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 matter 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 he was ignorant he never hesitated to say: "I don't know." He was very chary of conjectures in science. Indeed, I cannot recall an instance of that sort. He chose to investigate and to wait. In all his ways he was artless. He was a well built man with a massive head and an intelligent face. His presence inspired confidence. Associated with him by nativity and ties of friendship, was Professor Guyot. Professor Guyot taught physical geography, and previous to 1855 he had wrought a change in public opinion in regard to the method of introducing the science to children. All the then recent text-books omitted physical geography, or reserved it for a brief chapter at the close of the work. Guyot changed the course of study. His motto was this: "We must first consider this earth as one grand individual." On this foundation he built his system. Morse, the father of the inventor of the system of telegraphic communication, was the author of a geography published in the eighteenth century, and he commenced with physical geography. His successors, Cummings, Worcester, and others abandoned that scientific arrangement and introduced the learners to political and descriptive geography. Moreover, their teaching of physical geography was devoted to definitions to be learned by rote. Many of the text-books in use in the schools were framed upon similar erroneous ideas. The first sentence in Murray's Grammar was a definition of the science, and was in fact, the conclusion deduced from a full knowledge of the subject.