Moses might from his elevation see mountains and plains, groups of maidens and herds of cattle, but could hardly perceive the details of dress, or the ornaments of the head.
When they had made further progress, M. Heger took up a more advanced plan, that of synthetical teaching. He would read to them various accounts of the same person or event, and make them notice the points of agreement and disagreement. Where they were different, he would make them seek the origin of that difference by causing them to examine well into the character and position of each separate writer, and how they would be likely to affect his conception of truth. For instance, take Cromwell. He would read Bossuet's description of him in the "Oraison Funebre de la Reine d'Angleterre," and show how in this he was considered entirely from the religious point of view, as an instrument in the hands of God, preordained to His work. Then he would make them read Guizot, and see how, in this view, Cromwell was endowed with the utmost power of free-will, but governed by no higher motive than that of expediency; while Carlyle regarded him as a character regulated by a strong and conscientious desire to do the will of the Lord. Then he would desire them to remember that the Royalist and Commonwealth men had each their different opinions of the great Protector. And from these conflicting characters, he would require them to sift and collect the elements of truth, and try to unite them into a perfect whole.
This kind of exercise delighted Charlotte. It called into play her powers of analysis, which were extraordinary, and she very soon excelled in it.