of the class with Davis's and Buller's geographies, and the American Encyclopedia. A change of text-book is one of the pressing necessities, as this geography is incomplete and antiquated.

History.-Completed Barnes's History of Rome, Medieval History, and began Modern History.

Drawing.-Same as first-year students.

Owing to insufficient preparation on the part of nearly all the pupils of the high school it was necessary for them to carry more studies than they could do justice to. Next year, pupils in the first-year English high school will not be required to continue political geography and English grammar, and their time may be profitably devoted to the studies of the course.

As years go by the standard can be raised, and it is to be hoped that the studies will not be increased, but rather diminished so that the pupils may gain a complete mastery of their work.

The pupils of the high school have worked hard, and, in spite of the overcrowded programme, the results have been eminently satisfactory.

SPANISH HIGH SCHOOL.

FIRST YEAR.

Grammar.-This class has studied throughout the year Smith's Spanish Grammar, including syntax and oral analysis, paying special attention to composition and reproduction. They are now ready to take up the study of literature, and, in connection with this, it seems advisable that they should continue the study of a more advanced text-book on Spanish grammar. There is also a need for standard Spanish literature suitable for this class.

Latin.-The first forty-five lessons in Smiley and Storke's Beginning Latin have been covered. The pupils are Spanish and the book is in English, so it was necessary to translate all vocabularies and rules for the pupils. Still, notwithstanding this drawback, they did very good work. Constant drill was given in declension of nouns and adjectives, comparison of adjectives and conjugations, as much as covered in the book in forty-five lessons.

English.-Brumbaugh's Second Reader was used for the first six months. All the selections were read with the exception of some poetry beyond the pupil's comprehension. Twice a week lessons in English grammar were given, all definitions, rules, etc., being recited in English. The reading lessons were made the basis of conversation and even written productions of these were attempted. Since the Easter vacation this class read the Merchant of Venice, and Romeo and Juliet from Lamb's Tales from Shakespeare.

Mathematics.-A thorough drill was given in arithmetic, including the fundamental operations, common and decimal fractions, percentage, and proportion, using Wentworth's Aritmética Práctica as a text-book. In algebra Fisher and Schwatt's Rudiments of Algebra was completed as far as simple equations. These pupils are now receiving for the first time a thorough drill in mathematics, and considering the lack of early training, they grasp the subject as well as might be expected.

Sciences. Owing to the lack of a suitable text-book in physiology, the progress of the class has been retarded considerably. However, the pupils know the main functions of life and with a suitable text-book in use next year will be able to complete the subject.

In geography the class completed the study of Frey's Geografío Elemental, paying especial attention to the study of the United States of America.

History. The history of the United States was completed. Quackenbos was used as a text-book as far as the civil war, and Nociones substituted for the remainder. Drawing.-Study of lines, angles, etc. Type models. The cube prism and cylinder studied; similar objects used as models with light shading. Drawing from fruits, flowers, etc., some attempts at water colors; simple perspective.

SECOND YEAR.

Literature.-Rhetoric was studied from Retórica y Poética. The second part of the book, discussing poetry, will be taken up next year and here, again, another great need will be felt, that of Spanish classics for critical reading.

Latin. In this subject it was necessary to make two divisions in the class-a beginning class, and one reading Cæsar. The beginners' class accomplished about the same amount of work as the first-year class with the addition of reading the Conlogna at the end of the book.

The advanced division read and reviewed the first book of Cæsar with constant drill in declensions and conjugations.

English.-Selections from Brumbaugh's and Walton's Stories of Pennsylvania and Standard Fourth Reader, together with the study of Welsh's First Lessons in Language.

Mathematics. It was found necessary to continue the subject of arithmetic in this class also, and the Aritmética Práctica was used throughout the entire term. Those of the pupils who had a thorough understanding of the subject and were able to pass successful examinations were promoted to the third year of the course, while the others were forced to remain and repeat the work of the second year. Under no circumstances can this study be carried into the third year of a high school course. Algerbra. As much of this subject as is contained in Fisher and Schwatt's Secondary Algebra has been completed very satisfactorily.

Geometry. The subject of plane geometry completed.

Science.-Physiology.-This subject was studied mainly from notes supplied by the

teacher.

Geography-Appleton's Physical Geography completed. Most of these pupils have studied this subject for two years.

History.-History of the United States completed, using same text-book as in the first year. El Gobierno de los Estados Unidos completed.

Drawing was not taught to this class. As so many studies, in addition to the regular course of the second year, had to be taken up and completed, the pupils had no time to devote to drawing.

SLOYD.

Pupils from the intermediate grade and A and B grammar grades have taken courses in sloyd, nearly all having studied grammar grade work. A few of the youngest have a complete course in primary grade work and have been promoted to the higher course.

And now, after a cursory review of the years's work, a word as to the outlook for the future. As was noted before, pupils were admitted to the high school without sufficient preparation, making it necessary for them to carry some grammar grade studies in addition to the regular course of the high school. This made the work of the year burdensome for the pupils, and as a result, there was no remarkably fine work done in any department. Next year pupils will not be admitted into the high school under such conditions as previously, and we hope for better results.

Last year the department of education had not arranged a course of study for the high school, and the pupils were given studies which, in some cases, were far beyond their ability to grasp. This was true especially in the science department, where pupils were studying biology who had scant knowledge of elementary geography and physiology. As this department was already established and equipped before I was appointed principal, and as it seemed best to the commissioner to continue this work, there remained no other alternative than to acquiesce, even though I felt at the time it was a serious mistake. This year, however, we have taken up the more elementary sciences of geography, physiology, and physical greography, and with a good rudimentary knowledge of these the pupils are now ready to study phyisies. It remains for the honorable commissioner to equip the school with sufficient apparatus for the work. At present the material equipment consists of a text-book.

Latin was not taught in the high school last year-French being substituted. This year, when we were prepared to teach Latin to that class, it was discovered that some of the pupils who had formerly attended the "instituto" were prepared to read Cæsar, while others in the same class had to begin the study of Latin. If these latter wish to enter the third-year class next September, they must study during the summer and take an examination in Cæsar when school opens.

It can be readily seen that the school has not been as closely graded as it should be, but that is one of the objects held steadily in view and to which we are gradually tending. Then, too, the course of study should be made to suit conditions, and with the idea kept constantly in mind that the majority of the pupils are studying in a foreign language. This is especially true of the grades where there are so few American children. It will be much better for the pupils to be well grounded in a few subjects than to have a scattering knowledge of many. "A little, and that well done" is an excellent motto in the observance of which no foundation can be laid for desultory habits in after life.

Many pupils who had the opportunity of going to the United States to continue their studies have decided to remain in the high school to finish their course there first. This is as it should be, and is gratifying to the teachers, as well as complimentary.

Again, there are many high school pupils who intend to enter the normal school for the purpose of becoming teachers. In order that such as these may lose no time

in making the change from school to school, the courses of study of both schools should be so adjusted that, having finished the first and second years at the high school, they might enter the succeeding year at the normal school. It appears to me of paramount importance to the school to have the training of the children from the very beginning. On very slight consideration of the subject this will appear to be a most reasonable proposition, and yet we are not able to carry this into effect for lack of accommodations. Last year the necessity for a second grade, separate and distinct from the first grade, was urged upon the commissioner, with the result that the firstgrade teacher was given an assistant. That helped somewhat, but did not correct the overcrowded school nor the conditions existent in such a state of affairs. Again, in this report I beg to bring to your notice the insistent demands for admittance that we are not able to meet, much to our sorrow. Last September more than a hundred children were refused admittance. It was even pitiful to see the parents struggling for precedence in the waiting line, so eager were they to place their children in a school where they would learn English. At times the line became almost a mob, each parent pleading his own cause in a voice louder than his neighbor and recounting the special reasons why he should be considered next. Even at this date, just before the close of the school year, parents come to have their children enrolled in the classes for which they are fitted, in order that they may be considered members of the school for next year. This condition of affairs, while a gratifying testimonial to our work in San Juan, ought not to exist. The means for at least primary education should be not only adequate, but abundant, and there should be accommodations in the San Juan high and graded school for every child who seeks admission. This year the pupils developed an esprit du corps never before understood in San Juan. They have been loyal and true to the school, its obligations and its demands, and they have taken their teachers into their confidence as friends and advisers. Such a condition of affairs is due solely to the magnificent work of these noble teachers, who have the success of the San Juan High and Graded School at heart and labor unremittingly to attain it. This and the kindly support of the commissioner of education, who has shown himself interested, not only in practical educational problems, but also in the pupils personally—to all these, commissioner and teachers, I am deeply grateful. I now take occasion to thank them-the latter for their loyalty and cooperation, and the former for the kindness and courtesy so often evidenced during this, the most successful year in the educational history of Porto Rico. Respectfully submitted.

Dr. SAMUEL MCCUNE LINDSAY,

Commissioner of Education of Porto Rico.

OLIVER B. KERN, Principal.

COURSE OF STUDY IN PUBLIC SCHOOLS OF PORTO RICO.

Subjects:

OUTLINE OF EIGHT YEARS' WORK IN EIGHT GRADES.

[Revised October 1, 1902.]

I. Language: (a) Reading, (b) writing, (c) composition and speiling, (d) memory work. All language work to be given in both Spanish and English.

II. Number work.

III. Nature study and elementary science.
IV. History and biography.

V. Art.

FIRST GRADE.

I. (a) Words and sentences from blackboard. Sentences from chart and reader, with definite drill in phonetic elements and words. Reading from chart and primer, with frequent changes in text, using at least three different sets of readers. Insisting upon a clear understanding of the thought, which means a comprehension of the meaning of the word and its relations, before the sentence is read. Attention to bodily conditions in reading-pose, voice, etc.—and to pronunciation, articulation, and inflection.

(b) Copying words from blackboard and from slips provided. Here forms, single letters, and letters combined in words insisted upon, following the vertical or medial slant system, using no ink; writing with pencil on paper rather than on slate.

(c) Oral telling of stories by the teacher, to be repeated by the child. Reading of stories to the children, to be repeated by the child orally. Copying words and sentences. Writing of simple words from dictation. Teaching pupils to write their