the last stanza, and we would recommend them to live and act in such a manner that they may never bear the name of

Mischief Makers.

OH! could there in the World be found
Some little spot of happy ground,
Where village pleasures might go round,
Without the village tattling!
How doubly blest that place would be,
Where all might dwell in Liberty,
Free from the bitter misery

Of gossips endless prattling.

If such a spot were really known,

Dame peace might claim it as her own; And in it she might fix her throne,

Forever and forever

There like a queen might reign and live,
Where every one would soon forgive
The little slights they might receive,
And be offended never.

"Tis mischief-makers that remove

Far from our hearts the warmth of love, And lead us all to disapprove

What gives another pleasure, They seem to take ones part-but when They've heard our cares, unkindly then They soon retail them out again, Mixed with their poisonous measure.

And they've such a cunning way

Of telling ill-meant tales; they say, "Don't mention what I've said, I pray, I would not tell another." Straight to their neighbor's house they go, Narrating everything they know; And break the peace of high or low, Wife, husband, friend or brother.

Oh, that the mischief-making crew
Were all reduced to one or two;
And they were painted red or blue,

That every one might know them! Then would our villagers forget

To rage and quarrel, fume and fret, And fall into an angry pet,

With things so much below them.

For 'tis a sad degrading part,

To make another's bosom smart, And plant a dagger in the heart

We ought to love and cherish; Then let us evermore be found

In quietness with all around,

While friendship, joy and peace abound, And angry feelings perish!

[WE are glad to give the following communication and the annexed questions a place in our columns. They will be welcomed by that large, and, we are glad to say, constantly increasing class of teachers, who have learned the value of frequent written, or rigid oral examinations. We hope they will be used as widely as the questions we have hitherto inserted have been, Some of our friends make a practice of writing out for themselves answers in full, either with their classes, or before preparing them, to their pupils. The idea is an excellent one, and if carried out would lead many a teacher to "brush up his ideas."-ED.]

DANA P. COLBURN, ESQ.:

Dear Sir-At a visit recently made to the Hartford High School, a copy of the questions used at the last examination was placed in my hands.

I take the liberty to send you extracts for publication in the Schoolmaster. They are worthy the attention of our Rhode Island teachers. The "First Set" are extracts from the Questions for the Examination of the Candidates for Admission, and the "Second Set" are from the Questions for the Examination of Classes for Promotion. Allow me to remark that this school is one of the finest Public High Schools which it has been my pleasure to visit. The course of instruction is thorough and complete, and each department is conducted by competent and efficient teachers. The school is under the direction of T. W. T. Curtis, Esq., as Principal, a gentleman of great worth and extended reputation as a teacher. By its connection with the old incorporated Hartford Grammar School, the pupils of the High School have the advantage of a full and rigid course of training in the Ancient Languages. This department is under the care of Samuel M. Capron, Esq., a critical scholar, and a successful teacher. A course of public education, including in our cities and large towns such schools as this, is one of the greatest honors to our country, and a noble fruit of our free Republican institutions. Very truly yours,

First Set.

GRAMMAR.

W. A. M.

1. Tell which of the following nouns are proper, common, abstract, collective, and verbal: horse,

7. Give the date of the treaties of Ghent and Utrecht, state what each secured.

8. Mention the two most important wars in which the United States have engaged since the Revolution, and give the cause and principal events of the latter of the two.

"In all the glaring impotence of dress." "An angel's arm can't snatch me from the grave Millions of Angels can't confine me there." "Slow rises worth by Poverty depressed." "Youth on the prow and pleasure at the belm." And the loud laugh that speaks the vacant mind."

10. Who was president in each of the following years: 1788, 1798, 1808, 1818, 1828, 1838, 1848?

Second Set.

RULES FOR EXAMINATION.

1. Pupils are expected to provide themselves with pens, ink and blank paper, but are not allowed to have about their desks, for assistance in the examination, any written or printed matter, except the questions.

2. After the questions have been distributed, pupils can not be allowed to leave the room for any purpose whatever, until their papers are handed in, without being obliged to undergo a subsequent examination.

3. All communications between pupils during the examination is strictly forbidden.

4. The examination will close punctually at the expiration of four hours from the time of its commencement, but an opportunity will be given for those to hand in their papers who choose to do so, at the expiration of three hours.

5. Any violation or evasion of the above rules will seriously vitiate or totally annul the examination of the person so offending.

6. All who fail to reach a fair standard in the examination, and have been uniformly poor in scholarship during the year, will be ranked hereafter with the class next below that to which they have previously belonged.

ENGLISH LITERATURE.

1. Minor Poets of the time of Shakspeare. 2. History of the English Novel.

3. Connecting links between the literature of the second generation of the eighteenth century, and that of the reign of George III.

4. Name the principal works of Goldsmith, Pope, De Foe, Hume and Cowper.

5. Moral and social character of the English people during the reign of Charles II.; causes thereof; effects on literature.

stanza of the Ode commencing "Mourn, hapless Caledonia, mourn," was composed.

10. Who wrote a satire on whom under the name of Atticus? Write the satire. Who was "the marvellous boy, the sleepless soul that perished in his pride?" Supply the blanks in the following lines:

1. Proper Definition of Physical Geography. The Life of the Globe.

2. The Analogies of the General Forms of the Continents.

3. The Distribution of Reliefs in the Old World and the New. Law of the Development of Life.

4. Application of the Law of Development to the Earth in its physical, vegetable and animal forms.

5. Theory of Winds and Rains.

6. The Marine Currents.

7. The Oceanic World and the Continental. 8. The Northern World and the Southern. 9. The Relations between Physical Geography and Human Development.

10. The "Geographical March of History."

ENGLISH GRAMMAR.

1. Explain the difference between Parsing and Syntax, between Analysis and Parsing, between Etymology and Syntax; and illustrate.

2. Mention the different uses of the word what, and give an example of each.

3. Give four rules for determining the derivation of words.

4. Write the first, seventh, tenth, and fifteenth stanzas of Gray's Elegy, explaining the allusions, derivations, &c.

5. Derivation of bayonet, cambric, alligator round-robin, wool-sack, turn-pike, candidate, field,

6. Correct the errors in the following sentences: "England is prouder than any nation of Europe." If the weather is fine, I do not know but what you can go. She looks beautifully in her new dress. "After I visited Europe I returned to

America." He needs but two tea-spoonsful. I expect you were rather disappointed yesterday. I meant to have bought it.

AMERICAN HISTORY.

1. When, where, and by whom was the first colony of Europeans planted in the Western world?

2. How was the empire of Mexico conquered, and what induced the Spaniards and others to attempt to conquer and colonize America?

3. State the causes which led to the French and Indian War, its date, result, and the extent of the British possessions in North America at its close.

4. What was the cause of the Revolutionary War, who were the commanders-in-chief of the British and American forces respectively, what were its first and last battles, what foreign assistance had the Americans, and when did Great Britain acknowledge the independence of the American Colonies?

5. Describe and give the dates of five of the most remarkable events of the Revolutionary War.

6. Name the Presidents in order and give the dates and lengths of their terms of office.

7. What were some of the measures of the first Adams' administration which met with most opposition?

4. State of the English Language at the beginning of the sixteenth century.

5. Founders of the Anglo-Saxon race in England.

6. Romance and Ballad Poetry of England. 7. Results of the Crusades upon the Social System of Europe.

8. An English gentleman's Education in the fourteenth century.

9. Comparison between Spenser and Shaks

peare.

10. Who wrote the first extant English Comedy? The first English Book of Travels? The first extant private English Letter?

Section B.

RHETORIC AND COMPOSITION.

1. Explain the formation of language. 2. Different systems of written language that have been employed by different nations. 3. Analysis of the English Language. 4. Elements and characteristics of Taste. 5. Sources of the pleasures of the Imagination. 6. Figurative language; definition, origin, history and advantages.

7. Mention the principal varieties of poetry and give an example of each.

8. Mention seven essential properties of a good style.

9. Purity of language. Modes in which it is violated.

PHYSIOLOGY.

9. Give an account of the Mexican War, its cause, principal events, date of commencement and end. State the conditions of the treaty between Mexico and the United States at the close of the war, and also state what political trouble was occasioned the United States by their conquest.

10. State the connection that the following names have with American history: De Soto, Sir Walter Raleigh, King Philip, Daniel Boone, Hidalgo, Capt. Lawrence, Patrick Henry, Lafayette, Pulaski, Gen. Warren.

Section A.

ENGLISH LITERATURE.

1. Character of the last generation of the sixteenth century and the impulses which wrought upon it.

2. Prose and Poetry; explain the reasons for the earlier maturity of the one than the other. 3. Vocabulary of the English Language.

animals.

2. Describe as thoroughly as possible, the process of Digestion, and everything pertaining to it. 3. Mention all the organs engaged in the Circulation. State all the differences between the arteries and veins, and describe the circulation of the blood through the heart.

4. Say all you can about Respiration, describing the lungs, the frame work of the chest, and the means by which it can be expanded. 5. Describe the Skin and its offices. 6. What is Cell life? Illustrate.

7. Describe the Brain, Spinal Marrow, and different kind of Nerves.

8. Say all you can of the Bones. 9. Of the Eye.

10. Of the Ear.

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