[14]
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 compositions, and so rapidly did she progress that at the school exhibition held when she was twelve years old, hers was one of the two or three essays selected to be read aloud before the august assembly of visitors attracted by the occasion.
Of this event
Mrs. Stowe writes:
I remember well the scene at that exhibition, to me so eventful.
The hall was crowded with all the literati of Litchfield.
Before them all our compositions were read aloud.
When mine was read I noticed that father, who was sitting on high by Mr. Brace, brightened and looked interested, and at the close I heard him ask, “ Who wrote that composition?”
“ Your daughter, sir,” was the answer.
It was the proudest moment of my life.
There was no mistaking father's face when he was pleased, and to have interested him was past all juvenile triumphs.
That composition has been carefully preserved, and on the old yellow sheets the cramped childish handwriting
