know what I wanted to say but it would not form itself on the pen, and what I wrote one day I had an infinite disrelish for the next. I have heard something in my time about rising upon our dead selves. I know of nothing so dead and so precipitating as the look into an early youthful diary. Not much more encouraging is the book one has written and published, and some time after has the temerity to open. SCHOOLMASTER After a few terms at Worcester Academy, during which I contrived in different ways to support myself on a single meal a day, at one time by ringing the bell for morning prayers and sweeping the general recitation room, at another by delivering a daily newspaper, the _Worcester Spy_, to one hundred and twenty-five subscribers, I thought myself competent to teach a common school, by which I hoped to earn enough to carry me through another year of study. I was examined as to my qualifications for teaching by the chairman of the school committee of the town of Grafton, having applied for one of the district schools. Between fright and incompetency I passed a most inadequate examination. What little I did know deserted me at the pinch. The reverend gentleman, who conducted me through questions in the various common school studies, was one of the most amiable souls in the world, as I had many subsequent opportunities of knowing, for he continued my friend as long as he lived. He told me frankly that he was hardly warranted in giving me a certificate, but would allow me to make a trial of the school, and, as my sister had such a high reputation as a teacher, he had no doubt I would succeed if I was in earnest and studied diligently. The school consisted of fifty pupils of all ages; some were just learning to read, others had been through again and again all the text books in use and went to school in winter for fun, and because they had nothing else to do. There were six young men four years older than myself. These older pupils thought they knew their school books well enough, and had no occasion to study them again. They were much inclined to match their proficiency with that of their teacher, which was a good way of putting him on his mettle. A few appeared to be present only to make trouble, and to try their pugilism against that of the master. I was not especially athletic; yet, when my temper was up, I was a dangerous antagonist. I soon discovered the work cut out for me. I spent every evening in preparation for the next day's lessons, and I introduced some new exercises for those older boys and girls whose familiarity with their books gave them little to do. My troubles began soon enough, not in the school, but among the parents, which was shortly reflected in their children. In every New England school district there are generally factions and parties as in larger political divisions; it divides on all kinds of issues, political, religious or social. I am giving my