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hich he had labored had been accomplished when the board was created. But Mann urged him to keep on with his lecturing until normal schools were secured. Brooks replied that they were secured, now that the board had been established. Brooks, however, did continue, for the movement had acquired such great momentum that he was needed to guide it by explaining just what was needed. Up and down the state he went, two thousand miles in his chaise, and over into New Hampshire and Vermont, Rhode Island, Connecticut, New York and Pennsylvania, ever ringing the changes on his maxim: As is the teacher, so is the school, stating the facts about what the system had actually wrought in Prussia, and urging the people to adopt the same successful system here. When the Legislature met in January, 1838, the next winter after the Board of Education had been established, the subject of normal schools was in the air and something had to be done. The Legislature wished to hear arguments, and Hora