clear-cut practical development; a much-needed reform. Under the management of trained agricultural teachers we are already getting results that guerdon in no uncertain way the magnificent future of this educational work. The value of the phase is so apparent as to need no further word of comment.

FREE TEXT-BOOKS.

The supply of text-books and materials furnished by the department is full and ample in this district, but there should be some changes in the rules governing their use. These rules should be so amended that under certain restrictions the pupils may have the use of the books at their homes; and further, some arrangement should be made to the end that those who prefer may purchase text-books and supplies at a central depository at cost price.

COURSE OF STUDY.

Many inequalities and omissions may be noted in our course of study.

Some confusion has also resulted from the lack of definitive limits in the work outlined. The creation of a committee of revision, however, by the commissioner promises to give a new course which, while not restrictive as to method or plan, should be pedagogically definitive as to aim and scope.

NEW TEXT-BOOKS.

A much needed change is apparent in a few of our text-books. The replacing of one set by a more modern text and the revision of others to meet local conditions seems to me to be desirable if not imperative.

EVENING SCHOOLS.

The work of the evening schools has been highly successful. We have tried this year the experiment of a special teacher of English, assigned to each of our evening schools, to assist the native teacher and give conversational lessons. The young men and women who attended are employed during the day in different lines of work where English is needed more or less, and these young people set to work to master the difficulties of the new language with a zeal that is highly commendable. In one class that I examined at the close of the session the young men had made such progress that they could write short English letters and hold short conversations, using easy words, while in another more advanced grade a short speech in English was so readily and correctly interpreted by a young cigar maker to his companions that they insisted that he make a speech in English, which he did, to the astonishment of class and teacher alike.

MIXED SCHOOLS.

Upon taking charge of this district I found many graded schools where the old system of segregation of sexes was followed.

I am pleased to be able to report that there is now no graded school in this district that has not a full complement of both sexes in each room, mutually helpful to each other in character building.

The change was accomplished gradually and tactfully by the mutual efforts of members of the board and teachers.

Prejudices were removed, carping critics silenced, and the step of progress inaugurated smoothly.

THE SCHOOL BOARD.

The work of the school boards throughout the year has been characterized by an earnest desire to learn, to advance in administrative ability, and to aid and assist the department in every effort put forth to better the work of the schools. In the matter of distributing schoolbooks and supplies the school boards of the district entered into a spirit of friendly rivalry in facilitating the work, with the result that ox carts, peons, horses, and mules were loaned, and thousands of dollars' worth of supplies, furniture, and equipment were sent out from this office often 15 and 20 miles over rough mountain trails without the loss of a cent's worth of material and at no cost for freight to the department.

SUPERVISION.

A distinguished educator once in charge of the schools of Porto Rico makes the remarkable statement that the number of supervisors might be reduced to five. In other words, each supervisor could cover 800 square miles of populous territory, with the large and small cities included therein.

Another eminent authority, superintendent of schools of a Southern city, declared that with one assistant supervisor he could supervise the work of 300 or more teachers of that metropolis. When his method was desired, he replied that he visited each room once a year and stayed five minutes at that visit.

In the light of such masters, it is therefore with considerable hesitancy that I report that with the aid of an assistant I have failed to accomplished all the work of supervision I had outlined for this year. Conferences, schools of instruction, grade meetings, and district institutes have been held, but owing to the numerous drafts upon our time by reason of the manifold duties pertaining to the office of supervisor, the direct supervision was not as close and consequently not so satisfactory as we had hoped to have it.

Realizing that the chief aims of intelligent supervision are stimulation and helpfulness, we have sought to visit as often as possible, not only to aid and inspire, but to gain the much-needed personal acquaintance with the individuality of each teacher.

General meetings, though in the main excellent and productive of much good when properly managed, fail to reach a certain necessity of detail work which can only be accomplished by means of close supervision. The supervisor here is more or less of a professional expert who quickly distinguishes where his services are most needed and goes to that point as often as requirement directs. All agencies of whatever kind should assist the teacher to greater efficiency, and there is no greater power than helpful, sympathetic, tactful supervision. Some of our teachers fail to get the best results because of lack of proper methods, want of system, and utter aimlessness; others prefer the hard lines of drudgery, because these require less thought; and still others are not doing the best work because they are grounded in a system of years ago. They are loath to leave the snug anchorage of a landlocked harbor, barnacled-barnacled ancient craft, to spread their sails to the free, life-giving breezes of the wide ocean of progress. With these, all of these, must the supervisor directly

deal.

The attitude of the principals in the district has been marked by a desire to promptly carry out all suggestions and to improve in every way the work under their charge.

I would especially recommend the appointment of a supervising principal, who will work in conjunction with the supervisor and have direct supervision of the graded schools of Bayamón, Cataño, Toa Baja, and Naranjito, assisting also in whatever duties may be assigned him from time to time in this office.

In the marking of teachers their ability and the work of the school were alike noted under the following heads: Enrollment, attendance, instruction, management, order, method, progress, practical efficiency, personal qualifications, professional zeal and interest, furniture and equipment, sanitary conditions, cleanliness, care of books and supplies.

TEACHERS.

I feel that this report would not be complete without a word relative to the work of those who through sunshine and shadow are fearlessly, earnestly, faithfully, lovingly striving to uplift to higher ideals the people of Porto Rico and mold the character of their children.

Hand in hand the American and Porto Rican teachers are devoting their lives to the work of heroic self-sacrifice. Poorly paid, and ofttimes with their best endeavors misunderstood, unfalteringlyly they go through trial and adversity, realizing in the highest degree those lines of Frances Anne Kemble, “A sacred burden is the life ye bear; look on it, lift it, bear it solemnly; fail not for sorrow, falter not for sin, but onward and upward till the goal ye win."

Whatever of merit the work of this district possesses, it should be credited to that band of loyal workers that has ever stood ready to assist, act upon suggestions, and advance the standard of true teaching.

CONCLUSION.

In conclusion, I desire to extend thanks to the commissioner, Hon. Samuel McCune Lindsay, for that genial courtesy, kindly helpfulness, and unfailing sym

pathy which have ever brought cheer and comfort, stimulating flagging energies and quickening inspiration. I am also the grateful debtor of the very efficient corps of assistants to the commissioner for much valuable assistance, graciously given. Respectfully submitted.

Hon. SAMUEL MCCUNE LINDSAY,

O. M. WOOD,

Supervisor of the District of Bayamón.

Commissioner of Education, San Juan, P. R.

LETTERS TO SUPERVISORS.

CIRCULAR 45.

DEPARTMENT OF EDUCATION OF PORTO RICO,
OFFICE OF THE COMMISSIONER,
San Juan, February 19, 1902.

To the supervisors:

Washington's Birthday is an occasion that should be utilized as far as possible in all the schools to inculcate lessons of patriotism. It offers an opportunity to teach love, honor, and respect not only for the Father of our Country but for the lives of all our great and good men.

Inasmuch as the 22d of February comes this year on Saturday, which is a school holiday, please direct your teachers to suspend the regular school exercises on Friday afternoon, February 21, and to devote such time as you may deem necessary to appropriate exercises commemorative of Washington's Birthday. I suggest that you make use of patriotic songs, and wherever possible that you have portions of Washington's Farewell Address read in either Spanish or English.

February is also the month in which we celebrate the birthday of Lincoln. Although the 12th of February is not a legal holiday, I would suggest that you have, in connection with the Washington Birthday celebration, some exercises calling attention also to the life and work of Abraham Lincoln; and, if possible, as part of your exercises on that day, that you have read in the schools some words from Lincoln. His Gettysburg address is one of the gems of our English literature. It is short, and the text will be found on pages 19 and 20 of Brumbaugh's Standard Fifth Reader, which you probably have in many of the schools. It would make a fitting selection to be read in connection with your Washington's Birthday exercises.

I would also suggest that wherever possible one of the teachers or some publicspirited citizen be requested to address the pupils of the schools on the life and work of Washington and Lincoln. It might be well to call attention to some of the contrasts in the gifts and opportunities of these two men:

Washington was an aristocrat, with every opportunity that culture, wealth, and influential friends could give him at his command. He thought no sacrifice too great and considered no personal interest paramount to the privilege of serving the humblest of his fellow-citizens; amid bitter strife he patiently bore the burdens of his poor and oppressed fellow-countrymen, and with the eye of faith for a glorious future he worked to make possible the blessings of liberty which we now enjoy.

Lincoln, on the other hand, was a poor boy, a child of the people, with few opportunities and educational advantages, but with the same moral earnestness of purpose, and the same true devotion to the interests of others, and the same willingness to sacrifice personal interests and ambition for those things which he thought to be of permanent value to his countrymen, which in the end made his own greatness assured and gave him a place in the hearts of the American people next to that of Washington.

Notwithstanding the great difference in the details of these two notable lives, both left an impress upon the history of our country and both have taught us essentially the same great lessons: First, that public service in the interests of a nation and not in the interests of any individual or any political party is the mark of a true statesman; second, that personal integrity, honest devotion to duty, and patient fidelity to great ideals in the face of great obstacles bring their own reward. If we can only impress these lessons upon the children of Porto Rico and arouse in them a desire to imitate these great examples of our American life the future of this island will be bright beyond our fondest expectation.

Please give as many of the children in your schools as you can reach on Washington's Birthday a hearty greeting from your new commissioner of education, and tell them that he hopes soon to meet many of them and to see them at work in their