In the preface to _Practical Education_ the respective shares of father and daughter in the work are stated. He wrote all relating to the art of teaching in the chapter on tasks, grammar, classical literature, geography, chronology, arithmetic and mechanics; the rest, considerably more than half, was by her.
"The firm of Edgeworth & Co.," as Sydney Smith named them, had now attained literary notoriety. Their book, on its appearance, was praised and abused enough to render its authors speedily famous. Mr. Edgeworth, with his enormous family, had, of course, had good opportunities of observation and experiment in the domain of education. It was conceded that there was much that was wise and useful in his pages, mixed with much that was absurd and dogmatic. But the real life and animation for his tenets was to come from his daughter, who was to carry them further than they would undoubtedly otherwise have gone, and the fact that quite two generations of English men and women were instilled into Edgeworthian doctrines is due entirely and alone to her. She made it the business of her life to illustrate the pedantic maxims of her father, and it has been ably remarked that between these narrow banks her genius flowed through many and diverse volumes of amusing tales. It was with this aim in view that _The Parent's Assistant_, _Harry and Lucy_, _Frank and Rosamond_, and _Early Lessons_, those companions of the nursery, were penned. Though not all published at this time--the continuation of _Harry and Lucy_ not, indeed, until many years later--it is convenient to treat of them all together, as they are one in unity of thought and design.
Fully to estimate what Miss Edgeworth did for the children of her time, and that immediately succeeding it, it is needful to point out the wide contrast between those days and ours. To-day the best authors do not think it beneath their dignity to write for children--quite otherwise; while formerly few persons of any literary ability condescended to write children's books. In those days, therefore, nursery libraries were not, as now, richly stocked, and children either did not read at all, or, if they were of a reading disposition, read the works intended for their elders, often, it must be admitted, with the good result that a solid foundation of knowledge of the English classics was laid. Still it was only exceptional children who attempted these tougher tasks; most either did not read at all or read such poor literature as was at hand. In a series of able articles published some years ago, Miss Yonge has traced the history of children's books. For a long time there were no such things; then came some tales translated from the French and judiciously trimmed, besides a few original stories of more or less merit, to which latter category belonged _Goody Two-Shoes_. This was followed by the reign of didactic works which began with Mrs. Trimmer, whose original impulse came from Rousseau. It was his _Emile_ that had aroused the school which produced Madame de Genlis in France, Campe in Germany, and in England the Aikens, Hannah More, the Taylors of Norwich, and Mr. Day. It was a famine that had to be met, and much stodgy food was devoured, many long, hard words were laboriously spelt out, the pabulum offered was but too often dull and dreary. Realism had invaded the nursery, strong, high purpose was the first aim in view, and entertainment was held a secondary consideration. As for the poor dear fairies, they had been placed under a ban by the followers of Jean Jacques. Fairy tales were treated as the novels of childhood, and held by this school to cultivate the heart and imagination unduly, and to arouse disgust with the assigned lot in life, which is rarely romantic, but consists rather of common-place pleasure and pain.