three weeks ago a Chapter of the Daughters of the American Revolution dedicated at Worcester, Mass., a tablet commemorative of the site of the original Worcester schoolhouse, - the site upon which, if not the house in which, John Adams taught immediately after his graduation from Harvard College, in 1755. It proved an occasion of interest, President G. Stanley Hall, of Clark University, and Senator George F. Hoar both contributing discriminating addresses of a character highly suggestive. Among the most interested of those present on this occasion was Miss Elizabeth Porter Gould, who subsequently called my attention to a paper she had prepared relating to the experiences of John Adams during his Worcester school-teaching, and of Daniel Webster during a similar experience at Fryeburg, in the State of Maine. This paper she asked me to read over, and I have since complied with her request. Prepared as a labor of love, but with great thoroughness, I found that Miss Goulds sketch had an unquestionable interest of its own. The youthful school-teaching of two such very eminent men in New England history as John Adams and Daniel Webster could not but well repay any reasonable amount of investigation and that given to it by Miss Gould has been fruitful of results. It is, of course, much to be regretted that both John Adams and Daniel Ilrebster should not have put on 4 nntrobuctfon record more concerning the surroundings and conditions under which they taught, in the one case a century and a half, and in the other a little over a century ago. Every educational condition has since changed. When the two men, freshly graduated from college, but afterwards so famous, presided over village schools, those schools were frequented by children of both sexes and all ages. The offspring of the vicinage there gathered. The three Rs, as they were called, only, were taught but from the alphabet up to reading, writing, and arithnietic, the whole work of instruction devolved on the single teacher. Schools of this sort are now rarely found, and only in the most remote districts. Then, and indeed down to a time within the easy recollection of those now living, they existed everywhere. Unfortunately, it never occurred to either President Adams or Mr. Webster that the time could possibly come when the commonplace, every-day, humdrum experience they were going through would be of the deepest interest to great numbers of the most highly educated men and women of the succeeding centuries, - men and women who make a life-long profession of what was to those others a temporary bread-earning expedient. All that the most thorough investigation can now disclose are the general outlines of a system then universal, but which has since ceased to exist. These outlines Miss Gould has traced with indefatigable patience. Meanwhile, studying the subsequent career of the two statesmen in the light of her narrative, it might afford another subject of curious inquiry P to endeavor to portion out the educational advantage each of them himself derived from that close contact with the material out of which the New England community of their later careers was composed, as compared with the degree of learning it was given them to impart to others. It is probably not unsafe to conclude that the balance of benefit was distinctly and largely on their side. They both got more than they gave. BOSTON, June 16, 193. CCORDINGto an ordinance of the General Court of Massachusetts in 1647 that a town of fifty householders should have P a school, Worcester, four years after its b...