ACADEMICAL department, admission
to, by examination only, 183; program
of studies in Ypsilanti, 185; two
courses in the, 183; union school
building given over to, 180.
Academies, and institutes chartered by
special legislation, 79; and institutes
in Indiana, rise of, 79; and semi-
naries meet an unfilled demand, 80;
apparently short-lived, earliest, 151;
bequeathed the example of coeduca-
tion, 171; curricula of the, 57; disci-
pline in, 167; earliest, in a sense
secondary schools, 152; effect of pro-
posed branches of university upon,
152; "elective system " in operation
in, 171; essentially public schools in
people's opinion, 151; establishment
of, continues, 153; founded between
1830 and 1836, 152; "General Exer-
cises"
in, 167; government openly
aids private, 50; gradually disappear,
153; how they served posterity, 43;
in Illinois, first, 83; instruction in the,
168; instruction of negroes in, 166;
in the colonies at the outbreak of the
Revolution, 44; list of incorporated,
in the United States in 1850, 51-52;
not strictly speaking a part of state-
supported school system, 151; number
of, 153; of nineteenth century truly
people's colleges, 166; organized by
stock companies, 63; part of expenses
of, and seminaries met by County
Seminary Fund, 79; play notable part
in history of secondary education in
Michigan, 151; "question box" in,
167; received no financial aid from
the state, 161; recognized in Michigan
school system, 124; records of earliest,
151; schools of democracy, 166; seek
to be transformed into branches, 153;
subject-matter arranged in "depart-
ments," 168; supplanted by high
schools, 190; supplanted by union
schools, 163; taught classics and
French, 151; textbooks in, 170; the
strongest tie between the people, 63;
tuition in, 168; were declared by
enemies to be undemocratic, 167.
Academy, the, 34; and Charitable
School of Philadelphia, aims of, 37,
38, 39; and grammar school in New
England, 49; and the district_school,
48; at Corydon, first, 79; at Detroit,
Catholic girls', 93; building, location
of, 167; characteristics of the, 40;
charters, property in, 165; charters,
religion in, 164; charters and some

of their provisions from, 164-166;
decline of the, 80; fills a social need,
34; for all classes, 39; furnishes the
only secondary schooling in America,
40; government aid for the support
of the, 48; in the Middle Period, 4;
movement and its fluctuations, 151,
161; program of studies in the, 169;
reaches the height of its importance
in Michigan, 153; rise of the Ameri-
can, 37; students' choice of studies
in the, 170; the model for the de-
veloping high school, 171; the second
great type of secondary school, 151;
typical, at Andover, 40; union school
expected to take place of local, 178;
year, terms of the, 168.

Accidence, Cheever's, 17, 29; pages and
lessons from, 18-19.

Adherence, to a chosen course required,
203; to selected course, high schools
demand, 207.

Administration of schools, incorporated
city or town for first time made unit
for local, 174.
Administration of the University of
Michigan, 103.

Admission, to academies or high-school
department by examination only,
183; to branches, 134; to high school,
subjects required for, 183; to Scien-
tific Course, requirements for, 203; to
university by certificate, 210; to uni-
versity by examination, 134; to
university in 1850, 144; to university
on student's own merits, 220.
Adrian Lyceum and Benevolent Asso-
ciation, 156.

Advance, general educational, 113; of

high schools in Michigan, 192.
Aesthetic side of school training, begin-
ning of, 168.

Affiliated schools, number increases
rapidly, 217.

Affiliation, advantages of, 217; does

away with entrance examinations,
218; of high schools and university,
202, 217.

Agricultural Department, required by
law in at least one branch, 127.
Agriculture, county schools of, 222.
Allegheny Mountains, 65.
America, English in, 65; English and
French widely separated in, 65;
French in, 65; second great awaken-
ing of, 113.

American life, second great awakening
of, 113.

American people, influences affecting
the higher life of the, 4.

Andrew Jackson, democratic move-
ment under, 113.

Ann Arbor, university buildings erected
at, 131; university located, at, 128.
Ann Arbor High School, classical course
in, 184; English course in, 183.
Annual reports of schools to the legis-
lature, 157.

Apparatus, high schools boast adequate
supply of, 227; in early union schools,
186; in secondary schools, illustra-
tive, 60; in the Romeo branch, 137;
purchased for university, 141.
Appropriations, further reduction of
university, 132.

Aristocracy, branches considered places
for education of (so-called), 141.
Articulation, between different depart-
ments of school, 183; between uni-
versity and high school, 202.
Assistants, teaching, 180.
Association of City Superintendents,
offers plan for uniform program, 231,
232.

Astronomy, great interest in, 137.
Athens, Ohio, State University estab-
lished at, 73.

Athletics, Board of Directors of inter-
high-school, 241; in high schools, 241;
organized high-school, important,
241; rigid supervision of high-school,

Better schools, Horace Mann's fight
for, 113.

Bible, study of religion and the, 20.
Bill creating the University of Michi-
gan, 97-99; principles embodied in
the, 100.

Board of Directors of inter-high-school
athletics, 241.

Board of Education of Michigan, first,

99; powers and duties of the first, 99.
Boston, 2; first Latin School established
in, 1; first to set up a high school, 53;
grants land for support of schools, 6;
levies tax for school purposes, 7.
Boston Latin School, a cooperative
undertaking, 5; a "free school," 2, 5;
becomes a town school, 6; children
of non-contributors admitted to, 6;
establishment and support of, 2, 5;
program of, 56.

Boundary dispute, Michigan, 110.
Boys' English High School, at Boston,
53; program of studies in, 56.
Boys' school at Detroit, 95; Latin and
history taught in, 95.

Boys' schools, branches of university,

127.

Branch at Romeo, apparatus in, 137;
coeducation in, 139; conditions in, in
1851, 135, 136; faculty of, 136;
laboratory demonstrations part of
instruction in, 137; last, 134; literary
society in, 139; offered preparatory
and college work, 136; report of, 135-
140; represented university schools
at their best, 135; scope of instruc-
tion in, 136; teacher-training course
in, 138; tuition in, 137.

Branches of the university, 120, 124,

uni-

125-150; academies seek to be trans-
formed into, 153; admission to, 134;
and university, financial arrange-
ments of, 129; at Pontiac, Monroe,
Kalamazoo, Detroit, Niles, White
Pigeon, and Tecumseh, 128, 129;
attitude of local committees toward,
129; beginning of the decline of, 133;
Classical Department of, 126; Com-
mittee on, has hard task, 130; courts
set aside law requiring university to
aid, 147; demand for revival and sup-
port of, 147; departments of, 126;
English Department of, 126; effect
of proposed branches on academies,
152; established before the
versity, 128; "female institutions'
opened in, 130; find favor with peo-
ple, 130; from 1842 to 1847, 132, 133;
five in operation, 128; funds lacking
for support of both university and,
131, 147; hope of revival abandoned,
148; law requiring university support
of, 147; left to own resources, 148;
local board to have general control of,
126; Normal Department of, 126;
number enrolled in, 129; plan for
a university with, abandoned, 134;
popularity of, increases, 130; prepara-
tion for university prime purpose of,
141; prepare a class for the univer-
sity, 128; receive aid from university
fund, 127; regarded as places for
education of (so-called) aristocracy,
141; regents favor opening more, 131;
religious quarrels and criticisms cast
shadow over, 130; requirements for
establishing, 125, 126; revival of,
133; schools for boys, 127; second-
ary education in, 124; served rela-
tively small number of people, 140;
three branches suspend, 132; towns
vie for possession of, 129; university
aid of, curtailed, 132; university
support of, causes financial embar
rassment, 147; university support
completely withdrawn, 133; women
instructors in, 129.

Buildings, change in use of school,

necessitated by growth of town, 180;
communities proud of school, 181;
location and plan of school, 181;
location of academy, 167; union
school, 177, 180; university, erected
at Ann Arbor, 131; ward school, 180.

CALVINISTIC influences in England
and America, effect of, 5.
Carlyle, Illinois, Washington Academy
at, 83.

Catalogue of the university, first, 142.
Catholepistemiad, or University of
Michigania, Act to establish, 97.
Catholic, girls' academy at Detroit, 93;
schools at Detroit, early, 95.
Catholicism, in England and America,
5; effect of, 5.

Central college, Indians give land for
support of, 100; University of Michi-
gan a, in name only, 104.
Centralizing theories of French influ-
ence growth of Michigan school
system, 96.

Certificate of graduation from approved
secondary school admits to univer-
sity, 210.
Certificating

privileges granted to

high schools, 202.
Certification of teachers by state,
recommended in Michigan, 114.
Character, of settlers of Illinois, 81; of
settlers of Michigan, 89, 105.
Characteristics, of the academy, 40;
of the three divisions of American
secondary education, 4.

Charleston, first school in South Caro-
lina at, 32; qualifications for master
of school in, 32.

Charter for Michigan College, report
recommending, 155.

Chartered literary society, 156.
Chartered secondary schools of Michi-
gan with dates of incorporation, list
of, 158-160.

Charters, property in, 165; religion in
academy, 164; some provisions from
academy, 164-166.

Cheever, Ezekiel, 29; schoolmaster in
New Haven, 29.

Cheever's Accidence, 17, 29; pages and
lessons from, 18-19.

Choice of studies, academy students',
170; for seniors, 204; in Harvard
College, 21.

Church and education, the, 30.
Church lands, a source of jealousy and
contention, 70; Congress annuls ordi-
nance respecting, 70; set aside for
support of the church, 70.
Church schools in the South, 31.
Civil motive for education, 13.
Civil War, Michigan rapidly recovers
from effect of, 191; temporarily
checks all schools, 191.

Classes, the academy for all, 39.

Classical and English courses in the
high school, 207.

Classical Course, 183; first course in the
University of Michigan, 202; in Ann
Arbor High School, 184; old rigid,
has disappeared from academies,
169; stronger schools offered, 183.
Classical Department of the university
branches, 126.

Classical languages in the earliest
academies, ISI.

Classical school at Detroit, 102; fore-

runner of the "high school,' 102;
program of studies offered in, 103.
Classics, over-emphasis of, 144.
Codification of the Laws of Connecticut,
28.

Coeducation, academies bequeathed the

example of, 171; at Romeo branch,
139; first found in schools below the
university, 198; in Latin schools, 26;
in union schools, 187; in University
of Michigan, effect on high schools of,
201; not readily adopted by colleges,
198.

Colet, Dean, 15.

College, and grammar school worked
together, 20; at Detroit abandoned,
103; influence of teachers trained in,
240; offers no choice of subject-
matter, 21; teaching unattractive to
graduates of, 36; union schools not
expected to prepare for, 178; work
of, offered by Romeo branch, 136;
work of, some high schools offer
first-year, 216.

Colleges, find recognition in Michigan
school system, 124; in Illinois, 83;
in Michigan, 154; new, founded from
1776 to 1796, 44; new, more liberal,
43; other than the state university
established in Michigan, 156; reluc-
tant to adopt coeducation, 198;
rivaling state university, 154; varied
types of, stimulate education in
Michigan, 156.

Colonial Latin School, the, 1.

Colonial Period, 4; general situation of
secondary education at close of, 27,
33; Latin school in the, 4..

Colonial schools, salaries in, 25; texts
used in, brought from England, 17;
the day in the old, 25.

Colonies, Latin schools in, 2.

Colonization of Northwest, England
opposes, 85.

Colony, Massachusetts Bay, I.
Comenius, 14.

Commission of Examiners from uni-

versity for high schools, 213.

Commission of Seven, 73; plans for
state school system, 74.
Committee on Branches, 30.
Committees, attitude toward branches
of local, 129.

Common schools, did not include high
schools, 193; Primary School Interest
Fund for support of, 193; rise of, 218.

Communities vie with one another in
promoting high schools, 190.
Concentration of power in Michigan
schools, 101.

Conditions in Michigan unfavorable to
settlement, 87.

Conditions of entrance to the univer-
sity, terms and, 135.
Confederate Congress encourages edu-
cation, 47.

Congress, annuls ordinance regarding
church lands, 70; divides the North-
west, 71; grants land for support of a
university, 70.
Connecticut, Codification of the Laws
of, 28.

Connecticut Colony, secondary educa-
tion in, 28.

Conservation of school funds, plan for,
114.

Consolidation, of Detroit school dis-
tricts, 174; of high-school programs,
229; of school districts has advan-
tages, 175; of school districts, super-
intendents urge, 176, 177.
Constitution of Illinois, first, makes no
provision for support of education, 82.
Constitution of Michigan, educational
provisions of, 110, III; first to pro-
vide for state superintendent of edu-
cation, 108.

Constitution of Ohio provides for edu-
cation, 73.

Constitutional provisions, put into
effect, 110.

Constitutions, early state, and sec-
ondary education, 45.

Contemporary Period, 4; public high
school in the, 4.

Content of high-school program, 223,

224.

Control of the university, officers
having, 125.

Corydon, Ind., first academy at, 79.
Country youth, difficulty in securing
high-school education for, 221; high-
school education for, 221, 222.
County normal training classes, 222.
County, school funds loaned to, 118.
County schools of agriculture, 222; of
domestic science, 222.

County seminaries in Indiana, 79.
County Seminary Fund, 79; meets part
of expenses of seminaries and acade-
mies alike, 79.

Course in university rigidly prescribed,

143.

Courses, in academical or high-school
department, 183; in high schools,
begin to take definite shape, 207; in
secondary schools include both ele-
mentary and college subjects, 185; in
union schools, length of, 179; in Uni-
versity of Michigan, 104, 203; influ-
enced by two opinions, 214; little
flexibility in, 185; modified, 207.
Courts, set aside law requiring univer-

sity aid for branches, 147; settle

legal status of public secondary
schools, 193.

Criticism of over-emphasis of study of
classics, 144.

Curricula of the academies, 57.
"Cut and try" method of developing
school systems, 8.

DAME school, the, 3.

Dangers, beset new high schools, 191;
faced by settlers in the Northwest,
86.

Day, in the colonial schools, the, 25; in
union schools, 180.

Decline of branches, beginning of the,
133; of Latin schools, 24; of pre-
scribed courses, 186; of seminary and
academy, 80.

Degrees conferred by the University of
Michigan, 204, 205.
Delaware, 30.

Demand, for adequate schools, 37; for
free, secular, state-supported sec-
ondary schools, 173; for more
branches, 131; for revival and
support of branches, 147; for schools,
universal, 113; for union-school dis-
tricts throughout the state, 174.
Democracy, academies, schools of
social, 166.

Democratic institutions, high schools
as, 240.

Democratic movement under Andrew
Jackson, 113.

Denominational schools in Michigan,

no need for private, 100; Pierce
opposes, 121.

Department of Education, of Michigan
Territory, 108.

Departments, in schools, no close articu-
lation of, 183; in union schools, 179;
of university branches, the three,
126; of university, the three, 128;
subject-matter in academies arranged
in, 168.

Detroit, branch at, 128; classical school
at, 102; classical school at, the fore-
runner of the "high school," 102;
college at, abandoned, 103; early
schools at, 95; early schools at,
Catholic, 95; has eight school dis-
tricts, 174; high-school program for
1879, 229-231; program of studies
offered in classical school at, 103;
school districts consolidated, 174;
Young Men's Society, 157.

Diagram, of a section, 91; of a township,
91; showing base line, 91; showing
principal meridian, 91.
Differentiation of functions of teachers,
180.

District made school unit, 108.
District school and the academy, the,
48.

District-school plan, first step toward
modification of, 174.

Diversion in the schools, literary society
almost sole, 140.