Yes, I agree, but there are... complications: 1) she cannot read, write half an alphabet or count beyond 30, because 'nobody at home has the time to teach me', and I keep thinking 'surely teaching her to read is the best thing I can ever do', but she wants to talk about botany, of all things, and I don't really have any formal power to make her do anything else; 2) she doesn't understand the value of observations and records, and I don't want to show her 'tricks' like pigment separation because inferential distance and so on, and so we are stuck with 'simple fast transformations' which are very difficult for me to keep fitting into some kind of system, so I just wing it; 3) for an hour and a half! Torture! We keep veering off into binocular vision, birds and so on, but it's like n All-Biology Test and I hate the lack of structure, but I cannot just tell her to go away; 4) and until today I kind of thought she was a good little polite girl, who humored my rants.

I can show her pictures of time series (of some developments), but it's something you prepare without haste and usually with much trouble. I think it would be a good exercise in pattern-matching, but... there are so many things which can go wrong.