It will be seen that this table corresponds with columns 7, 10, and 11 of Table III, giving the statistics of those columns for 1840, and that the general arrangement for 1840 here is the same as that for 1850 and 1860 there. The explanation of that table will therefore serve for this. As the free colored illiterate were not given in the census of 1840 they are not included in the total column here.

But many of those enrolled in the day and in the night schools must have been the same persons; and many of them attended from year to year; some of them had some ability to read before; and, doubtless, not a few beginners failed to become good readers; and then a very considerable number of those over 16 must have been under 20, so that no small deduction must be made from the 20,000 a year for the number of adults actually taught to read. Were there more than 10,000 annually taught to read in these schools? Were there so many?

There were also from 30,000 to 35,000 persons estimated as attending day and night schools not regularly reported. If the same proportion of these were adults, then onethird must be added to the above numbers for the adult freedmen taught in all the schools. The Sunday schools numbered about 100,000 persons. How many of these were adults, whether most of them were the same persons attending from year to year; how many of them belonged to the day or night schools, regularly or irregularly reported, and how much was done, and how effectually, in the Sunday schools, to teach them to read, does not appear-cannot be determined.

But, setting the number taught at the highest possible figure, it is but a fraction of the annual increase. The work is manifestly so great-so inconceivably great-that the large expenditures and vigorous and successful efforts of the freedmen's schools and their liberal supporters have failed to keep up with the annual increase—have fallen very far behind. They have not arrested the steady, onward march of this mass of ignorance, but have done only what they could to check its progress. It has still gone on, so that to-day there are more adult freedmen unable to read than there were three years ago; many thousands more.

There is another view to be taken of this matter. Of the hundred thousand and more per year, regularly reported as enrolled, there were some in alphabet classes, some in easy reading, and some in advanced reading. The pupils in easy reading numbered from 30,000 to 55,000 and those in advanced reading from 20,000 to 44,000, in the several reports of the freedmen's schools from 1867 to 1870. Taking the highest number for advanced readers, 44,000, and making the proper allowance for part of them (was it five-sixths or more) being under 20, part of them belonging to night-schools as well as to day-schools, part of them being the same persons in successive years, some of them having known how to read before, and we begin to see and feel how far this grand and noble and successful movement has proved inadequate to reach the heart of the evil to be removed, or even to diminish materially its rapid and steady growth.

And yet this evil must be checked, must be removed. The freedmen must learn to read. We are not even educating the children-hardly enough, perhaps not enough of them, to equal their annual increase. But if we were doing this; if we were teaching all the children, as Prussia does for her children, and New England partially for hers, this would not be enough. As Mr. Alvord, superintendent of freedmen's schools, said in 1867, "How can we wait for this in the rapid march of events?" Those now adults must be taught; the youth, the middle-aged must be taught, must become readers, and be aided in this way to rise and discharge better their new duties as citizens and free men, if we and they would prosper. And more of the children must be taught; they must be better, more rapidly, more successfully taught. This must be done; it can be done; who of us will join and say, it shall be done?

VIEW 9.—This chart is a combination of Views 3 and 8 C. It gives the aggregate number of thousands of illiterate of all classes-native and foreign, male and female, black and white, slave and free. The figures from which it is derived will be found in Table III, column 11, total. By comparing it with View 8 C and with View 3, or by comparing those two Views, it will be apparent how large a proportion of our illiterate population are white and native born. And it must be borne in mind that all of the illiterate slaves are here represented, while the white illiterate who reported themselves able to read, or were able to read but little and so imperfectly as not to be actual readers, are not here included.

After what has been said on the preceding pages, this View must be left to each one's own study and reflections. It is apparent that we have an immense work to do, and that no State or section is free from a painfully large share of it at home, while many of the States North and South, East and West, are in pressing need of help, and must have it from some source. And especially when we consider that each of these dots stands for a whole thousand-a regiment of the ignorant, and that it would require a thousand times as many units to express the entire host; that all the dots in this char will not suffice to fully express the number that Kansas alone has to teach, if she would not suffer from their continued ignorance, we see that there is occasion and need enough for this exhibit of our real condition, and that there is work enough for us all, as individuals, as comm unities, as States, and as a nation.

VIEWS 10, 11, 12.-Ia these three maps the squares and circles are not used to stand each for a thousand persons, but here each denotes one per cent. They do not express the actual number of illiterate, but the density of illiteracy, including all classes. The figures will be found in Table IV.