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46 study, which consist of rewards and punishments, the far surer, nobler, and more effective stimulus of curiosity kept alive by variety and the pleasure of successful invention. It was the desire of the authors to show with what ease the faculty of thinking may be cultivated in children, a point on which Miss Edgeworth insists in other of her tales. In Harry and Lucy are explained simply and familiarly, sometimes in conversations between the children and their parents and friends, sometimes in dialogue between the children themselves, the rudiments of science, principally of chemistry and physics, and the application of these to the common purposes of life. And herein we again encounter one of the grand merits of the Edgeworths, which we can to-day better appreciate than their contemporaries. They saw clearly what in their day was apprehended only by very few, the importance that the study of science was to acquire in the future. Miss Edgeworth says:—

And even apart from the immense importance of science in our daily life, science is, of all studies, that best suited to the growth of a child's mental powers. Novelty and variety are the spells of early life, and to work these well and helpfully is the greatest good that can be done to young people. Miss Edgeworth in Harry and Lucy, as a whole succeeds in rousing her readers' curiosity without making them suspect design, and avoids all idea of a task. Thus the leading principles of science are unfolded in familiar experiments