fo MMT PTR as © & Gy COMMITTEE ON CHRISTIAN EDUCATION & TA. IN THY MISSION FIE LD or S ~ MADISON AvEnvn, NEw Vorx Crry ao DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION i CS — ee BULLETIN, 1919, NO. 12 EDUCATION IN THE TERRITORIES AND DEPENDENCIES | [ Advance Sheets from the Biennial Survey of Education in the United States, 1916-1918 ] amma Orr eA TTPO ae WASHINGTON GOVERNMENT PRINTING OFFICE 1919 ADDITIONAL COPIES OF THIS PUBLICATION MAY BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 10 CENTS PER COPY EDUCATION IN THE TERRITORIES AND DEPENDEN- CIES. “Bi ContTENTS.—Education in Porto Rico—Education in the Canal Zone—The Virgin Islands— Hawali—The Philippine public-school system—EHducation in Alaska, EDUCATION IN PORTO RICO. By Pact G. MILrEr, Commissioner of Hducation for Porto Rico, The work of the public schools has been greatly handicapped during the past year through conditions brought about by the World War. The department has lost many of its most efficient men, who went into the military service. Due not only to war conditions, but also to the prevailing low salaries, frequent changes in the teach- ing corps have taken place, with the resulting loss of efficiency. The rural teaching force alone underwent 730 changes, whereas in the city of San Juan there were no less than 110. In spite of these obstacles the work of the schools has been char- acterized particularly by the various activities carried on by super- visors, teachers, and pupils toward promoting the success of the United States and its allies in the World War. The war activities of the schools will ever stand out conspicuously as witnesses of the loyalty and patriotism of all. In this respect the work may be justly counted as a year of achievement and accomplishment unparalleled in the history of Porto Rico. Special attention has been devoted to increasing the food supply through school and home gardens, both rural and urban. For the promotion of community and war propaganda, and es- pecially for agricultural development, committees were organized which conducted public gatherings. Parent associations, also, held public meetings; teachers visited rural homes; and in cooperation with the food commission rural conferences were held. These activi- ties will be elaborated under their respective heads.. The chapter school committee of the Porto Rico chapter, American National Red Cross, effected local organizations of the Junior Red Cross in every municipality. In response to a special appeal made 3 4 BIENNIAL SURVEY OF EDUCATION, 1916-18. by the commissioner, 2,587 teachers out of a total of 2,649 in the service at the close of the year made a special contribution to the second war fund, which, together with amounts given by the office staff of the department, the supervisory force, employees of the uni- versity, and certain employees of school boards amounted to $6,665.89. | : Porto Rico has an estimated population of 1,223,981, of whom 427,666 are of legal school age, i. e., between 5 and 18 years, and 215,819 of compulsory school age, 1. e., between 8 and 14 years. The total enrollment in all public schools, excluding duplicates, was 142,846. Of these, 84,570 were enrolled in rural schools; 50,060 in elementary urban schools; 3,346 in secondary schools; 8,613 in night schools; and 1,257 in the University of Porto Rico. Of the 141,589 pupils enrolled in schools under the department, 80,063 were males and 61,526 females; 113,462 were white and 28,127 colored. In addi- tion to the pupils enrolled in public schools, 7,248 children attended private schools. The total enrollment was 83.1 per cent of the total population of school age and 65.6 per cent of the population of compulsory school age. The average number belonging in all schools was 115,689; the average daily attendance 106,441, or 92 per cent. Of the 141,589 pupils enrolled, 2.4 per cent were found in secondary schools, 35.3 per cent in elementary urban schools, 59.8 per cent in rural schools, and 2.5 per cent in night schools. These pupils were taught by 2,715 teachers, of whom 909 were men and 1,806 were women; 174 were teachers from the United States proper and 2,541 were native Porto Ricans; of the total number, 2,230 were white and 485 colored. Of the elementary pupils, 62.7 per cent were promoted to the next higher grade, as against 60.1 per cent the preceding year. ‘These figures are based upon the total enrollment. Using the average num- ber belonging as a basis for calculating promotions, 81.8 per cent of the elementary urban pupils were promoted and 72.6 of the rural pupils, giving an average of 76.2 per cent for all elementary schools. Kighth-grade diplomas were awarded to 2,035 pupils, and 347 high-school pupils received diplomas. - There were 42 new graded teachers added to the profession by means of licenses granted upon the basis of normal diplomas issued by the University of Porto Rico; 30 rural licenses were granted to persons who had completed the special two-year course for rural teachers in the normal department of the University of Porto Rico; and four rural licenses were granted to persons who had obtained the diploma in agricultural science issued by the College of Agriculture and Mechanic Arts. EDUCATION IN PORTO RICO. 5 Summer schools for the training of rural teachers were held at Rio Piedras and Mayaguez, at the close of which 74 rural licenses were issued. Special examinations for the licensing of rural teachers were held also in October and November, resulting in the granting of 240 more rural licenses. 'This number, however, was not sufficient to supply the schools of the island, and it became necessary to issue 169 provisional licenses before the close of the year. The schools of Porto Rico were conducted in 1,712 separate school buildings, representing 2,845 classrooms. Of these buildings, 540 are public property and 1,172 are rented; 316 are situated in urban centers and 1,896 in rural barrios. As to their character, school buildings range from the straw-covered shack in remote rural barrios to thoroughly modern concrete structures in the larger towns and cities. During the past two years 88 new sites for school buildings have been acquired, 20 in urban centers and 68 in rural districts; 58 schoo! buildings, 17 urban with 141 rooms, and 41 rural ithe “a rooms, have been erected during the same per fod. The total assessed valuation of property is $243,736,262, or $199.01 per capita of population. The expenditure for educational purposes last year was $1,634,- 513.99 from insular appropriation and other funds and $730,947 from school-board funds, making a total of $2,365,260.99. The total per capita expenditure per pupil was $12.63 for elemen- tary education and $41.92 for secondary instruction. The per capita expenditure per inhabitant was $1.93, SCHOOL ALLOTMENT—URBAN VERSUS RURAL SCHOOLS. Of all the children of school age in Porto Rico, 344,615 live in the rural barrios. Of this number, 84,570, or 24.5 per cent, were enrolled in the rural schools during the past year, whereas of the 91,604 children of school age ving in the urban centers, 53,406, or ©8.3 per cent, were attending school. This takes no account of a total of 3,618 enrolled in the night schools. The above summary goes to show that in the urban centers over one-half of the population of school age is attending sehool, while in the rural districts this holds true for but one-fourth of the popu- lation. In other words, in order to enroll the entire population of school age, the number of urban schools would have to be multiplied by 2 and the number of rural schools by 4. Such an increase is totally out of question for the present in view of the economic status of the island. The fact that but one-fourth of the rural population of school age is at present enrolled in the rural schools by no means signifies that the remaining three-fourths are deprived of an oppor- tunity to attend school. ‘The reverse is nearer the truth. Probably 6 BIENNIAL SURVEY OF EDUCATION, 1916-18, no less than three-fourths of the rural population attend school for a limited number of years, while perhaps less than one-fourth fail to avail themselves of the opportunities that are at hand. Furthermore, the period of school attendance in the Tropics is necessarily shorter than in a northern climate. Not a few of our young men and women marry and assume family cares before they have attained the maxi- mum school age. Any attempt, therefore, to enroll the total popula- tion of school age is, and will ever be, impossible of attainment in Porto Rico. The relative needs of the urban and rural populations have always been calculated on the figures given by the island census without regard to actual conditions, and the tendency as a result has inva- riably been to favor the rural population at the cost of the urban centers. This is shown by contrasting the provision for common schools in the budget of 1913-14 with that of the budget for 1917-18. Urban and rural teachers provided for. J Year Year : oooee: 1913-14. | 1917-18, | crease. Per cent. Total urban teachers provided [OP -. .cccccacccvccewesbasssoesccaseccercs™ 985 997 122 Total ruralEGachereproviGeGgMOrass a since ce sans ous siapisumciemscienisees arn < 1,141 1,660 45.4 The results of this policy have been that, whereas in many munici- palities rural teachers are unable to fill their schools to their normal capacity, in many of the urban centers, notably in such towns as San Juan, Ponce, Caguas, Bayamon, and Aguadilla, hundreds of children who clamor for admission at the opening of each school year have to be turned away. The absolute shortage of urban schools has been more especially felt of late years as a result of the city growth and the abolition of the double-enrollment plan. RURAL EDUCATION. The number of rural schools opened was 1,440. This takes no account of ghe rural schools opened in the semiurban zone and in some of the urban centers, as these schools follow the graded course of study and are considered part of the urban school system. The withdrawal of teachers, both urban and rural, to go into military service and into other work, has been one of the most perplexing features. An unusual number of graded and rural teachers re- signed, and as vacancies in the corps of graded teachers are gener- ally filled by the promotions of rural teachers who hold the graded license, the rural schools were the ones particularly affected. A total of 730 changes took place in the rural schools last year. This means EDUCATION IN PORTO RICO. 7 that approximately one-half of the rural schools have had more than one teacher during the year. The numerous changes made the work of the supervisory force and of the department particularly difficult. To train a total of 730 new teachers, practically half the rural teaching force, to a satisfactory standard of efficiency is a problem to tax the industry, patience, and skill of the best supervisory force. The policy of the department under such circumstances has necessarily been to em- phasize constructive supervision. Professional study and reading courses have been established; frequent teachers’ meetings and dem- onstration classes have been held in all the districts; and every- where much of the supervisors’ time has had to be devoted to the strengthening of this unduly large proportion of new rural teachers. For the purpose of further awakening public interest and of extending the usefulness of the rural schools, the rural uplift cam- paign initiated three years ago was given continued emphasis. All supervisors of schools gave particular attention to rural school or- ganization, paid longer and more thorough visits to rural schools, held frequent conferences for rural teachers, and ultimately checked promotions in all rural schools grade by grade by making a personal examination of every pupil recommended for promotion. A much greater proportion of rural teachers lived in the barrios where their schools were located, and such teachers became a vital factor in neighborhood life. Teachers living in the barrios not only gave to the patrons of the districts an example of sanitary and wholesome living, but they often made the schoolhouse a social center, where parents’ meetings, evening schools, and lectures were held. Where agriculture was stressed, teachers became the natural leaders of the food-supply propaganda, which has increased the available local food supply considerably. Libraries were opened for country dis- tricts, and teachers paid many visits to the parents in their homes. The department has directly aided many of the supervisors by sending speakers to parents’ meetings, which, as a rule, were held on Sundays. Supervisors report that the attendance at these Sunday meetings reached as high a figure as 400 persons. To-day the peas- ant of Porto Rico has come to realize that the rural schools belong to him as much as to the landowner or rich planter of his district. To carry out this rural campaign has required much sacrifice on the part of the supervisors and rural teachers. To teachers accustomed to the comforts of city life, the isolated life of the country has entailed no small hardship, but results have compensated them for such unself- ish service. Many supervisors who have stressed the rural campaign have given up almost all their Sundays to this work. While such labor is onerous, it is only by such devotion to the cause that the ulti- mate redemption of the illiterate peasant will be achieved. 8 BIENNIAL SURVEY OF EDUCATION, 1916-18. Out of 1,440 rural schools, 1,262, or 87 per cent, were on the double- enrollment plan; 1. e., they have one group of pupils, up to a maxi- mum of 40, during the three hours of the morning session and another sunilar group in the afternoon for the same length of time. This arrangement allows the pupils to take their noonday meal at home, and also makes it possible for the older ones among them to help their parents at home and on the farm during part of the day. This is a very important consideration during the coffee-picking season, from September to December, when the entire population of some of the districts, old and young, is employed in the coffee harvest. This double-enrollment plan, while it has its serious disadvantages, in- sures a better enrollment and attendance. The total number of pupils enrolled in the rural schools during the year was 84,570; and of this total, 48,821, or 58 per cent, were pro- moted. This low percentage of promotion is largely accounted for by the frequent changes in the teaching force and the closing of many schools for want of teachers. CONSOLIDATED RURAL SCHOOLS. A familiarity with the rural-school situation leads to the inevitable conclusion that the need is for better schools, rather than for move schools. The emphasis must be placed on better buildings, better equipment, on a fuller and necessarily longer course of study, with special provisions for the teaching of home economics, manual train- ing, agriculture, and other industrial subjects. This will demand better teachers and, as a logical accompaniment, higher salaries. The consolidated rural school brings together three, four, or more rural schools within one building or common center, in contrast with the present isolated school plan, whereby an underpaid and often poorly prepared and immature teacher has to struggle as best he can with - three, four, or more grades under his sole charge and with a large enrollment on the half-day plan. Such consolidated rural schools should eventually become the community centers of their barrios; and rural libraries, noonday lunches for the underfed pupils, medical inspection, and entertainments are some of the community improve- ments that would be brought within the scope of practical, successful achievement. GRADED SCHOOLS. The work of the graded schools has been carried on along very much the same general lines as in former years. The more important changes have been the following: 1. The teaching-of English on a strictly oral basis, which last year was introduced in the first grade of the urban schools, has been ex- EDUCATION IN PORTO RICO. 9 tended to the second grade of the urban and to the second and third grades of the rural schools as well. In addition to the First Grade Manual in Oral English, which was published last year, a manual for the second grade has now been put into the hands of all primary teachers. A Third Grade Manual has also been under preparation and has been given a thorough preliminary test in some districts. The shifting from reading to conversation as a medium for the teaching of English in the primary grades meets the needs of pupils and leads them along a natural and easy road to the stage where they are enabled to carry on the bulk of their studies in the English language, as 1s required of them in the intermediate and grammar grades. It brings the Porto Rican child in this particular respect one step nearer to the level of the American child who hears and talks English four or five years before he is required to read it. 2. The policy of the department to provide pupils with books specially designed for them was further advanced last year by the introduction of a specially prepared textbook in arithmetic for the use of third and fourth grade pupils. The text is in Spanish. It supplements and carries forward the beginning made last year when a special manual for the teaching of arithmetic in the first and sec- ond grades was prepared and issued to the teachers. 38. A special pamphlet on moral and civic training has also been prepared and issued. Formal instruction in this subject has now been made a brief but regular feature of the daily program of our schools. The need for something of this sort was realized a long time ago. The past history of the island, the limited experience of the people in self-government, the illiteracy which still prevails in the country districts, and the relatively few agencies, outside of the public schools, making for the enlightenment and the upbuilding of the people along moral and social lines, brought the need for such a course into plain evidence. The improvement which has taken place in the primary grades as a result of the introduction of a better coordinated system of teaching such elementary subjects as Spanish, English, writing, and arith- metic, in closer harmony with the needs and the life experience of Porto Rican children, has everywhere been a remarkable one. Better general results are evident, and this appears in the percentage of promotions from these lower grades. This improvement is further due to the introduction and use of specially prepared textbooks in which the standpoint of the Porto Rican child, his experience, and his needs are given due considera- tion. The department plans to extend gradually the policy of using specially prepared books and to exclude those which do not provide for the special requirements of the Porto Rican child. 106356°—19——2 10 BIENNIAL SURVEY OF EDUCATION, 1916-18. HIGH AND CONTINUATION SCHOOLS. Secondary school work was carried on in 11 high and 26 continua- tion schools, not including the University High School at Rio Pie- dras, nor the preparatory department of the College of Agriculture and Mechanic Arts, Mayaguez. In addition to the 11 regular four- vear high schools, ninth grade work was taught in 26, and tenth grade work in 11 municipalities. The total enrollment in secondary schools was 3,846, of which num- ber 1,584 were boys and 1,732 were girls. These figures show an in- crease in the enrollment over that of any previous year, but a rela- tive decrease in the number of boys enrolled as compared with the preceding year. The enrollment was distributed as follows: Twelfth grade, 382; eleventh grade, 601; tenth grade, 898; ninth grade, 1,465. The total number of graduates from the 11 department high schools was 347; from the general course, 310; from the commercial course, 37. The University of Porto Rico issued 71 secondary diplomas. Difficulty in securing texts and supplies because of delays in trans- portation, the shifting of teachers because of vacancies brought about by war conditions, and the decrease of enrollment due to economic conditions, made the year a trying one to teachers, principals, and supervisors. Notwithstanding these adverse conditions, the quality of work done was generally satisfactory, and no cases of infraction of discipline marred the year’s work. The Central High School at San Juan continued to occupy a building entirely unsuited for a school. Lack of teaching force and schoolroom capacity made it necessary to refuse admission to many applicants, and as a consequence ninth grades were organized at other school centers in San Juan; but even by the organization of these extra ninth grades many ambitious young people could not secure admission. WAR WORK OF THE SCHOOLS. The all-prevailing activity of the schools during the year was the work of teachers and pupils in connection with the World War. ‘The complete mobilization of the vital forces and material resources of the Nation for the successful prosecution of the war which had been effected throughout the United States had likewise been put into operation here. Porto Rico, which had but recently been granted the privilege of American citizenship, could not remain indifferent to the conflict in which the Nation had become involved. EDUCATION IN PORTO RICO. 11 THE FOOD QUESTION. Although in its commercial relations with the mainland Porto Rico during the fiscal year ending June 30, 1917, had a balance in its favor of 27 million dollars, largely as a result of its constantly grow- ing exports of sugar, tobacco, and fruit—the exports under these three heads alone totaling $70,468,907—it nevertheless depended upon the United States for a very large proportion of its food supply. The war brought into striking relief all the disadvantages and dangers of Porto Rico’s dependence upon the distant markets of the United States for her daily food supply and the need of taking im- mediate measures to place herself on a relative basis of self-support. It is owing to this that the appeal of the United States Food Com- missioner, to save food and to add to the sources of its supply, car- ried special weight in the case of Porto Rico. The appeal fell on soil already prepared. To the incentive of patriotism there was added the all-compelling force of the instinct of self-preservation. COOPERATION WITH THE PORTO RICO FOOD COMMISSION. In the matter of promoting the agricultural interests, the depart- ment worked in cooperation and harmony with the local food com- mission. A total of 35°supervisors of agriculture were employed during the year. ‘Twenty-five of these were special agents of the food commission and were paid out of its special funds. The re- maining 10 were paid out of the funds of the department. All, however, were in equally close relations with the department, and all worked through and with the supervisors and teachers of the public schools for the improvement of the food situation. Teachers everywhere, those in the country districts especially, served as dis- tributing agents for the pamphlets and circulars issued by the food commission. Rural teachers acted as the local representatives of the commission, collected the necessary information, and made regular reports of the food situation of their respective barrios, FOOD CONSERVATION WEEK. All the wheat flour consumed in Porto Rico, a total of 310,516 barrels for the fiscal year 1916-17, was imported from the United States. Wheat being the cornerstone of the national food conserva- tion campaign, it behooved Porto Rico to do its share in the conser- vation of this food product. As wheat does not grow in the Tropics, Porto Rico could only help by limiting its consumption of white bread. A further appeal was made by the food commission for economy in the consumption of such other imported foodstuffs as 12 BIENNIAL SURVEY OF EDUCATION, 1916-18, were needed by the people of the allied countries. To bring about this result an island-wide campaign of education and propaganda became necessary. A direct appeal had to be made to the patriotism and good will of every inhabitant. A large part of this work natu- rally devolved upon the rural schools. During “ Food conservation week” a campaign was aera dred by public- eal teachers in every town and barrio of the island. The number of public meetings held during that week exceeded 2,000. Both urban and rural teachers made a house-to-house canvas to ex- plain the meaning of the pledge card and to secure signatures. A grand total of 122,826 pledge cards were signed through the efforts of the schools. AGRICULTURAL AND PATRIOTIC PROPAGANDA. The following summary will show the nature and extent of the campaign carried on by the schools: 1. Number of agricultural committees (Comités de Fomento Escolar y-ApTicold) “organized 2 cas eee es ee ee eae ee 1,177 2. Number of public meetings held by these committees__.__._._______ 2, 380 3: «Number jofsparents’ -associations22. 452 ge et es Bo ie 831 4. Number of public meetings held by these associations__..___..___ 1, 297 5. UNamper OL .rurat sconterences... _U a ae fer Neda REE he Aces eli Di SN aie ey ¢ 6. Number of rural homes visited by teachers_____.-___-_-.-_uu___ 60, 038 These thousands of home visits and public meetings have made a deep and lasting impression on the people. The necessity of food economy, of increased food production, of improved methods of cul- ‘tivation, and of planting a greater variety of products has been preached to the remotest rural barrio of the island. Patriotic propaganda has also been stressed. A campaign of edu- cation to explain the causes and the aims of the war, its relation to ‘the people of the United States and of Porto Rico, the duty of every citizen to contribute to the successful outcome of the conflict the full- est measure of his powers and resources, has been conducted from one corner of the island to the other. WAR LITERATURE AND PATRIOTIC INSTRUCTION. Teachers have found ample material, both for their daily classes and for their conferences with the people of their respective commu- nities, in the literature that has been supplied them by the depart- ment and by the insular food commission. A number of pamphlets from various patriotic organizations in the United States were also mailed to the teachers. In addition the department procured a full supply of the monthly bulletins issued by the Commissioner of Edu- cation of tlie United States, entitled “ Lessons in Community and EDUCATION IN PORTO RICO. 13 National Life,” and incorporated these in the regular course of study in English and civics for all the upper grades of the common schools and for the continuation and high schools. “ Democracy To-day,” a collection of President Wilson’s principal war addresses, as well as speeches by other statesmen, properly edited for class work, was used as a text in high-school work. Spanish copies of “ How the War Came to America,” published by the Committee on Public Informa- tion, were distributed to all teachers and school board members in order to enable them to become thoroughly posted on the issues on which the Nation entered the war. The result has been that many of the teachers and not a few of the older pupils have become efficient propagandists, ready and able to take part in the molding of public opinion along patriotic lines. AGRICULTURAL COMMITTEES. In order to popularize the movement for food conservation and for increased food production, a local committee officially known as “Comité de Fomento Escolar y Agricola” was formed in every barrio. Each was composed of five influential citizens, preferably farmers of the more intelligent and progressive class. These com- mittees met periodically in the schoolhouse and planned their work in close cooperation with the rural teacher and with the agricul- tural agent of the district. Each committee held public meetings for purposes of propaganda among the inhabitants of the barrio. The local teacher and a number of prominent people from the near-by town took an active part in the meetings. The supervisor of schools and the agricultural agent of the district also took part whenever their other duties permitted. A total of 1,177 of these committees were organized during the year, and they held a total of 2,380 public meetings. ; PARENTS’ ASSOCIATIONS. The organization of parents’ associations dates back three years. _ While a certain number of these associations were this year merged into the agricultural committees and in a way absorbed by them, many carried on their independent activities. A total of 831 such associations held 1,297 public meetings. While the subjects dis- cussed had a special relation to the life of the school in its more limited educational or professional aspect, questions of general in- terest and especially those related to the World War did not fail to receive their due share of attention. RURAL CONFERENCES. In addition to the meetings held under the auspices of agricul- tural committees and parents’ associations, all more or less local in 14 BIENNIAL SURVEY OF EDUCATION, 1916-18. character, conferences of a more general nature have been held un- der the immediate direction of the supervisors of schools in-all the towns and main barrios. Special speakers were secured for these conferences, both the insular food commission and the department of education sending representatives. The local municipal authori- ties, professional men, and many public-spirited citizens throughout the island gave their services as speakers. At the close of the year the commissioner of education sent a personal letter of thanks and appreciation to each of these. uo Ae ee eee 244 SF JORATIAR OR Cr SE ee ts i ee ee eee see 50 HIGH-SCHOOL TEACHERS. Degree froma: -college:or university. .<- ose aeee oe ce a ee 26 Four ;Veara) sOrmalsrarn ne oe eae en 13 Two years miormel trains eee ee ae ee ee ee eee 1 Upon basis of experience or special training ________________ 13 SPECIAL TEACHERS. Degree from.aicollegeior university. 220. ee ee pal Fourvyears -pormaliirgining 50a eee Se ee ee ee 32 Two lyeurecmormal tiaiting od. ea ee a ae af Upon basis of experience or special training_---___..--__-____----- 37 TEACHERS OF ENGLISH. Degree froma coilege or 8 university __ 2 ee ee eee 44 Four years .normal training. 2 oo... eS eee Uste aes AD High-school or academy diploma or previous license__._.-____. Meet aes 18 EES Barc e BETTE AT: S00 21s OO A oo Ome iy Prete ee Pees (am AM ESE ate: 3 GRADED TEACHERS. \ Dégreé frontia college or’ a-univer sity. Sots Lee ee ae 2 Four iearsinormatitcaining co Lee ee es Se ek ee 3 OMe ee ape STEIN ST ae oo AS Des Rn neeNen ney SOUT Patel, 2) 879 BY AT acess aie Cc a arenes ee nai wae em ght eee ee me 785 RURAL TEACHERS, ‘Ewe: seare vmepmn yy trelmng ft. J. eee ee ee ee 9 Boel CRT aes esa Sr ma ie a erties es ned oe tines Total Se OD SD Ss GP GD ESD 2® C9 SF OP SD Cm Se St 8 Oe Oe Se ee er ee es ee en ee ee ee ee ee oe a, 362 SUMMARY. Teachers holding a degree from a college or a university____tttooonnc. 118 With f0uF Wears Nora aie - A.W cece end cmmomcuamaie BWA DEL Ae PR 6g EDUCATION IN PORTO RICO. 23 Wirth twe yeare normal training 2. ee ee eee 890 Upom basie of experience er training.u. oe) oe oe 50 With high-school or academy diploma or previous license___________--_-.. 18 Lb ele eeeiag uate crWa sh. 5) c) 1 ue aa aiineons is Ss.) 2 2 3. Seli A gE LE Slaps ple eae eee 1, 969 UE ay er a ee in om baie 3, 362 PROFESSIONAL READING COURSES. An organized effort has been made during the past three years to raise the professional standard of the teachers by providing them with a number of the best and latest books on educational questions. As a result, reports received from supervisors all point to the un- questionable improvement which has been brought about in the general attitude and in the efficiency of the teachers. During the year just closed no insular funds have been available for the purchase of professional books. An appeal was, therefore, made to teachers to purchase the books, indicated for the year’s reading course, out of their own funds. They responded readily. The books thus pur- chased will be available for reference during succeeding years, and every teacher will thus have the nucleus of an individual professional library to which, it is hoped, each will add as his means will permit. The books recommended for the year’s reading course were as follows: 1. For rural teachers: Social problems in Porto Rico—Fleagle. Jean Mitchell’s School. 2. For urban teachers from the first to the fourth grade: Motivation of School Work—Wilson and Wilson, A Schoolmaster of a Great City—Patri. 3. For urban teachers from the fifth to the eighth grade: Motivation of School Work—Wilson and Wilson. Education for Character—Sharp. 4. For high and continuation school teachers: Supervised Study—Hall-Quest. Education for Character—Sharp. 5. For school supervisors: Teaching Elementary School Subjects—Rapeer. During the year 1916-17 the following books were prescribed: Farhart’s Types of Teaching; Bagley’s Classroom Management; Thorndike’s Principles of Teaching; and Strayer’s a Brief Course in the Teaching Process. A small but constantly growing collection of professional books is now found in the office of every district supervisor. Standard professional magazines, such as Normal Instructor and Primary Plans, the Porto Rico School Review, Primary Education, and the Elementary School Journal have large numbers of subscribers among the teachers. 24 BIENNIAL SURVEY OF EDUCATION, 1916-18. The readiness of teachers to make pecuniary sacrifices and their willingness to adopt any suggestions tending to their professional improvement is a decidedly encouraging feature. RATING OF TEACHERS. At the close of the school year all the teachers in the active service in the schools of the island were classified according to efficiency of service, a modified form of the Boyce score card being used. Clas- sifications range from FE, the highest, to P, the lowest. The latter classification results in the cancellation of the teacher’s license and) his removal from service. Summary of the classification of teachers. Urban Rural Classification. Feacheraiitoachers, Total. Te ee at eee ei Pete Sel. ea ok ct as oie sete ie Sree utine aba a bere eee etceae aint oto sins 215 31 246 ea ete oe aia ole crstree G'n'Sia etl ale Ciclo aatalorste O Lio otaiicts otele micie ae Cietate le Siete eres 835 1,077 1,912 FR et gen Oe IY eh BN WRN SL ELV Sy oy P'S ecia ele Bio 6 Sins te weal uci ete iowl aatainolale ata mer a 67 414 481 Pe ee eee ee Naps MEP eta Elite Bialclarais wea SS oe Or eTO ee cic ee Ee tiara ce aecinigtae 2 8 10 A Wet so Magenta ne Die ns ald ameplaae M NroP p bate e ASl apl a p 1,119 1,530 2,649 SCHOOL CELEBRATIONS. The celebration of school holidays in Porto Rico has been found an excellent means of establishing closer relations between parents and school authorities. On these occasions exhibits of work done in the classroom are usually displayed in order to give the parents an idea of what is being accomplished. Some of the holidays were observed by appropriate ‘exercises held in the afternoon of the previous day. Of the legal holidays, Wash- ington’s Birthday, Columbus Day, Thanksgiving Day, Abolition Day, and Memorial Day were duly celebrated. Arbor Day, Lincoln’s Birthday, and Mothers’ Day, though not legal holidays, were also generally observed. The passing of the Jones law, the new organic act under which Porto Rico is governed, was celebrated in several districts by appro- priate patriotic exercises. The total number of celebrations held in the 41 school districts was 170. EDUCATIONAL TESTS AND MEASUREMENTS. During the year 1915-16 the general educational tests given by the department in Spanish, English, arithmetic, and reasoning produced wide interest and resulted in their extension in many districts. Tests were conducted in 50 of the 74 municipahties. Of the 41 supervisors, EDUCATION IN PORTO RICO. 25 all but 9 gave tests in several grades, while a few supervisors held general tests not only to measure progress with like grades in the same municipality but to compare results with standard measure- ments. In but few districts, however, was attention given to tests in rural schools. Two supervisors made use of the Studebaker economy practice exercises as the basis for periodic tests in arithmetic, and one super- visor used the Courtis tests for the same purpose. The Ayres meas- uring scale for ability in spelling was used in many districts, while three supervisors made similar scales for testing the ability of chil- dren to spell in Spanish. Although the spelling of English words will necessarily be emphasized throughout the school course, it is believed by several supervisors that, by proper attention to the mat- ter, the spelling of Spanish words can be fixed by the end of the fourth grade. In measuring the ability to write, both the Highland and the Zaner handwriting scales were used. Tests were held in Spanish, English, writing, physiology, civics, history, arithmetic, memory, and reasoning, but the greatest number was given in arithmetic. Some supervisors emphasized accuracy and others reasoning; all agree that the tests stimulated both teachers and pupils. Most supervisors report that results secured from rural dis- tricts were very discouraging. One supervisor who has carefully prepared and preserved standard work for every subject in every grade reports that “ withdrawals are the chief factor in producing retardation.” Another super- visor maintains that the entire course of study is too difficult, and that “scarcely any children in any grade are abreast with the work as outlined for the grade.” THE UNIVERSITY OF PORTO RICO. The University of Porto Rico comprises the Normal Department, the Colleges of Liberal Arts, Law, and Pharmacy, the University High School, and the Practice School, which is attended by elemen- tary school pupils, all located at Rio Piedras; and the College of Agriculture and Mechanic Arts situated at Mayaguez. RIO PIEDRAS DEPARTMENTS. Marked improvements have been made during the past year in buildings, grounds, and material equipment. The pharmacy depart- ment has been moved into large and well-lighted rooms of the Me- morial Building, where it is in close proximity to the physics and chemistry laboratories and fully equipped with the proper laboratory conveniences and necessities. The usefulness of the biology labora- tory has been greatly increased. 106356 ° —19-——_4 26 BIENNIAL SURVEY OF EDUCATION, 1916-18, The library accommodations have been improved, and the library is now under reorganization to conform to the Dewey system. In spite of changes, the university is still badly in need of more and better buildings. Many students of the university have entered the teaching pro- fession this year by taking special examinations or by securing tem- porary licenses. The first steps in a self-survey of the university were taken at the end of the year by securing from each member of the faculty a synopsis of each course offered by him during the current year, and detailed comments and suggestions concerning the local administra- tion of the university. The most immediate problems connected with the development of the university are financial. None of the plans for improvement and extension, including the development of the college of liberal arts, the organization of a school of education, a school of medicine, and a school of commerce, and the effecting of a scheme of cooperation with universities and colleges of the United States for the preparation of teachers of Spanish and of commercial students entering the field of Latin- American commerce, can be put into effect until the university has more and better buildings and material equipment, and sufficient funds for increasing the faculty. There is great need of legislation to place the university on a stable financial basis by designating permanent and fixed source of revenue for the university and free- ing the institution from the uncertainty of relying upon special ¢ ap- propriations voted at each session of the legislature. COLLEGE OF AGRICULTURE AND MECHANIC ARTS. The College of Agriculture and Mechanic Arts has had a year of steady progress, in spite of the same interruptions that have been experienced by all educational institutions since the entrance of our country in the war. The requirement for admission has been raised one year, giving a distinctly older and more serious tone to the whole student body, but resulting in a lower total enrollment, 204 in place of 290 last year. The college was again called upon to supply man- ual training teachers to fill the gaps in the teaching force of the public school system, gave up students who went into the extension work of the United States Experiment Station as agricultural agents, furnished a full quota of candidates for three training camps for officers, and suffered the most serious loss when eight of the faculty resigned in one week, six to go into the training camp, one into the Young Men’s Christian Association work, and one to be director of the Insular Experiment Station. All members of the senior and junior classes of sugar chemists were sent out to help in the labora- EDUCATION IN PORTO RICO. o7 tories of the sugar companies, and without exception have done well. In short, there has never been a time when the training given at the college received such recognition and when the demands for its men were so far beyond its power to fill. Naturally, this demand has reacted favorably on the student body, as a very practical demonstra- tion of the monetary value of thorough work. Of the three forms of activity in which colleges of this character are engaged—instruction, research, and extension—only the first is properly the function of the college as at present organized. The Federal and Insular Experiment Stations in Porto Rico are each distinct organizations to which the functions of research and exten- sion naturally belong. The importance of instruction in agriculture, particularly in a country where lack of other resources makes the land the sole basis of wealth, is so great, while the funds available are so limited, that attention has been directed to this end. Experimental work has been carried on in testing vegetables under tropical conditions, in raising Belgian hares as a possible cheap meat supply for the tropics, in poultry, which plays such an im- portant part in the food supply of all warm countries, and in forage and cover crops. In March a very successful three days’ agricultural congress was held in connection with the United States Experiment Station, the Insular Experiment Station and the Food Commission to arouse the interest in a greater food supply grown in the island. CERTIFICATES, DIPLOMAS, AND DEGREES GRANTED, Rio Piedras department: College of Liberal Arts: B. S. in chemistry _....--.--_...._.____--_. 1 Gotlere.orn baw : Bachelor of law... cawe soe Oo ge Sh ee Ee 13 Normal Department: . . TOMES CAT COUMSC: CTPA ATES ee os Se 42 CULal CegCnere . CORCUICALES. 2”. smereraeeL © See se eee ie 30 PRESCHOOL EE DLONIAS eta eee es ee ee eae 51 Na Na oe wsenges es ees ere sigd hese een =~ eS es LU Eeney Susbent i orl 137 College of Agriculture and Mechanic Arts: Poets SETIeOLiUr es o1 OT 4 fh Eee Ge Ph apt os og 2 IPE Sun tiuerwily CHEN Ger Nei feo «same ee 3 ie ees ee AnCal. CN iVGOTI) Os. Lem net 1 Py eee Li Ste Cle ECT IT e 55 ee 3 Subcollegiate diploma in agricultural science____-____-__-__- 8 Subcollegiate diploma in polytechnic science__.___.____._____ 12 AQIS See aaa eee OOS AED PMI! 2 CNC NE MAR RC NURSE Salem bog Grand tote SL ae saa acbtlgas cone pata lan gt og ei fad 166 28 BIENNIAL SURVEY OF EDUCATION, -1916-18, EDUCATION IN THE CANAL ZONE. {Summarized from the report of A. R. Lang, superintendent.] New concrete school buildings at Ancon, Balboa, Pedro Miguel, Gatun, and Cristobal were completed October 1, 1917, but late arrival of school furniture and quarantine at various parts because of preva- lence of whooping cough and measles delayed their opening. The enrollment for both white and colored schools, as also the total num- ber of teachers employed, showed a steady increase over those of the two preceding years. The growth of the system is shown by the fol- lowing-named new positions, authorized for the school year 1917-18: Supervisor of upper grades, $2,400 per year (recreated). Instructor of apprentices, $2,100 per year. Teachers (two) of science and mathematics, high school. at $159.50 per month, each, : is Teacher of Spanish and French, $104.50 per month. Director of music, $175 per month. Manual-training teacher, $159.50 per month. Teacher, high school, $132 per month, effective October 22, 1917. Teacher, grade, $104.50 per month. (Seven; one abolished and one high-school position at $132 created October 22, 1917.) Other signs of progress are: (1) The entrance salary for grade teachers was increased from $95 to $104.50 per month, effective at the opening of the school year; high-school teachers from $120 to $182; and science and mathematics | teachers from $145 to $159.50. (2) The eleventh and twelfth grades were added to the Cristobal High School, and the eighth grade was added to the Pedro Miguel white school. The usual physical examinations of pupils in the white schools were made during the week beginning October 27, and showed the follow- ing results: : Total numbersor pupils exasoined _ _. . eee ee ee ee 2,803. Number found needing: treatment ... 850285 Pests eres EE 679 Percentage of those examined needing treatment____._-__-_____ Seam Seam 52 NiUmber WILUOSeeLl AS “ORI VAUerect ___ - BER oer eee, ee Ses 341 Number with defects other than those of teeth only_____________________ 838 HefectstTOund sve eh As eae 2 CR ee ee eee ee ee 790 BDefectssof visions 222 = on * eee Be de eee es RS 1% DetectS-cfshearinese aoe os: . _-. aay ee et eee ee oI Nasal: breahivnore steers 2" Ee eee 32 Hypertrophied ;tonsus=*-<-— —___ Teno a a 167 Pulmonary diseuse ase... --__ Beware ee ee eee 5 Bronchttistsio se es oe i” eee ee te ee eee wee 3 Choréa.or other mervous disorderqtee oer oS ees 4 Orthopedic: CELSCtS aes i — a ee 3 RUD URW cle) 1 Dement ate OR Seely ae Er anne pe Bye UST edt 2 Defective teeth _-_------------------------------------------------ 441 EDUCATION IN THE CANAL ZONE. > ee Defects found—Continued. (Gonracioue: (iccuses =o 315 ee UN kB 5 Bnlarced -corvenm riancs 0 a ee ee 27 Cardiac diseasert ns 8 oi ia en 13 Ore inner agi, eases Lea tcd as eee ee eee 164 NamIperITOf MIDIS A CCINate Gs 5: et a a ee tl 89 Work was carried on during the year in the revision of the courses of study in both white and colored schools, which will be put into effect for the year 1918-19. Night schools at the Balboa High School were started on Feb- ruary 19, 1918, the following subjects being taught: Shorthand, typewriting, bookkeeping, algebra, geometry, English, and Spanish. Tuition was $4 per month, and salaries of teachers $4 per night. Junior Red Cross work was carried on extensively in the white schools, and a Junior Red Cross Auxiliary was organized in each white school and did good work, raising $640 tu be used for ma- terials. School entertainments and dances were held for the benefit of the Red Cross; the Industrial Arts Schools cooperated with the Red Cross work and food conservation; and the manual training classes made boxes for packing local Red Cross material to be sent abroad. According to the report of the secretary of the Junior Red Cross, $27,167.50 was invested in Liberty Bonds, War Savings Stamps, and Thrift Stamps. The Junior Four Minute Men speaking contests were carried on successfully in connection with the work in English. The pupil who made the best speech became a Junior Four Minute Man and was awarded an appropriate certificate. The flag salute, patriotic songs, etc., were used daily. Flags were displayed at each school and in each classroom. Patriotic posters were displayed in every school. “Lessons in Community and National Life” (prepared by the United States Bureau of Education and used in all grades above the third, including the high school) and thrift and war savings prob- lems were incorporated into the work of the schools in such subjects as arithmetic, reading, history, English, geography, and current events. Examinations in the subject matter covered by Lessons in Community and National Life were given at the midyear and also at the end of the school year. It was the aim to correlate these prob- lems with the different subjects in the schools the nature of which has inspired the pupils to better results. Circulars have been issued to parents and 9t ardians requesting that they cooperate with the schools in inspiring thrift and patriot- ism, and to teachers urging the importance of this kind of work. The High School of Balboa continued its successful career, 89 pu- pus, including the class of 1917, having been graduated from it. The annual high-school play was given at the different Young Men’s Christian Association clubhouses and at Camp Empire. 30 BIENNIAL SURVEY OF EDUCATION, 1916-18. Manual training and household arts classes were carried on at Cristobal for the Cristobal and Gatun pupils. SEWING WORK. The business of providing suitable industrial training in the zone is difficult. because of the scattered condition of its population. In order that results on a par with those of the modern industrial schools of the States may obtain, plans are under way for erecting and equip- ping buildings and providing instructors for each of the two termi- nal towns. When these are available, every child from the sixth grade on will share in the advantage that will come of having an institution of the most approved type. As the study of the condi- tions under which the courses of instruction must be developed con- tinues, obstacles must be overcome; and new problems, unusual to teachers who are likely to be drawn to this locality, must be solved. No better results could be achieved, and to no better use could the cooking department be put, than solving the new native produce question. This would be an ideal locality in which to conduct an agricultural center, with the boys in the fields producing the crops ihe year around and the girls cooking and studying food preparation from a scientific viewpoint. Contrary to what might be expected, a big demand has been created for the pieces of furniture that add to the comfort and ap- — pearance of the homes, and altogether there seems to be no end to the possibilities of the mdustrial department. During the year much attention has been given to the organization of the manual training course in a way that would acquaint the students with the working methods of the shops. Satisfactory results also come of requiring them to give some time to the making of articles of equip- ment for the schools, the salient features being the promotion of responsibility for the welfare of the department, appreciation of ex- penditures for its upkeep, and the discouraging of selfishness. In this way employment is afforded those students who can not. pay for, or who can not decide to make, furniture for themselves. As a result considerable school equipment of superior grade was turned out. Drawings, tracings, and blue prints for the proposed industrial school buildings at Balboa and Cristobal were made. There are other lines of industrial work rich in cultural and practical value to students and the community which should be given consideration. The steady growth of the apprentice department has been note- worthy, as shown in the following table: THE VIRGIN ISLANDS. | 31 Enrollment according to trades and school grades. Trades. 4th. 5th. 6th. 7th, 8th. 9th. 10th. | lith, | 12th. | Total. Botlermakerss-. .¢ 2. se 2 1 tt oe oot 2 a Ni lope. BREN TRE. "yes oe = 7 IPFACKSIMEIS ©. So. eeieaomte oles weeieccc ce oc Pte te Ue eee a eae 2 oe 2 le ae 2 €abmetmalkers oye eo atlases ae DB Py oie el ek a El pls See, al Se, A RT aaa L Copversittn Sassen se aor te earn ase ce sce pA lh oat | Met aculcta fas dawacuheecns so 1 IE LESROn sree. Pere mec Mie = oe oe es 1 [clam 2 = SA ar AOE | EL a ae ie is a we 1 IGCEPICIAN Gee kN Meme rem fi he Ea ele cae oe ico SMe ils c (RC rebel MEA CHINISGS Sec ees See ee A eet 2 5 3 3 Oe 2 17 ORACLE VPP EE EES Oe es Fa ee 1 PAR eee ct eRe BR eT ee Ss 2 Pipenteprse see. ese eee O14 TS pe 1) 9) eee Tie ae ec as 4 Physical training and athletics were continued in all the white schools. In almost all the white schools monthly fire drills, under the supervision of the Panama Canal Fire Department, were held. The following table summarizes the comparative educational sta- tistics for the years ending June 30, 1915, 1916, 1917, 1918: Comparative statistics. Items. : 1915 1916 1917 1918 Numiber of school halldines.... 22. 05. 2s. ess. 5-2 += 2 - 15 16 19 17 Buildings erected and converted... 3... 2 24.-.256---+2+ 4 1 6) Ree eee Additional rooms constructed (additions to existing OB UECHIN GS) ieee te ace ie oe he Reyne Jac eee ie ae 2 4 1 1 Number of employees in division.................-..--- 65 60 70 81 INITIMMEL OL SUpPervisery [OECC.i.ct. o... 5. eececcs cess cas 1 1 2 3 Total expenditures (approximate).............-.....--- $109,000 | $70, 188. 56 $87, 000 $140,000 Estimated vaine of school property................-+--- $120, 000 | $110, 000. 00 $100, 000 £550, 000 Net enrollment: WELK CHOOIS ee ee eee eee eae Be) Bhs 1,146 1, 366 1,518 1, 764 Woloned SeHOOIS. NA roman a SO ne ae Le as 1, 430 785 855 1,010 WehiGerarel COLOr eto. creme on 20 ee ga 2,576 2,149 2,373 2,774 Per capita expense of maintenance (approximate), pasedronknetcemrollment jane. ss ceeee ee eee ss + oes $42.31 $32. 66 $36. 66 $50. 83 Potal dave of abtendance 2.24). Soo ati os in ncane 283, 988. 5 258, 244.0 | 295,697.0 | 350,619.09 IWihtieschoolssien. nce see es «oe ceee.