uperior. I do not complain of the very natural desire in that good lady
to see outward and definite fruits arising from her labors. But there
are also fruits which are not outward, which are of the true germinal
sort, and which develop themselves sooner or later in a beautiful life.
And this I am certain is the case with your protegee. So long as she has
been under my care, I have watched her moving with an even step, slowly,
steadily forward--never back. As with a child it is necessary to begin
everything at the beginning, so it is with her. She can comprehend
nothing which does not follow from what precedes it; let a thing be as
simple and easy as possible, she can make nothing of it if it is not in
a recognizable connection; but find the intermediate links, and make
them clear to her, and then nothing is too difficult for her.

"Progressing with such slow steps, she remains behind her companions,
who, with capacities of quite a different kind, hurry on and on, learn
everything readily, connected or unconnected, recollect it with ease,
and apply it with correctness. And again, some of the lessons here are
given by excellent, but somewhat hasty and impatient teachers, who pass
from result to result, cutting short the process by which they are
arrived at; and these are not of the slightest service to her; she
learns nothing from them. There is a complaint of her handwriting. They
say she will not, or cannot, understand how to form her letters. I have
examined closely into this. It is true she writes slowly, stiffly, if
you like; but the hand is neither timid nor without character. The
French language is not my department, but I have taught her something of
it, in the step-by-step fashion; and this she understands easily.
Indeed, it is singular that she knows a great deal, and knows it well,
too; and yet when she is asked a question, it seems as if she knew
nothing.

"To conclude generally, I should say she learns nothing like a person
who is being educated, but she learns like one who is to educate--not
like a pupil, but like a future teacher. Your ladyship may think it
strange that I, as an educator and a teacher, can find no higher praise
to give to any one than by a comparison with myself. I may leave it to
your own good sense, to your deep knowledge of the world and of mankind,
to make the best of my most inadequate, but well-intended expressions.
You may satisfy yourself that you have much happiness to promise
you