Space does not permit me to describe the efforts by which Miss Jenny brought about the moral reform of the combatants. She recounts to them her mamma’s system of bringing her up, with especial reference to her studies up to the age of six; and the other girls, brought to see the error of their ways by a recognition of the unhappiness which their faults have always brought upon themselves, recount the stories of their lives also. Fairy tales and society plays are brought into the service of morality, and the teaching to be deduced from them is expounded. And although at the end of a fortnight Miss Jenny’s ministrations are ended by her leaving school, “all quarrels and contentions were banished from Mrs. Teachum’s house; and if ever any such thing was likely to arise, the story of Miss Jenny Peace’s reconciling all her little companions was told to them: so that Miss Jenny, though absent, still seemed (by the bright example which she left behind her) to be the cement of union and harmony in this well-regulated society. And if any girl was found to harbour in her breast a rising passion, which it was difficult to conquer, the name and story of Miss Jenny Peace soon gained her attention, and left her without any other desire than to emulate Miss Jenny’s virtues.” But perhaps it may be imagined that this story does not really represent the system of education which we know from biographies and letters did after all either produce, or allow to emerge, women of strong character and considerable intellectual attainments. For further light, turn to Miss Edgeworth’s two stories of Mlle. Panache, the bad French governess, and Mlle. de Rosier, the good French governess. “Mrs. Temple had two daughters, Emma and Helen; she had taken great care of their education, and they were very fond of their mother, and particularly happy whenever she had leisure to converse with them; they used to tell her everything that they thought and felt; so that she had it in her power early to correct, or rather to teach them to correct, any little faults in their disposition and to rectify those errors of judgment to which young people, from want of experience, are so liable.