One of the most perplexing problems which the Department of Education has to face in Porto Rico is the problem of the rural schools. In addition to a school budget too small to provide the number of rural schools necessary for all of the children of school age, there are added difficulties in the way of poverty and sickness among the country people which lead to irregular attendance on the part of the children, poor roads, and the keeping of children out of school in order to help earn money to support the family, especially in districts where child labor may be used profitably; and above all these difficulties is the great difficulty of furnishing the rural schools with teachers who are adequately trained and who have a comprehensive view of their mission as teachers and of the duty of the school to the community in which it is located.

The rural school problem will never be solved until we are able to provide teachers who are thoroughly prepared for the work which they have to do, and who look upon this work as being as important as any other profession. At present the rural school teachers fall into two rather large classes: first, the young, inexperienced, and often untrained teacher; and, second, the old, often out-of-date teacher, who has been unable to keep step with the progress of the town schools and has been pushed out into the country. Neither of these classes is fitted to give the best instruction in the rural schools; neither of them considers the position of a rural teacher as a permanent one, and in order to accomplish his best work the rural teacher should be expected to live in one community for a term of years so that he may fully understand and appreciate the problems of that community and become thoroughly acquainted with the patrons of his school.

The wages of the rural teacher should be such as will enable him to live in comfort, and as part of his wages the Government might very well assign him a parcel of land, together with living quarters, which would tend to make his residence in the district more permanent and which would enable him to carry on experimental work in agriculture at his own home.

There is no doubt but that the time will come when consolidated schools will be established in each barrio for the benefit of the children of the community. In this way, better teachers, better school buildings, better equipment, and a better arranged schedule of studies can be provided, as an untrained teacher who works with poor facilities and who has to handle two different groups of children in the day and who may have six grades to teach, is working under a disadvantage which greatly handicaps the work. This is especially true when the teacher has no permanent interest in the rural school problem and regards his term of office there simply as a stepping-stone to a place in the graded school system of the town. In the annual report of the Commissioner of Education for 1914-15 we find the following data in regard to the rural schools of Porto Rico:

"The rural schools are located in the barrios or rural subdivisions of the municipalities. Of the 1,200,000 inhabitants which comprise the total population of the Island, about 79 per cent live in this rural area and about 70 per cent of them are illiterate. At the present time there are approximately 331,233 children of school age (between 5 and 18 years) living in the barrios. Of these only 91,966 or 27 per cent were enrolled in the rural schools at any time during the past year. This shows a decrease from the figures reported last year, but the fact is accounted for by an order issued from the central office prohibiting rural teachers from enrolling more than 80 pupils. In some of the populous barrios the teachers were enrolling 150 pupils and sometimes more. Inasmuch as neither the material conditions of the school buildings nor the professional equipment of the teachers justified such a burden, it was deemed wise, even in the face of an overwhelming school population for which no provision is made, to limit the enrollment to a size compatible with a semblance of efficiency. The average number of pupils belonging during the year to the rural schools was 76,341. The average number of teachers at work in these schools was 1,243. This figure includes a number of teachers whose salary was paid by the school boards from their surplus funds. The corps of teachers for the entire Island is fixed by the legislature each year when the appropriations to pay their salaries are made, the commissioner being charged with its distribution among the various municipalities, but the school boards may, within certain limitations, increase the number allotted to them provided they pay their salaries from any surplus funds at their disposal. The average number of pupils taught by each teacher was about 63. The average daily attendance was 69,786, or 89.7 per cent, which gives an average of about 58 pupils receiving instruction daily from each teacher. About 59 per cent of the pupils were boys and 41 per cent girls. The average age of all pupils in the rural schools was 10.1 years.

"The above figures show, in a way, the magnitude of the problem to be solved before the people of Porto Rico can assume in full the duties and privileges of self-government. That enormous mass of illiterates, in its primitive, uncured condition, is not safe timber to build the good ship of state. We realize that there are serious social and economic problems to be solved before the people of Porto Rico reach the desired goal. But the pioneer work must be done by the rural school. Those people must be brought to a realization of their condition and to wish to improve it. The rural school, adapted more and more to actual conditions, is the one agency that can bring this about. At present, we are making provision for less than one third of the rural school population. It is as if we had an enormous debt and our resources did not permit us to pay the interest on it. The problem calls for heroic measures.

"Of the 1,243 teachers in charge of the rural schools during the past year, 1,217 or 91 per cent had double enrollment, i.e., one group of 40 pupils or less in the morning for three hours, and another similar group in the afternoon for the same period. The distribution of time among the various subjects of the curriculum depends, of course, on whether the school has double enrollment or not, as well as on the number of grades grouped in any one session.

"The course of study of the rural schools extends over a period of six years. Of the 91,966 different pupils enrolled during the year, 49.1 per cent were found in the first grade, 25.7 per cent in the second, 15.9 per cent in the third, 8.4 per cent in the fourth, and the remaining 0.9 per cent in the fifth and sixth grades. Of the total enrollment 93.2 per cent were on half time, the remaining 6.8 per cent receiving instruction six hours daily.

"Any enrichment of the rural course of study has been necessarily conditioned by the meager professional equipment of the rural teaching force, many of whom entered the service with nothing more than a common-school education and a few scraps of information about school management gotten together for the examination. Up to the present the academic requirements for admission to the examinations for the rural license have been limited to the eighth-grade diploma or its equivalent, and the examinations for the obtention of the license have covered the following subjects: English, Spanish, arithmetic, history of the United States and of Porto Rico, geography, elementary physiology and hygiene, nature study, and methods of teaching. It has been announced already that in all probability candidates for the rural license will have to present four high-school credits for admission to the examinations. The excess of teachers now obtaining and the increasing output of the Normal School will afford opportunity for selection and will raise the standard of efficiency of the force. At its last quarterly meeting the board of trustees of the University of Porto Rico voted to raise the entrance requirements of the Normal Department from four high-school credits to eight. In view of this, the Department of Education will probably increase the requirements for admission to the examinations for the rural license sufficiently to bring them up to the standard established by the board of trustees for admission to the Normal Department of the University.

"The rural teachers are elected by the school boards, subject to the approval of the Commissioner of Education, who pays their salaries from an Insular appropriation. The teachers are divided into three salary classes, as follows: First class, $40; second class, $45; third class, $50. All rural teachers begin at the $40 salary, and after three years of experience pass to the $45 class and after five years to the $50 class. Last year all rural teachers received a salary of $38 only, due to financial embarrassment.

"The rural schools were housed in 1,193 separate buildings, containing a total of 1,250 classrooms. Of these 1,193 rural buildings, 320 are owned by the school boards and were especially constructed for school purposes from plans approved by the Department of Education and the sanitary officials. Most of the rural school buildings contain but one room, although not a few have two, three, and even four, the tendency toward the centralized school growing steadily. In all, 24 new rural school buildings have been erected during the year. Most of these are frame structures, but some are built of reËnforced concrete and have a very pleasing appearance."