appropriated because the per cent. of illiteracy was largest there. (3) Those (chiefly from Southern Senators) to the effect that it showed a want of confidence in the ability of the States to handle the question of education, and would tend to weaken local pride in common schools and local exertion for their support.

The bill rests on the fact of illiteracy, which is indisputable. It further rests on the theory that illiteracy is an element of danger to the republic, which it is a duty to remove. It simply extends the facts and theories which are the basis of common school systems in the States to the national government, and gives them play there amid greater opportunities for good. Whatever may be the fate of the bill in the House, it is certain that the Senate's action has brought before the country a farreaching and important question-one which, while it involves that of surplus distribution and in a measure settles it, will prove pregnant with good or evil, just as statesmen rise or fall with a grave situation.