the schools in the State. It is not
easy to fully appreciate the difficulties and magnitude of the work
undertaken in Rhode Island. From the foundation of the colony the common
school had been excluded from the care and patronage of the government,
and for more than a century and a half there is not the slightest trace
of any legislation whatever for this great interest.

To compel a citizen to support a school or educate his children was
regarded as a violation of the rights of conscience. Twenty years ago an
old Rhode Islander, well to do in the world, assigned as a reason for
refusing to aid in supporting a district school, "It is a Connecticut
custom, and I don't like it."

The plan of operations adopted was substantially the same as that
pursued in Connecticut. The first great work was to enlighten the
popular mind on the subject of common schools, and create a public
opinion in favor of right action. The next step was to frame and secure
the enactment of an efficient school code, adapted to the wants of the
State, which was accomplished in 1845. Then came the difficult task of
organizing the new system and of carrying out its provisions; in a word,
of bringing into existence in every school district the conditions of a
good school. This process was progressing with a rapidity scarcely ever
realized elsewhere, in the erection of better school-houses, in the
employment of better teachers, in the establishment of school libraries,
and in the increase of the means provided by law for the support of
schools. But before accomplishing all his plans for the improvement of
public education in Rhode Island the state of Mr. Barnard's health
rendered it imperatively necessary for him to resign his office. On his
retirement the Legislature, by a unanimous vote, adopted a resolution,
giving him their thanks for the "able, faithful, and judicious manner"
in which he had for five years fulfilled the duties of his office. The
teachers of the State, through a committee appointed at the several
institutes, presented him a handsome testimonial of their "respect and
friendship, and of their appreciation of his services in the cause of
education, and the interest which he had ever taken in their
professional improvement and individual welfare."[6]

[6] Mr. Mann, in his Report to the Board of Education in Massachusetts,
in 1846, refers to this work as follows: "Within the last year the State
of Rhode Island has entirely renovate