The experience of former years as a teacher brought to his work on this independent scale served Dr. Tutwiler admirably. He had learned the defectiveness of a system in which the raw youth with total unpreparedness would often stride over much that was fundamental and leave behind him breaches never to be filled, possibly, in his eager outreach for a diploma which when gotten could not be read by the possessor. Every observant educator is impressed by the divers irregularities with which most young men enter college. Symmetry and uniformity are lacking, and often the defects in fundamental work are too far passed to be overcome and corrected in the higher departments for which the youth has been unwisely persuaded that he is prepared. Happily for these later times, this has been corrected by an admirable public school system with its trained instructors, but this was not true in the early days when Dr. Tutwiler opened his school at Green Springs. To establish a school of logical graduation with every department under his direct supervision, in which school the student would be thoroughly grounded from the elementary upward, so as to have a more solid basis for building, and an idea of correctness and symmetry in all affairs, was the aim of this skilled educator. Schools of this particular character had dotted the South ever since the years of recuperation following the Revolution, and fortunately for the country that this was so. In 1850 there were in eleven of the southern states at least 2,000 academies of varying grades, with more than 3,200 instructors, and more than 70,000 pupils. On the highest level of these valuable schools of learning were the Concord academy and the Hanover academy in Virginia; Caldwell's and Bingham's schools in North Carolina; Mount Zion and Waddell's school in South Carolina; the academy of Richmond County and Sunbury academy in Georgia; Green Springs school in Alabama, and Elizabeth academy in Mississippi. All these had become noted in the educational system of the South by the middle of the nineteenth century. Among them none was more famous than the one presided over by Dr. Tutwiler. A certificate from a school like this and from so skilled an expert, meant much to a youth as he entered a school of more advanced learning to prosecute his final studies. The assurance of a firm footing and familiarity with subjects which led logically to more advanced studies, gave to a student the thoroughness of equipment which would save him from the haphazard to which he would be otherwise exposed.