The struggle against illiteracy has been the subject of serious consideration by the executive, the chief school authorities, and the Congress. The executive has constantly urged the National Council of Education to intensify its campaigns and has cooperated by all means in his power in the steady diffusion of education. The Houses of Congress have also busied themselves especially with this grave problem. These efforts have borne fruit which, if not visible at the present time, is certainly destined to raise the level of popular education within the next few years. The authorities have judged that what is needed is the patient labor which does not require an immediate and striking solution of a most difficult problem, but is willing to continue to exercise an ever-increasing influence upon the rising generation, confident of the spread of education and enlightenment with the increase of population and the improvement in means of communication; and that it is not wise to sow schools broadcast throughout the Republic merely for the pleasure of doing something and of doing it rapidly. The success of the struggle against illiteracy, certain as it is, has its roots not in merely spending much money, but in spending money well. REPORT OF NATIONAL COUNCIL OF EDUCATION. The progress of education in Argentina is best epitomized in the report of the National Council of Education for the four years ending December 31, 1916. The character of this council is unique in educational polity, wielding, as it does, greater powers than any similar body in countries educationally advanced, and counting in its membership some of the ablest men in the Nation. Its reports follow traditionally the line of national (the capital city), provincial, and territorial administration. When the very heterogeneous character of the population of Argentina, due to the steady stream of immigration, is taken into account, the necessity of such a central body, vested with powers of initiation and execution in primary education, is apparent. By a wise division of powers in the original organic law, the control of secondary education was left in the hands of the Provinces, with subsidies granted by the National Government, as was the right to prescribe subjects essential to nationalistic and patriotic training. Concentration of effort and power is thus secured, with national acquiescence in the official actions of the council. Its activities center naturally around the establishment of new schools and the construction of school buildings, and the training of teachers to meet the demands of modern conditions.