Edgeworth’s patience in teaching was surprising, as Maria remarks, in a man of his vivacity.  ’He would sit quietly while a child was thinking of the answer to a question without interrupting, or suffering it to be interrupted, and would let the pupil touch and quit the point repeatedly; and without a leading observation or exclamation, he would wait till the steps of reasoning and invention were gone through, and were converted into certainties. . . .  The tranquillising effect of this patience was of great advantage.  The pupil’s mind became secure, not only of the point in question, but steady in the confidence of its future powers.  It was his principle to excite the attention fully and strongly for a short time, and never to go to the point of fatigue. ...  In the education of the heart, his warmth of approbation and strength of indignation had powerful and salutary influence in touching and developing the affections.  The scorn in his countenance when he heard of any base conduct; the pleasure that lighted up his eyes when he heard of any generous action; the eloquence of his language, and vehemence of his emphasis, commanded the sympathy of all who could see, hear, feel, or understand.  Added to the power of every moral or religious motive, sympathy with the virtuous enthusiasm of those we love and reverence produces a great and salutary effect.

’It often happens that a preceptor appears to have a great influence for a time, and that this power suddenly dissolves.  This is, and must be the case, wherever any sort of deception has been used.  My father never used any artifice of this kind, and consequently he always possessed that confidence, which is the reward of plain dealing—­a confidence which increases in the pupil’s mind with age, knowledge, and experience.’

The readers of the second part of ‘Harry and Lucy’ will remember the driving tour through England, which they took with their parents, who were careful to point out to them all that was of interest, and to rouse their powers of observation.  And in the same manner Edgeworth, ’at the time when he was building or carrying on experiments, or work of any sort, constantly explained to his children whatever was done, and by his questions, adapted to their several ages and capacities, exercised their powers of observation, reasoning, and invention.

’It often happened that trivial circumstances, by which the curiosity of the children had been excited, or experiments obvious to the senses, by which they had been interested, led afterwards to deeper reflection or to philosophical inquiries, suited to others in the family of more advanced age and knowledge.  The animation spread through the house by connecting children with all that is going on, and allowing them to join in thought or conversation with the grown-up people of the family, was highly useful, and thus both sympathy and emulation excited mental exertion in the most agreeable manner.’