The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1900-08-26
School Work in Cuba.

oCnOoi Work IN (ubd.
When the final verdict OF history is
rendered upon the events OF the past
four years there are few chapters
which will give more pride to the Amer
leans Of future generations than those
which deal with the work OF the Unit
ed States In Cuba. II is unfortunately
true at present that members of one
Of our great political parties. refusing
to recognize that what is being done
for the Cubans IL not the work OF a
political party but OF the country, for
partisan reasons are strenuously en-
gagged in belittling the great work
which has been accomplished. and en-
deavoring to extract the maximum OF
political capital out OF the solitary in
stance Of official malfeasance which has
occurred. They are eager to besmirch
the fair name of the country. II In so
doing they can reap q modlcum OF par
tisan advantage. The natural corol-
larry of this Is that any attempt to
draw the attention OF the people OF the
country to the great work done In
Cuba. II made In the columns of the
daily press, loses weight and fails to
create the true impression. from the
natural tendency to regard IT as par
tisan defense OF the national admins
tration against q partisan attack.
Occasionally. however. there appears
some account of a portion OF the labors
OF the American people In Cuba from
sources such that all suspicion of par
tisan motive is necessarily eliminated.
Such Ia a review OF the New Schools
of Cuba" by Mary c.. Francis, which
appears in recent number Of the
Youths Companion. The publication
is timely. coming as IL does when the
Cuban school teachers are on visit
10 this country. under the auspices of
the government. studying American ed
ucationai methods.
II appears by this article that. prior
20 the American occupation OF Cuba,
the school system OF that island exist
ed almost entirely on paper There
were a large number OF teachers, os-
tensihly drawing large salaries, but UNI
fortunately they were never paid. There
WAS a liberal appropriation for school
supplies. but such portions as altered
through to the school teachers were
generally impounded by them. 70 make
UP for the non payment Of their salar-
ios. AS teachers were permitted 20
charge tuition fees In schools which
were nominally free. Il became the rule
that no scholars received instruction
unless the fees we're paid. According
20 the author, on her arst arrival In
cuba she was unable 90 discover sim
sic school house or 20 find one single
child in school. during a ride of morc
than 1--WE hundred miles '-Thp lwnor-
anee was appalling This people not
only had no knowledge they didn't
even know whas knowledge meant
within TIVE years there has come
most wonderful educational rswenera-
ton cuba has now school system.
admirably planned and conducted. with
Gsoo public schools. employing sy0a
teachers. ana furnishing instruction "a
lta,eao pupils. aud the school equipment
Is As good as in any ~ the schools ia
the United States The most enceurag-
lng feature Is that there has sarnur
Up a strong and growing interest among
all classes IN technical. Industrial and
agricultural eeuoation
Al ot the system had 20 b. bunt up
from the sroGad. ana everything was
provided with promptncss ana Hb-
crafty that created q vcritable tlaal
wave % enthusiasm among the Cuhans.
In their anxiety 10 secure the establish
ment ~ schools. the poverty stricken
Villagers IN remote places got together
and put up hats Of the usual native or
der in which the children assembled.
and, antil the furaitare arrived. studied
their lessons on the bare ground. In