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Southern Historical Society Papers, Volume 28. (ed. Reverend J. William Jones) 6 0 Browse Search
Emilio, Luis F., History of the Fifty-Fourth Regiment of Massachusetts Volunteer Infantry , 1863-1865 6 0 Browse Search
William F. Fox, Lt. Col. U. S. V., Regimental Losses in the American Civil War, 1861-1865: A Treatise on the extent and nature of the mortuary losses in the Union regiments, with full and exhaustive statistics compiled from the official records on file in the state military bureaus and at Washington 4 0 Browse Search
The Daily Dispatch: January 15, 1864., [Electronic resource] 4 0 Browse Search
The Daily Dispatch: January 28, 1865., [Electronic resource] 4 0 Browse Search
Medford Historical Society Papers, Volume 4. 3 1 Browse Search
Medford Historical Society Papers, Volume 1. 3 1 Browse Search
Horace Greeley, The American Conflict: A History of the Great Rebellion in the United States of America, 1860-65: its Causes, Incidents, and Results: Intended to exhibit especially its moral and political phases with the drift and progress of American opinion respecting human slavery from 1776 to the close of the War for the Union. Volume II. 2 0 Browse Search
The Daily Dispatch: December 15, 1865., [Electronic resource] 2 0 Browse Search
Col. John M. Harrell, Confederate Military History, a library of Confederate States Military History: Volume 10.2, Arkansas (ed. Clement Anselm Evans) 2 0 Browse Search
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Browsing named entities in Charles E. Stowe, Harriet Beecher Stowe compiled from her letters and journals by her son Charles Edward Stowe. You can also browse the collection for Allison or search for Allison in all documents.

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Charles E. Stowe, Harriet Beecher Stowe compiled from her letters and journals by her son Charles Edward Stowe, Chapter 1: childhood, 1811-1824. (search)
er beloved teachers, she seemed to absorb knowledge with every sense. She herself writes: Much of the training and inspiration of my early days consisted not in the things that I was supposed to be studying, but in hearing, while seated unnoticed at my desk, the conversation of Mr. Brace with the older classes. There, from hour to hour, I listened with eager ears to historical criticisms and discussions, or to recitations in such works as Paley's Moral Philosophy, Blair's Rhetoric, Allison on Taste, all full of most awakening suggestions to my thoughts. Mr. Brace exceeded all teachers I ever knew in the faculty of teaching composition. The constant excitement in which he kept the minds of his pupils, the wide and varied regions of thought into which he led them, formed a preparation for composition, the main requisite for which is to have something which one feels interested to say. In her tenth year Harriet began what to her was the fascinating work of writing compo