but applied it in a somewhat different way, with impressive results.
It opened a great many more schools than Mr. Frye had done, and saw to
it that they were better equipped than his had been. Within six months
the number of schools was increased from 635 to 3,313. Indeed, on March
3 it was found necessary to put on brakes, by issuing an order that no
more new schools should be opened for the present. That year more than
$4,000,000, or nearly a fourth of the total revenue of Cuba, was spent
on public schools.

[Illustration: EVELIO RODRIGUEZ LENDIAN

One of the foremost educators of Cuba, Dr. Evelio Rodriguez Lendian, was
born at Guanabacoa in 1860, and was educated at the University of
Havana, where he is Professor of History and Dean of the Faculty of
Science and Letters. He is also President of the Academy of History, and
Director of the Athenaeum. He has written a number of books and has
great repute as a public speaker.]

In addition to primary and grammar schools, which were made universal,
trade schools of various kinds were established. In the principal
cities, especially in Havana, there were free schools of stenography and
type-writing. These latter were designed partly to supply a competent
and up-to-date clerical force to the various government offices, and
partly to promote modern business methods in private concerns. Of course
they provided profitable occupation to a large number of persons who
otherwise might have been out of employment. The creation of the public
schools also provided employment for several thousand persons, as
teachers. These were almost entirely Cubans and, as in the United
States, were very largely young women. Considering the paucity of
numbers of those reported by the census as possessing "superior
education" it was extraordinary that a sufficient staff of teachers
could be obtained. Normal schools for the training of teachers in modern
methods of education were established, and were largely attended by
young Cubans eager to participate in the work of advancing the
intellectual interests and indeed also the social and industrial
interests of their country.

An admirable impetus, of inestimable value, was given to the work of
Cuban education in 1900 when Harvard University, General Wood's alma
mater, invited Cuban teachers to the number of a thousand to spend the
summer at that institution, in Cambridge, Massachusetts, where a great
summer school in pedagogy and other sciences wa