responsibility that was put upon her in the training of another person.
In this sense it was true that she had learned as much as she had
imparted. And in nothing was this more evident than in the range of her
literary taste and judgment. Whatever risks, whatever latitude she might
have been disposed to take with regard to her own mind, she would not
take as to the mind of another, and as a consequence her own standards
rose to meet the situation. That is to say, in a conscientious selection
of only the best for Evelyn, she became more fastidious as to the food
for her own mind. Or, to put it in still another way, in regard to
character and culture generally, the growth of Miss McDonald could be
measured by that of Evelyn.

When, from the time Evelyn was seven years old, it became necessary in
her education to call in special tutors in the languages and in
mathematics, and in certain arts that are generally called
accomplishments, Miss McDonald was always present when the
lessons were given, so that she maintained her ascendency and her
influence in the girl's mind. It was this inseparable companionship, at
least in all affairs of the mind, that gave to this educational
experiment an exceptional interest to students of psychology.
Nothing could be more interesting than to come into contact with a mind
that from infancy onward had dwelt only upon what is noblest in
literature, and from which had been excluded all that is enervating and
degrading. A remarkable illustration of this is the familiar case of
Helen Keller, whose acquisitions, by reason of her blindness and
deafness, were limited to what was selected for her, and that mainly by
one person, and she was therefore for a long time shielded from a
knowledge of the evil side of life. Yet all vital literature is so close
to life, and so full of its passion and peril, that it supplies all the
necessary aliment for the growth of a sound, discriminating mind; and