daily reading of a portion of the
ancient and modern classics. This course of study was fortunately
interrupted for a few months to take charge of an academy, where he
improved the opportunity to acquire some knowledge of the theory and
practice of teaching. This experience had considerable influence in
determining some of the most important subsequent events of his life.

Before entering on the practice of his profession he spent some time in
Europe, for the twofold purpose of study and travel. Already well fitted
by study and natural taste to profit by the opportunities of foreign
travel, he made further and special preparation by a tour through the
Southern and Western States, and a visit to all the most interesting
localities in New England. "Leaving home like a philosopher, to mend
himself and others," he returned with his mind enriched by observation
not only of nature and art but especially of the social condition and
institutions of the people.

In the first public address which he had occasion to make after his
return he said, "Every man must at once make himself as good and as
useful as he can, and help at the same time to make everybody about him,
and all whom he can reach, better and happier." This was the sentiment
which controlled the motives of his conduct. Fidelity to this truly
grand and worthy aim induced him, not long afterwards, to abandon the
flattering prospects of professional eminence which were opening upon
his vision, to retire from all active participation in political
affairs, after a brief but brilliant career in the Legislature of his
native State, and to devote himself to the great work of educational
reform and improvement. To him the credit is due of originating and
securing the passage, by the Legislative Assembly, while a member, in
1837, of the resolution requiring the Comptroller to obtain from School
Visitors official returns respecting public schools in the several
School Societies, and in 1838, of an "Act to provide for the better
supervision of Common Schools."

This was the first decisive step towards the revival of education in
Connecticut. The Board of Commissioners of Common Schools established by
this act, was immediately organized, and Mr. Barnard accepted the office
of secretary, Mr. Gallaudet, who was first elected on his motion, having
declined. He devoted his energies to the arduous duties of this office
till 1842, when the Board was abolished. These duties as prescr