5th. To increase in any practicable way the interest and intelligence of the community in relation to the whole subject of popular education.
Possessing fine powers of oratory, wielding a ready and able pen, animated by a generous and indomitable spirit, willing to spend and be spent in the cause of benevolence and humanity, he had every qualification for the task but experience. Speaking of his fitness for carrying out the measures of educational reform and improvement in Connecticut, and of the results of his efforts, Horace Mann said, in the "Massachusetts Common School Journal," "It is not extravagant to say that, if a better man be required, we must wait, at least, until the next generation, for a better one is not to be found in the present. This agent entered upon his duties with unbounded zeal. He devoted to their discharge his time, talents, and means.
"The cold torpidity of the State soon felt the sensations of returning vitality. Its half-suspended animation began to quicken with a warmer life. Much and most valuable information was diffused. Many parents began to appreciate more adequately what it was to be a parent; teachers were awakened; associations for mutual improvement were formed; system began to supersede confusion; some salutary laws were enacted; all things gave favorable augury of a prosperous career, and it may be further affirmed that the cause was so administered as to give occasion of offence to no one. The whole movement was kept aloof from political strife. All religious men had reason to rejoice that a higher tone of moral and religious feeling was making its way into schools, without giving occasion 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."