"In my young days, though I attended what was considered the best girls' school in Liverpool, the education there given was so meagre that I felt like the Peri excluded from Paradise, and I often longed to assume the costume of a boy in order to learn Latin, Greek, and mathematics, which were then regarded as essential to a liberal education for boys, but were not thought of for girls. To give some idea of the educational meagreness alluded to above, I may mention the fact that during my schooldays I never remember to have seen a map, while all my knowledge of geography was derived from passages learnt by rote." I quote this from one of the most delightful memoirs I have come across for a long time: _Anna Swanwick; a Memoir and Recollections_, by Miss Mary Brace. [Footnote: Published by Fisher Unwin.] But no "educational meagreness" can keep the feet of some climbers off the educational ladder. It may be with slow, "sad steps" they "climb the sky" of the higher education. Nevertheless the effort is doggedly made. For in all great men, as in all great women, there is something-call it genius, call it what you like--which _forces_ its way through, be the impediments what they may. Anna Swanwick, to whom the following letters were written at various intervals, was well known for her philanthropic and educational work among the poorer classes, and also for her earnest endeavours for the larger development of women's work and education. A large part of her own education in Greek and Hebrew was carried forward at Berlin. In 1830 Bedford College was opened. Miss Bruce tells us that Francis Newman and Augustus de Morgan, Dr. Carpenter, and other famous lecturers were among the first to lecture there. I imagine it was here that the friendship of forty years between Anna Swanwick and Francis Newman began. The former was specially impressed with Newman's method of teaching mathematics. I quote her words from Miss Bruce's _Memoir_:-- "I remember being particularly impressed by F. W. Newman's teaching of mathematics, including geometry and algebra; he saw at a glance if one of his pupils in algebra was not able to follow his calculations, which were often very elaborate; on such occasions, instead of endeavouring to explain the difficulty to a single pupil, thus keeping the entire class waiting, he would interest them all by placing the subject in an entirely new light, which was possible only to one who had a complete mastery of his subject--one who, looking down from a mental height, could see the various paths by which the higher eminence could be reached."