These two means have produced marvellous effects in the United States. The Homestead Law of the 20th of May 1862 gave to every American over twenty-one years of age, and to every person having declared, conformably with the law, his intention of becoming a citizen, the right to occupy gratuitously 160 acres of surveyed lands, or 80 acres only in districts more advantageously situated: if the holder, after five years of residence, has cultivated a portion of his holding, the full title is finally granted. For such purpose the public lands have been surveyed and divided into lots by the Government. The Government also sells public lands by auction or treaty. Up to the month of July 1905, it had thus alienated a total of 808,000,000 acres; which explains how millions of families——Irish, German, Scandinavian and others——have been more or less definitely settled on the soil of that which was already or which has since then become their native land. Here is an example the Argentine Government would do well to follow. Education exercises an influence of another kind, which is no less efficacious. The Americans of the United States are well aware of this, and this is why they attach such importance to the upkeep of the “common schools” and the attendance of the pupils. The children of foreign parents become Americanised in class and during play by contact with young Americans. The English tongue becomes their own language; their manners of thought and their habits are modelled on those of their comrades, whom they are unconsciously proud to imitate. If the immigrant family does not forget the memories of its old home, at least its offspring, from the second generation, are rooted in the American soil and have American minds. The Argentine Government must endeavour to obtain a like result. For a long period primary instruction was in an extremely neglected state in the Argentine Republic. However, the Constitution obliged the Provinces to secure such instruction, the Federal Government to assist by finding a third of the expense of the first installation of the schools. But in spite of the Constitution, in 1874 there were only 1830 primary schools and 112,000 pupils. Progress has been accomplished: in 1905 there were 5250 schools, 14,118 teachers, male and female, and 544,000 pupils. But as the population between the ages of six and fourteen had increased to 827,000, only 65 per cent. of the children were attending school, and only one child in three was able to read and write. This is a state of things that must be changed. Secondary education, as far as numbers go, is in no better case; there are sixteen “colleges,” with 4100 pupils. The State Universities of Buenos Ayres and Córdoba and the three provincial Universities of La Plata, Santa Fé and Parana, with 3000 students, are relatively better.[9]