I can see Jane sitting there, as I wish you could, with her MSS. on the table at her side.  She is very sweet and good and noble-looking, with soft, heavy braids of light-brown hair carefully arranged on her fine, shapely head; her forehead is full and broad; her eyes large, dark blue, and pleasantly commanding, but with very gentle and dreamy phases interrupting their placid decision of expression; her features are classic and firm in outline, with pronounced resolution in the close of the full lips, or of hearty merriment in the open laugh, illuminated by a dazzle of well-set teeth; her complexion fresh and pure, and the whole aspect of her face kind, courageous, and inspiring, as well as thoughtful and impressive.  The poise of her head and rather strongly built figure is unusually good, and suggestive of health, dignity, and leadership; yet her manners and voice are so gentle, and her whole demeanor so benevolent, that no one could be offended at her taking naturally the direction of any work, or the planning of any scheme, which she would also be foremost in executing.

But there she sits looking up at her friends, with her papers in hand, and the pretty businesslike air that so well became her, and bespeaks the extreme criticism of her hearers upon what she shall read, because she really wants to know how it affects them, and what mistakes or faults can be detected; for she must do her work as well as possible, and is sure they are willing to help.  “You see,” says Jane, “I have dedicated the book to the children I told the stories to first, when the plan was only partly in my mind, and they seemed to grow by telling, till at last they finished themselves; and the children seemed to care so much for them, that I thought if they were put into a book other children might care for them too, and they might possibly do some good in the world.”

Yes, those were the points that always indicated the essential aim and method of Jane’s writing and teaching, the elements out of which sprang all her work; viz., the relation of her mind to the actual individual children she knew and loved, and the natural growth of her thought through their sympathy, and the accretion of all she read and discovered while the subject lay within her brooding brain, as well as the single dominant purpose to do some good in the world.  There was definiteness as well as breadth in her way of working all through her life.

I wish I could remember exactly what was said by that critical circle; for there were some quick and brilliant minds, and some pungent powers of appreciation, and some keen-witted young women in that group.  Perhaps I might say they had all felt the moulding force of some very original and potential educators as they had been growing up into their young womanhood.  Some of these were professional educators of lasting pre-eminence; others were not professed teachers, yet in the truest and broadest sense teachers of very