On the Atlantic side of the mountains there was bitter controversy between those who held that education was necessary for the preservation of free institutions and those who held that free education increased taxation unduly; between those who desired and those who regretted the breaking down of social barriers which both claimed would ensue as a result of such education; between those who regarded education as a natural right and those who considered taxation for such a purpose a violation of the rights of the individual; between those who saw in it a panacea for poverty and distress and those who urged that it would not benefit the masses; and, finally, between those of one sect and race and those of another. But in the trans-Alleghany country north of the Ohio, and in all the territory west of the Mississippi (practically coterminous, let me again remind you, with that region where the French were pioneers within the present bounds of the United States) there was practically no dissension, though the provision was meagre at the start. The public school had no more of the atmosphere or character of a charity, a "pauper" school than the highway provided for out of the same grant, where rich and poor met in absolute equality of right and opportunity. It became the pride of a people, the expression of the people's ideal, the corner-stone of the people's hope. I suppose that three-fourths of the children of the territory whose ranges have been surveyed by the magic chains forged of this first great parcelling ordinance have had the tuition of the public schools--future Presidents of the United States, justices, railroad and university presidents, farmers, artisans, artists, and poets alike. So while it was desire for revenue that prompted the early sales of the public domain in the Mississippi Valley, the nation got in return not only means to help pay its Revolution debt, but, incidentally, settlements of highly individualistic, self-dependent, and interdependent pioneers, gathered about one highly paternalistic or maternalistic institution--the public school. The credit for this has gone to New England and New York, but the "white acres" came of the territory and the riches of Nouvelle France. You will not wish to follow in detail the ministrations of the priests of the land-offices and the surveys of the men of the magic chains, for it is a long and tedious story that would fill thousands of pages, and in the end only obscure the real significance of the movement. Here is a summary of allotments made up to 1904 of all the public domain, that of the Mississippi Valley being somewhat more than half. [Footnote: See Report of the Public Lands Commission, Washington, 1905.] _Private land claims_, donations etc. (the first of the latter being made to the early French settlers).............................................(ACRES) 33,400,000