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EDUCATION OF THE DEAF AND DUMB.......

Eleventh convention of American instructors of the deaf....

Dr. Gallaudet's mission to England ..

Reports of institutions ..................................

Summary of statistics of institutions for the deaf and dumb (Table

Statistics of institutions for the deaf and dumb (Table 67).....

EDUCATION OF THE BLIND—reports of institutions......

Summary of statistics of institutions for the blind (Table 68)

Statistics of institutions for the blind (Table 69)...

EDUCATION OF THE FEEBLE-MINDED ..

Massachusetts School for the Feeble-Minded ...

Summary of statistics of institutions for the feeble-minded (Table 70

Statistics of institutions for the feeble-minded (Table 71) ......

EDUCATION OF JUVENILE DELINQUENTS ............

Summary of statistics of reform schools (Table 72)........

Statistics of reform schools (Table 73).

EDUCATION OF THE COLORED RACE ......

Colored public schools ......

School population and enrolment of the white and colored races in the former

slave States (Table 74) ....

Additional colored public-school statistics (Table 75)........

Amount and disposition of the sums disbursed from the Peabody fund (Table 76)

Amount and disposition of the sums disbursed from the Slater fund (Table 77)..

Statistics of institutions for the instruction of the colored race (Table 16)......

Summary of statistics of institutions for the education of the colored race

(Table 79) ..........

Number of colored schools and enrolment in them (Table 80)

EDUCATION OF INDIANS ...

Progress of Indian schools (Table 81)...

Statistics for 1885–86.........

Summary by States of the statistics of all Indian schools (Table

Independent schools ..

The civilized tribes ..

...............

Indians in New York......

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.aïs. Besides the foregoing new publications, the following formerly reported documents were republished in 1885–86, to supply renewed domands:

Circular No. 1, 1885. City-school systems in the United States.
Circular No. 6, 1884. Rural schools.

Bulletin on instruction in morals and civil government. In addition to these, the Office had prepared and brought near to publication the following:

Special report on education at the New Orleans Exbibition; Part

I: Catalogue of articles exhibited in the section of education; Part II: Proceedings of the International Congress of Educators; and Part III: Proceedings of the Department of Superin

tendence of the National Educational Association, etc. Also two painphlets, one on the study of music in public schools, and the other containing the proceedings of the Department of Superintendence of the National Educational Association for 1886.

The list of publications prepared during the year 1885–786 certainly shows no lack of industry on the part of this Office; though it may be questioned whether the undertaking of labors so vast and various with a force so limited in number was entirely wise.

Upon the assumption of my new duties, I found that the Annual Report of the Office for the year 1884–85 was not complete, and that nothing had been done to prepare for the present Report. After a careful study of the situation I determined to urge the completion of the first-named document and other unfinished work then in the Office, and afterwards to concentrate all efforts as much as possible upon the preparation of the present volume, so that the delay in issuing it might be less than that in the case of previous issues, and that subsequent Reports might be more promptly prepared.

Work upou the Report for 1884–85 was not completed until the month of December, 1886, whenpr eparatory work on the present Report began.

OFFICE LIBRARY.

The library of the Office, according to the Report of 1884–85, contained 17,500 books and 45,000 pamphlets. There are now on the shelves more than 18,000 volumes and over 50,000 pamphlets, besides duplicates.

The collection contains many pedagogical works, and forms a professional library of great value.

The preservation and cataloguing of this collection should be, as they have been, objects of constant attention, but the small amount of appropriation made for its benefit, and the limited force of the Office have not allowed as much to be done in this direction as is desirable. Of late years much attention has been given in this country to library organization and management, but educational libraries have not received the attention that their importance demands. I wish to em. phasize the value of this library as an educational agency.

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