England-Continued.

Union schools, 376.

School income, expenses, &c., 376, 377.
School returns, 377.

Attendance, 377.
Parliamentary grants, 377.
Florida, 105-108.

Organization of schools in, 105.
Free schools becoming popular, 106.
Aid received from Government, 106.
School and seminary lands, 106.
Agricultural college lands, 106.
Peabody fund, 106.

East Florida seminary:
Statistics of, 106.
West Florida seminary:
Statistics of, 106.

Tuition in abolished, 106.
Statistical summary, 107.
Statistics by counties, 108.
Names of school officers, 108.

Georgia, 108-110.

Peabody fund, 108.

Difficulties to the establishment of

free schools, 109.

Plan proposed, 109.

Early history of education in, 109.
"Poor-school law" system, 110.

State school commissioner, Col. J. R.
Lewis, 110.

German schools and German teaching, 437.
German-American schools, 437.

Centralization, without destroying
liberty, 437.

German-American Teachers' Associa-
tion, 438.

Resolutions of, 438.

German language in the public
schools, 438, 439.

Objections to considered, 438.
Necessity for, 439.

Hebrew education, 359-370.

Universal education of, 359.
History of, 360.

First biblical mention of, 360.
Constant progression of, 360.
Derived from laws of Moses, 360.
Expulsion from Jerusalem, 360.
Preservation of Talmuds, 360.
Conquest of Mohammed, 360.
Mild rule of caliphs, 360.
Theocratic constitution, 360.
Inculcation of virtues, 360.
Instruction in the Mishna and Gemara,
361.

Mnemonics, 361.

Education the aim of life, 361.
Adam the first schoolmaster, 361.
The first mention of writing, 361.
The schools of the prophets, 361.
Founded by Samuel, 361.

Men of the Great Assembly, 361.
Schools of the sopherim or scribes, 361.
Translation of the septuagint, 361.
School founded at Tiberias, 361.
Compilation of the Mishna, 361.
Babylonian schools, 361.

Completion of Babylonian Talmud,
361.

Sufferings of Hebrew schools, 361.

Hebrew education-Continued.

Schools of Otranto and Bari, 361.
Prosperity of schools in Spain, 361.
Encouragement of Moorish kings, 361.
Maimonides, the philosopher, 361.
Murder of Jews at Seville, 362.

Terrible condition of Jews in Ger-
many, 362.

Banishment from Spain, France, and
England, 362.

Exclusive talmudic schools, 362.

Six post biblical developments, 362.
Allusions to Mr. Parton, 362, 365.
Liberal Constitution of the. United
States, 362.

Sympathy of Jews with American Rev-
olution, 362.

Mordecai M. Noah, an American Jew,
363.

American asylum attempted to be
founded for Jews, 363.

Reasons for failure of, 363.

Charity the first aim of Hebrew edu-
cation, 363.

Incidents of Hebrew charity, 363.
The mitzvah, or honor, 363.
Help the stranger, 363.
Hermetic charity, 363.

The cardinal virtues taught, 364.
Appreciation of Plato's idea, 364.
Effect of American education, 364.
Allusion to Aristotle, 364.

The true aim of education, 364.
Prayers for the President and others,
364.
Resolutions of Dr. Lilienthal, 364.
The reform idea-note, 364.
Jewish poverty explained, 364.
Habitual temperance of Jews, 364.
Rare exhibitions of crime accounted
for, 365.

Why Jewish poverty is not seen, 365.
Notable absence of mania, 365.
Remarkable exhibition of female chas-
tity, 365.

Explanation of same, 365.

Gratitude an educational trait, 365.
Reverence for George Washington, 365.
Profanity especially forbidden, 365.
Honor thy father and thy mother, 365.
Respect to parents, 365.

Education in the Hebrew language,
366.

The mystic rite of manhood, 366.
The use of Hebrew in writing, 366.
Superiority of Hebrew education, 366.
This the cause of their remarkable
preservation, 366.

The happiness of Jews in America,
367.

They are wanderers no more, 367.
Names of eminent Jewish scholars,
367.

Historical fact in North Carolina, 367.
Hebrews hold official stations, 367.

Their confidence in American securi-
ties, 367.

Frightful picture of present condition
in Rome, 367.

Schools in the United States, 368.

Hebrew education-Continued.
Sunday-schools in the United States,
368.

The Temple Immanuel in New York,
368.

Rules of Sunday-schools in general,
368.

Rev. George Jacobs, of Philadelphia,
368.

Statistics of Philadelphia, 368.

Statistics of Boston, 368.

Rev. S. Deutsch, of Baltimore, 369.
Statistics of Baltimore, 369.

Rev. Dr. Sonnerschein, of St. Louis,
369.

Statistics of St. Louis, 369.

Rules of St. Louis Sabbath-school,
369.

Rev. B. Felsenthal, of Chicago, 370.
Statistics of Chicago, 370.

Rev. Isaac M. Wise, of Cincinnati, 370.
Statistics of Cincinnati, 370.
J. J. Noah, 370.

Idaho, 321, 322.

Illinois-Continued.

Institution for the Education of the
Deaf and Dumb, 115, 116.
Institution for Idiots and Feeble-
minded Children, 116.

Illinois State Hospital for the Insane,
116.

Private institutions of learning, 116,
117.

Educational Department at Washing-
ton, necessity for, 117.

Indian children, exclusion of, 89, 212.
Chicago:

Growth of city and of schools during
last ten years, 117.

Corporal punishment in schools, 117.
Bible in schools, 117.

Natural history in primary schools,
117.

Summary of statistics, 118.

Improvement in methods of teaching,
118.

Music in the schools, 118.
Teachers' institutes, 118.

Normal department of high-school,

118.

Evening schools, 119.
Special funds, 119.

Statistics by counties, 120.

Names of county superintendents, 120.
State superintendent, 120.

Table of statistical détails, 120-122.
Illiteracy in the United States, 467-502.
Earliest official data of, 467

General results of national census, 467.
Illiteracy not confined to foreigners or
negroes, 467.

Illiteracy a wide-spread national ca-
lamity, 468.

Census of 1840, and effect on public
mind, 468.

Interest and action in Virginia, 468.
Census of 1850 and 1860, 469.
Causes and remedies, 501.
Tables compiled from national census:
I. Illiterate whites in 1840, 470.
II. Illiteracy in 1850 and 1860, 472.
Whites, free colored, native, foreign.
Male and female excess of ratio.
III. Per cent. of illiterate in 1850 and
1860, 474.

Whites, native and foreign; colored,
free and slave; idiotic, insane, blind,

and deaf.

Names of superintendents, 127-130.
State superintendent, 127.

Indian Education, 339-348.

Duty of General Government, 339.
Indians of Pacific coast, 340.

Schools of, and educational condition
in, 340.

Indians of Arizona, 340.

New Mexico, 340.

Peaceful and warlike tribes, 340.

Lack of schools and other advan-
tages, 340.

Moquis Indians, 340.

Mohaves, desire of, for schools, 440.
Pueblos ask for schools, 340.

Testimony of secretary of peace com-
mission, 340, 341.

Report of Lieutenant Ford, 341.
Recommendations of Agent Dennison,

341.

Indians of mountain Territories, 341.
Desire for schools among, 341.

Nez Percés, advanced condition of, 341.
Idaho Indians, desire of, for schools,
341.

General Sully's testimony, 341.
Recommendation to establish agricul-
tural school, 342.

Dakota Indians, no schools, 342.

Table of trust funds, 347.

Religious societies, expenditures of, for
education of Indians, 347.

Table of statistical details of Indian
education, 348-352.

Statement of liabilities of the United
States for educational purposes, as
per treaty stipulations, 353, 354.
Indian Territory, area of, 339.
Iowa, 131-139.

Summary of statistics, 131.
Abstract of school law, 131.
School fund, 131.

Need for normal school, 132.
Musical training, 132.
Evening schools, 132.

Institutions of learning not public,

132.

Kansas-Continued.

Asylum for the Blind, 143.
Denominational institutions, 143.
Teaching a profession, 143.

Names of county superintendents, 144.
State superintendent, 144.
Statistics by counties, 144-146.
Kentucky, 147-149.

Struggle for reform in school law, 147.
Opposition by the legislature, 147.
Inefficiency of old law, 147.
Provision for colored schools, 147.
Misappropriation of taxes paid by col-
ored people, 147.

List of school officers, 148, 149.
Superintendent, 148.
Kindergarten culture, 354-359.

Importance of correct methods in
teaching, 354, 355.
System in Germany, 355.

Superficial imitations of Kindergar-
tens in America, 355.

Fundamental point of difference be-
tween Fræbel's method and that of
other educators, 355.

How he utilizes the principle of evil
in children, 356.

Where he found his model, 356.
Necessity to the children of play, 356.
Fræbel's method, 356, 357.

Work done by a class of children in
Dresden, 358.

Quickening and harmonizing effects of
music, 358.

Necessity for competent teachers, 358.
Kindergarten school in Berlin, 358.
Importance of adhering to the princi-
ples of Fræbel, 359.

Kindergarten normal school in Bos-
ton, 359.

Kindergarten school for education of
colored nurses, 359.
Louisiana, 150-152.

Organization under new school law,

150.

Portions of law impracticable, 150.
Insufficient funds, 150.

Compulsory mixed schools, 150.
Mismanagement of school lands, 150.
Portion of fund lost, 150.

Parish treasurers fail to report, 150.
Normal schools needed, 150.

Normal school at New Orleans, 150.
Aid rendered by Freedmen's Bureau,
150.

Refusal of New Orleans city board to
comply with law, 150.
Louisiana State Seminary, 150.
Peabody fund, 150.

Statistical details by parishes, 151,
152.

State superintendent, 151.

Maine, 153-155.

General statistics, 153.
Normal schools, 153.

County teachers' institutes, 153.
State school fund, 153.
Compulsory attendance, 153.
Portland, general statistics of, 154.
City school committee, 154.

Imperfection of schools prior to its
adoption, 156.

Improvement first year under new
system, 156.

Increase of children attending school
during 1866, 156.

Establishment of State normal school,
157.

Colored schools, 157.

Statistical summary, 157.
Existing school system, 157.

Insufficient salaries of teachers, 157,
Irregular attendance, 158.
Compulsory law, 158.

State Normal School, 158.
Taxes of colored people, 158.
Education of colored children in Bal
timore, 158.

St. John's College, statistics of, 158.
Maryland Agricultural College, 158.
Baltimore Female College, 158.
Statistical summary, 159.
Finances, 159.

Maryland Institute for the Instruction
of the Blind, 159, 160.

Baltimore, general view of the system
in, 160, 161.

Baltimore City College, 161.
Female high schools, 161.

Eastern Female High School, 161.
Western Female High School, 161.
Peabody prizes, 161.
Primary schools, 162.
Lower studies, 162.
Grammar schools, 162.
Evening schools, 162.
Colored schools, 162.
Punishments, 162.
School-houses, 162.
Salaries, 162.

schools, 170.

Requirements for admission to
grades, 170.

Fall River, general statistics of, 170.
Evening school, 170.
Truants, 170.

Half-time schools, 170.

Lowell, general summary of statistics
of, 170, 171.

Free evening schools, 171.
Decrease of truancy, 171.

Report of Truant Commissioner
Huse, 171.

Charlestown, general statistics of, 171.

Worcester, general statistics of, 171.
School committee, 171.

Want of normal school, 171.
Indifference of parents to punctual
attendance, 171.

Truant school, its influence, 171.
Training school, 171, 172.
Dennis, general statistics of, 172.
Lack of apparatus, 172.
Smallness of wages, 172.

Springfield, general statistics of, 172.

Training school for teachers, 172.
Free evening schools, 172.
Truant school, 172.

Reform school for children, 172.
Half-time school, 172.

Northampton, general statistics of
schools of, 173.

Increasing interest among teachers,
173.

Salem, general statistics of, 173.
School committee, 173.
Truancy, 173.

Special school for factory children, 174.
Epigrammatic sentences, 174, 182.
Superintendents of cities and towns,
182.

Statistical details by counties, 183, 184.
Medical education in the United States,

384-396.

Condition of, at present, 385, 386.
Preliminary training, 385.
Professional instruction, 385, 386.
Graduation, 386.

Michigan, 185-193.

Summary of school statistics, 185.
Abolition of the rate bill, 185.

Advantages of free school system, 185.
Graded schools, 185.

Teachers' institutes, 185.

University of Michigan, 185, 186.

Women admitted, 186.

State Normal School, 186.

State Agricultural College, 186, 187.
Kalamazoo College, 187.

Albion College, 187.
Olivet College, 187.
State Reform School, 187.

Exclusion from of lads under ten years,
187.

Detroit, general school statistics of,
187, 188.

Demand for school accommodations,