Mrs. Harcourt did not confine her attentions within the narrow limits of politeness—with generous eagerness she exerted herself to show her gratitude to the excellent governess of her children. She applied to the gentleman who was at the head of the academy for the education of the sons of French emigrants, and recommended Henri de Rosier to him in the strongest terms.
In the meantime Lady N——, who had been warmly interested in Mad. de Rosier’s favour, and more by what she had seen of her pupils, wrote to her brother, who was at Paris, to request that he would make every possible inquiry concerning the property of the late Comte de Rosier. The answer to her letter informed her that Mad. de Rosier’s property was restored to her and to her son by the new government of France.
Mrs. Harcourt, who now foresaw the probability of Mad. de Rosier’s return to France, could not avoid feeling regret at the thoughts of parting with a friend to whom her whole family was sincerely attached. The plan of education which had been traced out remained yet unfinished, and she feared, she said, that Isabella and Matilda might feel the want of their accomplished preceptress. But these fears were the best omens for her future success: a sensible mother, in whom the desire to educate her family has once been excited, and who turns the energy of her mind to this interesting subject, seizes upon every useful idea, every practical principle, with avidity, and she may trust securely to her own persevering cares. Whatever a mother learns for the sake of her children, she never forgets.
The rapid improvement of Mrs. Harcourt’s understanding since she had applied herself to literature, was her reward, and her excitement to fresh application. Isabella and Matilda were now of an age to be her companions, and her taste for domestic life was confirmed every day by the sweet experience of its pleasures.
“You have taught me your value, and now you are going to leave me,” said she to Mad. de Rosier. “I quarrelled with the Duke de la Rochefoucault for his asserting, that in the misfortunes of our best friends there is always something that is not disagreeable to us; but I am afraid I must stand convicted of selfishness, for in the good fortune of my best friend there is something that I cannot feel to be perfectly agreeable.”
MADEMOISELLE PANACHE.
SECOND PART{1}
{Footnote 1: The first part is in the Parent’s Assistant, vol. iv.}
The tendency of any particular mode of education is not always perceived, before it is too late to change the habits or the character of the pupil. To superficial observers, children of nearly the same age often seem much alike in manners and disposition, who, in a few years afterward, appear in every respect strikingly different. We have given our readers some idea of the manner in which Mrs. Temple educated her daughters, and some notion of the mode in which Lady Augusta was managed by Mlle. Panache; the difference between the characters of Helen and Lady Augusta, though visible even at the early age of twelve or thirteen to an intelligent mother, was scarcely noticed by common acquaintance, who contented themselves with the usual phrases, as equally applicable to both the young ladies. “Upon my word, Lady Augusta and Miss Helen Temple are both of them very fine girls, and very highly accomplished, and vastly well educated, as I understand. I really cannot tell which to prefer. Lady Augusta, to be sure, is rather the taller of the two, and her manners are certainly more womanly and fashioned than Miss Helen’s; but then, Miss Helen Temple has something of simplicity about her that some people think very engaging. For my part, I don’t pretend to judge—girls alter so; there’s no telling at twelve years old what they may turn out at sixteen.”