I have a theory that in education it is better to encourage aptitudes than to try merely to correct deficiencies. One can't possibly extirpate weaknesses by trying to crush them. One must build up vitality and interest and capacity. It is like the parable of the evil spirits. It is of no use simply to cast them out and leave the soul empty and swept; one must encourage some strong, good spirit to take possession; one must build on the foundations that are there. The boy is delicate-minded, able and intelligent; he is an interesting companion, when he is once at his ease. If only this busy, fussy, hearty old bore would leave him alone! What I am afraid of his doing is of his getting the boy to stay with him, making him go out hunting, and laughing mercilessly at his tumbles. The misery that a stupid, genial man can inflict upon a sensitive boy like this is dreadful to contemplate. At the end of the half I shall write a letter about the boy's work, and delicately hint that, if he is encouraged in his subject, he may attain high distinction and eventually rise to political or scientific eminence. The old bawler will take the fly with a swirl--see if he does not! And, if I can secure an interview with him, I will wager that my triumph will be complete. Does this all seem very dingy to you, my dear Herbert? You have never had to deal with tiresome, stupid people in a professional capacity, you see. There is a distinct pleasure in getting one's own way, in triumphing over an awkward situation, in leading an old buffer by the nose to do the thing which you think right, and to make him believe that you are all the time following his advice and treasuring up his precepts. But I can honestly say that my chief desire is not to amuse myself with this kind of diplomacy, but the real welfare of the child. I know you will believe that.--Ever yours, T. B. UPTON, June 25, 1904. DEAR HERBERT,--This is not a letter; it is a sketch, an aquarelle out of my portfolio.