that she acted as panderer for the princes, especially Louis-Philippe,
of a "legitimate means of satisfying these ardent desires of which
I am being devoured," by leading them to the nuns in the convents
by means of a subterranean passage. The following passages from the
journal of Louis-Philippe show the nature of his relations with her:

(December, 1790.) "I went to dine with my mother and grandfather.
Although I am delighted to dine often with my mother, I am deeply
sorry to give only three days out of the seven to my dear Bellechasse
[that is, to Mme. de Genlis]."

(January, 1791.) "Last evening, returned to my friend [Mme. de
Genlis]; remained there until after midnight; I was the first one to
have the good fortune of wishing her a 'Happy New Year.' Nothing can
make me happier; I don't know what will become of me when I am no
longer with her."

(January, 1791.) "Yesterday, I was at the Tuileries. The queen spoke
to my father, to my brother, and said nothing to me--neither did the
king nor Monsieur, in fact, no one. I remained at my friend's until
half-past twelve. No one in the world is so agreeable to me as is
she." (February, 1791.) "I was at the assembly at Bellechasse, dined
at the Palais-Royal, I was at the Jacobins, returned to Bellechasse,
after supper went to my friend's. I remained with her alone; she
treated me with an infinite kindness; I left, the happiest man in the
world." Such language speaks for itself.

No sons of a nobleman ever received a finer, more typically modern
education than did her pupils. She was, possibly, the first teacher to
use the natural method system, teaching German, English, and Italian
by conversation. The boys were compelled to act, in the park, the
voyages of Vasco da Gama; in the dining room the great historical
tableaux were presented; in the theatre, built especially for them,
they acted all the dramas of the _Theatre d'Education_. She taught
them how to make portfolios, ribbons, wigs, pasteboard work, to
gild, to turn, and to do carpentering. They visited museums and
manufactories, during which expeditions they were taught to observe,
criticise, and find defects. This was the first step taken in France
in the eighteenth century toward a modern education. Although it was
superficial, in consequence of its great breadth, yet this education
inculcated manliness and courage.

In 1778 Mme. de Genlis published her moral teachings in _Adele et
Theodore_, a work which cre