ure, a zeal and a prudence that will give you the
right to my gratitude, to that of the family, and to that of France."

Charles X. then turned to Madame de Gontaut, whom he had just named
Duchess in witness of his gratitude and satisfaction. "Duchess of
Gontaut," he said, "I thank you for the care you have given to the
education of this dear child." Then, pointing to Mademoiselle,
"Continue and complete that of this child, who is just as dear to me,
and you will acquire new claims on my gratitude." The little Princess
then seized the hands of her governess with such effusion that the
latter could hardly restrain her tears.

That evening the Duchess of Gontaut addressed to the Duke de Riviere a
letter in which she depicted the character of the child she had brought
up with such care:--

"I have always followed the impulses of my heart," she wrote, "in
easily performing a task for which that was all that was needed.
Monseigneur and Mademoiselle believe me blindly, for I have never
deceived them, even in jest. A pleasantry that a child's mind cannot
understand embarrasses him, destroys his ease and confidence,
humiliates and even angers him, if he believes that he has been
deceived. Monseigneur has more need than most children of this
discretion. The directness and generosity of his character incline him
to take everything seriously. When he thinks he sees that any one is
being annoyed, the one oppressed straightway becomes the object of his
lively interest; he will take up his defence warmly and will not spare
his rebukes; he shows on these occasions an energy quite in contrast
with the natural timidity of his character. With such a child, I have
had to avoid even the shadow of injustice. He loves Mademoiselle, is
gentle, kind, attentive to her. I have always carefully shunned for
Their Royal Highnesses the little contests of childhood; however
unimportant they may seem at first, they end by embittering the
disposition."

We commend to mothers and teachers the letter of the Duchess of
Gontaut. It is a veritable programme of education, conceived with high
intelligence and great practical sense. What more just than this
reflection: "The method of teaching by amusement is fashionable, and
appears to me to lead to a very superficial education. That is not what
I have sought. Let the teacher explain readily, but let him allow the
pupil to take some pains, for he must learn early the difficulties of
life and how to overco