"Well," said Sam Edmeston, "I shall be glad to hear about this gentleman, I'm sure, though I never did hear of him before. But may I ask why it was necessary to introduce him by means of an allusion to 'Frank' and other works which we have few of us ever read, though it is very possible that we may some of us have heard of them?"
"I see why Mabel spoke first of 'Frank,'" said Colonel Ingham. "And I think that she did very well to bring Edgeworth in as she has done. And Edgeworth, though I had not thought of him before, is very fit to be one of our inventors, not so much for his individual accomplishments, which were little more than curious,--telegraph and all,--as for being a good representative of his age. Those of you who know a little of the century between 1750 and 1850 know that it was an age to which many of the secrets of physical science were being opened for the first time. Everybody was going back to Nature to see what he could learn from her. This movement swept all over France and England. Every gentleman dabbled in the sciences, and made his experiments and inventions. Voltaire in France had a great laboratory made for him in which he passed some years in chemical experiments. It was the age, too, of great inventions,--of the application of physical forces to the life of man. The invention of the steam-engine by Watt, and the applications of it to the locomotive and the steamboat, came along toward the end of this period, and marked the work of the greatest men. But every one could not invent a steam-engine. So, by the hundreds of country gentlemen who studied science, chemistry, and astronomy, and the rest, there were constructed hundreds of orreries, globes, carriages, model-telegraphs, and such things; and it is of these men that Edgeworth is the best, or at least the most available, representative, on account of his very interesting memoirs.
"Such books as 'Harry and Lucy' and 'Frank' are the mirror of this movement. But to this is joined something more, which John Morley speaks of in saying, 'An age touched by the spirit of hope turns naturally to the education of the young.' Then people knew that their own times were about as worthless as times could well be; but as they learned more, they began to hope that things were improving, and that the children might see better times than those in which the fathers lived. And as physical science was to them an all-important factor in this approaching millennium, they took pains to teach these things to the young. Any of you who have read 'Frank' or 'Sandford and Merton' will see what I mean. It was the hope that the children might be able to take the work where the fathers left it, and carry it on. And the children did. But I do not believe that any one of these eighteenth-century theorists had the first or vaguest idea of the point to which his children and grandchildren would carry his work.