permanent and lasting boon not only to the Southern States, but to the whole of our dear country, which I have ever loved so well, but never so much as now in my declining years, and at this time (probably the last occasion I shall ever address you), as I look back over the changes and the progress of nearly three-quarters of a century; and I pray that Almighty God will grant to it a future as happy and noble in the intelligence and virtues of its citizens as it will be glorious in unexampled power and prosperity." This was his last letter to the trustees. Congress showed its appreciation of his interest in helping the cause of education in the Southern States by voting him a gold medal, bearing on one side a fine profile portrait of himself, and on the other side the inscription, "The people of the United States to George Peabody, in acknowledgment of his beneficent promotion of universal education." At his death Congress passed resolutions to his memory, as did the legislature of Massachusetts and various learned societies.

Mr. Peabody, in his zeal to advance the cause of education, was a noble representative of the last century. Seldom is it given to a man with his own earnings to found as many schools, lyceums, and libraries as did George Peabody. Every schoolhouse which he built is a monument to his memory. If it be true that even one humble school is often a means of influencing the world, what may be expected of the many institutions of learning founded, directly and indirectly, by Mr. George Peabody?

APPENDIX J (see p. 71).

In some sections of every State the colored population is very small. If schools for colored children are established in such places, some of the pupils have to travel for miles to get to them. That many of them should stay away under such circumstances is not surprising. Sometimes perhaps not more than two or three colored children live in a neighborhood. By the CONSTITUTIONS of some of the States, these two or three children are not permitted to study even in a remote corner of a schoolroom in which white children are instructed. That vast numbers of the colored children are growing up illiterate under such circumstances is not astonishing. It is time that the wicked prejudice against colored citizens should give way to nobler feelings regarding them. It may here be noticed, that many of the first colleges of the Northern States now admit colored students. It is true, however, that, even in some sections of the Northern States, the laws regarding the attendance of colored pupils at the public schools should be improved.

In every State of the great republic of the world, the constitution and laws should make no invidious distinction between the children of citizens of different races.

APPENDIX K (see pp. 24, 71).

The essayist will here point out a very important improvement needed in the school-systems of some of the States. In some, if not in all of the States, no adequate provision is made for the higher education of women. However numerous are the State colleges for

young men, the colleges for young women are comparatively few. Mr. John Eaton, in his valuable report to Congress in 1871-72, well said, "To no man who reflects can the education of women be a matter of indifference; for on the character, intelligence, and cultivation of the mother depends, to an incredible extent, the early instruction, the future habits, and the mental tone, of her children." The essayist will say, that, from statistics which he has collected, the number of men and women in the world seems to be almost or exactly equal. In England and Wales, in 1871, according to the census, the number of babes one year of age was 297,215 males and 296,778 females. In the United States, at the taking of the census of 1870, there were of people of all ages 19,493,565 males and 19,064,806 females. Although in Europe, according to the learned John William Draper, M.D., LL.D.,1 professor in College of New York, the statistics of Europe state that for every hundred and six males that are born only a hundred females are born, yet, for reasons which the essayist will not dwell upon, it appears as a remarkable fact that the number of males and females in the world are almost or exactly equal. When no adequate provision for education is provided for women in a nation such as the United States, about one-half of the nation is neglected. Mr. John Eaton well remarks in his report of 1871-72, that, "when women are coarse or ignorant or impure, the society they are members of, the race they belong to, the company they live in, and the men around them, will infallibly degenerate." The essayist will add, that, for reasons which it is unnecessary for him to more than hint, it is very desirable that there should be as

1 See Thoughts on the Future Civil Policy of America, p. 113.

many well-educated young women in the country as there are well-educated young men.

As a matter of political economy, it is well to provide the women of a land with a good education. Not to dwell upon many ways in which the State derives advantage from such a course, mothers, when educated, appreciate the blessings connected with useful knowledge. They may be expected not only to give their children some useful instruction themselves, but also to aid statesmen in their efforts to establish schools and libraries throughout their land.

It is doubtful whether the women in any country in the world, unless in Germany, in Sweden, in Norway, and in Denmark, are as generally well educated as they are in the United States. When it is remembered, however, how backward are some of the States in providing for suitable collegiate instruction for young women, it is evident that much, very much, yet remains to be done to make the common-school system of some if not all of the States thorough.

APPENDIX L (see p. 85).

In England and Wales new obligatory school-laws were adopted in 1876. The illiteracy in England is alarmingly great. The English census of 1871 did not take an account of the intelligence of the people. In England and Wales, however, there is a law requiring all who marry to sign their names in marriage-registers. In 1872 there were 201,267 marriages in England and Wales. Nineteen and four-tenths per cent of the males, and twenty-six and three-tenths per cent of the females, made marks, being unable to write, in signing the marriage-register. In

Scotland, in 1872, ten per cent of the men who married, and twenty per cent of the women who married, signed their names by mark. (See "Reports from Commissioners, Inspectors, and Others (4. Part 1), Births, Deaths, and Marriages," officially published in 1875, p. xiv.). As in England, so in Scotland, the illiteracy of the people is sadly great. In Scotland compulsory school-laws have recently been enacted. The census of Scotland of 1871 contains the following statement: "It appears, that, of persons married according to the rites of the Established Church, seven per cent of the men, and sixteen and a half per cent of the women, not being able to write their names, were obliged to sign by appending a mark. On the other hand, of the persons married according to the rites of the Roman-Catholic Church, so few were able to write their names, that forty-six per cent of the men, and sixty-one and seven-tenths per cent of the women, who married, were obliged to sign the register by a mark. Few as are the Episcopalians in Scotland, it is seen that nine and seven-tenths per cent of the men, and twenty and nine-tenths per cent of the women, not being able to write, were obliged to sign by a mark: while, of all the Protestant sects, the United Presbyterians showed the highest amount of elementary education, in so far as this test can indicate such a fact; for only three and eighttenths per cent of the men, and eighteen and eight-tenths per cent of the women, signed by a mark.'

The essayist will say that it is to be hoped that the statesmen of England will do what they can to advance learning in Australia, India, and in every part of the world over which wayes the English flag.