The moonlight school movement does not assume to be an educational regeneration. It assumes but one duty and that is to redeem the illiterates. Its by-products, however, are increased attendance in the day schools, increased interest in school improvement, intelligent support of progressive legislation and other things that vitalize and help the schools. Some who have no vision of a community redeemed from illiteracy and no sympathy with the illiterates are often heard to remark, “The best result of the moonlight school is its effect on day-school attendance.” A thing must first have a good direct effect before it can produce a good indirect one. Teachers declare that the moonlight schools increase day-school attendance all the way from ten to thirty per cent, but the moonlight schools could not accomplish this did they not achieve their primary purpose, that of teaching the illiterates to read and write. In 1910 there was not a law on the statute books of any of the states referring to adult illiteracy. In 1920 there were laws providing for the teaching of adult illiterates; laws providing salaries for teachers to teach them; laws providing for training of teachers of adult illiterates; laws compelling illiterates of certain ages to learn, and laws providing for their instruction at home or in factory, mill or mine. The spirit behind these laws could not and never will be fully translated into legislative acts. The determination of the illiteracy crusaders in the different states is like that of the colonists in the American Revolution. When the English Secretary urged an increase of troops in Boston until their guns outnumbered the Americans, Pitt declared, “We must reckon not so much with their guns as with their sentiments of liberty.” The emancipation of all the illiterates in the United States is not a dream of the far future. The challenge to liberate them has been answered by leaders all over the nation with the slogan, “No illiteracy in the United States in 1930.”