When such reports were in as could be collected--and many schools known to be successful were never reported--9,698 illiterates had been taught. Doctor Joyner then rallied his forces for a more heroic effort with this war-cry: Outstrip Kentucky! What Kentucky has done and is doing North Carolina can and must do for the need is greater. Adult illiteracy in the United States is doomed. A few more years and there will not be a vestige of it left. Kentucky, led on by the spirit of inspiration of a woman, has preempted the first place in this glorious work. North Carolina may be second; indeed there is a chance that she may even outstrip Kentucky and be the first to reach the coveted goal. The North Carolina Legislature of 1917 appropriated $25,000 annually for moonlight schools and in 1919 the work was made a part of the public school system of the state. [Illustration: A North Carolina Moonlight School.] Minnesota’s first moonlight schools were organized in 1915 in response to a call from her State Superintendent of Education, Honorable C. G. Shulz, who, in October, 1914, issued this call through the press of the state: I hesitate to accept the figures on Minnesota’s illiteracy. They would seem rather larger than we would expect even though at that they show Minnesota as being among the states having the least illiteracy. But, we have to recognize that there is some illiteracy here and the recognition carries with it the admission that there shouldn’t be any. Minnesota should stamp out illiteracy absolutely. Mrs. Stewart’s message to us makes this a fitting time to inaugurate a study of the subject here at home. I think that Minnesota’s illiteracy is centred mainly in urban rather than in rural communities. School heads would do well to make an immediate survey of their neighborhoods and to ascertain who the illiterates are and how to reach them. Superintendent E. A. Freeman, of Itasca County, was the first of Mr. Shulz’s lieutenants to respond. Mr. Freeman organized his teachers in November, 1914, and conducted moonlight schools for illiterates, mainly those of foreign birth. This pioneer work in Minnesota was the inspiration of the Naturalization Bureau which adopted the plan and promoted it in other localities. The Examiner of the Naturalization Bureau for Minnesota in one of his official bulletins said: The National Government Bureau of Naturalization is anxious to help the foreign-born to learn to read and write the English language and to better understand our form of government. In the rural districts where the need is greatest, little has been done, but Professor E. A. Freeman, of Itasca County, introduced an entering wedge last year in his schools and met with much success.