The change of attitude toward adult illiteracy has not come about without some resistance, some opposition, of course. Where such indifference and such ignorance prevailed in regard to a subject it could hardly be expected that reform could move forward without some interference and obstacles. Some educated people had no more intelligent idea, at the outset, about removing illiteracy, than had a certain old colored professor in Mississippi when the crusade was started in that state. The teachers in their examinations were asked the question, “How rid the state of adult illiteracy?” and the professor wrote this answer: “The only way to rid the state of adult illiteracy is to get rid of the adults. You should not have adults around your place or anywhere. As long as you have adults around, you’ll always have illiteracy.” The education of the educated to the problem of illiteracy has been no small part of the crusade. The pioneers had to educate themselves as to the nature and scope of the problem and the plan of attack, to educate the public to co-operate--some to contribute funds, a larger group to give service, and the whole public to give their moral support. The public had to be brought under indictment for the illiteracy statistics, which, viewed in bulk for state and Nation, had seemed too stupendous to arouse a feeling of responsibility in community or individual, but when analyzed and presented for counties and local communities produced an entirely different effect. The right of adult illiterates to learn had been challenged, their ability to do so had been questioned, the advisability of having teachers assume the extra duty of teaching them had been doubted, the statistics, when analyzed and brought close to home had been disputed and resented; demagogues had assumed that any reference to the illiteracy of the state or community meant to traduce it, professional politicians had gloried in holding the purse-strings of the public treasury as tight as possible against any invasion for such a cause, and a few educators so violently opposed illiterates being taught to read and write that it brought forth from a layman the caustic comment, “The greatest trouble with some educators is that they are so opposed to education.”