He introduced a thorough reform into the school system of the state, made a trip of inspection through European schools, and by his lectures and writings awakened an interest in the cause of education which had never before been felt. His reports were reprinted in other states, attaining the widest circulation. It is noteworthy that as early as 1847, he advocated the disuse of corporal punishment in school discipline. After a service of some years as member of Congress, during which he threw all his influence against slavery, he accepted the presidency of Antioch College, at Yellow Springs, Ohio, where he continued until his death. It was there that the experiment of co-education was tried, and found to work successfully, and the foundations laid for one of the most characteristic of recent great development of higher school education in America. Oberlin College, also in Ohio, had by a few years preceded Dr. Mann's experiment, but the latter's great reputation as an educator caused his ardent advocacy of co-education to carry great weight with the public. From this time on it became a custom, as state universities opened in the west, to admit women, and the custom gradually spread to the east and even to some of the larger colleges supported by private endowments. Turning to the three great universities, Harvard, Yale, and Princeton, which have done so much for the intellectual welfare of the country, we find a galaxy of brilliant names. On the list of Harvard presidents, three stand out pre-eminent--Josiah Quincy, Edward Everett, and Charles William Eliot. Josiah Quincy, third of the name of the great Massachusetts Quincys, graduated at Harvard in 1790 at the head of his class, studied law, drifted inevitably into politics, held a number of offices, which do not concern us here, and finally, after a remarkable term as mayor of Boston, was, in 1829, chosen president of Harvard. The work that he did there was important in the extreme. He introduced the system of marking which continued in use for over forty years; instituted the elective system, which permitted the student to shape his course of study to suit the career which he had chosen; secured large endowments, and, when he retired from the presidency in 1845, left the college in the foremost position among American institutions of learning. Edward Everett, who was president of the college from 1846-49, was more prominent as a statesman than as an educator, and an outline of his career will be found in "Men of Action." The third of the trio, Charles William Eliot, whose term as president of the college covered a period of forty years, is rightly regarded as one of the greatest, if not the greatest educator this country has produced. [Illustration: ELIOT]