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HISTORY OF THE TOWN OF MEDFORD, Middlesex County, Massachusetts, FROM ITS FIRST SETTLEMENT, IN 1630, TO THE PRESENT TIME, 1855. (ed. Charles Brooks) 9 1 Browse Search
James Buchanan, Buchanan's administration on the eve of the rebellion 6 0 Browse Search
Lydia Maria Child, Letters of Lydia Maria Child (ed. John Greenleaf Whittier, Wendell Phillips, Harriet Winslow Sewall) 6 0 Browse Search
Laura E. Richards, Maud Howe, Florence Howe Hall, Julia Ward Howe, 1819-1910, in two volumes, with portraits and other illustrations: volume 1 6 0 Browse Search
William A. Smith, DD. President of Randolph-Macon College , and Professor of Moral and Intellectual Philosophy., Lectures on the Philosophy and Practice of Slavery as exhibited in the Institution of Domestic Slavery in the United States: withe Duties of Masters to Slaves. 6 2 Browse Search
Cambridge History of American Literature: volume 3 (ed. Trent, William Peterfield, 1862-1939., Erskine, John, 1879-1951., Sherman, Stuart Pratt, 1881-1926., Van Doren, Carl, 1885-1950.) 4 0 Browse Search
Cambridge History of American Literature: volume 2 (ed. Trent, William Peterfield, 1862-1939., Erskine, John, 1879-1951., Sherman, Stuart Pratt, 1881-1926., Van Doren, Carl, 1885-1950.) 4 0 Browse Search
Robert Lewis Dabney, Life and Commands of Lieutenand- General Thomas J. Jackson 4 0 Browse Search
Charles Congdon, Tribune Essays: Leading Articles Contributing to the New York Tribune from 1857 to 1863. (ed. Horace Greeley) 4 2 Browse Search
John Harrison Wilson, The life of Charles Henry Dana 4 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 Paley or search for Paley 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)
udies, and, under the skillful direction of her 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