to an attack upon the promoters of the movement, and they retreated after a contest of several days; one of the party admitting that they were wrong in their views and wrong in their actions. For the most part, they were well intentioned persons, but not informed, or rather they were misinformed upon the subject of education. They were unimportant in numbers, but for a time they strewed the State with hand bills, placards and newspaper articles. They illustrated one half of the fable of the frog and the ox.
In my five years of service I made more than three hundred addresses upon educational topics. In that service I visited most of the cities and towns, met the citizens individually and in masses, visited the factories and shops, and thus I became well acquainted with the habits of the people, their industries and modes of life. In each year I held twelve teachers’ institutes and each institute continued five days in session. A portion of each day was given to criticisms, during which time the teachers of the institute and the lecturers were freely criticised by cards sent to the chair without the names of the critics. Hence there was the greatest freedom, and no one on the platform was allowed to escape. It is an unusual thing to find a speaker, even of the highest culture, who can speak an hour without violating the rules of pronunciation, or showing himself negligent in some important particular. The teachers of the teachers gained daily by these critical exercises.
Among the lecturers and teachers were some men of admitted eminence. Agassiz was with me about two years as lecturer in Natural History. His skill in drawing upon the blackboard while he went on with his oral explanation was a constant marvel. He was not a miser in matters of knowledge more than in money. Of his vast stores of knowledge he gave freely to all. Any member of a class could get from him all that he knew upon any topic in his department. When
