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." It should be stated in this connection, as evidence of the disinterestedness of his motives, that these labors were performed without any pecuniary compensation; for although the amount allowed him out of the treasury of the State, for the service of nearly four years, was $3,747, this sum he expended back again in promoting the prosperity and usefulness of the schools. The year following the abolition of the Board of Commissioners of Common Schools in Connecticut he spent in visiting every section of the country, to collect the material for a "History of Public Schools and the Means of Popular Education in the United States." Just as he was about to commence this history of education he was invited to go to Rhode Island, and there achieve a work which is destined to form one of the most interesting and instructive chapters in the history of education in America, when it shall be written. Reluctant to accept the invitation, as it would make it necessary to postpone the work in contemplation, Gov. Fenner met his objection with the reply, "Better make history than write it." He accepted the task, and soon organized a system of agencies which, in four years, brought about an entire revolution in the condition of the schools in the State. It is not easy to fully appreciate the difficulties and magnitude of the work undertaken in Rhode Island. From the foundation of the colony the common school had been excluded from the care and patronage of the government, and for more than a century and a half there is not the slightest trace of any legislation whatever for this great interest. To compel a citizen to support a school or educate his children was regarded as a violation of the rights of conscience. Twenty years ago an old Rhode Islander, well to do in the world, assigned as a reason for refusing to aid in supporting a district school, "It is a Connecticut custom, and I don't like it."