, would be as ridiculous as it is unnecessary; and, except amongst those who are exposed to the contagion of foreign manners, we may boast of the superior delicacy of our fair countrywomen; a delicacy acquired from domestic example, and confirmed by public approbation. Our opinions concerning the female character and understanding, have been fully detailed in a former publication ; * and, unwilling to fatigue by repetition, we have touched but slightly upon these subjects in our chapters on Temper, Female Accomplishments, Prudence, and Economy.

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We have warned our readers not to expect from us any new theory of education, but they need not apprehend that we have written without method, or that we have thrown before them a heap of desultory remarks and experiments, which lead to no general conclusions, and which tend to the establishment of no useful principles. We assure them that we have worked upon a regular plan, and where we have failed of executing our design, it has not been for want of labor or attention. Convinced that it is the duty and the interest of all who write, to enquire what others have said and thought upon the subject of which they treat, we have examined attentively the works of others, that we might collect whatever knowledge they contain, and that we might neither arrogate inventions which do not belong to us, nor weary the public by repetition. Some useful and ingenious essays may probably have escaped our notice; but we flatter

ourselves, * Letters for Literary Ladies.

ourselves, that our readers will not find reason to accusé us of negligence, as we have perused with diligent attention every work upon education, that has obtained the sanction of time or of public approbation, and, though we have never. bound ourselves to the letter, we hope that we have been faithful the spirit, of their authors. Without incumbering ourselves with any part of their systems which has not been authorized by experience, we have steadily attempted immediately to apply to practice such of their ideas as we have thought useful; but whilst we have used the thoughts of others, we have been anxious to avoid mean plagiarism, and wherever we have borrowed, the debt has been careful, ly acknowledged.

The first hint of the chapter on Toys was received from Dr. Beddoes; the sketch of an introduction to chemistry for children was given to us by Mr. Lovell Edgeworth ;' and the rest of the work was resumed from a design formed and begun twenty years ago. When a book appears under the name of two authors, it is natural to enquire what share belongs to each of them. All that relates to the art of teaching to read in the chapter on Tasks, the chapters on Grammar and Classical Literature, Geography, Chronology, Arithmetic, Geometry, and Mechanics, were written by Mr. Edgeworth, and the rest of the book by Miss Edgeworth. She was encouraged and enabled to write upon this important subject, by having for many years before her eyes the conduct of a judicious mother in the education of a large family. The chapter on Obedience, was written from Mrs. Edgeworth's notes, and was exemplified by her successful practice in the management of her children; the whole manuscript was submitted to her judgment, and she revised parts of it in the last stage of a fatal disease.

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