apparatus. The ground, in many cases, was not properly fenced or protected from the trespass of men and animals, and the general result was that little was being done outside of the schoolroom work in these agricultural schools when I assumed charge of the department. A few of them I changed over at once into rural schools of the ordinary type and gave up the attempt to carry on their agricultural features. This caused some disappointment in the several communities where this work had been looked forward to with much interest. I then secured the services of Mr. F. M. Pennock, formerly connected with the American Fruit Company at Rio Piedras, and himself a scientific agriculturist-of large experience, both in the States and in the Tropics. His work in Jamaica and in Porto Rico for a period of several years has won for him the respect of the people, and his knowledge of local conditions and of the language enables him to enlist the interest and support of those most actively identified with the agricultural interests of the island. I had Mr. Pennock visit each of the 19 schools in which we had at some time or other attempted to do agricultural work, or in which we were planning to introduce this work. Twelve such scho›ls were in actual operation at the time of his visit, and his detailed reports cover all 19 schools, including some that had been changed over into regular schools of the rural type, and also some that were not yet ready for occupancy as agricultural schools. Mr. Pennock was instructed to examine each school with a view to reporting upon the location of the school, the character of the soil, the demand for agricultural work in the community, the equipment in tools, and the practical work of the teacher. He was also asked, on the basis of the data thus secured, to prepare a general plan for the better guidance and direction of this work on a uniform basis by a department to be established in the normal school at the opening of the next school year. Mr. Pennock went with the necessary letters of introduction and conferred with the teachers in each of the schools and with the school supervisor of the district, with the local board, and with the citizens interested in the cultivation of the soil in the immediate vicinity of the school. In his general report on the results of his investigation Mr. Pennock says: If the representative citizens can not be brought to appreciate the far-reaching importance of this departure from old school methods, and if the local boards do not cooperate with the department of education in developing the agricultural type of school, even good teachers will fail to secure the best results. -* * * To gauge and foster this sentiment, after a full explanation with the school supervisor to secure his assistance, we conferred with such members of the school board and such prominent citizens as we could meet in a hurried visit. * * * In these talks the backwardness of our agriculture-except in the matter of cultivating sugar cane-was brought out; and the opportunity, through these proposed agricultural schools, to gradually diversify our farming and add valuable export crops by spreading among the children a knowledge of the use of modern methods of cultivation and of improved implements and of how plants grow and how simple experiments may be profitably conducted. To speak of the tobacco crop as one which might receive the painstaking care of an agricultural school-teacher was sure to excite particular interest. Tobacco is now the most profitable crop within the reach of the poor man and the man of moderate means and promises immediate cash returns. If the department would only secure some choice seed and the best literature on cultivating, curing, and preparing tobacco, here would be something that would help them all, young as well as old. Improvements in the handling of this plant would, it was thought by many school patrons, secure a deep interest in any school taking the matter up in earnest. In the same connection I brought out as best I could the important work for the neighborhood which the school should accomplish in throwing light on orange and pineapple growing and upon the cultivation of improved garden vegetables. The age of the pupils runs low in all the agricultural schools so far. The average is about 12 years. In some cases teachers told me that they had had some larger boys in the school, but that on account of the poverty of the families and the fact that it was the busy season of spring planting they had been obliged to stop coming. It is evident that this work, in its beginnings, must be quite elementary and adapted to the comprehension and to the physical strength of the younger pupils. Most of the agricultural schools have girls among the pupils. I did not observe or hear of any objection to the plan, which seemed to work smoothly. The girls generally worked in the field, where any work was in progress, but at the less laborious operations. The department has carefully planned to put this work upon a substantial basis for the next school year, and a model agricultural school will be conducted at the Insular Normal School. A brief summer conference for the teachers in the agricultural schools was held under Mr. Pennock's direction at the normal school in September. The following programme was followed with enthusiasm and excellent results by a regular class of 20, to which were admitted visitors at every session: Programme of a brief course in agriculture for the teachers in agricultural schools, to be given at the Insular Normal School, Rio Piedras, September 4 to 21, including a threeday conference September 18 to 20.-Daily class-room work from September 4 to 18, inclusive. 8.30 to 9.30 a. m. -Mr. Pennock. (in Spanish). 9.30 to 10.30 a. m.-Mr. Pennock. (in English). Text-book: Dr. Nicholls's Tropical Agriculture Text-book: Dr. Nicholls's Tropical Agriculture 10.30 to 11.15 a. m.-Mr. Smith: Physical training. -Mr. Pennock: English conversation and scientific reading. 2 to 3 p. m. 3 to 4 p. m.-Mr. Pennock: Methods in field practice and nature study; review of the field work of the preceding day. 4 to 5.30 p. m.—Mr. Pennock: Field work; garden practice and nature study. Programme of agricultural conferences of the summer course in agriculture given at the Insular Normal School, Rio Piedras, September 18 to 20, 1902. 10 a. m. THURSDAY, SEPTEMBER 18. -The Agricultural school in Porto Rico: F. M. Pennock, 20 minutes; discussion, 10 minutes. The relation of physics to agriculture: Dr. Rosell, 30 minutes; discussion, 10 minutes. The relation of chemistry to agriculture: Prof. José Janer, 30 minutes; discussion, 10 minutes. 2 p. m.-Influence of garden training on the pupil: E. N. Clopper, 15 minutes; discussion, 25 minutes. Nature study and its influence on the pupil: E. F. Curt, 15 minutes; discussion, 25 minutes. Possible developments from the agricultural school: J. C. Huff, 15 minutes; discussion, 25 minutes. 8 p. m.-The relation of botany to agriculture: Ramón Sautine, 20 minutes; discussion, 20 minutes. Preparation and Cultivation of the Soil. Tools and Machinery: E. F. Selected students' themes upon subjects studied. FRIDAY, SEPTEMBER 19. 10 a. m.--Tropical crops and their arrangement in a school garden: F. Fourcaud, 20 minutes; discussion, 20 minutes. The cultivation of pineapples in Porto Rico: Treated by two students, 10 minutes each; discussion, 10 minutes. The cultivation of the orange: Treated by two students, 10 minutes each; discussion, 10 minutes. Porto Rican exports: J. E. Magee, 20 minutes; discussion, 20 minutes. p.m.-Physical exercise in the public school: Mr. Smith, 20 minutes; discussion, 10 minutes. Draining and irrigation with reference to Porto Rico: E. N. Clopper, 20 minutes; discussion, 20 minutes. The cultivation of tobacco in Porto Rico: Two student papers, 10 minutes each; discussion, 20 minutes. 8 p. m.-Field practice, fertilization, and experiments in the school garden: J. C. Huff, 20 minutes; discussion, 20 minutes. Four student papers, 10 minutes each for discussion. SATURDAY, SEPTEMBER 20. 8 a. m.-Domestic animals in Porto Rico: Discussion. Methods of instruction in the school garden: F. M. Pennock, 15 minutes; discussion, 15 minutes. A student paper, 10 minutes for discussion. 2 p. m.-How to create local interest in agricultural school work: Opened by F. M. Pennock. All teachers and students to be called upon. An ample supply of the best seeds and tools has been purchased for the agricultural schools, which were notified when the tools were ready for distribution that they must make the necessary preparations for their care and use. The following letter was sent to the teachers and to the school boards: TOOLS FOR USE OF AGRICULTURAL SCHOOLS. DEPARTMENT OF EDUCATION OF PORTO RICO, The department will soon have in stock a supply of the following tools, which will be furnished to agricultural schools when needed and when proper provision has been made for the housing and care of same: Single-wheel hoes, galvanized watering pots, steel spades, 8-tooth cast-steel rakes, 10-tooth cast-steel rakes, steel trowels, ax mattocks, pick mattocks, 5-inch ladies' field hoes; 6-inch field hoes, socket handles; American grass hooks, hand crosscut saws, claw hatchets, burning brands, letters "A. S.;" bush scythes, bush-scythe snaths, scythe stones, 50-foot tape lines, horse hoes, 12-inch sweeps for horse hoes, 15-inch furrowers for horse hoes, Warren hoes. S. M. LINDSAY, Commissioner. THE GRADED SCHOOLS AND THE HIGH AND GRADED SCHOOLS. From the statistical report it will be seen that we had at the close of the school year 351 graded schools open. Most of these are taught by Porto Rican teachers and are located in the larger towns, where three and four grades are usually grouped together in one building. Instruction in English is given in each of these schools by an American teacher, and one such teacher is assigned for service in three or four graded schools. Thus we had 102 American teachers teaching English in these graded schools in the afternoon hours and devoting the morning hours to general instruction, for the most part in English, with the smaller children in the lower grades. In this way, it is thought, in a few years, as these younger children advance to the higher grades, all of the children in the graded schools will be prepared to use English text-books and to receive instruction in English, provided the native teachers can be prepared in the same time to give the instruction in English on all subjects. In this way alone will it be possible for the children of Porto Rico to acquire a working knowledge of the English language. There is no intention to rob them of the use of the Spanish language or in any way to displace that language. If, in addition to the best they have now, we can give them a practical working knowledge of English, they will have in their possession a tool of inestimable value in their future work in life, whatever that may be. The graded schools are doing excellent work, and while only a few hundred pupils have as yet advanced beyond the sixth grade, there were at the end of the last school year, in all, probably a thousand pupils ready to pursue work in the seventh and eighth grades of the course of study during the next school year, and we now have about 100 pupils who have completed the eighth grade and are ready for or are taking high school work. For these provision has been made in the high school at San Juan, in addition to which we opened the first year of a high school course in the city of Ponce. In San Juan we have divided the high school course into a Spanish high school and an English high school, giving two parallel courses conducted in the Spanish and English languages, respectively. In the so-called American school at Ponce we have a graded school with all eight grades of work given in the English language, and the graduates of this school are able to pursue their high school studies in an English high school, so that the plan now in operation in San Juan has been followed in Ponce, and two parallel high school courses will be provided—one given in English and the other in Spanish. These high school courses in San Juan and Ponce are open to pupils from all parts of the island, and in another year, when the additional high school courses are opened in Mayaguez and Fajardo, we shall have in these four high schools ample provision for the higher education of the high school grade for all pupils throughout the island who have successfully pursued their studies in the graded schools and are able to continue their studies in the high school. Additional facilities in the way of buildings and special teachers for this work will be needed another year, and will add materially to the demands made upon our educational budget. The results obtained in the past two years in the high and graded school in San Juan amply justify the continuance and the expansion of this department of our work. The report of the principal of the San Juan high and graded school for the current year is given in the Appendix, and the revised course of study will be found on another page of this report. INDUSTRIAL SCHOOLS. There is no more important forward step in the educational work in Porto Rico than the recent attempt to establish industrial and training schools. The last legislature passed an act in which it authorized the commissioner of education to establish, construct, and equip and maintain with any funds allotted or appropriated to the use of the department of education in Porto Rico, and not required for other purposes, at least three industrial or manual-training schools for the education of the youth of Porto Rico. The law further provides that Said schools shall be designed and equipped to afford a practical education for the pupils, both male and female, who shall be received therein in some occupation or trade of a mechanical or industrial character. Competent teachers, who shall be practical mechanics, artisans, thoroughly equipped by education to instruct the pupils of said schools in such mechanical or industrial branches as shall be taught in said schools, shall be from time to time employed by the commissioner of education as the needs and necessities of said schools and the means at his disposal for said purpose shall require and permit. The law then specifies that the schools shall be located in the cities of San Juan, Ponce, and Mayaguez, respectively, and gives the commissioner full power to promulgate the course of study and to maintain the schools as a part of the general educational system of Porto Rico; and also to provide such rules and regulations as he may deem proper for the admission of boys and girls to these courses. No specific appropriation was made to carry out the intent of this law, but in pursuance of its provisions the unused balance from the regular appropriation for the department of education, which at the close of the last fiscal year would have lapsed into the treasury, was made available, and this amounted to the sum of $40,521.33. From the school-extension fund there has been set aside $25,000 in addition for the erection of a suitable industrial-school building in the city of Ponce, and that building is now under contract and will be completed during the present school year. In San Juan a large office building, formerly used by the French Railroad Company for its offices, has been rented for the period of one year, subject to renewal, and the San Juan industrial school was opened in this building on Monday, October 27. In the city of Mayaguez a building formerly used as a warehouse has been rented and is now being remodeled in order to provide suitable quarters for an industrial school there. The following course of study has been prescribed for the first year in the industrial school. It is in the nature of preparatory work, in view of the fact that more applicants did not possess the necessary elementary education to be admitted to shopwork. Furthermore, it has been found necessary to begin with pupils at the age of 14, although in the San Juan school of the 59 pupils admitted during the first week the ages range from 14 to 20. Few, however, were much beyond the average of 14 in intellectual development. OUTLINE FOR COURSE OF STUDY IN INDUSTRIAL SCHOOLS. FIRST YEAR. I. Language. (Ten periods per week.) Reading and writing Spanish and English. Dictation and composition of business forms and letters in both languages. Exercises in English, with special practice in conversation. Elementary Spanish and English grammar. II. Mathematics. (Five periods per week.) processes. Arithmetic: Review as rapidly as possible the fundamental operations and Teach thoroughly common and decimal fractions, giving ample opportunity for practical exercises on the fundamental processes. Thorough drill, with practical problems in English and metric systems of weights and measures. Elementary business accounts; methods of rendering bills, keeping records, and making payments. Mensuration: Plane figures and surface measurement of cube, prism, and square pyramid. III. Science. (Five periods per week.) Geography: (a) Physical and political geography of North America, West Indies, Central and South America. (b) Elementary commercial and industrial geography of United States and West Indies, paying special attention to crops, products, manufactures, sources of raw material, and routes of trade and travel. IV. History. (Three periods per week.) (a) Reading: Stories of exploration and discovery in North and South America and the West Indies. (b) Study: Early colonial life in United States and Porto Rico, touching upon the relations of the Indians with the Europeans, and the struggles for occupation. V. Drawing. (Ten periods per week.) (a) Free-hand drawing from geometric objects, simple plants, and fruits. (b) Mechanical drawing, with attention to scale, accuracy, and neatness of execution. Floor plans: Models for tools and machinery, VI. Hand work. (a) Sloyd-for boys. ( (Five periods per week.) Use of tools in woodworking. Construction of simple models, teaching and requiring accuracy of hand and eye. Construction of articles of household use, brackets, frames, and light furniture. (b) Cooking--for girls. (Three periods per week.) Preparation of common articles of food, with special attention to dietetic and hygienic principles. Methods of cooking meats, vegetables, etc., and dishes usually eaten in Porto Rican homes. (c) Sewing-for girls. (Three periods per week.) Work in cutting from patterns, fitting, basting and sewing, buttonhole making, etc. (d) Needlework—for girls. (Two periods per week.) ing, knitting, darning, embroidery, etc. Drawn work and lace mak The plans for the subsequent years contemplate the establishment of a carpenter shop, a plumbing shop, a printing shop, a tailor shop, a shoe shop, a harness shop, and more elaborate training for girls in cooking, dressmaking, basketry, and sewing. The equipment for these shops will be obtained between now and the 1st of next October, and with the beginning of the second year all of the students will be required to enter one of these shops, devoting the bulk of each day to work in the shop he chooses, and one or two hours each day to class-room work in general studies. The wish of every man and woman, no matter how highly educated, to have some means of earning a livelihood and to be thorough master of some trade has become apparent in all countries, and Porto Rican boys and girls must not be left without some help in this direction. These schools will help to establish trades and industries on the island for the making of things which are now imported, but which could be just as well made here, thus giving employment to home labor and new incentive to |