asion of jealousy to the one-sided views of any denomination.
But all these auguries were delusive. In an evil hour the whole fabric
was overthrown."

The four volumes of the "Common School Journal," issued during this
period, and the four reports presented by him to the Legislature, with
other contemporary documents, justify the remarks quoted from Mr. Mann.
The reports have been eagerly read and highly prized by the soundest
educators. Chancellor Kent, in his "Commentaries on American Law"
(edition of 1844), after devoting nearly two pages to an analysis of
his first report, characterizes it as "a bold and startling document,
founded on the most painstaking and critical inquiry, and containing a
minute, accurate, comprehensive, and instructive exhibition of the
practical condition and operation of the common-school system of
education." In referring to his subsequent reports, the same
distinguished jurist speaks of him as "the most able, efficient, and
best-informed officer that could, perhaps, be engaged in the service;"
and of his publications as containing "a digest of the fullest and most
valuable information that is to be obtained on the subject of common
schools, both in Europe and the United States."

It should be stated in this connection, as evidence of the
disinterestedness of his motives, that these labors were performed
without any pecuniary compensation; for although the amount allowed him
out of the treasury of the State, for the service of nearly four years,
was $3,747, this sum he expended back again in promoting the prosperity
and usefulness of the schools.

The year following the abolition of the Board of Commissioners of Common
Schools in Connecticut he spent in visiting every section of the
country, to collect the material for a "History of Public Schools and
the Means of Popular Education in the United States." Just as he was
about to commence this history of education he was invited to go to
Rhode Island, and there achieve a work which is destined to form one of
the most interesting and instructive chapters in the history of
education in America, when it shall be written. Reluctant to accept the
invitation, as it would make it necessary to postpone the work in
contemplation, Gov. Fenner met his objection with the reply, "Better
make history than write it." He accepted the task, and soon organized a
system of agencies which, in four years, brought about an entire
revolution in the condition of