“The minstrels would sing, and the people would listen; and if the monks had listened too, they would sometimes have heard the irregularities of their lives chanted for the derision of the populace. For the bards assumed perfect independence in their choice of themes; liberty of the lyre seems to have been what liberty of the press is in these days. We can imagine the excitement in some quaint village, when the harp of one of these strollers was heard; how men and women would leave their work, and listen to these ballads. Those who have seen the magnetic effect of a hand-organ on village children, may have some idea of it; if the organ-grinder were also a famous story-teller, the effect would be greater. And this is something like what these ballad singers were to our elder brethren of Angle-land, in the childhood of civilization.” What excellent advice this is to girls, on the subject of their compositions,--“Get rid, if you can, of that formal idea of a composition to write, that stalks like a ghost through your holiday hours. Interest yourself in something, and just say your simple say about it. One mistake with beginners in writing is, that they think it important to spin out something long. It is a great deal better not to write more than a page or two, unless you have something to say, and can write it correctly.” The recitations in her class-room were of an unconventional character. Dealing with topics in the largest and most interesting way, she often used up the time in discussion, so that the girls who did not know their lessons sometimes took advantage of this peculiarity by asking questions, for the sole purpose of needlessly prolonging her explanation. It was often a joke among the scholars that she did not know where the lesson was; but so soon as she found the place, she made clear the portion assigned, and brought all her knowledge to bear so fully on the subject, that the scholars caught glimpses of unexplored fields of thought, which were made to contribute something to illustrate the theme in hand. She did more for the girls than by simply teaching them in the class-room. She enlarged their intellectual life by founding a paper, called “The Rushlight,” by which they not only gained confidence, but centralized the literary ability of the school. She explained the origin of the paper thus: “I said to myself, as I glanced over the bright things from the pile of compositions that rose before me semi-weekly, ‘Why cannot we have a paper?’ I said it to the girls, and to the teachers also, and everybody was pleased with the idea.” She also founded the Psyche Literary Society, to stimulate the girls’ studies in literature and art.