“Mrs. Temple lived in the country, and her society was composed of a few intimate friends; she wished, especially during the education of her children, to avoid the numerous inconveniences of what is called an extensive acquaintance. However, as her children grew older, it was necessary that they should be accustomed to see a variety of characters, and still more necessary that they should learn to judge of them. There was little danger of Emma’s being hurt by the first impressions of new facts and new ideas; but Helen, of a more vivacious temper, had not yet acquired her sister’s good sense. We must observe that Helen was a little disposed to be fond of novelty, and sometimes formed a prodigiously high opinion of persons whom she had seen but for a few hours. Not to admire was an art which she had yet to learn.” Helen enters upon this part of her education when she is between eleven and twelve years old. After this it creates a sensation of relief to hear Miss Edgeworth, in describing the pupils of Madame de Rosier, declare of Favoretta, the youngest, aged about six years old, that “At this age the habits that constitute character are not formed, and it is, therefore, absurd to speak of the character of a child six years old.” It would almost seem that in making this assertion Miss Edgeworth was delivering heretical views, and we have seen that the author of “Jemima Placid,” at any rate, disagreed with her. Turning from fiction to real life to confirm it, we find the following advice given by the Countess of Carlisle, in 1789, to young ladies on their first establishment in the world. In her preface she says that the book is intended for those who have been educated. That this implies moral education more than anything else is made evident. The young married woman is, however, recommended to cultivate her mind, and the advice takes practical form. “If abundance of leisure shall allow you to extend your studies,” says Lady Carlisle, “let arithmetic, geography, chronology, and natural history compose the principal part.” The brain which has not been trained in mental gymnastics in early youth, unless unusually active, loses its powers. Narrow-mindedness is a correct name for a psychological fact. That there were broad and vigorous-minded women at this period who probably owed much to their teachers there is no doubt. But, for the most part, these were women who by their social position came in contact with able men, and saw life from many points of view. The easy access to personal acquaintance with leaders of thought, statesmen, practical workers, and cultured and refined women, gives to the aristocracy and the upper middle classes an education and training which never cease, and which make a University training an amusing episode rather than a necessity.